Presentation on theme: "Certificate IV in Training & Assessment (TAA)"— Presentation transcript:
1Certificate IV in Training & Assessment (TAA) Desma Moshou
2AIMS OF TODAY’S SESSION Revision of the VET-related acronymsUnderstanding the components of a Unit of CompetencyUnderstanding the principles of assessmentPlanning assessment tools
3Assessment Definition: Assessment is the process of collecting evidence and making judgments about whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant industry-endorsed competency standards, or the learning outcomes of an accredited course.Assessment is an integral part of training
4Why assess? To recognise current competence To determine language, literacy and numeracy needsTo determine training gapsTo establish the learner’s or candidates progressTo gain formal recognition towards a qualificationTo meet organisational requirements for workTo gain a licenseTo operate equipmentFor recruitmentFor promotion
5Who can assess?Any organisation may appoint staff to undertake assessment for their own purposes, and develop their own plan as to how this is done.However,in VET (vocational education and training),under the AQTF (Australian Quality Training Framework),only RTOs (Registered Training Organisations)can issue nationally recognised qualifications and Statements of Attainment
6Assessment by RTOsAQTF includes the Standards for Registered Training Organisations, which all RTOs must meet in order to obtain and maintain their registrationDefinitionAQTF means the nationally agreed quality arrangements for the VET systemREFER TO HANDOUT ON AQTF
7Assessment by RTOsAmong other requirements AQTF requires RTOs to ensure that assessment:Meets the requirements of the qualification as specified in the endorsed components of the Training PackageCover the full dimensions of competencyMeets the principles of validity, fairness, flexibility and reliability and that Recognition of Prior Learning is offered to all applicants upon enrolment.
8Assessment by RTOsMore detail information can be found on the AQTF and copies of the standards can be found on the Department of Further Education, Employment, Science & Training (DFEEST) website at
9Assessment by non-RTOs This type of organisation can have their own policies, practices and benchmarks but cannot provide nationally recognised training.This type of organisation can provide a relevant certificate but cannot provide a nationally recognised certificate or statement of attainment.Eg the in-house training provided in many organistions eg at the HILTON
10Purpose of Assessment FORMATIVE SUMMATIVE Diagnose performance identify training gapsconfirm learning progressevaluate trainingSUMMATIVEFormal recognitionclassify skill levelgain qualificationrecognise prior learningFormative – assessment as training proceedsSummative – to verify competency level
11Two Types of assessment NORM REFERENCED:This type of assessment is intrinsically competitiveIt compares individuals with each other and ranks them according to the number of places and opportunities available.An example of this is tertiary entrance rating (TER) related to senior secondary school assessment.CRITERION REFERENCED:Also know as standards-based assessment is against fixed criteria or standards.these predetermined criteria can take different forms EG:Units of competency (fromTraining Packages)Modules (from curriculum)Standard operating proceduresProduct specifications
12Activity (1) Norm Criterion 100-metre sprint Breathalyser test Job interviewBest and Fairest in HockeyFirst Aid CertificateBest Film of the Year
13Assessment must be Participatory In competency-based assessment, the assessor must:Have the qualification to assess in (or be mentored by a colleague who has the qualification)*Inform the candidate of the criteria which will be assessedInform the candidate of the assessment process or stepsSet a mutually-agreed time and place for assessment
14Assessment through training This is where the candidate needs to learn the skills and knowledge first, and the assessment is conducted:During the course of training at different intervals (formative assessment)During, and on completion of training either on or off-the-job (summative assessment)
15Assessment through RPL This is where the skills and knowledge have already been gained, and the candidate is ready to be assessed against the relevant criteria / benchmarks without needing to go through a training program.This ‘assessment only’ pathway can be referred to as:Recognition of Prior Learning (RPL)Recognition of Current Competencies (RCC)Skills recognitionRecognition
16Four Principles of assessment ValidityReliabilityFairnessFlexibilityThe four principles of assessment are crucial to effective assessment in VET.It is critical that all assessment situations reflect these principles.
