A key advantage of conducting observations is that you can observe what people actually do or

say, rather than what they say they do. People are not always willing to write their true views
on a questionnaire or tell a stranger what they really think at interview. Observations can be
made in real life situations, allowing the researcher access to the context and meaning
surrounding what people say and do. There are numerous situations in the area of criminology,
and related disciplines, where approaching people for interview or questionnaire completion is
unlikely to yield a positive response, but where observations could yield valuable insights on an
issue.

On the other hand, there are a number of very important problems associated with
observational research. An important one relates to the role of the observer and what effect he
or she has on the people and situations observed. This is difficult to gauge. There is also the
additional problem of being able to write an account, as a researcher, when one is immersed in
a situation or culture. This latter situation can mean that the research is dismissed as too
subjective. Observation can be very time consuming. Some well known observational pieces of
research took some years of observation and immersion in a situation or culture. However, it is
more common in modern research to reduce the observation time substantially. Observation
time may be further reduced in experimental conditions (laboratory or simulation) in other
words, controlled settings. An important potential disadvantage, in conducting observational
research, is the ethical dilemmas inherent in observing real life situations for research
purposes.

Assessing Students
Effective teachers know they need to keep their eyes on three aspects of instruction: the product, the
process, and assessment. In other words, what they teach, how they teach it, and how they know
whether or not students learn and understand. They design specific and unique methods of
instruction depending on several factors, including student needs and curriculum objectives. They
also develop differing assessments, tests, quizzes, observations, and other methods of determining
what a student knows.
How do they do this? You probably remember taking tests and quizzes when you were a student
and still encounter them today. Whether it's an online quiz to determine insurance eligibility or an
end-of-chapter test for a course, assessments are tools to determine understanding of specific
criteria. Classroom teachers use several methods to assess students, including one called direct
observation. Ever hear of it? Let's take a closer look.

Defining Direct Observation

Teachers use two methods to assess students: formal and informal. Formal assessments, such as
paper-pencil tests, standardized tests, and classroom quizzes all have specific criteria to determine
student understanding and use data to report results. When a student takes a social studies test, the
teacher knows the correct answer for each question and scores the answer right or wrong. The
overall grade is then used to determine student understanding.
Informal assessments do not use data and are meant to assess process as well as content. They
are typically completed by teachers watching students performing a task, such as reading a book,
asking questions, or working on a problem. If a teacher wants to understand what strategies a
student is using to decode and comprehend, a running record can be taken, observing the student
reading and recording strategies and the results of using them.
One type of assessment that can fall into either category is direct observation. Just like it
sounds, direct observations are when teachers watch students to make a determination, perhaps
of problem-solving processes, understanding of content, or social skills. Mr. Jeremy, an elementary
teacher, is conducting direct observations on his students as they work on in the science lab. Let's
step in and watch him watch his students.

Direct Observations in Classroom

Mr. Jeremy uses direct observations to assess his students for a few reasons. He may want to
understand how they figure out problems, or he may need more information to determine student
knowledge. Sometimes he gives grades using direct observations, and other times, he simply gains
specific information about his students. We'll talk more about this later.

Assessing Students
Effective teachers know they need to keep their eyes on three aspects of instruction: the product, the
process, and assessment. In other words, what they teach, how they teach it, and how they know
whether or not students learn and understand. They design specific and unique methods of
instruction depending on several factors, including student needs and curriculum objectives. They
also develop differing assessments, tests, quizzes, observations, and other methods of determining
what a student knows.
How do they do this? You probably remember taking tests and quizzes when you were a student
and still encounter them today. Whether it's an online quiz to determine insurance eligibility or an
end-of-chapter test for a course, assessments are tools to determine understanding of specific
criteria. Classroom teachers use several methods to assess students, including one called direct
observation. Ever hear of it? Let's take a closer look.

Defining Direct Observation

Teachers use two methods to assess students: formal and informal. Formal assessments, such as
paper-pencil tests, standardized tests, and classroom quizzes all have specific criteria to determine
student understanding and use data to report results. When a student takes a social studies test, the
teacher knows the correct answer for each question and scores the answer right or wrong. The
overall grade is then used to determine student understanding.
Informal assessments do not use data and are meant to assess process as well as content. They
are typically completed by teachers watching students performing a task, such as reading a book,
asking questions, or working on a problem. If a teacher wants to understand what strategies a
student is using to decode and comprehend, a running record can be taken, observing the student
reading and recording strategies and the results of using them.
One type of assessment that can fall into either category is direct observation. Just like it
sounds, direct observations are when teachers watch students to make a determination, perhaps
of problem-solving processes, understanding of content, or social skills. Mr. Jeremy, an elementary
teacher, is conducting direct observations on his students as they work on in the science lab. Let's
step in and watch him watch his students.
 Direct Observations in Classroom
Mr. Jeremy uses direct observations to assess his students for a few reasons. He may want to
understand how they figure out problems, or he may need more information to determine student
knowledge. Sometimes he gives grades using direct observations, and other times, he simply gains
specific information about his students. We'll talk more about this later.

