CURRICULUM, TRAINING AND ASSESSMENT GUIDE

Transcription

1 CURRICULUM, TRAINING AND ASSESSMENT GUIDE WSQ Framework : Version Number : Effective Date : Review Date : Developer : Custodian : Copyright 2010 SINGAPORE WORKFORCE DEVELOPMENT AGENCY Copyright Singapore Workforce Development Agency. All rights reserved. This document is provided for the explicit use and guidance of parties approved by WDA as information resource only. Any other use of this document or parts thereof, including reproduction, publication, distribution, transmission, re-transmission or public showing, or storage in a retrieval system in any form, electronic or otherwise, for purposes other than that expressly stated above without the express permission of WDA is strictly prohibited.

2 Contents Purpose of Guide.... PART I: Chapter 1 Overview of the <<Name of Sector>> 1.1 Nature of Sector, Sub-Sector (if any) Skills, Education Profile and Nature of Employment, Typical Job Titles in the Sector Expected Attitudes of Workers in the Sector Work Conditions and Context of Job Operations Skills Gaps and Key Challenges facing the sector / industry Chapter 2 <<Name of WSQ Framework>> and WSQ <<Title of Qualification> 2.1 Overview WSQ <<Title of Qualification>> Key Features of the <<Title of Qualification>> Importation of Elective Credits from Other WSQ Frameworks or Recognised Equivalents 2.4 Target Audience Recommended Learning Hours (RLH) Recommended Class Size, and Learner-Facilitator Ratio Recommended Assessor to Candidate Ratio... Chapter 3 Types of Programme 3.1 Programme Structure Packaging of Contents Qualification Requirements... Chapter 4 Key Delivery Advice Content Coverage Sequence of Coverage Recommended Learning Strategies and Methods Practicum Project Work...

3 Chapter 5 Key Assessment Advice Recommended Assessment Strategies and Methods Assessment Instruments and Tools Graded Assessment.... Chapter 6 Adult Educator Requirements Trainer/Facilitator Requirements Developer Requirements Assessor Requirements.... Chapter 7 Summary of Mandatory Sections / Information.... Chapter 8 Resource Information.... PART II: 1 Online WSQ Resources from WDA Glossary of Terms... 3 List of Acronyms Version Control Record.... Annex A - Instructional Strategy Selection Chart Other Annexes to be included here. Examples include assessment instruments and tools

4 Purpose of Guide This Guide is designed for WDA s Approved Training Organisations (ATOs) and Adult Educators who are responsible for the design and delivery of programs within the <<Title of WSQ Qualification>> of the <<Name of WSQ Framework>>. This Guide aims to provide essential curriculum, training and assessment design advisory information, to guide developers, trainers and assessment in the interpretation and translation of competency standards into training and assessment programme. The Guide also contains training and assessment requirements stipulated by industry, and WSQ accreditation information for compliance. It is divided into 2 parts: Part I - Details specific recommendations and advice for <<Title of WSQ Qualification>> programme developers. Part II - Provides a broad spectrum of information about WSQ and related components relevant to the <<Title of WSQ Qualification>> programme. 1

5 PART I WSQ <<Title of Qualification>> 2

6 CHAPTER 1: OVERVIEW OF THE <<NAME OF INDUSTRY SECTOR>> This chapter describes the overview and nature of the industry sector, covering the following key components: 1.1 Nature of sector and sub-sectors (if any) This section describes what is the sector / industry all about, the characteristics, breakdown of sub-sectors (if any), the composition of the workforce (is it RnF or PMET forming majority) etc. 1.2 Skills, education profile, nature of employment, typical occupation titles in the sector This section describes the skills and education profile of the workforce, as well as the nature of employment and typical occupation titles in the sector. 1.3 Expected attitudes of workers in the sector This section describes the attitudes expected of the worker such as willingness to work on shift, meticulous, service mindset etc. 1.4 Work conditions and context of job performance This section describes the work environment and operation context of the workforce in general. These could include working conditions such as operating under the hot sun, in enclosed work areas, long standing hours, operating of machineries etc. 1.5 Skills gaps and key challenges facing the sector/industry This section describes the challenges faced by the sector / industry and the skill gaps. CHAPTER 2: <<NAME OF WSQ FRAMEWORK>> AND WSQ <<TITLE OF QUALIFICATION>> This chapter describes the overview of the WSQ Framework and its qualifications, covering these components: 2.1 Overview of WSQ <<Title of Qualification>> This section provides a brief synopsis about the WSQ <<Title of Qualification>>, how the <<Title of Qualification>> sits within the WSQ Framework, the competency units under the Qualification, the WSQ level and the total credit values. 3

