TM ASEAN National Assessor 101016
TM ASEAN National Assessor 101016
TM ASEAN National Assessor 101016
Assessor
Trainee Manual
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Process Refinement
and Training of ASEAN Tourism Master Trainers and Master Assessors”
This publication is supported by the Australian Government’s aid program through the ASEAN-Australia
Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2016.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not
responsible for any injury, loss or damage as a result of material included or omitted from this course.
Information in this module is current at the time of publication. Time of publication is indicated in the date
stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and
non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and
Media Library. Some images have been provided by and are the property of William Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
© ASEAN 2016
Trainee Manual
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Trainee Manual
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Introduction to trainee manual
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Introduction to trainee manual
Travel Agencies
Tour Operation.
All of these competency standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading ‘Unit
Descriptor’. The unit descriptor describes the content of the unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and
‘Performance Criteria”. An element is a description of one aspect of what has to be achieved
in the workplace. The ‘Performance Criteria’ below each element details the level of
performance that needs to be demonstrated to be declared competent.
There are other components of the competency standard:
Unit Title: statement about what is to be done in the workplace
Unit Number: unique number identifying the particular competency
Nominal hours: number of classroom or practical hours usually needed to complete the
competency. We call them ‘nominal’ hours because they can vary e.g. sometimes it will
take an individual less time to complete a unit of competency because he/she has prior
knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in at
least 2 – 3 different ways, one of which must be practical. This section outlines three ways
assessment can be carried out and includes work projects, written questions and oral
questions. The matrix is designed to show you which performance criteria will be assessed
and how they will be assessed. Your trainer and/or assessor may also use other assessment
methods including ‘Observation Checklist’ and ‘Third Party Statement’. An observation
checklist is a way of recording how you perform at work and a third party statement is a
statement by a supervisor or employer about the degree of competence they believe you
have achieved. This can be based on observing your workplace performance, inspecting
your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:
Journals
Oral presentations
Role plays
Log books
Group projects
Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism and
hospitality.
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Unit descriptor
Unit descriptor
Train the Trainer – ASEAN National Assessor
This unit deals with the skills, knowledge and attitudes required to conduct an assessment
using an ASEAN competency standard.
Unit Code:
NTA 2.1.1
Nominal Hours:
35
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Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates
where you can find the subject content related to these assessment activities in the
Trainee Manual (i.e. under which element or performance criteria). As explained in the
Introduction, however, the assessors are free to choose which assessment activities are
most suitable to best capture evidence of competency as they deem appropriate for
individual students.
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Train the Trainer – ASEAN National Assessor
Glossary
Glossary
Term Explanation
AM Assessor Manual
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Glossary
Term Explanation
EU European Union
FO Front Office
FP Food Production
HK Housekeeping
MA Master Assessor
MT Master Trainer
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Glossary
Term Explanation
TA Travel Agencies
TG Trainer Guide
TM Trainee Manual
TO Tour Operation
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Element 1:
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training delivery using ASEAN
Toolboxes
1.1 Identify elements underpinning the Toolbox
project
A proper understanding of the elements underpinning the Toolbox project is fundamental to
a total appreciation of the entire Mutual Recognition Arrangement on Tourism Professionals
initiative.
This section presents and describes key elements of the MRA-TP.
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Developing the 242 Competency Standards of the ACCSTP has enabled stakeholders in the
ASEAN member states to implement tourism training programs which contain the minimum
standards required for participants to undertake a job effectively in the industry.
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As stated above the NTPB has the function of quality control of the education and training
system – the Common ASEAN Tourism Curriculum that delivers the qualifications
recognized in the MRA.
“The NTPB of each ASEAN Member State shall have the following responsibilities:
• Promote, update, maintain, and monitor the ACCSTP and the CATC;
• Report its work progress to the ASEAN NTOs, including actions taken on cases
referred to it by the TPCB and/or ATPMC;
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The MRA-TP Handbook (p. 40) presents the following details regarding the TPCB:
Each Member State will establish a Tourism Professional Certification Board (TPCB).
Most will already have an established national qualifications accreditation agency
that would take on the role as TPCB. The TPCB would function in support of the
ATPRS by providing in-country qualification endorsements on existing professional
qualifications by applying the template established by the CATC Regional
Qualifications Framework.
One of the primary functions of the TPCB is to manage the day-to-day operation of
the ATPRS. The TPCB is rooted firmly at the Member County level.”
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Competency
The following is contained in the Trainer Guide for all Toolboxes:
“Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified
knowledge, skills and attitudes relevant to effective
participation, consistently over time and in the
workplace environment.
The essential skills and knowledge are either
identified separately or combined.
Knowledge identifies what a person needs to know
to perform the work in an informed and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or
breakdowns
Dealing with the responsibilities of the
workplace
Working with others.”
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In relation to CBA:
It is a process of systematically collecting evidence and making a judgement of a person
performance against the prescribed competency standard
It seeks evidence/proof of trainee competency, in relation to the endorsed Industry
Competency Standards against which they are being assessed.
This evidence may be obtained by:
Observing their work – in the workplace or in a
simulated setting
Obtaining reports of their competence from
supervisors, co-workers and customers
Sighting samples of work they have done.
To be assessed as Competent a candidate must demonstrate
they are able to:
Perform at an acceptable level of skill
Organise the required tasks
Respond and react appropriately when things go wrong
Fulfil a role in the scheme of things at work
Transfer skills and knowledge to new situations.
