NQC TRAINING PACKAGE GLOSSARY

Transcription

1 NQC NATIONAL QUALITY COUNCIL TRAINING PACKAGE GLOSSARY Introduction This Glossary has been developed by the National Quality Council to provide a definitive definition for technical and other terms related to the policy, development, endorsement and content of Training Packages. Acronyms AQF Australian Qualifications Framework AQTF ISC LLN MCTEE NQC NRT NSF NTIS OHS RPL RTO STAs VET VETiS Australian Quality Training Framework Industry Skills Council Language, Literacy and Numeracy Ministerial Council for Tertiary Education and Employment National Quality Council Nationally Recognised Training National Skills Framework National Training Information Service Occupational Health and Safety Recognition of Prior Learning Registered Training Organisation State and Territory Training Authorities Vocational Education and Training Vocational Education and Training in Schools

2 Glossary Access and Equity: policies and approaches aimed at ensuring that vocational education and training (VET) are responsive to the individual needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment or remote location may present a barrier to access, participation and the achievement of suitable outcomes. Access and equity do not mean that a Registered Training Organisation (RTO) has to accept anyone as a client. Action Learning: a group based learning model in which the participants contribute their knowledge and expertise to guide the learning experience. Advanced Diploma: a qualification in the vocational education and training (VET) and higher education sectors which recognises skills and knowledge meeting national competency standards (or competencies consistent with these levels where the national industry competency standards are not applicable). The Advanced Diploma is a more specialised qualification and signifies skill and knowledge of a greater complexity and a higher level of personal accountability than is required at a Diploma level. Application of the Unit: a brief description of how the unit is practically applied in industry. Apprenticeship/Traineeship: a structured training arrangement for a person employed under an apprenticeship/traineeship training contract. It usually involves the person receiving training and being assessed both on and off the job. Apprenticeship/Traineeship Training Contract: a contract governing the terms of an apprenticeship or traineeship that is made between an employer and a person employed by them as an apprentice or trainee. The contract must be registered with the relevant state or territory's government department or agency in accordance with that state's or territory's legislation. The training provided under the contract must be delivered by a Registered Training Organisation (RTO) approved by the state or territory's department or agency and a training plan developed by the RTO must form the basis of the person's training and assessment. Articulation: a process that enables students to progress from one completed qualification to another with credit in a defined pathway. Assessment: the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards of a Training Package or by the learning outcomes of an accredited course. 1

3 Assessment Context: the environment in which the assessment of competency will be carried out. This may be the environment where the work is performed 'in situ', a simulated environment which replicates the work environment, various contexts which address different aspects of the competency. It also includes physical and operational factors, the assessment system within which assessment is carried out, the range of opportunities for gathering evidence in a number of situations, the purpose of the assessment, who carries out the assessment and the period of time during which the assessment takes place. Assessment Guidelines: the endorsed component of a Training Package that underpins assessment and sets out the industry's approach to valid, reliable, flexible and fair assessment. Assessment Judgement: the exercise of thinking skills by the assessor to evaluate whether the evidence provided meets the principles of assessment and rules of evidence and whether the candidate is competent or not yet competent based on the evaluated evidence. Assessment Methods: the particular technique/s used to gather different types of evidence. This may include methods or techniques such as questioning, direct observation, structured activities, third party feedback, portfolios and review of products. Assessment Only Pathway: the achievement of competencies or qualifications recognised through a process of formal assessment by an assessor which involves evaluative judgement of collected evidence arising from any combination of formal or informal education and training and education, work experience and/or general life experience; recognition of competence held through a process of assessment that is not directly linked to a structured learning process to support achievement of the competencies. Assessing risk in assessment: concerned with gauging the likelihood of unexpected and/or unfortunate consequences. For example, determining the level of risk (e.g., in terms of safety, costs, equity etc) of assessing someone as competent when in actual fact they are not competent, and or vice versa. Assessment quality management: processes that could be used to help achieve comparability of standards. Typically, there are three major components to quality management of assessments: quality assurance, quality control and quality review. Assessment Strategy: a documented framework to guide and structure assessment arrangements for a vocational education and training (VET) qualification. See also: Learning Strategy and Training and Assessment Strategy 2

