Training

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Training Assessment

• 2 Day Upgrade
• BSZ40198 Cert. IV Assessment Workplace Training
  
  
• to
• TAA04 Certificate IV Training and Assessment

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• TAA DES 401A
• Use Training Packages
• to meet client needs

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Training Packages

• What is a Training Package?

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Training Packages

• What is a Training Package?
• Integrated set of components providing
  specifications for training and assessment in the
  VET sector.
  
• Foundation and framework from which you build
  your training and assessment strategies
  
• Hold the rules and framework (but you choose how
  you deliver and assess)
  
• Contain
• Competency standards
• Assessment guidelines
• Qualifications framework

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Training Packages

• What is the difference between Accredited
  Training (curriculum) and Training Packages?
  
• Curriculum is a structured sequence of
  vocational education and training that has been
  accredited and leads to an Australian
  qualification
• Still exist in niche areas and in general
  education
  
• Progressively being replaced by training
  packages
  
• Can no longer be developed where a training
  package exists

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Training Packages

• Curriculum
• Largely told you what to teach, the sequence to
  teach in, and how to teach it.
  
• Training Packages
• Allow you to apply the training package provided
  you follow the rules.
  

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Unit of Competency

• Unit Code
• Unit Title
• Unit Descriptor
• Pre-requisite Units
• Unit Application Statement
• Elements
• Performance Criteria
• Required Skills and Knowledge
• Employability Skills (new) replacing Key
  Competencies
  
• Range Statement
• Evidence Guide

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Training Packages

• Different types of training packages
• Industry Standards - specific to your industry
• Cross-industry Standards - competencies that
  are common to many industries (i.e. this
  course)
  
• Enterprise Standards - developed by
  organisations which require specific standards
  (i.e. McDonalds, Pizza Hut, Qantas, etc.)
  

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Contextualising

• To meet the needs of a particular workplace or
  job role
  
• Including extra information on how to apply an
  element
  
• Giving guidance on how a unit can be used
• Identifying features in the range statement or
  evidence guide
  
• Adding industry terminology
• Adding detail to the evidence guide, particularly
  in critical areas
  
• Replacing generic directions or processes with
  specific ones

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Training Packages

• Meeting client needs
• Delivery methods
• Assessment methods
• Learning resources
• Assessment tools
• Contextualise
• Mix and match combinations
• Develop a work-based Traineeship /
  Apprenticeship
  
• Match organisational needs
• Be creative - but follow the rules.

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Employability Skills

• Introduced from July 2007 to replace Key
  Competencies
  
• National Quality Council / DEST / ISC
• Created for every qualification
• Will appear as your training package is
  rewritten
  
• Recognition that key competencies were too
  generic
  
• Employability skills will be written in such a
  way as to be applicable to every qualification /
  profession
  
• Aim is to give students not only a skill (as
  covered in elements/performance criteria) but
  also the ability to participate fully in the
  workforce.

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8 Employability Skills

• Communication
• Teamwork
• Problem Solving
• Initiative and Enterprise
• Planning and Organising
• Self-management
• Learning
• Technology

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Employability Skills

• MUST BE
• Explained to students (at beginning of
  course/unit)
  
• Assessed
• Can be (but dont have to be)
• Resulted separately
• Reported on individually (as in what was
  taught/assessed rather than a report on each
  individual student)

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Employability Skills

• Assessment
• Holistic within normal assessment practices (i.e.
  you do not have a separate assessment for
  employability skills)
  
• Completing a unit requires the student to pass
  BOTH the technical and knowledge components
  (performance criteria) AND the employability
  skills.
• Employability skills do not have to be
  continually reassessed within a qualification

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Employability Skills

• How can they be demonstrated or assessed
• Communication
• Listening understanding
• Speaking clearly directly
• Reading interpreting documentation
• Sharing information
• Writing to the needs of the audience
• Teamwork
• Working as a team member
• Working with different genders, ages, races,
  etc.
  
