Best Practice in VET Delivery

Transcription

1 Teacher Reference Manual Best Practice in VET Delivery Assessment and Evidence Semester

2 Acknowledgment and Copyright NSW Department of Education and Training (DET) 2010 All rights reserved. This work is copyright, but permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use within their own training organisations or in a workplace where training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. Outside these guidelines all material is subject to copyright under the Copyright Act 1968 (Commonwealth) and permission must be obtained in writing from the Department of Education and Training. Such permission shall not be unreasonably withheld. Acknowledgement The Department of Education and Training would like to commend the expertise and professionalism of Gail Evans from G E Consultancy and Lisa Hoggard, the consultants responsible for the development of this program. Information contained in this manual was sourced from a variety of sources in particular professional development workshops conducted by Industry Programs, Skills Development Unit Oxford Street Darlinghurst. Further information on the PD activities can be sourced from: Under training providers professional development VET Teacher Manual Semester 2: 2010 Page 2

3 Table of Contents Introduction/What is VET? 4 The National Picture 5 Features of the VET System 6 Key National VET Policies and Frameworks 7 The Australian Training Quality Framework (AQTF) 8 The Australian Qualifications Framework (AQF) 10 Maintaining currency 14 What is a Training Package? 16 What is competency? 18 What is assessment? 21 Principles of assessment 21 How do we assess? 22 Methods of Assessment and Evidence 24 Key messages about assessment evidence 30 Tips for new teachers 31 Where to from here 32 VET Teacher Manual Semester 2: 2010 Page 3

4 Industry Government What is VET? Vocational Education and Training (VET) is an industry made up of professional practitioners who provide nationally recognised training and assessment to a range of clients. The VET sector, and the VET market place it represents, is a complex and dynamic one which is underpinned by national and state legislation, industry regulatory frameworks, VET policies and procedures and stakeholder relationships. The following provides an overview of some of the key features of the VET market place at both the national, state and industry levels. Firstly, let s look at some of the key VET national and state players. National (COAG) State (NSW) DEEWR Dept of Education, Employment & Workplace RelationsTVET Technical & Vocational Education & Training Australia LimitedNARA (TVET s National Audit & Registration Agency optional service for RTOs operating in more than one state) Please note: there is a move to a National Regulator from It is not clear at this stage the impact of this move on NARA. Industry Skills Councils (ISCs) DET NSW (Dept. of Education & Training NSW is NSW s State Training Authority)VETAB (NSW Vocational Education & Training Accreditation Board is the state registering body for RTOs) Please note: there is a move to a National Regulator from It is not clear at this stage the impact of this move on VETAB. Industry Training Advisory Bodies (ITABs) RTOs, Local industries, Community and your clients VET Teacher Manual Semester 2: 2010 Page 4

5 The National Picture The Australian vocational education and training (VET) system is recognised as among the most sophisticated in the world because it is: Industry led - employers and industry representatives define what outcome is required from training. National the system is jointly managed by state, territory and Australian governments. Client focused it is flexible and relevant and responsive to client needs. There have been some major changes to VET in recent years at the national level particularly with the introduction of the new Federal Labour Government in This has resulted in the creation of a new Department of Education, Employment and Workplace Relations. The National VET Regulator The national VET Regulator will be responsible for the registration and audit of registered training organisations (RTOs) and the accreditation of courses in the vocational education and training (VET) sector. It is envisaged that the National VET Regulator will be operational (and replace VETAB) from April For more information go to: Website: VET Teacher Manual Semester 2: 2010 Page 5

6 Features of the VET System How does it all fit together? VET Teacher Manual Semester 2: 2010 Page 6

7 Key National VET Policies and Frameworks Some of the key national VET policies and frameworks include: The National Skills Framework sets out the system s requirements for quality and national consistency in terms of qualifications and the delivery of training. The fundamental elements of the system are: the Australian Qualifications Framework (AQF) the Australian Quality Training Framework (AQTF) Registered Training Organisations (RTOs) state and territory registering authorities (eg. VETAB in NSW) We will discuss three key aspects of this: National skills framework Australian Qualifications Framework (AQF) assuring the quality and portability of the outcomes for clients + Training Packages assuring nationally endorsed competency standards and qualifications + Australian Quality Training Framework (AQTF) assuring the quality of training and assessment VET Teacher Manual Semester 2: 2010 Page 7