Overview of CBT and CBA
Occupational/job analysis forms the basis of a competency
The focus of training is on the performance of the competency
Trainees have access to the competency statements and the level of
achievement/assessment required
Assessment methods are appropriate
The results are reported as competencies achieved
Detailed records are maintained.
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Mutual learning – the relationship (see below) is rich with opportunities for both Trainer
and Assessor to learn from what the other can contribute to the association.
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Labour Divisions
Project development and consultation was based on a suite of Competency Standards that
were provided to the project as the building blocks for the final product.
Competency Standards were provided for:
Hotel Services – Restaurant Services
Hotel Services – Front Office and Housekeeping
Travel – Travel and Tour Services.
The proposed Curriculum Framework was required to be structured across six Labour
Divisions:
Food Production
Food and Beverage Service
Front Office
Housekeeping
Tour Operation
Travel Agencies.
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Front Office
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Bookings and reservations management
Night audit
Business and staff management
English language.
Housekeeping
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Room preparation, service and cleaning
Valet
Laundry
Security
Business and staff management
English language.
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Tour Operation
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Bookings/reservations and information
management
Tour guiding and conducting tours
Driving and vehicle maintenance and repairs
Camping and on-tour catering
Security and risk management
Sensitivity and respect for local cultures
Business and staff management
English language.
Travel Agencies
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Processing bookings/reservations
Billing and settlement plans
Information management
Domestic and international ticketing
Marketing and sales
Business and staff management
English language.
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Unit Titles
A total of 242 Toolboxes (plus one for Master Trainer and one for Master Assessor, and one
for National Trainer and one for National Assessor) have been developed.
The list below shows:
Names of each Unit
The Labour Divisions to which each Unit applies:
FP = Food Production
FB = Food and Beverage Service
FO = Front Office
HK = Housekeeping
TA = Travel Agencies
TO = Tour Operation.
The list (and all resources) can be accessed through www.ATPRS.org.
UNIT NAME FP FB FO HK TA TO
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UNIT NAME FP FB FO HK TA TO
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UNIT NAME FP FB FO HK TA TO
experience
178. Plan, develop and evaluate interpretive activities X
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UNIT NAME FP FB FO HK TA TO
Identification of qualifications
The following table provides an overview of the qualifications currently provided for under the
Framework matched against Labour Divisions – please note these qualifications were
correct at the time of writing but are subject to change as the Project is implemented:
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Operational imperatives
In general terms Packaging Rules operate on the basis of the following:
Higher level qualifications require students to complete more Units
Higher level qualifications give access to more ‘management’-oriented Units
Lower level qualifications give less choice of Clusters and focus on ‘operational’
competencies
Students can enter the Qualifications at any level from Certificate II to Advanced Diploma
– there is no need/requirement for students to start at Certificate II and work up through
each level
Students can switch study from one qualification to another – with ease:
Given commonality of many Units/competencies
To respond to changing workplace/career needs.
These changes can be made within the same Labour Division or movement can be
to a different Labour Division.
Students are free to select the Functional competencies they want to comprise their
qualification – providing:
They are within the nominated Clusters
Training providers are willing and able to deliver them.
In-keeping with CBT principles qualifications are not time-based – a legitimate
qualification of the same type may be of different ‘lengths’ depending on:
Individual students and/or their needs or preferences for studying
Delivery methods and timetables of training providers.
It is possible each qualification of the same type will consist of different
Units/competencies – to reflect:
Individual need/preferences and proposed work career path
Industry/employer need
Local need/demand.
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Clusters
Clusters form the basis of determining which Competency Standards can be used when
applying the Packaging Rules to create a qualification which meets the needs of the
individual student and aligns with the requirements of the Qualifications Framework.
Each of the 242 Units has been allocated into one or more Clusters within three Competency
Standards Menus.
Where a Competency Standard has more than one Unit Number this means it has been
listed in more than one Cluster.
HOTEL SERVICES (RESTAURANT SERVICES)
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CLUSTER 4 PATISSERIE
D1.HPA.CL4.01 Manage and operate a coffee shop
D1.HPA.CL4.02 Prepare and display petits fours
D1.HPA.CL4.03 Prepare and display sugar work
D1.HPA.CL4.04 Prepare and model marzipan
D1.HPA.CL4.05 Prepare chocolate and produce chocolate products
D1.HPA.CL4.06 Present desserts
D1.HPA.CL4.07 Prepare and present gateaux, torten and cakes
D1.HPA.CL4.08 Prepare and produce cakes and pastries
D1.HPA.CL4.09 Prepare and produce yeast goods
D1.HPA.CL4.10 Prepare bakery products for patisserie
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CLUSTER 3 HOUSEKEEPING
D1.HHK.CL3.01 Provide housekeeping services to guests
D1.HHK.CL3.02 Clean public areas, facilities and equipment
D1.HHK.CL3.03 Clean and prepare rooms for in-coming guests
D1.HHK.CL3.04 Maintain and operate an industrial laundry
D1.HHK.CL3.05 Launder linen and guests’ clothes
D1.HHK.CL3.06 Provide valet services to guests
D1.HHK.CL3.07 Clean and maintain industrial work area and equipment
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Reading
D1.LAN.CL10.07 Read general information texts or media
D1.LAN.CL10.08 Read and interpret basic instructions, directions and/or diagrams
Writing
D1.LAN.CL10.09 Write a short message in English
D1.LAN.CL10.10 Prepare a business letter in advanced English
TRAVEL SERVICES
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Competency Standard
Competency is a combination of the skill, knowledge and attitude required to perform a task
or job to the standard expected in the workplace.