4 Assessment System: a controlled and ordered process designed to ensure that assessment decisions made in relation to many individuals, by many assessors, in many situations are consistent, fair, valid and reliable, and may include: grievances and appeals process, validation systems and processes, reporting/recording arrangements, acquisition of physical and human resources, administrative procedures, roles and responsibilities, partnership arrangements, quality assurance mechanisms, risk management strategies, and documented assessment processes. Assessment Tool: an assessment tool includes the following components: the context and conditions for the assessment, the tasks to be administered to the candidate, an outline of the evidence to be gathered from the candidate and the evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules). It also includes the administration, recording and reporting requirements. Assessor: An assessor means an individual or organisation responsible for the assessment of Units of Competency in accordance with the Australian Quality Training Framework. Australian Apprenticeships: a job pathway that combines training for a nationally recognised qualification with employment. The term Australian Apprenticeships covers both Apprenticeships and Traineeships. Australian Qualifications Framework (AQF): the policy framework that defines all qualifications recognised nationally in post compulsory education and training in Australia. The AQF comprises titles and guidelines that define each qualification, as well as the principles and protocols covering cross sectoral qualification links and the issuing of qualifications and statements of attainment. Australian Qualifications Framework Alignment: alignment to the Australian Qualifications Framework (AQF) occurs when a group of units of competency are a viable AQF qualification or qualifications (in line with the guidance provided in the current AQF Implementation Handbook). Australian Quality Training Framework (AQTF): the Australian Quality Training Framework (AQTF) is a set of nationally agreed quality assurance arrangements for training and assessment services delivered by training organisations. The first version of AQTF was implemented in It was revised in 2005 and again in 2007 including the identification of excellence criteria. The AQTF comprises: a) AQTF 2007 Essential Standards for Registration b) AQTF 2007 Standards for State and Territory Registering Bodies c) AQTF 2007 Excellence Criteria d) AQTF 2007 Standards for Accredited Courses e) AQTF 2007 Standards for State and Territory Course Accrediting Bodies. 3

5 Authenticity: one of the rules of evidence. To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate's own work. Award: see Qualification Benchmarking assessment: benchmarks are a point of reference used to clarify standards in assessment. They are agreed good examples of particular levels of achievement which arise from the moderation process. Benchmarks help clarify the standards expected within the qualification, and illustrate how they can be demonstrated and assessed. They can also identify new ways of demonstrating the competency. Case for Endorsement: provides compelling evidence of the quality, industry relevance and stakeholder support for the new units of competency, Skill Sets (if applicable), qualifications or Training Package. The Case for Endorsement is compiled by the Industry Skills Council (ISC) for each submission and is the basis on which National Quality Council (NQC) members will make their endorsement decision. Categories of Change: see ISC Upgrade and NQC Endorsement Required Certificate I IV: a set of qualifications that prepare candidates for both employment and further education and training. These qualifications recognise achievement of specified national industry competency standards at four Australian Qualifications Framework (AQF) levels in a wide variety of trades, industries and enterprises. These qualifications may be gained through a wide range of pathways, including: Australian Apprenticeships (including Traineeships); work based and/or school/institution based training; and Recognition of Prior Learning (RPL) (which may include training programs or an accumulation of short courses). Clustering: the process of grouping competencies into combinations which have meaning and purpose for learning, assessment, or work related needs. Code: the unique alpha numeric identifier allocated to the endorsed components of a Training Package. See also: Qualification Code, Training Package Code and Unit of Competency Code Comparability of standards: comparability of standards are said to be achieved when the performance levels expected (e.g., competent/not yet competent decisions) for a unit (or cluster of units) of competency are similar between assessors assessing the same unit(s) in a given RTO and between assessors assessing the same unit(s) across RTOs. Competency: 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. 4