7 2.2 Key Features of the <<Title of Qualification>> This section describes the key features or characteristics of the <<Title of Qualification>>. This may include features such as practicum component, usage of graded assessment, action-learning project requirement, learning environment etc. 2.3 Importation of Elective Credits from Other WSQ Frameworks or Recognised Equivalents This section lists and explains the units that are imported from other WSQ frameworks and those units that are recognized as equivalent to the units within the <<Title of Qualification>>. 2.4 Target Audience This section explains the target audience of this <<Title of Qualification>>. 2.5 Recommended Learning Hours (RLH) (Mandatory Section) This section proposes the total hours of competency-based training and assessment, taking into account the time required for directed learning activities. Directed learning is broadly defined as trainer/assessor-directed & purposefully instructed to trainees to complete as part of instructional design of a structured training & assessment programme. Any mandatory learning hours are to be specified here. The specification of the RLH includes examples as follows: Facilitated training and assessment E-learning 1 and assessment Structured On-Job-Training (OJT) Practicum or Project Work if any 2.6 Recommended Class Size and Facilitator-Learner Ratio (Mandatory Section) To recommend the maximum class size and facilitator-learner ratio for the various relevant learning modes used. Any mandatory requirements are to be specified here. 2.7 Recommended Assessor to Candidate Ratio (Mandatory Section) This section states the ratio of assessor to candidate. This ratio is dependent on the complexity of job performance, safety requirements and experience of the Assessor. 1 For E-learning to be considered as directed learning, the learning progress of trainees should be tracked via audit trail, progress reports, etc 4

8 CHAPTER 3: TYPES OF PROGRAMME 3.1 Programme Structure This chapter provides an overview of the structure of the programme that is being developed. It should include an explanation of the curriculum model and sequence that have been selected for the programme, the various combinations of learning modules including core, electives, specialized, imported and/or common units. 3.2 Packaging of Contents This section describes how the various learning modules could be packaged. Three possible ways of packaging WSQ programmes are illustrated here. a. Programmes with One Competency Unit (Modular) This section offers explanations to ATOs who are keen to offer programmes developed based on only one competency unit (CU). There is little or minimal correlation with other competency units. An illustration (Figure 1) is given below. Figure 1: Programme with One Competency Unit WSQ CU1 Training and Assessment SOA 1 Developers should be discouraged from lifting of competency elements, performance criteria or underpinning knowledge straight from the competency standard and used them as learning outcomes. Developers should first examine what the learner should be able to perform at the workplace upon end of training (learning outcomes), and unpack the competencies to the learning outcomes accordingly. b. Integrated Programme with Multiple Competency Units In order to meet the needs of the learners, ATOs may want to consider clustering two or more competency units into a single integrated curriculum/training programme. The competency units must be selected carefully in order to develop a learning programme that is meaningful and relevant to the learners. Developers should develop integrated programme when there is significant overlap of learning outcomes where integrated programme would normally achieve time-savings for the learners. Specific instructions on how to integrate and when to integrate should be explained in this section. 5

