Appropriateness for Using the Assessment Planning Process in Workplace Assessment - Term Paper Example

Table of Contents Contents 1.Overview and organization of this critical analysis 1 2.Description of the project appropriate to works and workplace assessment 2 3.Advantages and disadvantages of the assessment plan process 3 4.Analysis of the assessment plan process in respect to workplace assessment methodology 3 5.The link between the assessment plan process and workplace assessment planning 4 6.Recommendation to use the assessment plan 5 7.References 5 1. Overview and organization of this critical analysis In conformity with the requirements of Assignment 3, the focus of this critical analysis is on the suitability of assessment planning process created in Assignment 2. The critical analysis begins with the description of the project or the assessment planning made earlier followed by statements on its advantages and disadvantages in relation to workplace requirements. The next section is the actual analysis of the assessment plan in relation to workplace assessment. This also includes an analysis of the relationship between the created assessment and workplace assessment planning. Finally, a short but coherent argument recommending the use of the assessment plan in CBA projects. 2. Description of the project appropriate to works and workplace assessment The project is an assessment plan for nurses working in home-based care specifically for people with HIV/AIDS. Since nurses working at this setting are trained, they should be also assessed for competency, effectiveness of training, knowledge obtained while performing their duties at home-based care, and identifies additional training needs. The instruments used to determine the behaviours required in training nurses include speaking confidently with others, ability to judge the effectiveness of other strategies, possessing good work ethics, and able to solve unfamiliar problems within the domain. These instruments were appraised based on four behavioural objectives as specified in assignment 2 along with four type of knowledge (procedural, factual, conceptual, and meta-cognitive) as assessment targets. The assessment plan is closely related to workplace assessment in several ways since it include behavioural objectives that is central to competency-based training. Secondly, it has cognitive objectives indicating the sort of knowledge and skills required in the workplace (Assignment 2, 2011, p.1-11). To ensure comprehensiveness, the project includes different assessment methods such as diagnostic, formative, practical, summative, and collaborative test. The assessment is generally to determine the extent of learner’s ability to extract information from patient and their families, and their ability to diagnose and evaluate patients’ treatment progress (Assignment 2, 2011, p.1-11). 3. Advantages and disadvantages of the assessment plan process Since the instruments or behavioural objectives used in this assessment plan is only limited to four, there may be some disadvantage in identifying training needs in areas like assisting patients with activities of daily living (ADLs) such as dressing, bathing, grooming, and eating (Timby, 2008, p.12). This is because they are not considered anywhere in the assessment plan which is generally focus on information extraction, identifying complications, ethical issues, and case analysis. However, the assessment plan has several important advantages such as the ability to determine the participants’ level of knowledge and behaviours required in home-based care. Identifying the effectiveness of training and the additional training requirements that may emerged from time to time. More importantly, the assessment plan is complying with the major requirements of CBA such as inclusion of behavioural objectives and cognitive processes in assessing learners. 4. Analysis of the assessment plan process in respect to workplace assessment methodology Since workplace assessment is mostly focus on outcomes or what a learner can actually do in the workplace, the project or the assessment plan process is somewhat suitable in many ways. For instance, a standard work-based assessment requires knowledge of job requirements, sequencing and structuring of these requirements, assessment through demonstration, inform trainee of the requirements, provide opportunity for learning and practice, and assess the trainee’s competence (Study Guide 7143EBL, 2011, p.27-30). Similarly, the assessment plan process provides that opportunity for determining the work requirements in home-based care such as extracting and recording patient information, identification of possible complication and ability to find solution, ethical requirements, and case analysis work. Moreover, it can be used to assess trainee’s competence through identification, evaluation, and analysis of different knowledge type. Information gathered from the assessment plan is vital since it involves knowledge in patient diagnostic and treatment progress. Moreover, it can provide students the ability to identify gaps in the learning process, prevent recurrence of learning difficulties, enhance their skills in extracting information, and identify the appropriate tasks in a particular situation (Assignment 2, 2011, p.1-11). 5. The link between the assessment plan process and workplace assessment planning Workplace assessment planning is generally linked to competency-based assessment which results are used to enhance workplace training. The link between the assessments planning process is in the need for knowledge, skills, and dispositions compatible with the workplace requirements (Study Guide 1743, 2011, p.27-30). In other words, training courses must be able to produce trainees meeting the specification of learning outcomes and behavioural objectives set by the industry or the workplace. The assessment plans contains four important behavioural objectives which in real-life nursing work is valuable. For instance, extracting and accurately recording information from patient and family members regarding the patient’s conditions are basic requirements in the workplace which learners must be able demonstrate (Wolf 2001, p.460). Similarly, accurate identification of possible complication and threats along with knowledge of appropriate solutions that can help patients is an essential requirement of home-based nursing which in competency-based training must be assessed and demonstrated (Assignment 2, 2011, p.1-11). In other words, the assessment plan is primarily linked to workplace-based assessment through behavioural objectives and the outcome of training is closely associated with performance evaluation or assessment which must be demonstrated and measured as a unit of competency. Since the ability to perform that activities specified by the industry is critical, the assessment must be guided by objectives which is a combination of behavioural and cognitive skills. This is because they are considered useful in determining teaching, planning, and assessment requirements (Study Guide 7143EBL, 2011, p.27-30). 6. Recommendation to use the assessment plan The assessment process as mentioned earlier is compatible with competency-based assessment as it has specified the learning outcomes and behavioural objectives required by competency-based assessment or CBA. Since CBA is a recognized assessment method in terms of competencies, it is a great opportunity for the assessment process to be applied in CBA project. The assessment plan developed for nurses working in home-based care for HIV/AIDS patient can greatly help industry stakeholders indentify the right individuals to work with such type of patient and setting. The assessment can also help identify the effectiveness of training being provided to these nurses and additional training needs that may emerged from time to time. 7. References Assignment 2, 2011, Developing the assessment plan for training nurses on home-based care for people living with HIV/AIDS, Griffith University, Australia Study Guide 7143EBL, 2011, Vocational Assessment, Griffith University, Australia Timby B., 2008, Fundamental Nursing Skills and Concepts, Lippincot Williams & Wilkins, United States Wolf A., 2001, Competence-Based Assessment, Chapter 25, in Competence in the Learning Society, John Raven and John Stephenson (eds), Peter Lang, New York, pps. 453-466 Read More