8 The Australian Training Quality Framework (AQTF) The Australian Quality Training Framework (AQTF) is the set of national standards which assures nationally consistent, high quality training and assessment services for the clients of Australia s vocational education and training (VET) system. The AQTF was initially established in 2001 for implementation in The standards below became effective from 1 July The Ministerial Council for Tertiary education and Employment (MCTEE), which includes Ministers for VET in Australia, have approved these quality arrangements. Under the AQTF, RTOs are guided by a quality framework designed to provide the basis for a nationally consistent, high quality vocational education and training system. Components of the AQTF AQTF Essential Conditions and Standards for Initial Registration AQTF Essential Conditions and Standards for Continuing Registration The Quality Indicators AQTF 2007 Standards for State and Territory Registering Bodies AQTF 2007 Excellence Criteria RTOs are audited on a regular basis to ensure they maintain their compliance obligations namely, to achieve 100% compliance with AQTF, 100% of the time. During their registration period RTOs must continually improve the underpinning systems and expected results. The AQTF Users Guides to the Essential Standards provide specific guidance on the evidence requirements to demonstrate RTO compliance. Nine Conditions of Registration are contained in AQTF compliance arrangements for RTOs 1. Governance 2. Interactions with the registering body 3. Compliance with legislation 4. Insurance 5. Financial management 6. Certification & issuing of qualifications & statements of attainment 7. Recognition of qualifications issued by other RTOs 8. Accuracy and integrity of marketing 9. Transition to training packages/expiry of accredited courses VET Teacher Manual Semester 2: 2010 Page 8

9 AQTF Continued Three essential standards for continuing registration/initial registration (each comprising several elements) are contained in AQTF compliance arrangements for RTOs Standard 1 The Registered Training Organisation provides quality training and assessment across all of its operations. Standard 2 The Registered Training Organisation adheres to principles of access and equity and maximises outcomes for its clients. Standard 3 Management Systems are responsive to the needs of clients, staff, and stakeholders, & the environment in which the RTO operates. Information about these changes, including copies of the new Users Guides to the Standards, Guidelines and Frequently Asked Questions for RTOs and applicants, are available at: Select AQTF from the left hand menu, and then select publications to download your copies of the User Guide for Continuing Registration/ Initial Registration VET Teacher Manual Semester 2: 2010 Page 9

10 The Australian Qualifications Framework (AQF) The AQF comprises all of the national qualifications issued in: the secondary schools sector; the vocational education and training sector (TAFE and registered private providers); & the higher education sector (mainly universities). These qualifications are shown below, grouped according to the educational sector in which they are most commonly issued. You can access further information about a particular qualification or obtain further information about the AQF from the AQF Implementation Handbook (2007). This handbook can be obtained in hard copy or downloaded from AQF Qualification by Sector of Accreditation Schools Sector Accreditation Senior Secondary Certificate of Education (NSW HSC) Vocational Education & Training Sector Accreditation Vocational Graduate Diploma Vocational Graduate Certificate Advanced Diploma Diploma Certificate IV Certificate III Certificate II Certificate I Higher Education Sector Accreditation Doctoral Degree Masters Degree Graduate Diploma Graduate Certificate Bachelor Degree Associate/Advanced Diploma Diploma It should be noted that there are no standardised rankings or equivalences between different qualifications in different sectors, as these qualifications recognise different types of learning reflecting the distinctive educational responsibilities of each sector. Statement of Attainment A statement of attainment may be issued in the vocational education and training sector and is defined by the National Quality Council as follows: A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from a nationally recognised qualification(s)/course(s). (Revised 2007) Taken from the AQF Implementation Handbook Fourth Edition 2007 Please note: The AQF is currently under review VET Teacher Manual Semester 2: 2010 Page 10

11 Qualification Characteristics Certificate I (AQF 1) Certificate II (AQF 2) Certificate III (AQF 3) Certificate IV (AQF 4) Diploma (AQF 5) Advanced Diploma (AQF 6) Knowledge As needed for defined range of activities Basic operational, applied to varied activities Technical depth/breadth, some theory; able to transfer to new environments Broad base and range incorporating theoretical concepts Broad-base of theory, substantial depth in some areas, self-directed application Specialist application of fundamental concepts and principles; complex; develops new areas Skills Basic use of tools/equipment Defined range of practical skills Broad, well developed, able to select, adapt and transfer skills to new activities Use skills to develop new procedures and apply to other situations Broad range of technical and/or managerial/ coordination and planning skills Wide range of highly specialised technical, creative, conceptual, analytical, diagnostic managerial skills Problem solving Solutions are preordained by others Apply known solutions to predictable problems Provide technical advice to solve problems in known routines Contribute technical solutions in nonroutine problems Evaluate problems and initiate solutions Devise new criteria and applications to solve diverse problems Information processing capabilities Receive and recall Access and record Interpret Analyse and evaluate current practice Analyse and evaluate to forecast, plan and research Generate new ideas and advise at strategic level Department of Education and Training Assessment Tools II - AQF levels 1-5) VET Teacher Manual Semester 2: 2010 Page 11