• Applying teamwork in a range of situations

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Employability Skills

• How can they be demonstrated or assessed
• Problem Solving
• Developing practical situations
• Showing independence to identify solve
  problems
  
• Resolving customer concerns
• Testing assumptions, using data, using
  mathematics
  
• Initiative Enterprise
• Adapting to new situations
• Identifying opportunities, being creative
• Generating a range of options
• Translating ideas into actions

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Employability Skills

• How can they be demonstrated or assessed
• Planning Organising
• Managing time and priorities
• Collecting, analysing and organising information
• Identifying implementing contingency actions
• Being resourceful
• Planning use of resources
• Self-management
• Evaluating monitoring own performance
• Taking responsibility
• Articulating own vision and goals

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Employability Skills

• How can they be demonstrated or assessed
• Learning
• Using a range of mediums to learn
• Being open to new ideas and change
• Contributing to the learning community at work
• Technology
• Having a range of basic IT skills
• Having the OHS knowledge to apply technology
• Operating equipment
• Using IT to organise data
• Applying IT as a management tool

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Employability Skills

• If you teach or manage a course / unit, you will
  be required to show how the employability skills
  are
  
• Explained to the students
• Incorporated into the unit
• Assessed
• Reported

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Employability Skills

• Further reading
• Employability Skills From Framework to Practice
• http//www.training.com.au/documents/Employability
  Skills_From20Framework20to20Practices.pdf
  
• Assessment and Reporting on employability skills
  in Training Packages
  
• http//www.dest.gov.au/NR/rdonlyres/D77220DC-78AB-
  42C6-86A6-2FA61BE1A69D/12778/Assessment_and_Report
  ing_Employability_Skills_3103.pdf
  

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Assessment

• Review assessment handout
• Due 28th April 2008

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• TAA ENV 403A
• Ensure a
• healthy and safe
• learning environment

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Safety

• Option 1
• Provide evidence of a safety unit from another
  qualification (an academic transcript is needed
  rather than a parchment)
  
• Option 2
• Complete the assessment provided.

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• TAA ASS 403A
• Develop
• Assessment
• Tools

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• The really nice thing about not
• planning is that failure comes as a
• complete surprise and is not
• preceded by a period of
• worry or depression
  (anon.)
  

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Competency Standards
The Design Process
Identify component skills and key competencies
Matrix
Observation Checklist
Establish Assessment Methods
Portfolio or Log
Simulated Exercise
Establish Develop Assessment Tools
Written Test
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Definition of Assessment

• Assessment is the process of
• collecting evidence and making
• judgement against set
• criteria based on progress
• towards or achievement
• of a competency.

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Definition of Assessment

• Criterion Based
• Set of benchmarks on which learners are
  assessed.
  
• Learners do not compete with each other.
• Nationally agreed competency standards criteria
  are used.
  
• Evidence Based
• Decisions are based on clear evidence.
• Evidence may be provided by the learner through
  demonstration or gathered by the assessor.
  
• Can also be gathered from a range of activities
  relevant to the criteria.
  

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Definition of Assessment

• Assessment is participatory
• Learner is involved in the process.
• Learner and assessor negotiated how evidence will
  be collected.
  
• Competence is obtained when a student
• demonstrates the knowledge and skill and the
• application of the knowledge and skills to the
• standard of performance required in the
• competency statement.

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Employability Skills

• Need to be incorporated into your assessment
  method / tool
  
• Communication
• Teamwork
• Problem Solving
• Initiative and Enterprise
• Planning and Organising
• Self-management
• Learning
• Technology

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Assessment Evidence

• Evidence is sufficient proof
• to establish a persons
• competence.

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Assessment Evidence

• Evidence should (be)
• valid
• authentic
• reliable
• sufficient
• current
• demonstrate consistent achievement
• Incorporate the 5 key dimensions of competence
• These are the Rules of Evidence

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Assessment Methods

• Observation direct
• Simulation indirect (sometimes direct)
• Role play indirect
• Case studies indirect
• Projects indirect
• Assignments supplementary
• Reports supplementary
• Written test/formal examination supplementary
• Essays supplementary
• Oral questions/interview supplementary (direct
  ?)
  
• Portfolio supplementary
• Presentation direct
• Log books supplementary
• Diary supplementary
• Video indirect (sometimes direct)

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Activity

• (In Groups) As a group, decide on the top 3
  Assessment methods that are most appropriate to
  your area of teaching. Discuss the advantages and
  disadvantages of each method
• Present back to the class

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Holistic Assessment

• Holistic assessment aims to
• assess a group of related competencies together
• integrate knowledge, skills and workplace
  application
  
• focus on all areas, not just task skills

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Assessment Tools

• The difference between assessment methods and
  tools.
  
