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Assessment for Diploma VET Practice and Diploma Training and Assessment. Jane Court TAA for Staff, Chisholm TAFE. E: jane.court@chisholm.vic.edu.au T: 03 5990 7306. Chisholm Program. Program for Staff Development at Chisholm Commenced with Diploma TAA 2005

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assessment for diploma vet practice and diploma training and assessment

Assessment for Diploma VET Practice and Diploma Training and Assessment

Jane Court

TAA for Staff, Chisholm TAFE

E: jane.court@chisholm.vic.edu.au

T: 03 5990 7306

chisholm program
Chisholm Program
  • Program for Staff Development at Chisholm
  • Commenced with Diploma TAA 2005
  • Moved to Diploma VET Practice 2006
  • Completed Double Dip October 2006
  • New group November 2006-2007 undertaking Diploma VET Practice only
double dip
Double Dip
  • Common Core units:
  • Design and Develop Learning Resources
  • Maintain and Enhance Professional Practice
double dip4
Double Dip
  • Other Common Units (Core in Dip VET):
  • Facilitate E-Learning
  • Facilitate Action Learning
  • Design and Develop Learning Strategies
double dip5
Double Dip
  • Other Common/Imported Units:
  • Undertake Organisational Training Needs Analysis
  • Build Client Relationships
  • Facilitate Group Processes
  • Integrate Generic Skills into Practice
double dip6
Double Dip
  • Two units from Diploma VET Practice:
  • Facilitate Learning in a Complex Environment (partial)
  • Innovation in Education and Training
double dip7
Double Dip
  • Three units from Diploma TAA:
  • Lead and Coordinate Assessment Systems and Services
  • Lead and Coordinate Training and Assessment Systems
  • Provide Advanced Facilitation to Support Learning (see next slide)
double dip8
Double Dip
  • One unit from each which can be credit transfer:
  • Provide Advanced Facilitation to Support Learning (Dip TAA)
  • Facilitate Learning in Complex Environments (Dip VET)
assessing in 2005 2006
Assessing in 2005/2006
  • Delivery/Assessment Model included:
  • Evidence based assessment
  • Negotiated assessment
    • Students developed own assessment project if they could not supply evidence of previous work related activities that fulfilled the assessment requirements
assessing in 2005 200610
Assessing in 2005/2006
  • Delivery/Assessment Model included:
  • Critical Friends groups
  • Joint Assessment of Competence
  • Student feedback and 1800 with colleagues
  • Reflective Journal
critical friends groups
Critical Friends Groups
  • Support each other in learning
  • Promote social learning, interaction and networking
  • Develop each other’s skills and knowledge
  • Gives you somewhere to voice your concerns
  • Work together towards assessments:
    • developing innovation that could be implemented in the institute for Innovation in Education unit
    • sharing the facilitation of the meetings, face to face and online, to develop group processes and e-learning facilitation skills
    • on activities identified as suitable for collaboration
assessing in 2005 200612
Assessing in 2005/2006
  • Delivery/Assessment Model included:
  • Portfolio Tools part of Portfolio of Evidence (see example)
  • Innovation unit incorporated with E-Learning unit for delivery and assessment
    • Online facilitation
    • Group presentations
assessing in 2005 200613
Assessing in 2005/2006
  • The Teaching Practicum model included:
  • Mapping of elements from units of competency to the Teaching Practicum
  • Visits from Diploma VET trainers to individual classroom
    • Assessing elements of competency whilst observing trainers
    • Debriefing and discussion on teaching practice
assessing in 2007
Assessing in 2007
  • Delivery/Assessment Model includes:
  • Teaching Practicum model
  • Portfolio Tools
  • Group Assessments Tasks
  • Peer Assessments
  • Critical Friends groups
assessing in 200715
Assessing in 2007
  • Delivery/Assessment Model includes:
  • Innovation unit incorporated with E-learning unit in delivery and assessment
    • Elluminate, TAFEVC, etc
  • Individual research tasks
  • Negotiated assessments
assessing in 200716
Assessing in 2007
  • Delivery/Assessment Model includes:
  • Assignment
  • Class activities
  • Online activities
  • JAC (Joint Assessment of Competence)
  • Reflective Journal
critical friends groups17
Critical Friends Groups
  • Highly successful and popular delivery and assessment strategy:
  • Facilitate Group Processes
  • Facilitate Action Learning
  • These units assessed entirely through groups, developing action learning cycles in group and sharing facilitation
critical friends groups18
Critical Friends Groups
  • Also assessed through groups:
  • Innovation in Education and Training and Facilitate E-Learning
    • Developing an innovation project for Chisholm
    • Sharing facilitating online
    • Taking part in online discussions on innovation
    • Learning to use TAFE VC and Elluminate
critical friends groups19
Critical Friends Groups
  • Also assessed partially through groups:
  • Build Client Relationships
  • Integrate Generic Skills into Teaching
  • Design and Develop Learning Strategies
  • Undertake Training Needs Analysis
challenges
Challenges
  • Changing qualification part way through
  • Selling the Evidence based assessment process to last year’s group
  • Integrating the Teaching Practicum (and cost)
  • Integrating units and assessments and connecting theory to practice
thank you
Thank you
  • Questions?