17Principles of assessment: Validity assesses what it claims to assessevidence collected is relevant to the activitydemonstrates that the performance criteria have been metThe validity of assessments is reflected by:Focusing on the appropriate areas of competence and skillsSampling a sufficient range of skills and performanceassessment tasks that resemble workplace expectationsUsing multiple approaches to assessmentFocus on the Elements and Performance Criteria
18Principles of assessment: Reliability Refers to consistency or reproductive ability of the assessmentClearly specifying the performance criteria to be metA reliable assessment Shows consistent processes from one assessment event to the next.The reliability of assessments is reflected by:Comparing assessment processes of various assessorsCollecting evidence across different locations and timesCollecting evidence by various assessment methods
19Principles of assessment: Fairness A fair assessment does not disadvantage any persontakes into account the characteristics of the person being assessed.To be fair, an assessment should:Help the candidate understand clearly what is expected and what form the assessment will takeBe equitable to all groups of people being assessed.Provide opportunities for review and an appeal of the assessment decision.Use of zoon text for visual impairmentSomeone who is illSomeone in remote regions
20Principles of assessment: Flexibility allows for assessment either on or off‑the‑jobat mutually convenient times and situationsTo be flexible assessment should:Provide for the recognition of competencies no matter how, where or when they were acquiredDraw on a range of methods and be appropriate to the context, task, and personBe made accessible to the candidate so that they can proceed readily from one competency standard to another.
21Activity: EXAMPLE 1An assessor informs all candidates that she will be conducting assessments in two day's time at 2pm during their normal work routine. One candidate tells the assessor that she will not be available on that day as she is required to attend a meeting. The assessor tells her that she cannot make another time and that she will have to wait twelve months for the next assessment to take place.Which principle of assessment is missing in this example?What should the assessor have done?Lack of flexibility
22Activity: EXAMPLE 2Steve has just been assessed loading and unloading a small goods vehicle. The assessment was a fairly easy process and he didn’t have to do anything too difficult. Three months later Steve is assessed again by a different assessor. This time the assessment seems much more difficult and he was required to do a variety of things. To his surprise, Steve is found to be ‘not yet competent’.What do you think is wrong with the first assessment?What should the assessor do to ensure the candidate is found competent by another assessor?Which principle of assessment has been ignored here?Reliability
23Activity: EXAMPLE 3An assessor has been working in the mining industry for 25 years, and conducting various assessments for the last ten. Recently he has become involved in CBT assessment of new recruits after they have undergone some training.He believes that every assessment conducted should include some written material, as good literacy is vital in performing a job well. He insists that all candidates either answer some written questions or write a short paper on the area of competency no matter what it is.What is the matter with this approach to assessment?What are the disadvantages of this approach to both the candidate and the assessor?What should the assessor consider before assessing the candidate in every assessment situation?Validity – does assessment match the elements and performance criteria???The assessor cannot decide to assess something extra if it is not an actual performance outcome stipulated within the competency.and Fairness – the assessor is disadvantaging those who cannot write a short paper.Competency is about: knowledge, skills, attitudes & behaviours
24Activity: EXAMPLE 4An assessment event has been organised for the coming Tuesday at a factory. The candidate arrives feeling incredibly nervous, and really does not feel well or up to the assessment. When he meets the assessor, she says not to worry its just nerves, they will pass. The candidate insists that he does not feel well, and does not think he can achieve competence. Disregarding that, the assessor wants to continue. They go through the assessment and the candidate is found to be not yet competent.What principle of assessment has been ignored in this scenario?How would this experience make the candidate feel about assessment and the assessor?What should the assessor have done in this situation?Fairness
25Methods of Assessment: observation of the person doing the jobinspection of finished productdemonstrationoral questioningwritten assessmentprojects, assignments, case studiesthird party feedbacksimulationsportfolios of evidencefeedback from other people they work with eg. supervisor, peer, etc.
26Rules of Evidence:These state that assessment must produce evidence which is:ValidSufficientCurrentAuthenticCan be primary or secondary evidence
27Rules of Evidence: Validity Evidence of competence must cover the broad range of knowledge and skills required to demonstrate competenceAssessors need to ensure that the evidence meets all the specified criteria of the standardsEvidence should also match or reflect the type of performance, which is being assessed.