If a person can do a job to the required standard they are deemed to be ‘competent’.
By an individual enterprise
By an industry
By government.
Endorsed Competency Standards form the basis which underpins all Competency Based
Training and Assessment – that is, all activities undertaken by the Trainer and Assessor
must refer back to and relate directly to the relevant Competency Standard.
Competency Based Training and Assessment are processes that focus on the transfer and
validation of the competency standard.
Job design
Job descriptions
Performance appraisal
Selection criteria
Career path development
Identification of training needs
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Are written in a format which has been endorsed by representatives from all ASEAN
Member States
Have been reviewed by, revised as necessary, and endorsed by all ASEAN Member
States
Provide the basis for the delivery and assessment of all Units under the Qualifications
Framework
Contain information and detail to help users (students, employers training providers)
select Units under Packaging Rules to create a qualification
Are all presented using the same structure
Can be located at www.ATPRS.org.
Elements of Competency Standards
All Competency Standards comprise:
Unit Title
Unit Number
Nominal Hours
Unit Descriptor
Elements
Performance Criteria
Unit Variables
Assessment Guide
Linkages to other Units
Critical Aspects of Assessment
Context of Assessment
Resource Implications
Assessment Methods
Key Competencies for the Unit.
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Unit Title
The Unit Title is the name of the competency.
It is written in such a way it indicates the general content of the competency.
The titles for all Units begin with a verb to reflect the nature of competency based training.
It is a statement about what is to be done in workplace.
There is no standard length for Unit titles – they may be short or long: length of the title
bears no relationship to complexity of the Unit or Nominal Hours for the Unit.
Unit Number
Every Unit has an identifying number.
Where a Unit is allocated to more than one Labour Division it will have more than one Unit
Number which will change to reflect its location in the various Clusters.
Each Unit Title comprises four parts:
1. D1 refers to all the Units in the Hotel Services classifications
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3. The CL number refers to the Cluster Number the Unit is listed under. Every Cluster has a
number under each individual Competency Standards Menu.
4. The final two-digit number indicates the position of the Unit within the Cluster.
Nominal Hours
This figure represents indicative time required to deliver and assess the Unit.
It is not mandatory: CBT is not time-based.
A Unit may be delivered in less time than shown as the Nominal Hours, or in more time.
Primary uses of the Nominal Hours figure are:
As the basis for allocating funding – which may be based, for example, on the number of
face-to-face or ‘contact’ hours per Unit
To assist with rostering of staff
To enable scheduling/time-tabling of classes.
The time for each Unit was calculated based on:
Amount of content
Complexity of the Unit
Time allocated to similar Units under other vocational training Frameworks
Advice of experienced trainers and assessors who have delivered and assessed similar
Units.
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Unit Descriptor
This section provides a brief description Unit giving insight into context and content.
This section of the Competency Standard is often used by training providers to describe
Units they offer in:
Media advertisements they create to promote their courses
Internal Student Handbooks or other internal course promotional materials/brochures.
Elements
All Competency Standards comprise a number of
Elements.
There is no fixed, set or ‘required’ number of Elements
per Unit.
There is always more than one and three to five is a
common range.
They identify and describe:
The key tasks or activities which make up the Competency
The major building blocks of the Competency
A sequential approach to the required tasks.
Performance Criteria
All Elements comprise a number of Performance Criteria.
There is no fixed, set or ‘required’ number of Performance Criteria per Element.
There is always more than one and five to eight is a common range.
They are sub-sets of an Element and prescribe action needed for competency in the
Element.
Parts of the Performance Criteria may be written in italics meaning this part is addressed
under the Unit Variables section (see below) of the Competency Standard.
Unit Variables
This section of the Competency Standard:
Provides advice to interpret the scope and context of the Unit of competence, allowing
for differences between enterprises and workplaces
Relates to the Unit as a whole and facilitates holistic assessment
Identifies the Labour Division/s to which the Unit applies
Gives detail of and presents key points relating to italicised parts of Performance Criteria
which the Trainer should cover when training delivery takes place.
Assessment Guide
This aspect of the Competency Standard lists the skills and knowledge which must be
assessed as part of this Unit.
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Assessor Manual
Every Unit has an Assessor Manual.
The Assessor Manual:
Is intended for use only by the Assessor – and not intended for release to students
Should be used by Assessors when planning and
preparing assessment
May be released to Trainers – to support the positive
relationship which should exist between Assessors
and Trainers
Should be given to Assessors by the Training
Provider when they are allocated a Unit to assess
Is available at www.ATPRS.org
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Be supported by the Assessor in their efforts and with any questions or difficulties they
may have.
Space exists on the Third Party Statement to:
Enter student name and name of authorised/approved Third Party
Contact number for the Third Party – to facilitate contact by the Assessor if there is a
query or of follow-up information is required
Indicate the relationship between the candidate the Third party competing the Statement
Room for them to indicate their opinion (‘Yes’, ‘No’, ‘Not Sure’) regarding the competency
of the candidate for the Elements and Performance Criteria – in many cases
Performance Criteria have been combined in this document to make it easier and
quicker for workplace Third Party personnel to compete the form
Space for the Third Party to provide more detailed/written feedback regarding candidate
performance – if the Third Party wishes to do so
Space for the Third Party to sign to authenticate the document/their contributions.
A section titled ‘Specifications for Third Party Statement’ is contained at the start of every
Assessor Manual.
