Mapping example

This kind of mapping uses a narrative approach to show that the assessments address all unit requirements.

In this case, there were several sections.

1. The first step was to get the soft copy of the units units into computer
 
2. Tidy up page layout.
 
3. Delete anything in the unit that is not a requirement. (e.g. "... may ..." statements in the Range Statement.) Some definitions remained because they were helpful. The range statement made very few requirements,
 
4. Decide upon assessment tasks that produce the most naturally occurring kind of evidence that represented the elements. The tasks are usually easy to describe briefly,

• Most were projects that took a considerable time and would easily cover different contexts.
• The list of requirements and criteria were included below.
  

Check other requirements

1. Check other requirements:
 
• valid, reliable, fair and flexible
• focus on the application of knowledge and skill to the standard of performance required in the workplace and cover all aspects of workplace performance, including
  • task skills (usually already done if you cover the elements properly)
  • task management skills,
  • contingency management skills and
  • job role environment skills
• Student information on "standard of performance required in the workplace" was put into a separate page in the menu.
 
2. Check assessment context: the workplace over a substantial period of time in different kinds of tasks.
 
3. Check that everything is in a sensible order.
 
4. Check that tools are concrete and clear enough to be reliable.
 
5. Check the number of kinds of evidence for each element. In many cases, some evidence was specified in the range statement or performance criteria:
   • e.g journalling and group reflection in reflect and improve counseling
   • procedures in the practice standards units
   • research in some units

   Only shortfalls of knowledge requirements not clearly observed would be assessed by oral interview.