9 The sequencing of the learning content need not follow the sequence of competency requirements in the competency standard documents. They may be rearranged within the same or across different competency units as you deem most appropriate for your learners. Nevertheless, the sequencing of learning content should be logical and provide sufficient scaffolding for training to be effective. Learners should not be made to go through the same competency unit again as they progress from one training programme to another once they have acquired the SOA. An illustration (Figure 1) is given below. Figure 2: Integrated Programme with Two Competency Units WSQ CU 1 WSQ CU 2 Training and Assessment (Programme A) SOA1 SOA2 Note: If there are more elaborate or specific guidelines on packaging and integration of programmes, FLD should either include the details here or produce a separate advisory. To indicate so if there is a separate guide. c. Integrated Programme with Multiple Competency Units There may be situations whereby PCs, UKs and their respective Range of Application are distributed to fit into modules where they are more holistically delivered and assessed. There is a need for the curriculum designer to synthesize related areas of knowledge and skills. 3.3 Qualification Requirements This section will state the conditions for the learners to be considered as having successfully completed the programme and be awarded the qualifications. CHAPTER 4: KEY DELIVERY ADVICE This chapter describes the following components: 4.1 Content Coverage In developing the programme for any <<Title of WSQ Qualification>> competency unit, ATOs should always make cross references to the Performance Statements 6

10 (PS) or Competency Elements (CE) / Performance Criteria, Underpinning Knowledge (UK), Range of Application and Evidence Sources sections as stipulated in the <<Title of WSQ Qualification>> National Competency Standard. The components of the Competency Standard and the interpretations are briefly explained here. For example, The Range and Application and Evidence Sources reference to the Performance statements and/or Underpinning Knowledge is usually accompanied by the instructions may include or must include": May include - Indicates that training providers are required to cover some (to indicate percentage if relevant) of the suggested Range and Application items listed when developing the <<Title of WSQ Qualification>> programme. (Mandatory Section) - The training provider may choose to add more Range and Application items related to the corresponding Performance Statements and/or Underpinning Knowledge as part of their <<Title of WSQ Qualification>> programme development. Must include - Indicates that training providers are required to cover all of Range and Application items listed when developing courseware. - The training provider may choose to add more Range and Application items related to the corresponding Performance Statements and/or Underpinning Knowledge as part of their <<Title of WSQ Qualification>> programme development. 4.2 Sequence of Coverage If there is a particular recommended sequence of coverage or delivery of the qualification to structure the administration and delivery of the programmes to complement sequential learning order suited for the majority of the learners, it must be stated here. 4.3 Recommended Learning Strategies and Methods Curriculum developers are recommended to adopt the following structure for thinking about and planning a learning strategy: Summarise the learning strategy In this learning strategy, what learning principles are being applied? What learning theories or learning design theories underpin this strategy? 7

11 How will this strategy resolve the identified learning problems? What is it about the learning strategy that will cause people to change in a way that resolves the learning problem? How would you describe the experience that learners will go through? How will this experience support their learning? What methods or tactics are most likely to be used to support this strategy? How will interface and media support this strategy? How will this strategy engage learners interests? How will this strategy assess learners progress or increased competence? (extracted from accessed19 Sep 2010) An example of instructional strategy selection for cognitive, affective and psychomotor domains is given in Annex A. A non-exhaustive list of recommended delivery methods is provided below. Role play Group Discussion Written Exercise Case Study Workplace Practice Presentation Action Learning Coaching / Mentoring Where relevant and appropriate, the learning activities for the unit should be designed to shape or cultivate the expected attitudes of the candidates and to prepare them for their role in the sector. Industry Requirements (Mandatory Section) If a particular learning method is mandated by industry due to legal requirements, the courseware developer must comply and adopt the learning method. For example, clinical attachments must be adopted as a learning strategy as part of training of healthcare professionals. If it is strongly recommended or widely adopted by industry, the default choice of learning strategy should be applied. Frontline division should always validate and verify with industry the delivery strategies, and be specific and clear in this section. 4.4 Practicum Practicum is defined as learning outside the classroom setting, which includes jobrelated activities and stresses the practical application of theory and knowledge in a field of study. If a practicum is structured into the qualification, details of how the practicum is to be carried are stated here. The components to be covered as follows: 8