Competency Recording Sheet
The final document in the assessor manual is the Competency Recording Sheet.
One Competency Recording Sheet needs to be prepared by the
Assessor for every candidate for every Unit.
This document:
Is provided in the same format for all Competencies
Provides a central location for the evidence captured during
assessments to be recorded
Is the main reference point for making the final Pass
Competent/Not yet Competent decision
Contains room to enter:
Student and Assessor name
Dates assessment commenced and was completed
Follow-up action required by student in the event they initially failed to achieve
competency
Observations made by the Assessor about the candidate and/or the assessment
process – if deemed necessary/appropriate
Indication of the types of assessment used to capture evidence on a Performance
Criteria-by- Performance Criteria basis
Signatures (with dates) of:
– Assessor – to authenticate the document
– Candidate – to verify their assessment has been given to and explained to them.
A section titled ‘Instructions for Recording Competency’ is contained at the start of every
Assessor Manual.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
1.1 Prepare and present a 15 – 20 minute verbal presentation which identifies vocational
training using ASEAN Toolboxes and supporting structures.
1.2. Select one competency standard under the ASEAN Qualifications Framework/CATC
and for that unit/toolbox:
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Summary
: Review essentials of vocational training delivery using ASEAN Toolboxes
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Element 2:
Implement assessment of an ASEAN
Competency Standard
2.1 Detail competency standard assessment
requirements
Introduction
It is essential for all Assessors to have a sound understand of competency standard
assessment requirements.
This section adds to previous information presented in section 1.2 on competency based
assessment.
Principles of CBA
CBA operates under the following principles:
Fairness – assessment:
Must be equitable to all groups of learners
Procedure and criteria must be made clear to all learners before
Must be mutually developed
Must be able to be challenged.
Reasonable Adjustment – this requires:
Measures or actions taken to provide a student with a disability the same educational
opportunities as everyone else.
Reasonable adjustments must be appropriate for the person and must not create
undue hardship.
Reliability – meaning assessment:
Must be consistent
Techniques must be consistent in the results they give
Must be regularly reviewed to ensure all assessors are making decisions in a
consistent manner.
Flexibility - assessment:
Must provide for the recognition of knowledge and skills regardless of how they have
been acquired
Must be made accessible to learners through a variety of delivery modes.
Validity - assessment:
Must assess the range of skills and knowledge needed to demonstrate competency
Be based on evidence drawn from a number of occasions.
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Types of assessment
Assessment under the CATC training system is quite different from the formal examinations
and tests most people remember from their school days.
Evidence is gathered to demonstrate competence
in the skills and knowledge required by the units
of competency.
There are five types of assessment to consider:
Diagnostic – undertaken before learning takes
place to evaluate/determine (‘diagnose’) level
of learner and to help identify their training
needs. Includes actions such as TNAs and
trade tests
Formative – ongoing assessment throughout the period of practice/learning
Summative – assessment of performance which occurs at the end of the period of
practice/learning
Holistic – an assessment approach that covers, in an integrated way, multiple elements
and/or units from the Competency Standards.
Managing Knowledge
Attitude
the
Work Skill
flow
Transfer
Problem Solving
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RPL
RPL stands for Recognition of Prior Learning.
RPL is the process that gives current industry professionals who do not have a formal
qualification, the opportunity to benchmark their skills and experience against the standards
set out in each Competency Standard.
This process is a learning and assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
RPL acknowledges skills and knowledge can be acquired in a variety of ways other than via
formal training and gives applicants for RPL a chance to have their skills and knowledge
formally accepted and acknowledged regardless of how they were obtained.
Successful application for RPL will give a person ‘advanced standing’ towards Qualifications
they are seeking to attain.
Evidence rules
Evidence/proof which is captured and used as the basis for
making the ‘Pass Competent’/’Not Yet Competent’ decision
must conform to the following rules – it must be:
Valid – that is, the evidence must:
Assess only the Elements and Performance Criteria of
the competency
Reflect only the skills knowledge and context of the
competency
Reflect demonstration and application of the standard
Reflect the Qualification level being assessed.
Sufficient – that is, the evidence must:
Be enough to enable the ‘Pass Competent’/’Not Yet Competent’ decision to be made
Be demonstrated over a period of time
Cover all aspects of the competency.
Authentic – that is, the evidence must:
Be the trainee’s own work
Be able to be verified as genuine.
Current – that is, the evidence must:
Reflect candidate ability at this point in time
Demonstrate current skills and knowledge used in the workplace
Reflect skills and knowledge which comply with current standards.
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Types of evidence
Evidence may be seen as being:
Direct evidence – this is evidence/proof gained through first-hand observation by the
Assessor
Indirect evidence – this is evidence/proof obtained through other assessment activities
such as role plays, projects, assignments simulations, and third party reports
Supplementary evidence – this is evidence/proof gathered (such as through third party
questions both oral and written) where additional information is required to make the
‘Pass Competent’/’Not Yet Competent’ decision.
Assessment methods
There are a variety of assessment methods to choose from. The assessment methods
selected:
Must enable the required evidence to be generated and captured to support or enable
the ‘Pass Competent’/’Not Yet Competent’ decision to be made
Must combine to collect sufficient evidence the candidate can perform the action/s
required to the required standard
Refers to what the candidate will be doing to demonstrate competency
Will be entered into the Assessment Matrix against the relevant content
Will dictate the assessment tool/instrument to be used in the assessment process.
