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Integration of delivery and assessment

QuestionMark 

What is integration?

Integration is the process of combining delivery for several outcomes, across a programme, into a single coherent activity
And/Or
The process of combining several assessment guidelines and criteria, across a programme, into a single coherent assessment activity/task

 

How can I plan for integration of delivery?

• Read the relevant programme modules (two or more)
• Identify commonality in themes and content
• Plan for the logical delivery of the content
• Where there is more than one teacher involved in the delivery, agree who will deliver which aspects of the programme and when
• Ensure that content relating to all the learning outcomes in each of the relevant components is covered in delivery
• Keep the learners informed about how the programme will be delivered

 

How can I plan for integration of assessment?

• Familiarise yourself with all the information relating to assessment in the relevant programme modules (2 or more)
• Identify complementary assessment techniques, guidelines and criteria that may facilitate integration. You may find it useful to map this information in a grid. You can access two sample grids at the following:

Sample Grid for the Integration of Assessment for Social Studies 5N1370 and Communications 5N0690 (see link to sample brief below)
Sample Grid for the Integration of Assessment for Work Experience 5N1356 and Communications 5N0690 (see link to sample brief below)

• Consider whether there is an opportunity to write assessment guidelines in a brief, that will allow learners demonstrate achievement of the learning outcomes of two (or more) components
• Write the integrated brief, while adhering to all the assessment information in the relevant programme modules
• Devise a marking scheme per programme module and in line with the specific assessment criteria in that programme module

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What are the numbers associated with integration of assessment?

• One assessment brief that simultaneously meets the assessment requirements of two (or more) programme modules
• Two (or more) marking schemes
It is important that the learner is informed that even though s/he is producing one piece of work, that work will be marked in line with the specific assessment criteria of each of the relevant programme modules. This means the learner will get two (or more) marks assigned for the same piece of work.

 

Sample assessment briefs for the integration of assessment

Please note: the following sample integrated assessment briefs are provided for illustrative purposes only. They have been developed in line with programmes developed as part of the ETBI shared programme development process
1. Integration of Assessment for Communications 3N0880 and Word Processing 3N0588

2. Integration of Assessment for Communications 3N0880 and Word Processing 3N0588 and Computer Literacy 3N0881

3. Integration of Assessment for Social Studies 5N1370 and Communications 5N0690

4. Integration of Assessment for Work Experience 5N1356 and Communications 5N0690

 

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What are the advantages of integration for the teacher?

• Opportunity to work with colleagues delivering on the same programme
• Supports flexible delivery
• Facilitates creating an engaging and creative learning environment where information flows in a logical manner
• Gives assurance of overall competence in a vocational area
• Facilitates the development of briefs based on meaningful, realistic, streamlined activities that better mirror activities in life and participating in a work force

 

What are the advantages of integration for the learner?

• Opportunity for holistic assessment
• Avoids over assessment
• Improves motivation
• Makes a programme and assessments more meaningful and realistic
• Benefits overall learning within a programme
• Facilitates appreciation of how one set of outcomes relate to another
• Avoids unnecessary duplication of work

 

 In summary

When integrating assessment it is important to:
• Plan carefully
• Ensure the learner is facilitated to demonstrate achievement of all the learning outcomes mapped (in the validated programme) to each piece of assessment
• Keep learners informed
• Develop clear guidelines in the brief
• Ensure the learner is aware that s/he will achieve 2 (or more) separate marks for the one piece of work

 

 

Preparing a Portfolio of assessment

View an animated presentation on Preparing a Portfolio of Assessment
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Level 1 and Level 2 Marking Sheets

Providers are free to develop Marking Sheets at Level 1 and Level 2 as appropriate, for example, Providers may list the assessment tasks that a Learner has completed and list the Learning Outcomes opposite each task:

Assessments..................Learning Outcomes
Task 1 ........................... R5, NVC5, LS3
Task 2............................ R1, R2, R3, R6, W3
Task 3............................ NVC3, NVC4

Or if you would like to view a sample Marking Sheet, that could be useful for the Internal Verification Process and External Authentication Process, and the information that could be included on a Marking Sheet, please download one by clicking on the code of the Minor Award:

 

Level Name Code Credit Value
1 Computer Skills M1T11 5
2 Computer Skills M2T11 5
1 Craft M1A19 5
2 Craft M2A19 5
1 Data Handling M1N08 5
2 Data Handling M2N08 5
1 Design M1A20 5
2 Design M2A20 5
1 Drama M1A22 5
2 Drama M2A22 5
1 Food Choice and Health M1H16 5
2 Food Choice and Health M2H16 5
1 Health Related Exercise M1H17 5
2 Health Related Exercise M2H17 5
1 Life Science M1S24 5
2 Life Science: Habitats M2S25 5
1 Life Science: Horticulture M1S27 5
2 Life Science: Horticulture M2S28 5
2 Life Science: Life Cycles M2S26 5
1 Listening and Speaking M1C03 5
2 Listening and Speaking M2C03 5
1 Music M1A23 5
2 Music M2A23 5
1 Non Verbal Communications M1C04 5
2 Non Verbal Communications M2C04 5
1 Pattern and Relationship M1N06 5
2 Pattern and Relationship M2N06 5
1 Personal Care M1H14 5
2 Personal Care M2H14 5
1 Personal Decision Making M1L12 5
2 Personal Decision Making M2L12 5
1 Personal Safety M1H15 5
2 Personal Safety M2H15 5
1 Problem Solving M1N09 5
2 Quantitative Problem Solving M2N09 5
1 Quantity and Number M1N05 10
2 Quantity and Number M2N05 10
1 Reading M1C01 5
2 Reading M2C01 5
1 Relaxation Techniques M1H21 5
2 Relaxation Techniques M2H21 5
1 Setting Learning Goals M1L13 5
2 Setting Learning Goals M2L13 5
1 Shape and Space M1N07 5
2 Shape and Space M2N07 5
1 Using Technology M1T10 5
2 Using Technology M2T10 5
1 Visual Art M1A18 5
2 Visual Art M2A18 5
1 Writing M1C02 5
2 Writing M2C02 5

Assessment

The following links may be useful:

 

Key QQI Certification Dates

QQI Fees for Certification - See Section 1.4 of linked document 

Quality Assuring Assessment

Assessment of Learners

Feedback to Learners

Writing Marking Schemes and Outline Solutions

It is essential, when drawing up an examination paper, that you draw up Outline Solutions and Marking Schemes at the same time.

Your outline solutions should reflect the answers you expect the Learner to produce. Depending on the questions, outline solutions may have:

• one correct answer
• a range of acceptable answers
• a list of minimum acceptable key points

In devising a marking scheme and outline solutions for an examination paper Assessors should refer to:

• The assessment guidelines in the provider's validated programme module for the weighting of the examination, the format of the examination and the allocation of marks per question
• The Learner Marking Sheet at the back of the programme module for a break down of the marks allocated for each question


The marks allocated in the Learner Marking Sheet are overall marks. To ensure fair and consistent marking Assessors must devise a detailed breakdown on how the marks will be allocated to parts/elements of each question.