Explore Melbourne Assessment Competency Kits

Take a closer look at the complex competencies.

Competency kits for each of the Melbourne Assessment complex competencies have been designed to provide practical support for teachers in planning the teaching and assessment of each complex competency. The kits for Agency in Learning and Collaboration can be accessed at the bottom of this page.

If you are a member of the Melbourne Assessment community or New Metrics Research Partnership, you have access to additional competency framework kits via your member portals that you may select from.

Video

Watch and listen as Enterprise Professor Sandra Milligan provides an overview of the Competency Kits, which provide guidance on learning and assessment design for complex competencies. Sandra discusses how they were developed and what they include.

The resources included in the kits support you to think about what makes up a competency, what growth in a competency looks like, and how to plan tasks, activities, and performance opportunities and provide opportunities to demonstrate proficiency. Sandra also shares ideas on how the kits are being used by schools/organisations.

The information in each kit will help you to:

• understand the context and outputs of the research practice partnership
• further your understanding of the competency
• identify what you are looking for in terms of behaviours that evidence the competency
• design learning and assessments so learners have opportunities to demonstrate their competence
• start to use Ruby, the Melbourne Assessment online platform.

Read

Now that you have some understanding of what is in each kit and how they are intended to support teachers as they are being introduced to the competencies and this approach to assessment, spend some time reading the two sample kits available for download below: Agency in Learning, and Collaboration.

Notice in particular these five aspects of the assessment resources:

• Elements: building blocks of assessing complex competencies.
• Elements: behavioural indicators – markers that teachers can look for which suggest how well a learner is performing.
• Learning progressions: empirical progressions that show how typical learners develop as they increase in competence.
• Sophistication of tasks, activities and performance opportunities that are needed so that the learner can show what they are capable of.
• Using the online assessment platform guide.

You will unpack each of the five aspects in Steps 5.5 to 5.8.

Reflect

Consider how you would explain the relationship between these five aspects of the assessment process to colleagues.

Write

Include your explanation in your journal.