Examples of assessment methods
Practical skills assessed through the following:
Real work – observation, using:
Checklists
Projects
Project teams
On-the-job practical tasks.
Simulated work/demonstrations – observation, using:
Checklists
Projects
Assignments
Role Plays.
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ASSESSMENT MATRIX
Method of Assessment for:
Unit Name: _____________________________
Student:________________________________
Element
Performance
Criteria 1.1
Performance
Criteria 1.2
Performance
Criteria 1.3
Performance
Criteria 1.4
Performance
Criteria 1.5
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Competent performance
Competent performance comprises five key elements:
Task skills – which relates to performing at an acceptable level of skills.
For example, in a Front Office situation it can refer to all the tasks which have to be
undertaken to handle a reservation.
Task management skills – which relates to managing a range of different tasks.
For example, in the Front Office situation it can refer to
answering a phone which is ringing, while dealing face-to-
face with a guest and checking someone in.
Contingency management skills – which refers to
responding appropriately when things go wrong.
For example, in the Front Office situation it looks at being
able to handle/deal with a situation where there is a
double booking for the same room.
Job/role environment skills – involving fulfilling the
responsibilities and expectations of the workplace.
For example, in the Front Office situation it may include coordinating with other staff to
ensure rooms are ready to sell.
Transfer skills – which look at passing on knowledge, skills and attitudes to others.
In the Front Office this can include teaching a new staff member how to operate the
reservation system for the property.
Hospitality and Tourism performance considerations
In the industry there are five key considerations to take into account when assessing
competent performance – that is, has the task been performed:
In a hygienic manner?
Safely?
With due regard to customer courtesy?
In a logical and appropriate manner?
Can the individual respond appropriately when a mistake is made?
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Rationale
There is a need to do this in order to:
Find out exactly what the Unit is about – learn about the details and content contained in
the Competency Standard
Become familiar with all relevant assessment-related requirements for the Competency
Standard – as listed in the Standard
Make sure a copy of the Competency Standard is at hand – to refer to throughout the
planning process
Ensure all aspects of the Competency Standard are assessed – as required
Determine whether or not any assessments can be grouped together – to save time and
money and make the process more efficient.
Keys to the review process
Essential activities include:
Obtain a:
Soft copy of the Competency Standard – which can
be obtained from:
Hard copy – it is always good to have a paper-
based copy to refer to.
Copies can be obtained from:
The Assessor Manual
The Trainer Guide
www.ATPRS.org
The training provider.
Read the document:
Allocate sufficient time to do this free from interruptions
Take notes of things which come to mind as the document is read:
– Questions/issues which need to be followed up/clarified
– Thoughts which immediately come to mind regarding possible assessment
techniques/methods/options
– Possibilities for locations/venues for undertaking assessment
– Ideas which occur in relation to timing of assessments.
Re-read it – something more will always be gained from a second and third reading
Take the time to:
Note the correct name of the Unit/Competency Standard
Record the Unit Number/s
These will be needed for completion of assessment records
as well as (possibly) for internal reporting requirements.
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Spend some time looking at the detail provided under Unit Variables – to:
Gain appreciation for how they align with Performance Criteria and Elements.
Pay special attention to requirements and suggestions listed – under:
Assessment Guide
Critical Aspects of Assessment
Context of Assessment
Assessment Methods.
Contents
The following is a brief overview of the generic contents of a Competency Standard:
Unit Title: Statement about what is to be done in workplace
Unit Number: Unique number identifying the competency
Unit Descriptor: General information describing the competency
Element: What has to be achieved (there are often several)
Performance Criteria: Level of performance to be demonstrated for each element within
the unit of competency
Unit Variables: A guide to different situations and the context in which the performance
criteria applies in the workplace
Assessment Guide: Specifies the skills and knowledge required to be competent in the
unit
Linkage to other units: Identifies other units which have relevance to the unit
Critical aspects of assessment: Summary of the assessment outcome
Context of Assessment: Defines the where, how and what
of assessment
Resource implications: General advice regarding the
resources needed to deliver training (and hence to conduct
assessment)
Assessment methods: Suggestions as to how assessment
may be conducted
Key Competencies: Gives type and level of key
competencies needed to perform the competency. In some
standards this information is listed separately.
Keys/questions to answer as a result of reviewing the Competency Standard
As an Assessor it is important information/answers to all the following are understood as
they form the basis of necessary preparation activities underpinning the planning for
assessments:
What is a description of the work activity/duty?
What does the work involve?
What are the parts that make up this duty?
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Assessment tools
To collect evidence ‘assessment tools’ will need to be used.
These tools are used to collect and interpret evidence of competence
Assessment tools can be used in combination or by themselves provided that they ‘test,
measure’ the competency.
Assessment tools will reflect the nature of the assessment method/s to be used – for
example:
If doing an ‘Interview’ a Questionnaire might be used
If conducting an observation of learner actions, a Checklist could be used
If watching a demonstration, a Checklist would be suitable
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If asking Oral Questions a sheet listing the questions and able to capture answers would
be used.
Toolbox assessment tools
All Toolboxes contain:
Oral questions
Written Questions
Work projects
Observation checklists
Third party statements.
There is no compulsion to use any or all of the above assessment tools.
Developing simple assessment tools
The following are important considerations when developing alternate simple assessment
tools to use:
The format can vary to suit individual (Assessor, candidate, Competency Standard)
requirements
It is critical the tool reflects authentic workplace activities or relevant current knowledge
The tool should include instructions for the trainee
The tool should Include how the assessment is to be conducted and recorded
Assessment Criteria should be developed
Model answers should be provided.