12 Structure of Practicum Key Roles and Responsibilities of Practicum Stakeholders Practicum Learning Contract (PLC) Evaluation of Learner s Practicum Performance 4.5 Project Work The Project Work is designed to offer the learner with an opportunity to apply the knowledge and skills acquired through the units within the specialisation tracks in an authentic workplace setting and is intended to be a collaborative effort between the learner and the learner s host organisation for the identification, development and completion of a meaningful and practical work-based project, facilitated by the ATO. If a Project Work is a qualification completion criteria within the programme, learners are expected to complete this work-based project upon the successful completion competency unit/s. Key components to be covered are: Objective of the Project Work Implementation of the Project Work Deliverables of the Project Work Evaluation of the Project Work CHAPTER 5: KEY ASSESSMENT ADVICE This chapter describes the following components: A description on the general guidelines and requirements for conducting assessment is given in the reference WSQ resource websites in Part II of this document. 5.1 Recommended Assessment Strategies and Methods A non-exhaustive list of assessment strategies and methods indicating the possible assessment methods or combination of assessment methods, as illustrated in below, can be used as a planning guide for determining the appropriate assessment strategy for the respective performance statements and underpinning knowledge in each <<Title of WSQ Qualification>> competency unit. Individual Project Work Role Play / Simulation Interview/ Oral Questioning Written Assessment 9

13 Case Study Practical Performance Industry Requirements (Mandatory Section) If a particular assessment method is mandated by industry due to legal requirements, Assessment Plan developer must comply and adopt the assessment method. If it is strongly recommended or widely adopted by industry, the default choice of assessment methods should be applied. Frontline division should always validate and verify with industry the assessment methods, and be specific and clear in this section. Training providers are encouraged to refer to the checklists such as those suggested in the Annexes as tools for organising assessments for performance statements and underpinning knowledge. 5.2 Assessment Instruments and Tools Assessments instruments and tools will be required to conduct the assessment planned. Samples and templates of these instruments and tools that the Frontline Divisions or GSD deem relevant to the <<WSQ Qualification>> units can be included in this section. Examples of such templates include: An Evidence Sources Checklist to serve as a reporting snapshot of the types of evidence gathering that may be used. A Verbal Assessment Checklist to record answers to questions concerning Underpinning Knowledge if this is used as an alternative to written exercise. Written Assessment Checklists as an instrument for the recording of answers to questions concerning the performance statements and underpinning knowledge. A Recording and Reporting Assessment Table Format as an instrument for the concise recording of competency and re-assessment information concerning the Competency Unit. 5.3 Graded Assessment Where Graded Assessment is introduced for the WSQ Framework, there should be explanations and elaborations on the graded assessment scheme, marking scheme, assessment rubrics and templates to be used, and how graded assessment should be carried out. 10

14 CHAPTER 6: ADULT EDUCATOR REQUIREMENTS (Mandatory Section) This chapter articulates the Adult Educator (AE) requirements covering these components: 6.1 Trainer/Facilitator Requirements This section articulates the AE requirements covering these components: Domain Qualification For example, the AE should be competent in the WSQ technical or vocational qualification, at an equivalent WSQ level or higher. This should also include any mandatory or legal certification or qualification. This section has to be validated by the industry. Domain Work Experience For example, the AE should possess minimum months or years of domain work experience within the sector. This section has to be validated by the industry. WSQ Trainer/Facilitator Pedagogic Requirements refers to the mandatory qualifications for Adult Educators. This section has to be validated by the industry. WSQ Trainer/Facilitator Experience refers to the minimum months or years of relevant training delivery experience, and has to be validated by the industry. 6.2 Developer Requirements This section articulates the AE requirements covering these components: Domain Qualification For example, the AE should be competent in the WSQ technical or vocational qualification, at an equivalent WSQ level or higher. This should also include any mandatory or legal certification or qualification. Alternatively, a qualified and experienced developer can work in consultation with an SME in developing a courseware. This section has to be validated by the industry. Domain Work Experience For example, the AE should possess minimum months or years of domain work experience within the sector. This section has to be validated by the industry. WSQ Curriculum Developer Pedagogic Requirements refers to the mandatory qualifications for Adult Educators. This section has to be validated by the industry. 11

