New technologies are transforming how we teach and learn, offering assessment experiences that support a diverse range of learners, especially those who may not thrive in traditional classrooms. Following the shift towards online learning, the need for effective and reliable online assessments is more important than ever. 

Fruition Horticulture (BOP) Ltd, in partnership with the Food and Fibre Centre of Vocational Excellence (Food and Fibre CoVE) and Scarlatti Ltd, recently piloted two new modules that give learners the opportunity to complete online assessments in different ways. 

The first module involved ākonga completing formative learning and assessment using games – including a word search, visual drag-and-drop activities, and a ‘find the hazards’ task – and ended with a summative gamified/digitalised assessment linking to a health and safety unit standard. Formative assessment is an informal way for the trainer to check for gaps in knowledge before the ākonga completes the formal summative assessment. 

The second module focused on achieving a hygiene unit standard by completing an online oral assessment, through an oral conversation with an AI agent. The AI agent welcomed the ākonga and asked them set assessment questions. The ākonga could ask clarifying questions if they did not understand. At the end, the audio recording, transcript, AI-produced provisional grade and reason for the grade were sent to the tutor to check (see the webinar here). 

We joined the project early on, working alongside the project team comprised of Fruition, Food and Fibre CoVE and Scarlatti as they developed the modules. While they were creating, we were reviewing – ensuring the assessments were meeting pre-moderation requirements for each unit standard. This pre-moderation gives assurance that assessments are valid, consistent, sufficient, and fair. 

This real-time collaboration allowed us to identify what would work and what wouldn’t, saving both time and money for the project. Rather than waiting until the end to submit materials for moderation, the team could incorporate our feedback as they went, so that by the time development was complete, we were confident the online assessments were ready for delivery. 

With both modules now piloted, this work highlights how online assessment can be developed dynamically – working in parallel with providers, we’re ensuring moderation requirements are met while they develop assessments that offer new ways of learning for ākonga. 

Interested in learning more about designing online assessments? Take a look at our guidance document on the key areas to consider.