| Assessment type | Summative assessment |
|---|---|
| Assessment method/tool | Product-oriented performance assessment |
| Operationalisation (what is being assessed and why, how to conduct it) | Description of the method Product-oriented performance assessment is the way in which the person carrying out the evaluation process focuses on the final product. The other two aspects, related to the performance of the implementation of the product development process and the intrinsic performance of that production process are considered irrelevant for evaluation. The assessment therefore covers the existence of the product and its characteristics. Speaking of characteristics, the evaluation will also take into account the conformity of these characteristics with the references established prior to the development of the product. In the case of a training process, the product is the existence of some competencies and the conformity of these competencies with what was pursued once the training process began. Complexity. The evaluation should be within the limits of the trainees' abilities Repetition. The project should be attractive to trainees, in order to be desired for application and self-application by the trainees. Creativity. It should encourage trainees to exercise their creativity and divergent thinking when approach the topic Goal-based. The project is designed to achieve a learning goal: to give competence to the trainees. The objectives of the assessment method Three distinct objectives can be defined for the actual assessment method, and they are: The product, which is the new learning competencies, can be considered as being specific to three levels of performances: Beginner, Qualified, and Expert level. Operation The evaluation is related to the capability of the trainer to introduce the simulator, as digital tool, within the teaching and the assessment activities, in a class. The welding simulators are digital tools offering scenarios of welding, with different processes and different kind of joints. A simulator can be introduced several times in a class if the subject to be taught is related to welding technology. The trainer will be verified if knows how to implement the simulator in specific moments of the teaching activity 1. Theme: evaluating the competence related to the implementation of a welding simulator in the preparation of a class with specific topic in the welding domain; 2. Conditions prior to the evaluation: a. designing the structure and the contents for a workshop containing a micro lesson, an exercise, an analysis and conclusions. b. delivering of the micro lesson to the participants; the contents should be focused on the using of a welding simulator as a tool for the training on specific aspects of the welding domain c. dividing the number of the trainees in groups of 5 d. starting of the exercise: identify in the information to be taught the elements that can be better presented by using a simulator dedicated to welding; elaborate short scenario with the information to be taught and how to involve the simulator; analysing the new system of training (which includes the simulator); concluding on the results of analysis. 3. Implementation of the assessment 3.1 Actions: 3.2 Competence to be evaluated from the received answers: capability to understand the use of a simulator as a digital tool; capability to understand that several topics from a subject to be taught can be taught by using a simulator; capability to understand the benefits of using a simulator in the class implementation. |
| Remarks | The summative assessment will verify:
Level 1 (Beginner): Is the trainee aware on the potential of using a welding simulator in a class structure? Is the trainee able to understand the benefits of using a simulator? Level 2 (Skilled level): Is the trainee able to recognise different type of simulators and what types of subjects they address? Is the trainee able to understand how to involve a simulator within a class structure? Level 3 (Expert level): Is the trainee able to create scenarios of subject’s teaching in which the simulator to be introduced? Is the trainee able to elaborate scenarios for the simulator, as parts of the class? |
Useful LINKS/ATTACHMENTS:
Video files related to the use of a welding simulator can be viewed at:
https://www.youtube.com/watch?v=wYRymhZrFmk