12 Qualification Characteristics Certificate I (AQF 1) Certificate II (AQF 2) Certificate III (AQF 3) Certificate IV (AQF 4) Diploma (AQF 5) Advanced Diploma (AQF 6) Scope of activities Routine tasks Known routines and functions, some nonroutine Range of skilled operations and activities Varied and broad, depth in some areas Complex and technical, assist in strategic areas, initiate activities Unpredictable, wide range or highly specific skills Operational environment Narrow, pre-defined, includes prevocational /induction Defined range of contexts Variety of contexts within known operational environment Wide, more complex, non-routine Broad or specialised Broad or specialised Discretion/ judgement Activities are directed Limited choice and complexity of actions/options More extensive choice and complexity of options/activities Apply discretion/ judgement in handling more complex & nonroutine functions Plan and determine selection of equipment/roles/ techniques for self and others Significant role in planning, design, operations Self responsibility/ accountability For own work and quality input to team For own work and quality outcomes For own work quality/outcomes and time management Organise and be responsible for own work schedule Prescribed autonomy for performing complex/technical operations Prescribed autonomy for complex/technical operations (Department of Education and Training Assessment Tools II - AQF levels 1-5) VET Teacher Manual Semester 2: 2010 Page 12

13 Working with AQF Your facilitator will guide you through a discussion about the differences in the AQF levels and what this means for you and your students. Use the space below to take notes for yourself. Your notes: VET Teacher Manual Semester 2: 2010 Page 13

14 Maintaining currency The following are a list of possibilities to ensure you as a trainer/assessor maintain the most up-to-date industry practice Participating in work based Delivery and Assessment ( live work) Exposing to real work environment, current technologies and workplace practice Bringing industry to the RTO inviting industry to present on new technologies, current industry practice and industry development s provides an avenue for knowledge acquisition for both VET practitioners and individual learners Vet skilling networks these professional development networks aim to provide the opportunity to share knowledge providing the opportunity to learn from each other. Two way mentoring under a reciprocal mentoring arrangement newly appointed industry professional teaches the other about current industry practice while in turn learning from the VET professional the teaching and assessment of learners in a VET setting. Return to industry - short-term placement of VET practitioners in enterprises in their area of vocational expertise Participation in a professional industry associations will provide an avenue for current industry practices and innovations Below are links that may assist in maintaining your currency. DET NSW Professional development programs for industry & RTOs For professional development programs for registered training organisations: Trainer & Assessor VET networks NSW - ndex.html Useful e-newsletters VETAB News register at Training Matters DET NSW - Training Packages@Work Licensing Line News DEEWR funded, QLD produced online e- newsletter with national licensing information updates. NCVER News VET Teacher Manual Semester 2: 2010 Page 14

15 National Websites and Information DEEWR Department of Education, Employment and Workplace Relations ( DEEWR is the key national body responsible for VET across Australia. National Training Information Service - NTIS provides a Search and Browse function that allows you to find specific Training Packages, Qualifications, Courses, Units of Competency and Registered Training Organisations (RTOs) that are licensed to provide training in one or many states. A key national VET website This website is a general portal into the VET marketplace developed to provide a single point of access to a vast range of vocational education and training information, products and services in Australia. This includes essential information for RTOs on the following: The AQTF User Guide for Initial Registration User Guide for Continuing Registration National Quality Indicators Standards for State and Territory Registering Bodies Excellence Criteria TVET - Technical and Vocational Education and Training (TVET) Australia Limited - -is a ministerial company owned by the Commonwealth, State and Territory Ministers responsible for Training. It will be the body responsible for conducting a trial of the new AQTF 2007 Excellence Criteria in 2008 AQF - Australian Qualifications Framework AQF Implementation Handbook 2007 v4 (note it this is currently under review in 2010 so check the AQF website above for any new versions arising from the review) ISCs Industry Skills Councils access full listing via the contacts and Links section at or refer to July2010 list in Appendix 4. NARA, TVET Australia s National Audit and Registration Agencyhttp:// - has been established to provide audit and registration services for Registered Training Organisations RTOs) that operate in more than one Australian State or Territory. These are known as multi-jurisdictional RTOs. The Government Education Portal is a gateway to more than 4,500 websites providing information about education and training in Australia. VET Teacher Manual Semester 2: 2010 Page 15