6 Competency based assessment: competency based assessment is a purposeful process of systematically gathering, interpreting, recording and communicating to stakeholders, information on candidate development against industry competency standards and/or learning outcomes. Competency Field: denotes the industry sector, specialisation or function, or the way the units of competency are categorised in the Training Package. Competency Standard: see Unit of Competency Consistency of evidence: the evidence gathered needs to be evaluated for its consistency with other assessments of the candidate s performance, including the candidate s usual performance levels. Construct validity: the extent to which certain explanatory concepts or constructs account for the performance on a task. It is concerned with the degree to which the evidence collected can be used to infer competence in the intended area, without being influenced by other nonrelated factors (e.g. literacy levels). Content validity: the match between the required knowledge and skills specified in the competency standards and the assessment tool s capacity to collect such evidence. Contextualisation of a qualification: refers to the substitution of unit/s of competency in a qualification for unit/s from other qualification/s in the same Training Package or from other endorsed Training Packages to maximise its application in industry and/or to meet the needs of particular learners, within the confines of the packaging rules. Contextualisation of qualifications must not distort the qualification purpose or its alignment with the Australian Qualifications Framework (AQF). The substitution must be consistent with the relevant Training Package advice on allowable contextualisation of qualifications and consistent with the Training Package Development Handbook. Contextualisation of a unit of competency: refers to the addition of industry or enterprise/organisation specific information to the range statement and/or evidence guide of a unit of competency to maximise its application to particular enterprise/organisation contexts. Training Package developers can contextualise units imported from other Packages for their specific industry requirements. Registered Training Organisations (RTOs) can contextualise units of competency to make them more relevant and meaningful to learners and enterprises. Such changes must not diminish the competency s breadth, reduce its portability, or limit its use. Changes are made in accordance with the Training Package Development Handbook and with relevant Training Package contextualisation guidelines. 5

7 Contingency Management Skills: one of the four dimensions of competency. These skills involve the requirement to respond to irregularities and breakdowns in routine. Continuous Improvement: the process whereby Industry Skills Councils (ISCs) apply continuous improvements to Training Packages during their endorsement period. Continuous Improvement Plan: details the changes to be made to the endorsed components of Training Packages to enable them to meet the emerging skill needs of industry. The Environmental Scan informs the Continuous Improvement Plan. It is developed annually by each Industry Skills Council (ISC) as a rolling three year plan. Credit: the value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications which reduces the amount of learning required to achieve a qualification. Credit Transfer: a process that provides students with agreed and consistent credit outcomes based on identified equivalence in content and learning outcomes between matched qualifications Currency: one of the rules of evidence. In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past. Customisation: See Contextualisation of a unit of competency and Contextualisation of a qualification Decision making rules: the rules to be used to make judgements as to whether competency has been achieved (note that if grades or scores are also to be reported, the scoring rules should outline how performance is to be scored). Such rules should be specified for each assessment tool. There should also be rules for synthesising multiple sources of evidence to make overall judgements of performance. Delivery Method: the particular techniques used to guide, facilitate and support the learning process. Delivery Strategy: forms part of the learning strategy and involves developing and documenting: the focus of delivery, the context of delivery, the mode of delivery and delivery methods. 6