• Assessment methods are different ways of
  gathering evidence of competence.
  
• Assessment tools are the instruments used by an
  assessor to evaluate the competence of the
  candidate.
  

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Assessment Tools

• When you develop an Assessment Tool,
• you must ensure that your tool will
• match the context and language
• skills of your candidate.

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Assessment Tools

• Can be used by another assessor, thus aiding
  reliability
  
• Save time in the long run
• Help eliminate personal biases
• Key Components
• Have a clear layout are easy to follow
• Clear and unambiguous wording
• Record evidence accurately
• Contain all information (including name, date,
  check boxes, signatures, etc.)

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Assessment Tools

• Can be
• Oral written questions
• Observation or demonstration checklists
• Projects, case studies, scenarios
• Candidate self-assessment guides
• Recognition portfolios
• Workplace portfolios

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Activity

• (Individually) Prepare an Observation Checklist
  to assess the competence of a waiter in a fine
  dining restaurant being assessed on opening a
  bottle of wine at the customers table. (your
  assessment should include questions for the
  waiter to be asked after completion of the task)
• Assess only performance criteria 2.62.72.8.
• Remember any appropriate employability skills
• Use your checklist to assess our volunteer
  waiter.

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Activity

• Review
• How did your assessment tool perform?
• What would you do differently next time?
• Did your tool actually assess the right
  competencies?
  
• Was it easy to use and record information?
• Contextualisation
• If the assessment was for a waiter is a casual
  restaurant as opposed to a fine dining
  restaurant, would you have a different checklist?

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Assessment

• Review assessment handout
• Due 28th April 2008

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• TAA ASS 404A
• Participate in
• Assessment
• Validation

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Assessment Validation

• Comparing, evaluating and reviewing assessment
  processes, methods and tools and the subsequent
  assessment decisions.
  
• Validity and reliability of assessments against
  the benchmark (unit of competency)
  
• Assures consistency of assessment for assessor
  and organisation
  
• Can be applies to a range of assessment
  activities, products and processes. (possible to
  validate the process of informing students about
  assessment, the tools used, the processes used,
  and the results achieved)

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Purposes of Validation

• Demonstrate compliance with AQTF standards for
  RTOs.
  
• Provide evidence for internal and external
  audits.
  
• Improve assessment practices.
• Evaluate the quality of assessment tools.
• Provide professional development for assessors.
• Increase assessor and facilitator confidence.
• Determine whether different assessors using the
  same tools collect the same types and levels of
  evidence.
  
• Determine whether different assessors interpret
  the same evidence similarly.
  
• Determine whether assessment decisions reflect
  the rules of evidence.
  

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When to Validate

• Before Assessment
• Design of tools
• Interpretation of units of competence
• Common understanding of standard
• During Assessment
• Process of assessment
• Assessment methods
• Interaction relationship between assessor and
  student
  
• After Assessment
• Effectiveness of assessment
• Standards of performance achieved
• Validity of evidence collected
• Accuracy and consistency of assessment judgement

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Validation Approaches

• Assessment panels
• Moderation meetings
• Developing banks of assessment tools and
  exemplars
  
• Field tests and pilots
• Peer review
• Team assessment
• Internal audits
• Client feedback
• Mentoring from experienced assessors
• Independent validators (SAWAN)

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Contributing to Validation

• Be prepared
• Communicate openly
• Listen to others
• Ask probing questions
• Check documentation for accuracy
• Contribute to discussion
• Contribute to and clarify recommendations for
  improvement

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Contributing to Validation

• PEAD
• Be prepared
• Communicate openly
• Listen to others
• Ask probing questions
• Check documentation for accuracy
• Contribute to discussion
• Contribute to and clarify recommendations for
  improvement
  
• Keep a record
• ACT

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Contributing to Validation

• PEAD Park your Ego At the Door
• Be prepared
• Communicate openly
• Listen to others
• Ask probing questions
• Check documentation for accuracy
• Contribute to discussion
• Contribute to and clarify recommendations for
  improvement
  
• Keep a record
• ACT

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Assessment

• Review assessment handout
• Due 28th April 2008

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Where to now?

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Thank You Good Luck
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Thank You