Australian Canoeing Assessment Policy

It is a requirement of the Australian Canoeing Award Scheme that all on water skills be directly assessed by a current Australian Canoeing Assessor.

A combination of assessment instruments should be used whilst assessing within the ACAS to properly measure achievement of all the elements and performance criteria as specified in the units of competence. Where appropriate, learners will be given opportunities to assess their own performance before being summatively assessed. In some instances assessment will take the form of an examination.

The design of assessments will incorporate problem solving and contingency management approaches, which will provide students with the opportunity to demonstrate their knowledge and understanding of the subject matter and their ability to analyse and question current paddling practices and assumptions.

All assessments will attempt to ensure that assessment is as faithful to the real world as is possible and should be in a 'whole of work' context, given the physical resources available.

There is a need for multiple sources of evidence to ensure that 'normal' performance is being observed

Judgements about competence are only ever inferences that are based on evidence. An Australian Canoeing assessor must make a judgement based on the evidence presented to them. In most cases, because of the implications of the decision, the assessor will make a decision on the balance of probability.

In special cases, more certainty may be needed, ie, to go to beyond reasonable doubt, because of the implications of safety and risk management. Hence there will be a greater need for multiple sources of evidence.

In every case, one source of evidence is probably insufficient, however, the more critical the assessment, the more evidence that is needed.

The need for integrated assessment

Where possible AC Assessors should assess person''s knowledge and skills and attitude at the same time. This is because it is usual to use knowledge and skills simultaneously whilst operating as either a Guide, Instructor, Coach or Official.

The assessment also needs to be integrated in a 'whole of work' context. For example in assessing flatwater instructor qualifications, rescue skills should be assessed as part of a 'real' activity and should involve the full restoration of the victim rather than just getting a simulated victim back into a boat.

Integrated Assessment

Essential in the process of assessment is the assessment decision of whether or not competence has been demonstrated in accordance with the prescribed set of criteria. The assessment process is based on the collection of evidence until the evidence makes the decision of competent or not yet competent.

The collection of evidence and judgement of competency needs to ensure that the four (4) key dimensions of competence are covered:

• Task skills (performance of individual tasks)
• Task management skills (managing a number of different tasks as a coach, guide or instructor)
• Contingency management skills (responding to problems, breakdowns and changes in routine) and
• Job role/environment skills (e.g. dealing with the responsibilities and expectations of a coach or instructor).
• Transfer skills

To ensure assessment is not narrowly based on tasks, but on a complete role and embraces all aspects of the Australian Canoeing Award Scheme, an integrated, holistic approach to assessment is required. This approach seeks to combine knowledge, understanding, problem solving, technical skills, attitudes and ethics into assessment tasks.

When effectively planned and prepared, holistic assessment covers a number of the competency units during a single assessment session. The same approach should apply when judging evidence of prior learning for its relevance and authenticity.

Before choices are made about the assessment methods to be used and the assessment materials most appropriate for the situation, the following questions need to be considered by an assessor:

• Who will be assessed?
• What do you know about this person/persons?
• What is their level of education and literacy?
• Do they have any special needs?
• Are they English speaking or is English their second language?
• Where will the assessment take place?
• What kind of environment will the assessment take place in?
• Will it be inside a workplace building or out in the field?
• Will it be noisy and difficult to ask questions orally, should the questions be written instead?
• Will there be sufficient space?
• If the assessment materials require written responses or recording, is there a suitable surface to do this on?
• Do the materials suit this environment?
• What types of resources will be available to conduct the assessment?

Assessment Guide documents are available to use when assessing in the Australian Canoeing Award Scheme assessors are able to access these documents from National Training Providers.

Costs and resources

There is a need to be innovative and flexible in assessment due to the expense of time and human resources. Without compromising quality, consider the availability and cost of resources needed to conduct the assessment:

• Will the assessment be naturally occurring or will a simulation need to be considered to gather evidence?
• What equipment/technology will be needed to conduct a fair and valid assessment?
• Is the equipment already available at the work site (for on-the-job assessments) or in the training location (for off-the-job assessments)?
• While the resources are being used for assessment, will this affect service provision or hold up other workers who need this equipment?
• Will equipment need to be borrowed or hired? What will the costs of this be? Will approval be necessary for this expenditure?
• Will it be necessary to have any specific manuals or guides relating to particular pieces of equipment or processes?
• Will these be necessary to assist in the development of assessment materials (eg, technical details in relation to a piece of equipment, from which questions could be developed to assess knowledge and understanding)?

There are many considerations to take into account when making decisions about the method of assessment most suited to the evidence requirements and the person/s being assessed.

Evidence Gathering

Assessors must ensure that sufficient evidence is gathered to provide an accurate, valid and fair assessment of an individual''s performance against the applicable competency standards. Evidence gathering methods should be gender and culturally inclusive and take into account the language, literacy and numeracy skills of the assessed and assessor.

Although processes for gathering evidence will vary, four (4) primary approaches should be utilised:

1. Samples of performance (eg, constructed through simulations, activities, skill tests, etc)
2. Observation of performance in the workplace
3. Evidence of prior performance (eg, recognition of prior learning and recognition of current competencies via log books, portfolios, projects, reports, work history, etc) and
4. Supplementary information (eg, questioning, tests, presentations, etc).

In many instances, the most appropriate method of gathering evidence will be a combination of the four (4) approaches depending upon time, cost and context factors.

Criteria for the judgement of evidence

Assessment Methods

The following range of assessment methods will be used.

Demonstration / Simulation Format

Employees/learners may be observed directly or by indirect means such as video

Examples

• Demonstration of strokes and stroke combinations
• Preparation of a trip plan including weather interpretation, risk management, navigation plan and float plan
• Guiding a guided exercise

Documentation Format

Examples

• Log books - verified
• Trip reports
• Other certificates
• Reference letters
• Correspondence

Visual Format

Examples

• Oral presentations
• Question and answer techniques

Audio Visual Format

Examples

•  Skills and knowledge recorded in absence of the assessor

Project Format

Examples

• Full trip plan on unknown area based on chart, real weather forecast and research
• Research into equipment or techniques

Reassessment

Where a student has not meet the learning outcomes in an assessment, the student may be reassessed a second time, provided that the student has satisfied the assessor that reasonable efforts have been made.   Reassessment should not be conducted within 6 weeks unless special agreement is given by the assessor.

Costs and timing associated with reassessment need to be negotiated with the specific assessor and their NTP.

*Note: reassessments should use a different assessment instrument when appropriate.

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