Skills Recognition
novation
Go

 FAQs
 Key Terms
 Resources
 About
 Contact us

 Home

 Assessors and trainers

 The principles of skills recognition

Back to previous page

Relevant Pages
 Templates for Assessors and Trainers
 Frequently asked questions (assessors and trainers)
 Further resources for assessors and trainers

The Advantages and

Disadvantages of various
assessment methods
Skills recognition processes should be designed to be as user-friendly as possible for the applicant (and, where relevant, the employer).

The advantages and disadvantages of various methods are summarised below, along with some
risk mitigation guidelines.
Workplace observation

Disadvantages

Applicant may feel pressured, affecting

Advantages performance
Assurance that evidence is authentic, valid
Assessor needs access to workplace
and current

Applicant need not leave workplace Mitigation

Ensure that the applicant is fully informed

Can illustrate competence through reference
to/use of workplace facilities and resources Allow more than one attempt and inform the
applicant that they are eligible for a second
Necessary method for some high risk
attempt.
activities and roles
Negotiate with the employer to allow workplace
access

Simulation

Advantages

Enables assessment under simulated degraded or Disadvantages

emergency conditions In the case of safety critical roles in rail,
Enables assessment of infrequent events that have not requires access to simulator
otherwise occurred during workplace assessment

Third party report

Advantages Disadvantages

Can provide useful backup Need to confirm that information is authentic

and current
Process need not be complicated. e.g. Third
party completes form or checklist Third party must be informed and credible

Mitigation

Request a statutory declaration, signed and

witnessed appropriately
Questioning
in the form of a competency conversation, professional conversation, learning
conversation, interview
Advantages
Provides immediate feedback
Provides opportunity to explore skills and
experience in greater depth
Does not disadvantage applicants with limited
reading and writing skills
Projects/assignments
Advantages
Can provide extensive information on
applicant skills, knowledge and experience
May be used in both group and individual
assessment
Familiar assessment method for some
applicants
Allows for differences in learning styles
Disadvantages
Requires a skilled assessor
Applicant performance may be influenced by
assessor’s style
Mitigation
If possible, hold group assessments. This can
elicit more detail, as applicants jog memories
and support one another
Disadvantages
Requires writing and presentation skills
May ask for skills that are not required of the
unit of competency
May not be a good indication of workplace
competence
May be judged on presentation rather than
content
Difficult to confirm validity
Mitigation
Cross check validity with a peer or colleague
Print portfolio

hard-copy documentary evidence compiled by applicant

May include various forms of evidence of Disadvantages

informal, non-formal and formal experience
May be difficult to confirm authenticity
Applicants are likely to be familiar with this
approach Currency can be an issue

May be judged on presentation rather than

content

Mitigation

Check certifications, qualifications, third party

reports and referees re: authenticity

e-Portfolio

electronic documentary evidence compiled by applicant

Advantages Disadvantages

May include various forms of evidence of Requires computer literacy

informal, non-formal and formal experience
May be difficult to confirm authenticity/validity
Suits applicants who are comfortable working
with computers and online environment May be judged on presentation rather than
content
Can be streamlined through use of templates
or ePortfolio software Mitigation

Information can be electronically shared and Check documents for authenticity where
stored possible

Minimises paper-based evidence collection Allow for a paper-based portfolio

Point of view glasses

video camera worn by an individual to take live audio-visual footage from the perspective of
that person.
 Advantages Disadvantages

When worn by applicant or a colleague, Requires access to the technology

provides audio-visual evidence of the applicant
performing a work activity

Particularly useful in assessing the skills of

workers who are geographically remote from
the assessor

Challenge Test

also called skills test

Advantages Disadvantages

Can include practical, written and/or oral May not adequately assess skills requiring
elements synthesis and analysis

Provides opportunity for targeted testing of
safety critical activities and roles
Can test understanding and recall
Stress may influence applicant performance
Mitigation:
Ensure the applicant is fully informed about the
nature of the exercise

Allow for a second opportunity and inform the

applicant of this opportunity prior to taking the
challenge.

Most Active
Recently Updated
 About
 The kinds of 'evidence' that you can gather for your assessor
 Skills Recognition: brief overview
 Skills Recognition step-by-step single
 Not enough documentary evidence?
Recently Added
 Self-assessment checklist
 FAQ for applicants
 The process of assessing the evidence
 Demonstration / observation
 Skills tests, challenges tests or demonstrations
Newsletter

Go

RailCRC

© 2018 SKILLS RECOGNITION – CRC FOR RAIL INNOVATION. ACKNOWLEDGMENT & DISCLAIMER
IN COLLABORATION WITH KLYP