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Ways to communicate
The following are all acceptable ways of notifying relevant others regarding final assessment
arrangements:
Meeting face-to face – at scheduled meetings
Using hard copy advice/notification
Using emails.
Information to be communicated
These notifications need to address:
Names of candidates to be assessed
Details of the Competency Standard to be
assessed – including details of:
Elements and/or Performance Criteria as appropriate
Other Competency Standards to be assessed/co-assessed at the same time
Assessment venue, date and time
Expected duration of assessment.
Identification of materials/items candidates are required to bring with them
Description and details of the assessment method/task
Explanation of relevant conditions and criteria which will form the basis of the
assessment.
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Valid
Sufficient
Authentic
Current.
Assessment under the CATC training system is quite different from the formal examinations
and tests most people remember from their school days.
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The allocation of Oral Questions to Performance Criteria is shown in the Assessment Matrix
at the start of the Trainee Manual.
Oral Questions are not mandatory – Assessors may choose to:
Use all of them – as presented, in their entirety
Use none of them
Use some of them – to capture additional evidence where required on certain
Performance Criteria
Develop their own series of Oral Questions
Use them as non-assessable exercises or in-class activities – rather than as formal
assessment activities to capture evidence on which the Pass Competent/Not Yet
Competent decision will be made
Convert Oral Questions to Written Questions.
Space is provided for assessors to:
Enter student name
Enter assessor name
Enter location where assessment was done
Record answers provided by trainee – in short-hand form
Record the Pass Competent/Not Yet Competent decision for each question.
Model answers are not provided for Oral Questions as most answers will depend on the
experience of the candidates and the examples they provide in response to the questions
asked.
A section titled ‘Specifications for Oral Question Assessment’ is contained at the start every
Assessor Manual.
Written Questions
This is a set of questions designed to be distributed to students for them to answer in writing
and submit for marking.
Assessors may use these as part of their evidence gathering to determine the Pass
Competent or Not Yet Competent decision.
There is at least one Written Question for every Performance
Criteria.
The allocation of Written Questions to Performance Criteria is
shown in the Assessment Matrix at the start of the Trainee
Manual.
Written Questions are not mandatory – Assessors may choose
to:
Use all of them – as presented, in their entirety
Use none of them
Use some of them – to capture additional evidence where
required on certain Performance Criteria
Develop their own series of Written Questions
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Use them as the basis for a non-assessable exercise or in-class activity – rather than as
formal assessment to capture evidence on which the Pass Competent/Not Yet
Competent decision will be made
Convert Written Questions to Oral Questions.
A section titled ‘Specifications for Written Question Assessment’ is contained at the start
every Assessor Manual.
Answers to Written Questions
This section provides model answers for the Written Questions provided in the Assessor
Manual.
Assessors:
May use these to assist them mark the responses to Written Questions provided by
students
Must use common sense when using/referring to them – the answers provided are
indicative only and discretion must be used to determine the acceptability of an answer
which has been provided.
Observation Checklist
The Observation Checklist is provided for Assessors (only) to
record observations of actual candidate performance of the
required competencies for the Unit as described by the
Competency Standard.
The document is used to capture evidence of practical
competency which is used to help make the Pass
Competent/Not Yet Competent decision.
In relation to this document:
Name of student and Assessor must be entered
Location/venue where observation occurred must be entered
Dates on which observations occurred must be entered – multiple observations are
required to ensure consistency of competency
The Elements and Performance Criteria for the Competency Standard are reproduced
on the form to facilitate and focus the observation
Space is provided to assist in recording evidence
Space is provided to enable feedback
Space is provided for both Assessor and student to sign the document:
The Assessor signs to authenticate the observations
The student signs to acknowledge they have received the feedback as a result of the
observations.
A section titled ‘Specifications for Observation Checklist’ is contained at the start every
Assessor Manual.
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The decision must be made on the evidence which was gathered as part of the
assessment process – a key in this decision making process is another Assessor should
be able to:
View the evidence captured
Compare it to the requirements of the Competency Standard
Come to the same conclusion/decision.
The assessor can defer their decision to capture additional evidence – where there is
uncertainty about the decision/about certain aspects of the candidate’s performance
An objective decision must be made – Assessors must never allow personal feelings or
bias to influence their interpretation or analysis of the evidence which has been obtained
The Assessor verifies to themself:
The Rules of Evidence haven been complied with
The principles of CBA have been observed.
The assessment should reflect actual workplace/industry practice or requirements
The ‘Competent’ decision can only be made when the candidate has provided evidence
all aspects of the Competency Standard are held and can be demonstrated/applied in an
industry context
The decision must be communicated – to:
The Trainer
The Candidate.
When communicating ‘Not Yet Competent’ decisions to candidates – this process should
include:
Discussing, identifying and organising follow-up additional training
Deciding and arranging on additional assessment required
Accessing and reviewing the assessments which were undertaken and the evidence
obtained as a result
Notifying the candidate of any Appeals Process the Training Provider has in place
allowing the student to contest/challenge the decision or in the event they have a
complaint about how the assessment was conducted
Agreeing on the decision made by the Assessor.
Validation processes (internal meetings between Assessors, Moderation, Engagement
with industry groups and similar other activities) should be established and implemented
– to maintain the quality and consistence of assessment and decisions made
The decision made must be recorded – and the assessment process/procedures also
need to be reviewed with a view to continual improvement.