16 What is a Training Package? RTOs deliver, assess and issue nationally recognised qualifications using training packages or accredited courses. It is important you are familiar with: What a training package is How they can vary across industry areas The key components of a training package The language of training packages How they are used and interpreted by an RTO The term training package can be confusing as you may be used to referring to your own training programs as training packages. The bottom line is that national Training Packages don t actually tell us how to train, but they do give us a lot of information that helps us to do this so what are they? Training programs developed by individuals or organisations describe learning and assessment strategies, while nationally-endorsed Training Packages: represent the national industry benchmarks for nationally recognised vocational outcomes in the vocational education and training system. They are an integrated set of nationally endorsed competency standards, Assessment Guidelines and Australian Qualifications Framework qualifications for a specific industry, industry sector or enterprise. VET Teacher Manual Semester 2: 2010 Page 16

17 Endorsed Materials The three endorsed components of the training package must be used. They contain specific and relevant information regarding the implementation of the qualification. The Board of Studies have transferred this information into your Part A, Part B and Supporting Information in your Curriculum Framework documents. VET Teacher Manual Semester 2: 2010 Page 17

18 What is competency? Competency means.. 1. At your table, describe competent for the job role you have been allocated (manager, taxi driver, waiter, retail salesperson, school bus driver) Use the following table to jot down your ideas For my allocated job role of...., competency means: Skills Knowledge Attributes Work Context VET Teacher Manual Semester 2: 2010 Page 18

19 Definitions of competence National Quality Council (NQC) has recently refined the definition to be; competency is the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. The TAE10 training package defines it further: The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise. Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself. Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications. VET Teacher Manual Semester 2: 2010 Page 19

20 Dimensions or components of competence Dimensions are sometimes called the components of competency. Each competency is made up of four dimensions or components: Task skills are the discrete tasks contained within the unit of competency Task management skills are the skills to manage, organise, plan and schedule the discrete tasks within the unit of competency Contingency management skills involve handling routine problems and unexpected events during the performance of the competency Job or role environment skills are the skills required to work within the policies and procedures of a particular organisation the context for the performance of the competency The following page is an example of the dimensions of competence as related to a task. Example Consider about the operation of a supermarket checkout: Component/Dimension Task skills Examples greeting customers scanning items packing bags using cash register giving change using eftpos Task management skills doing all the tasks in the right order Contingency management skills the customer has insufficient cash or their card is refused the register roll runs out Job or role environment skills completes tasks using specific equipment of employing organisation completes tasks following organisation policies and procedures VET Teacher Manual Semester 2: 2010 Page 20

21 What is assessment? We know assessment is a process where evidence is gathered and a decision or judgement is made based on that evidence against nationally endorsed competency standards or accredited courses. It is a partnership between the assessor and the candidate. In competency based assessment we are determining a person competence; we are not comparing one person against another. Assessment-speak In the language of assessment, there are four main reasons for assessing. We do: Formative assessment when a person is developing their skills and knowledge in order to gauge their progress and, if necessary, re-orient their training Summative assessment when we need to know if a person is competent perhaps to award them with a qualification or a promotion or pay increase Diagnostic assessment when we need to identify the gaps in a person s skills and knowledge perhaps in the form of a training needs analysis Recognition of Prior Learning (RPL) a type of summative assessment when we want to provide formal acknowledgement of skills and knowledge, however gained, usually by awarding a qualification. Principles of assessment Competency based assessments must meet the four principles of assessment; validity; reliability; fairness and flexibility. Validity or relevance the assessment must assess what is proposes to assess Reliability or consistency the assessment plan, materials, tools and processes must be designed to ensure consistency between assessors who assess similar competencies Fairness assessment decisions are based only on the evidence collected and not on irrelevant factors such as a pre-existing relationship between the assessor and candidate. Assessors must always behave ethically and should exempt themselves from assessing candidates if they feel their decision is influenced by something other than the evidence. Assessors must also consider the individual needs of candidates and allow for these where reasonable. Flexibility adjustable to be carried out in various contexts, eg, workplace or classroom, and at mutually-convenient times and places VET Teacher Manual Semester 2: 2010 Page 21