15 WSQ Curriculum Developer Experience refers to the minimum months or years of relevant curriculum development experience, and has to be validated by the industry. 6.3 Assessor Requirements This section articulates the AE requirements covering these components: Domain Qualification For example, the AE should be competent in the WSQ technical or vocational qualification, at an equivalent WSQ level or higher. This should also include any mandatory or legal certification or qualification. This section has to be validated by the industry. Domain Work Experience For example the AE should possess minimum months or years of domain work experience within the sector. This section has to be validated by the industry. WSQ Assessor Pedagogic Requirements refers to the mandatory qualifications for Adult Educators. This section has to be validated by the industry. WSQ Assessor Experience refers to the minimum months or years of relevant assessment experience, and has to be validated by the industry. CHAPTER 7: SUMMARY OF MANDATORY SECTIONS / INFORMATION This chapter summarizes all the mandatory sections and required information, for easy reference. ATOs / Adult Educators are expected to note the information indicated in the following Sections and to comply with the stated requirements, where appropriate: Section Title 2.6 Recommended Learning Hours (RLH) 2.7 Recommended Class Size and Trainer-Trainee Ratio 2.8 Recommended Assessor to Candidate Ratio 4.1 Content Coverage On percentage of items under Range and Application and Evidence Sources to be covered 4.5 Learning Strategies and Methods - Industry Requirements 5.1 Assessment Strategies - Industry Requirements 6.1 Trainer Requirements 6.2 Developer Requirements 6.3 Assessor Requirements 12

16 CHAPTER 8: RESOURCE INFORMATION This chapter indicates the various literatures, journals, articles and researched information on the various <<Title of Qualification>> competency units. The Harvard Referencing Guide is adopted. An illustration is given below: Design & Develop e-learning Programme Alan Clarke, (2001), Designing Computer Base Learning Materials, Gowen Publishing Limited, England Saul Carliner, (2002), Designing E Learning, ASTD Press Roger Lewis and Quentin Whitlock, (2003) How to plan the & Manage E Learning Programme, Gowen Publishing Limited, England Gilly Salmon, (2002), E-tivities The Key To Active Online Learning, Kogan Page 13

17 PART II WSQ & Supporting Resources 14

18 1 Online WSQ Resources from WDA This section highlights relevant WSQ resources that could be found online at WDA s website, and which are useful to the users. If WSQ information can be found at WDA s website, it should not be repeated in the Guide. 2 Glossary of Terms This section presents the list of terms and abbreviations used in this document as well as terms frequently encountered in the training and assessment. 3 List of Acronyms To provide a list of acronyms used to aid users. 4 Version Control Record An example is given below: Version Effective Date Status / Changes 1.0 xx Sep 2010 First Release 15

19 Instructional Strategy Selection Chart Annex A Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period 1. Knowledge 1. Receiving phenomena 1. Perception 2. Set Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. 2. Comprehension 3. Application 2. Responding to phenomena 3. Guided response 4. Mechanism On-the-Job- Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) 4. Analysis 3. Valuing 5. Complex response Use in real situations. Also may be trained by using several high level activities coupled with OJT. Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can 5. Synthesis 4. Organize values into priorities 6. Evaluation 5. Internalizing values 6. Adaptation 7. Origination 16

20 Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Psychomotor Domain (Simpson, 1972) speed the process. The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design. (extracted from accessed19 Sep 2010) 17