TAA40104 Cert IV in Training and Assessment Assessment: challenges & options

1. TAA40104 Cert IV in Training and AssessmentAssessment: challenges & options Helen Sonnleitner Staff College - Victoria University T: 9919 8359 E: Helen.Sonnleitner@vu.edu.au VET Practitioners Network Conference 16 February 2007

2. Learners “Community” groups • Industry (trade, small & large enterprise and corporate backgrounds) • VU internal staff • Varying degrees of on-the-job experience and knowledge eg. • career change • up-skilling “Tailored” groups • Programs for enterprises • Varying degrees of on-the-job experience and knowledge eg. • job role change • up-skilling

3. INITIALModelDelivery& assessment Community groups Full program: • 16 days - one day per week over approx 22 weeks • ½ day induction on first day • Integrated 14 unit approach to delivery • 14 assessment tasks • Each with between 1 and 4 tasks • Upgrade from BSZ40198: • RPL and gap training

4. Tailored groups Model summary • ½ day induction • Up front assessment conducted at individuals’ workstations to identify: • RPL possibilities • Gaps and training needs • Delivery integrated and tailored to meet training needs and gap evidence requirements • VET environment & TP units delivered and assessed in own context and relevance to: • future RPL possibilities and pathways • mapping current training they facilitate • formal recognition • transportability of quals • client needs • quality assurance • accountability • future research and record keeping

5. INITIALModelCommunity groupsChallenges • Timing • Longer face-to-face delivery • Increased learner support • Increased learner assessment requirements • More homework tasks • Learner time off work to come to training • Learners completed most assessments out of training • Cost • Full fee paying affecting affordability for clients • Payment required up front

6. Relevance • Learner main quest to gain trainer skills but sponsor organisations & external sources requiring full qual • Learners not working for (nor planning to work for) RTO’s • Not needing to know about RTO compliance, VET organisations, sources etc • Jargon • Unit evidence requirements • Interpretation varied • Duplication • Amount and detail of specific evidence to be gathered • Flexibility & learner relevance • Some learners not in workplaces & limited access to practice environment • Increased admin and record keeping

7. CHANGESDelivery Community groups • 14 days - one day per week over approx 18 weeks • Integrated delivery approach in 3 related ‘blocks’ • VET environment & OHS • Design and facilitation • Assessment • Staggered enrolment and payment options - Reduced full fee paying cost • Learner flexibility to complete each block at their own pace and movement in the program

8. CHANGESAssessments Community groups • Integrated tasks within training delivery ‘blocks’ • 8 assessment tasks • Overall reducing formative assessment • Where unit ‘specific evidence’ requires 2 examples, one is often completed (or begun) in training

9. Summary of old and new assessment models

10. Less face-to-face delivery time Reduced cost to learners Integrated approach to delivery and assessment tasks Delivery blocks of 3 enable: Staggered enrolment and payment More flexibility for learners to move in and out of the program Less homework Improvement summary • Some formative assessments completed during training • Better understanding of unit ‘specific evidence requirements’ impacted positively on: • Working smarter • Assessment design • Number of tasks • Increased number of tasks completed during training • Homework requirements • Relevance • Flexibility • Learner enjoyment • Learner outcomes

11. Sample tasks TAAASS401A TAAASS402A TAAASS403A The Old & The New For your perusal… discussion… contemplation… debate…