22 How do we assess? What does assessment involve? The process of assessment is a cycle and forms part of your organisations continuous improvement processes. We assess by ensuring: the collection of quality evidence meet the principles of assessment a sound assessment process evidence relates to the workplace and the job an holistic assessment ensuring we cluster units to suit the requirements of the job customising/contextualising to suit the workplace and industry and business requirements we have qualified, experienced assessors VET Teacher Manual Semester 2: 2010 Page 22

23 What is Holistic Assessment? Holistic assessment focuses on the assessment of whole work activities rather than specific tasks or components of a work activity. In conducting a holistic assessment the assessor develops an image or picture of how a competent worker would perform the activity. Having established the image or picture of competence, the assessor then identifies the evidence that the candidate needs to show competence and the techniques that would be used to gather the evidence. Using this information the assessor then reviews the evidence and decides whether the candidate is competent. Includes the critical aspects of: VET Teacher Manual Semester 2: 2010 Page 23

24 What is evidence? Put simply evidence is proof. Assessors often worry about collecting enough good quality evidence to feel confident about their assessment decisions. At a more fundamental level, it can even be confusing to decide whether a document or an opinion actually constitutes evidence at all. Assessment evidence is valid, current, authentic data, from a variety of sources, and provides sufficient evidence of performance, over a period of time, to make a judgement about candidate competence Rules of assessment evidence The main differences between evidence and non-evidence relate to the rules for assessment evidence. These rules apply to all forms of assessment including RPL: Currency can the assessor be confident the candidate can still perform to the standard demonstrated by the evidence? RPL evidence must satisfy the assessor that the candidate is still competent today. Currency will depend only partly upon the age of the evidence itself other considerations include what the candidate has been doing to retain the competency since the piece of evidence (eg, a certificate) was created, and what has happened to change the industry or occupation in question over the intervening period. Authenticity can the assessor be confident they are looking at the candidate s own work? The assessor must be satisfied that the evidence does concern the performance of the candidate presenting it. Actual products and evidence of processes in action, eg, correspondence from the process, are often more convincing than 3 rd party references/reports generated purely for the purposes of assessment. Validity is the evidence sufficiently relevant to the competencies being assessed? Is the relevant to the competencies in question and the industry/occupation? Candidates can have problems when mapping evidence against units of competency in an overly atomistic manner that they lose sight of the overall function of the unit of competency as a whole. Sufficiency is there enough evidence to cover all components of competency task skills, task management skills, contingency skills and job/role environment skills as well as provide evidence of performance over time? Methods of Assessment Assessment should aim to demonstrate skills and knowledge in ways that are: integrated and contextualised VET Teacher Manual Semester 2: 2010 Page 24

25 apply real problem based strategies in their assessment tasks that help them connect work context and requirements with job role skills and knowledge demonstrate their understanding in a holistic way and provides opportunities to demonstrate their problem solving, critical thinking and reflection skills. Assessment methods (evidence gathering) particular techniques/s used to gather different types of evidence. This may include methods or techniques such as direct observation, questioning, structured activities, third party feedback, projects and problem based scenarios or case studies, workplace records, journal/ logs, role plays and demonstrations, portfolios and review of products. Context for assessment In most cases it will be possible for assessment to be undertaken in either an actual workplace or a closely simulated workplace environment. If you assess off-the-job, or in a classroom environment, you will also want to simulate workplace conditions by clustering competencies for assessment where practicable. This may need to be considered at the stage of programming or timetabling classes, trainers and assessors to ensure positive responses to the following questions: are competencies appropriately clustered for training purposes (eg, into the same term/semester)? are classes/groups programmed into appropriately resourced classrooms/ environments to enable co-assessment? are trainers/teachers programmed to deliver a related cluster of competencies (rather than considerable liaison being required between members of staff)? are trainers/teachers appropriately qualified across the range of competencies to be coassessed? VET Teacher Manual Semester 2: 2010 Page 25