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A section titled ‘Instructions for Recording Competency’ is contained at the start every
Assessor Manual.
Internal and/or external documentation
The Training Provider may require completion of internal reports which can ask the Assessor
to provide:
Numbers of candidates assessed
Names of the Competency Standards and Qualifications involved
Names of candidates
Outcomes of the assessments
Details of issues/problems encountered as part of the
assessment procedures
Suggestions to enhance/improve the assessment
process – such as:
Topics for investigation
Recommendations for additional/different resources and/or support.
Details of resources used – which can relate to:
Time needed by the Assessor for the assessment process (planning, conduct and
post- assessment activities)
Budget/s
Consumables.
Attendance rolls
In some cases there may be a need for the Assessor to complete an internal Attendance
Roll showing attendances and/or absences of candidates in relation to scheduled
assessment sessions.
Possible external requirements
External authorities, agencies and/or employers can also require Assessors to provide
information.
The information they require will be similar to the details
identified above with employers often making
enquiries/asking about:
The attitude, motivation, behaviour of their staff who are
engaged with the training/assessment
Trainer and Assessor input regarding the suitability of
certain employees for things such as:
Ongoing work – for example, converting staff from casual to full-time or converting a
staff member from ‘probationary’ to ‘permanent’
Promotion – to different roles and responsibilities.
Attendance – in terms of attending for training and for assessments.
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Processing of documents
Completed records may need to be:
Filed for future reference
Shared with others – Trainers, other Assessors, administrators, nominated others
Forwarded to a designated person or department – for their use or processing.
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Did the Assessor communicate well with candidates and advise them suitable regarding
all relevant elements of the assessment process?
Did the Assessor create a safe and positive assessment environment for the
assessments which encouraged and supported candidate work?
Was the Assessor fair, approachable, honest and respectful when dealing with
candidates? Or was the Assessor biased, vindictive or prejudiced in the way they
handled the assessment of and/or dealings with certain candidates?
Was the Assessor professional in their approach in terms of:
Did they set up and prepare properly for each assessment?
Was sufficient time allocated to planning for assessments?
Did they use professional language when interacting with candidates?
Was their personal presentation and appearance appropriate and professional?
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
2.1 For a given ASEAN CATC Toolbox Competency, using provided templates, compile a
National Assessor Assessment Portfolio to include:
2.2. For the Competency used as the basis for Work Project 2.1 evaluate the assessment
and provide evidence you have:
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Presentation of written work
2. Style
Students should write in a style that is simple and concise. Short sentences
and paragraphs are easier to read and understand. It helps to write a plan
and at least one draft of the written work so that the final product will be
well organised. The points presented will then follow a logical sequence
and be relevant. Students should frequently refer to the question asked, to
keep ‘on track’. Teachers recognise and are critical of work that does not
answer the question, or is ‘padded’ with irrelevant material. In summary,
remember to:
Plan ahead
Be clear and concise
Answer the question
Proofread the final draft.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
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Presentation of written work
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:
The student’s name and student number
The name of the class/unit
The due date of the work
The title of the work
The teacher’s name
A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write ‘A nurse is responsible for the patients in her care at all times’ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind Humankind
Host/hostess Host
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Recommended reading
Recommended reading
NCVER PUBLICATIONS
The following are available from the National Centre for Vocational Education Research at
NCVER, All publications, 2014,
http://www.ncver.edu.au/wps/portal/vetdataportal/pubs/menu/search/!ut/p/a1/04_Sj9CPykssy
0xPLMnMz0vMAfGjzOI9DY2cPTxMDLwszB3NDDzNTQ1DDQIMDAxCTYEKIoEKAjzczYyc
QAo8fA0MPP2Cg9x8XYONDQzMiNNvgAM4GhDSH64fBVaCywVm5lAFuMzwNSVgAsgPY
AV4HFmQGxphkOmZDgCzBoES/dl5/d5/L2dBISEvZ0FBIS9nQSEh/?hitstart=682&term=all
viewed 27th of May, 2014
See also www.ncver.edu.au/.
(1) Competency Based Training
In this eclectic collection of papers, 13 essayists and four high-profile discussants consider
the complexity of the tertiary education system and its underlying structures.
VET and the diffusion and implementation of innovation in the mining, solar energy
and computer games sectors 30 Aug 2011
This report examines the linkages between innovation and skills development in vocational
education and training (VET) across three industry sectors: mining, solar energy and
computer gaming.
Using a case study approach, the research finds that each of the industry sectors differs in
their relationship between innovation and the education and training system. However, the
formal VET system is seen as being very important in teaching the underlying skills and
knowledge of a vocation.
In contrast, informal on-the-job learning imparts the actual skills for innovation, but based on
what was learnt formally. The VET system is seen as being slow in responding to new skills
needs; however, whether this represents a bad thing is debatable.
This report looks at whether vocational education and training (VET) is equipped to meet the
changing needs of the modern workplace.
This paper was presented by Robin Shreeve at the NCVER Research on Toast seminar in
March 2009.
It briefly compares the vocational education and training (VET) sector in Australia with its
equivalent in England, which is known as the skills or further education sector.
The paper then outlines two key aspects of the English VET sector which might be of use to
Australia: using course completion rates as a key performance measure at all levels of the
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VET sector; and using vocational 'foundation degrees' as a way for students to articulate
between the VET and higher education sectors
Competence and competency-based training: What the literature says 12 Jun 2009
This paper is a review of literature on employer engagement with vocational education and
training (VET).
