Training WSF Assessors

1. Training WSF Assessors

2. Introduction

3. Assessor Training Competencies Plan and organise an assessment process Assess the competence of a candidate General skills Knowing the Guide for WSF Assessors

4. How will you be assessed? Practical Assessment Completion of Course Exercises

5. General

6. Responsibilities of the Assessor Confidentiality and privacy Anti-discrimination Conflict of interest WSF Code of Conduct

7. Candidate’s Rights Informed that assessment is scheduled Informed about assessment process Not pressurised to undertake assessment for promotion if not ready

8. Standards Standards to apply when assessing See Guidelines for WSF Assessors

9. Planning the Assessment Process

10. Evidence in Assessment Evidence is information which, when matched against the relevant criteria, provides proof of whether the candidate is competent or not There must be sufficient evidence to decide if the candidate has reached the required level of competence Candidate to be advised if evidence is lacking and how the candidate might satisfy the requirements

11. Non-discrimination Assessment process is fair for all candidates and adaptable to individual situations No discrimination on the basis of physical abilities, ethnicity, religion, gender, sexual orientation, language or any other personal bias of the Assessor

12. Special needs Flexibility in the case of special needs, such as: Gallery access for disabled candidate Allowing for language barriers

13. Using Assessment Teams Assessment by more than one Assessor can add weight to the assessment decision Need to resolve beforehand: The roles of each member of the team How the assessment decision will be reached How difference of opinion will be handled – majority decision or Lead Assessor’s decision How feedback will be given – as a team summary, by one team member, or by each member That the candidate is not intimidated

14. Assessing Competence

15. Creating a Supportive Environment Show consideration and regard for the candidate Evaluate performance not personality Communicate clearly and effectively with the candidate in a friendly manner, recognising any language barriers Respect the candidate’s right to have views that may differ from the Assessor

16. The Assessor should behave such as to make the candidate believe the Assessor will be just and fair, including by: Remaining close but out of the candidate’s view while the assessment is taking place Focusing attention on the candidate while providing feedback Ensuring that the circumstances will allow the candidate to perform satisfactorily Creating a Supportive Environment

17. Making an Overall Judgement The stages of the process of making an assessment judgement are: Follow the Guidelines for WSF Assessors when completing the practical assessment form, then Make the decision as to whether the necessary competence has been achieved

18. The decision will include a degree of informed, subjective judgement based on evidence The Assessor must document the reasons for the decision If a final decision can’t be reached, the candidate will be required to undergo further assessment Making an Overall Judgement

19. Communication in the Assessment Process Communication is a two-way process Provide clear instructions using language appropriate to the candidate Look and listen for indications that the candidate is listening and comprehending what is being said Encourage candidates to ask questions Allow time for questions either during or at the end

20. Maintain eye contact Listen attentively Adopt an open, relaxed posture Use nods, smiles and phrases like ‘I see’, ‘go on’, ‘hmm’ Listening and Responding

21. Common Assessment Problems Halo Effect - making decisions about a candidate based on previous behaviour rather than current performance First Impression – making a decision early in the assessment, colouring the assessor’s later judgement Contrast Effect - the quality of preceding candidates affects assessments made for later candidates Stereotyping - judgements made about a candidate’s personal characteristics rather than performance Similar to Me - candidates are judged favourably because their personality or refereeing approach is similar to that of the assessor

22. Giving more weight to positives than negatives - when a candidate performs unexpectedly well in some aspect, the assessor may have excessive expectations of the candidate for the rest of the assessment Experimental Effect - the presence of the assessor may affect the outcome of the assessment Tall Poppy Syndrome - a candidate may be known to have exceptional ability and more weight is given to very small errors or differences Common Assessment Problems

23. Giving Feedback Provide honest, fair, clear and constructive feedback Encourage candidates to assess their own performance (not when performance has been poor and the candidate fails to recognise this)

24. Guidelines for providing feedback Us an appropriate time and private place Be honest, clear and constructive Focus on performance not characteristics Do not overload the candidate with information Use the “Sandwich” technique: Outline positive achievements Give constructive feedback on ‘gaps’ or errors Finish with a supportive statement

25. Suggest ways of overcoming any gaps in competence Be confident; there is no need to apologise for a negative result Offer suggestions for future goals and training opportunities Encourage the candidate to ask questions Give the candidate time to read and sign the Assessment sheet Guidelines for providing feedback

26. Encouraging “Not Yet Competent” Candidates Be precise about gaps in competence Suggest strategies for further learning or practice to fill gaps Be positive without raising false expectations Arrange opportunities for further experience or and mentoring before re-assessment

27. Reasons for Dissatisfactionwith Feedback Feeling uncomfortable with face-to-face communication Assessor and candidate not skilled in giving and receiving feedback Assessor and candidate believe too much time and energy expended with little result Candidates perceive little gain from the process

28. Tips for Giving Feedback Encourage openness Praise good work Make feedback timely Convey respect and support Keep comments impersonal and related to officiating Focus on specific tasks Ensure comments are clear an understood Support negative feedback with data Link negative feedback to actions for improvement Listen objectively and don’t interrupt Take feedback as advise, not a personal attack Summarise feedback Take a problem solving approach Ask for suggestions for improvement Thank the person for giving the feedback Practice to improve

29. Final Words Congratulate the candidate if successful Offer words of encouragement if not Explain the rest of the assessment process

30. Recording Assessment Results Assessors should keep records to clarify queries or appeals that may arise The candidate has a right to receive a copy of the assessment Original assessment sheet is forwarded to the WSF Office within 2 weeks of the date of the assessment

31. Exercise 1:Creating A Supportive Environment

32. The following exercise is designed to aid Assessors to comprehend the factors involved in creating a supportive environment for the assessment. When introducing himself or herself to the candidate, what three things should the Assessor be sure to communicate? What are some of the most important elements in the Assessor’s approach to the assessment, in order to foster a supportive environment? During the course of the match what should the Assessor do to ensure fairness?

33. Exercise 2:Assessment Scenario

34. David referees a match with Jane as his Assessor. The match is quite difficult with many interference decisions. David is clearly relieved when the match is over and appears to need time to regain his composure. Jane, however, asks him to join her straightaway for a debriefing session. Jane sits with David in an area open to players and other officials, and. she begins the debriefing with the following comment. “Well, I think you had a number of problems in that match, don’t you agree?’ When David says he is not sure what Jane means, she opens her Rule Book and begins to read the Interference Rule to him. She continues by commenting on every decision that, in her opinion, David got wrong. David becomes visibly more and more upset as Jane’s monologue progresses, but Jane carries on until she has discussed the last questionable decision. She concludes by saying: “Well, that is a failed assessment, I’m afraid. Would you please sign the Assessment Sheet here?” Then she leaves. In your opinion, is Jane’s method of conducting a debriefing acceptable? If you answered no to the above question, what elements of the debriefing were in your opinion questionable? How might Jane have conducted the debriefing in order to create a more supportive environment?

35. Exercise 3:Not at the Standard Expected

36. At a debriefing meeting between the Assessor (Jane) and the referee candidate (David), Jane must inform David that, because he made a number of questionable decisions during his match, he has not achieved the required percentage of correct decisions concerning interference and therefore has not passed the assessment. How should Jane ‘break the news’ to David? What problems may arise in this situation? How might Jane handle any conflict with the candidate? How could Jane help David to improve? What could Jane say to encourage David to try again?