28Rules of Evidence: Sufficiency This relates to the amount of evidenceAssessors must collect enough evidence to satisfy that the candidate is competent across all elements according to the performance criteriaIt means collecting evidence over a period of time and in different situations
29Rules of Evidence: Currency An assessor needs to determine whether evidence of competence is recentThe focus is on whether the person being assessed has current competenciesThis is particularly relevant to RPL evidenceCurrency of evidence can be an accumulation of historical and recent activities.Eg accounting learned pre GSTcomputing courses more than 3 years old
30Rules of Evidence: Authenticity You must be able to ensure that the evidence to be gathered is the candidates workTo determine authenticity, it may be necessary for a third party to validate may be necessary.
32Planning for assessment The assessment plan in detailthe unit/s of competency and elements or other benchmarks to be assessed - you will need to be familiar with thesethe purpose/s of assessment - this needs to be identified so that the stakeholders are well aware of the reason for the assessmenta profile of the target group - characteristics and needs of the candidatesothers involved in the assessment process teachers/assessors, administrative staff
33Planning for assessment how the assessment will occur - that is, the assessment methods and tools to be used. It can include a description of the method and examples of tools to be used for the assessmentwhen and where the assessment will occur - this includes details of any due dates for submission of evidence, or dates and times of when the assessment will occur and the proposed location of the assessment.
34Planning for assessment what resources or special arrangements are required - this outlines what is needed to carry out the assessment, given the special needs of candidates, organisational requirements, or other legislative or OHS considerationscontext for assessment - this outlines the details of the environment in which the assessment will take place and any changes which need to be made as a result. For example, will it be on-the-job, off-the-job or acombination of both? Or will the assessment be contextualised to the work setting?instructions for the candidate - this outlines information to be given to the candidate, related to the assessment exercise at hand.
35Planning (Case Study 1)Rosie is planning to assess a candidate in the retail industry. David, the candidate, has let her know he is ready to be assessed. Rosie has a quick look at the unit of competency against which she is assessing, since she has not done an assessment on this unit in a while. She thinks about the sorts of assessment methods she can use on the way home from work, and jots down some notes. She phones David and tells him that the assessment will involve observing him carrying out the job function and some question and answer time. When the day comes, she heads off to his workplace and is not expected by the employer. Nobody has told him an assessment is going to take place, but it goes ahead anyway. Rosie finds David and asks him to perform the job function. She has a copy of the competency unit with her and uses that as a reference, whilst taking notes on what he is doing. Then she asks him some questions. The phone in the office they are using rings, and Rosie lets David answer it.Then they continue with some discussion. Rosie tells David he is competent at that unit and heads back to her office, where she results him as a PA on the computer system.
36Planning (Case Study 2)David telephones his assessor, Rosie, to let her know he is ready to be assessed. Rosie and David discuss the details, when, where and how the assessment will be conducted, what evidence will be required and how the evidence will be gathered. Rosie contacts David's employer straight away to arrange the time away from work and the environment for assessment. Then she gets the unit of competency to be assessed and begins interpreting the standard for assessment. She asks herself what evidence is required to demonstrate competence and takes notes, designs a checklist and writes some questions she will ask him.She visualises the assessment event and what tools, resources, or people might be required to help it run smoothly.The following day Rosie discusses the upcoming assessment with a colleague as she has not assessed this unit for a while. They talk about the tools to use, the type of person David is, the work environment and so on. Rosie then organises the recording system she will use, gets the relevant documentation together, and checks to ensure she has everything. When Rosie arrives at David's office, David and his employer meet her and they discuss David's progress through his training. Rosie and David undertake the assessment and David is found to be competent.When Rosie arrives back at her office, she files the assessment checklist with a copy of the assessment instrument. This can be used at the end of the month when the organisation is evaluating their assessors for quality.
37Planning (Case Study Questions) What are the differences between these two examples of planning?Identify the positive aspects of Case Study 1 and Case Study 2.From Case Study 2, identify the six stages of assessment planning and list them
38FOR INTERACTIVE DISCUSSION What do you think an assessmentvalidation process is?How often do you participate inassessment validations?
39assessment validations The Australian Quality Training Framework (AQTF) requires that all RTOs conduct regularassessment validationsValidations are intended to ensure consistency, fairness and equity with regard to assessment and assessment processes
40ASSESSMENT Assessment for this unit will be based on: Your workshop participation and contribution levelsThe completion of the learning activities during the workshopCompletion of the final assessment task