26 Considerations in evidence gathering and choice of method.. Product and process - Collecting and judging evidence is more than reviewing the product. The evidence guide in the unit of competency will provide guidance for you to collect evidence of product, process and the required knowledge and skills. This relates to the need to collect evidence of: Product: the good or services produced by a work activity, results, outcomes Process: the steps or processes by which the outcome was achieved Required knowledge and skills: the underpinning knowledge and skills needed to perform the whole work activity In other words if the unit of competency required the candidate to Produce a Business Letter, the letter itself would be the product but you would also need evidence of the process. VET Teacher Manual Semester 2: 2010 Page 26

27 Evidence activity Purpose of the activity To reflect on what is quality evidence and how judgements are made to determine competency. You are not making a decision on competence but reflecting on quality evidence. Instructions Your facilitator will divide you into groups of 3 or 4. You will be provided with all materials required for this activity. Each group will focus on different units of competency. The task Your group is to review the evidence presented by a candidate who wishes to gain the units of competency provided. You are required to: Review the evidence against the four criteria for quality evidence: Is it valid, sufficient, current and authentic? Descriptions of these terms are in your workshop guide in the terminology section Establish which pieces of evidence are the most critical in terms of making an assessment decision You will have around 30 minutes to review the evidence. Materials required Selected unit of competence Evidence cards (9) Evidence matrix Quality Evidence Grid Qualification listing units relevant to the unit of competency being assessed While undertaking this activity remember that you would not in your practice undertaken the review of evidence in this manner. You would review all your evidence as a whole. VET Teacher Manual Semester 2: 2010 Page 27

28 To review the evidence: Part A 1. Lay the coloured evidence cards face down on the table. Each person picks up a card and reads contents, then lay face up on the table. Read all cards. 2. Then evaluate each piece of the evidence described on the card against the four criteria for quality evidence. Use the evidence matrix to do this. 3. Then review the cards and the matrix. Select the evidence card that you think provides the least critical evidence for making the assessment decision. Place this card on box 9 of priority evidence diagram. 4. Select the card that provides the most critical evidence. Place in box one (1). Now sort the remainder of cards in order of importance. 5. When the group is satisfied place the cards onto the priority evidence diagram. Part B In the same groups use the discussion from Part A to answer the questions below. Draw on the concepts and issues with quality evidence that you have already discussed in your small group or that we have discussed as a larger group. Then: Consider: 1. Which item/s of evidence would be absolutely critical in making the assessment decision? Why? 2. Which item/s of evidence would have little or no impact on the assessment decision? Why? 3. Were there any distinguishing features of the evidence that were considered to be critical in making the assessment decisions? 4. Would you consider this evidence could be used to make an assessment decision if the candidate was seeking recognition? Be prepared to justify your decisions. VET Teacher Manual Semester 2: 2010 Page 28

29 Quality Evidence Evaluation Checklist In the last exercise we considered the Rules Evidence. Lets now consider the other characteristics of quality evidence. Refer to and complete the Quality Evidence Evaluation Checklist below. Characteristics of Quality Evidence Does Evidence Meet this Characteristic? Yes/No Comments why evidence is or isn t adequate or appropriate Appropriate to AQF level Includes critical aspects of evidence Incorporates underpinning knowledge and skills Incorporates employability skills Demonstrates task skills Demonstrates task management skills Demonstrates contingency management skills Demonstrates job or role environment skills Provides a picture of consistent performance over time Valid Sufficient Current Authentic VET Teacher Manual Semester 2: 2010 Page 29

30 Key messages about assessment evidence identify and agree on a picture of competence before evaluating evidence consider evidence as a whole ie synthesising evidence is proof of a person s competence it s about satisfying principles of quality evidence ask yourself questions such as does this evidence allow me to confidently decide this person has and applies the competency requirements today remember that no one form of evidence is better than another recognition is assessment and often the same methods of gathering evidence are used decision making, often referred to as professional judgement is about the whole process assessors become confident as decision makers with experience, networking and participating in assessment validation evidence for one unit can often be used as evidence for others Applying the Rules of Evidence validity, sufficiency, currency and authenticity enable you to make sound judgements VET Teacher Manual Semester 2: 2010 Page 30

31 Tips for new teachers in gathering evidence Your tips: VET Teacher Manual Semester 2: 2010 Page 31

32 Where to from here? 1. What is one key message you have gained from today? 2. Who are you going to share the information from today with? 3. What changes in your current practice do you think you will make after today? VET Teacher Manual Semester 2: 2010 Page 32