The main conclusion is that the major form of engagement is through the competency-based
training system, which is manifested through training packages. Another way employers are
encouraged to engage with VET is through competition amongst training providers. This
provides employers with greater responsiveness and choice.
Getting the knowledge-skills mix right in high-level vocational education and training
qualifications 12 Feb 2009
This paper aims to contribute to the discussion on the quality and accessibility of
underpinning knowledge in competency-based training. It uses the Vocational Graduate
Certificate and the Vocational Graduate Diploma in Education Design in a Queensland TAFE
institute to examine how the 'traditional' knowledge and theory associated with higher-level
qualifications can be accommodated within the framework of competency-based training and
assessment.
The paper raises some interesting, and provocative, questions about the status and value of
these qualifications by comparison with their university counterparts.
Creating place: Design education as vocational education and training 16 Sep 2008
Design is an increasingly important component of our world-at-work. This project reveals the
views of design educators working within vocational education and training (VET).
Research participants called for a review of design education teaching methods in the VET
context, with a particular focus on promoting innovation and creativity in diploma level
programs.
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Australia needs highly skilled workers to sustain a healthy economy. Current employment-
based training models have limitations in meeting the demands for highly skilled labour
supply.
The research explored current and emerging models of employment-based training to
propose more effective models at higher VET qualifications that can maintain a balance
between institution and work-based learning.
(2) Competency Based Assessment
A stocktake of issues and activities in vocational education and training in schools through
the perspectives of the published literature and policy documentation between 1997 and
2003 is the subject of this report.
It identifies progress made and concludes that vocational programs in schools are meeting
expectations and have achieved a legitimate place in the school curriculum, but that several
implementation issues remain
Assessing generic skills in a selection of training packages is the focus of this report. Based
on case studies, the authors also examine how these skills are understood by trainers and
learners. The report contains a comprehensive literature review of assessment of generic
skills.
The use and potential of online assessment is investigated in this report. It identifies: *the
principles of quality assessment *assessment practices that can be supported with online
technologies *methods and tools that work *factors that influence choice and design on
online assessment methods.
The report is published in two volumes. Volume 1 is the main report and volume 2 contains
the appendices and is available in PDF format only.
Graded assessment in Australian vocational education and training has developed a range
of practices.
This study examines the current practice for graded assessment and identifies policy issues
that need to be addressed. Areas studied include validity, reliability and consistency,
associated costs, and cross-sectoral concerns.
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This study considers the status of validity in the context of the assessment of VET in
Australia.
The project has involved reviewing the literature, reporting the outcomes of case studies,
presenting the key findings and developing a diagnostic tool to guide assessors.
The changing role of staff development for teachers and trainers in vocational
education and training 5 Jul 2001
This report analyses the changing parameters of staff development that are emerging from
the changing environment of VET in Australia.
It illuminates the changed structure of the VET workforce and the differentiation of the roles
of practitioners across different types of registered training organisations and it identifies the
implications of such changes for the future design of staff development.
Not just falling over the line? A snapshot of competency-based assessment 11 Jun
1999
This report explores whether competency-based assessment is meeting the needs of its
users. The researchers found that a number of issues were raised by those consulted in the
project.
These included grading (the need to bridge the gap between competence and excellence),
the quality of competency standards and their treatment of underpinning knowledge, who are
appropriate assessors, and what resources are needed to support assessment. The report
puts forward strategies to improve competency-based assessment. These strategies are
directed at policy-makers, ITABs and registered training organisations.
Assessing in VET: Issues of reliability and validity - Review of research 11 Jun 1999
This review of research reviews both the Australian discussion papers on reliability and
validity of competency-based assessment as well as international empirical research in this
field.
The review discusses two types of competency-based assessment - paper-based objective
testing techniques and performance assessments as well as the implications for validity and
reliability of each type of assessment. The review includes guidelines for establishing
procedures to enhance reliability and validity.
Deals with the pros and cons of 'grading', that is, assessing and reporting levels of
performance in competency-based VET.
Existing policies and practices are examined in the light of current practices. A must for all
those involved in competence-based assessment.
A collection of papers for a wide audience within the VET sector who are tackling the issue
of assessment and RPL in the workplace.
Includes: research in competency-based assessment (CBA); assessment of knowledge,
attitudes and values; peer; self- assessment; and needs of special workers.
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OTHER RESOURCES
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/competency_based.h
tm - Containing lists and links of useful publications and websites
http://www.dhs.vic.gov.au/funded-agency-channel/management-toolkit/workforce/education-
and-training/types/competency-based-training-and-assessment - What is Competency
Based Training? What is a unit of competency? What is Competency Based Assessment?
http://www.training.qld.gov.au/resources/employers/pdf/competency-based-guide.pdf -
Competency Based Training and assessment: A guide for employers, apprentices and
trainees
http://www.education.vic.gov.au/training/employers/apprentices/pages/competencyfaq.aspx -
Competency Based Completion: FAQs
http://www.avetra.org.au/abstracts_and_papers_2000/rb_full.pdf - Abstracts and papers on
CBT and CBA
Rothwell, W.J., & Graber, J.M., 2010, Competency-Based Training Basics, ASTD Press,
Alexandria, VA.
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Trainee evaluation sheet
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Trainee evaluation sheet
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Trainee self-assessment checklist
Yes No*
Statement by Trainee:
I believe I am ready to be assessed on the following as indicated above:
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.
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