8 Development and Endorsement Process: the process, agreed by the National Quality Council (NQC), for the development and endorsement of Training Packages that enables responsiveness to industry priorities for new and updated skills. Dimensions of Competency: dimensions are part of the broad concept of competency, which includes all aspects of work performance as represented by task skills, task management skills, contingency management skills and job/role environment skills. See also: Contingency Management Skills, Job/Role Environment Skills, Task Management Skills and Task Skills Diploma: a qualification in the vocational education and training (VET) and higher education sectors which recognises skills and knowledge meeting national competency standards (or competencies consistent with these levels where the national industry competency standards are not applicable). The length of study varies according to the particular pathways and industry involved, with full time study involving the equivalent of two years for a Diploma. Students can commence a Diploma directly or advance to a Diploma from a lower Certificate level. Direct Observation: an assessment method which involves opportunities to view real work/real time activities in the workplace or work activities in a simulated workplace environment. Editorial Report: a report confirming that the draft endorsed components of a Training Package being submitted to the National Quality Council (NQC) have met the agreed requirements for editing. Elements: elements of a unit of competency that describe actions or outcomes which are demonstrable and assessable. See also: Performance Criteria Employability Skills: the non technical skills and competencies that have always been an important part of effective and successful participation in the workplace. Employability skills are applicable to all occupations, and have been defined in the vocational education and training (VET) sector as: communication, teamwork, problem solving, initiative and enterprise, planning and organising, self management, learning and technology. Employability Skills Summaries: the table in a Training Package that contains a summary of the Employability Skills as identified by industry or enterprise for this qualification and the eight employability skills with a summary of examples of contextualised employability skills facets. Endorsement: the formal recognition of Training Packages by the National Quality Council (NQC). 7

9 Endorsement Date: the date on which the National Quality Council (NQC) endorses the Training Package content. The Endorsement Date is added to the Training Package on the National Training Information Service (NTIS) by the Department of Education, Employment and Workplace Relations (DEEWR) prior to publication on NTIS. Entry Requirements: specified prior knowledge, skill, and experience, expressed in terms of competency, and may include licensing or industry recognised standards. Where entry requirements are identified, these are mandatory. Entry requirements: do not form part of a qualification for training and assessment purposes. must be completed prior to enrolling in a qualification. must be specific to the knowledge, skills or experience required to enter a qualification. Environmental Scan: a document developed on an annual basis by each Industry Skills Council (ISC) that captures and analyses the most recent grass roots industry intelligence gathered by the ISC, identifying existing and emerging skill shortages and training requirements. Equity Report: a report confirming that the draft endorsed components in a Training Package being submitted to the National Quality Council (NQC) have met the agreed requirements for equity. Evidence: information gathered to support a judgement of competence against the specifications of the relevant unit or units of competency. Evidence Guide: provides essential advice for assessment of the unit of competency and must be read in conjunction with the elements, performance criteria and range statement of the unit of competency, and the Training Package Assessment Guidelines. Face validity: the extent to which the assessment tasks reflect real work based activities. Fairness: one of the principles of assessment. Fairness in assessment requires consideration of the individual candidate's needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary. Flexibility (assessment): one of the principles of assessment. To be flexible, assessment should: reflect the candidate's needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development. 8

10 Flexibility (quality): one of the quality principles for Training Package development. The endorsed components of a Training Package must provide the flexibility to meet the diversity of individual and enterprise needs, support equitable access and progression of learners, and support learner transition between education sectors. Formal Learning: learning that takes place through a structured program of learning and assessment that leads to the full or partial attainment of a recognised AQF qualification or other formally recognised qualification. Functionality: one of the quality principles for Training Package development. The endorsed components of a Training Package must provide the functionality, through ease of understanding, clever design and consistency with policy and publication requirements, to support implementation across a range of settings, support sound assessment practice, and not impose structural barriers to implementation. Impact Statement: details the implications of the new or revised units of competency, Skill Sets, qualifications or Training Package, and the extent of change required to enable successful implementation in various delivery environments. It is compiled by the Industry Skills Council (ISC) for each Case for Endorsement based on information gathered throughout the consultation process. Industry: includes, but is not limited to, business owners and employers and their representative bodies, employees and unions, and their representative bodies. Industry Skills Councils (ISCs): national bodies contracted by the Department of Education, Employment and Workplace Relations to develop and maintain Training Packages specific to the industry area(s) for which they have coverage. Industry Skills Council Quality Assurance Panel: an expert resource for Industry Skills Councils (ISCs) on matters relating to equity, editing, and holistic quality assurance. Informal Learning: learning gained through work related, social, family, hobby or leisure activities and experiences. Unlike formal and non formal learning, informal learning is not organised or externally structured in terms of objectives, time or learning support. Integrated Assessment: an approach to assessment that focuses on the assessment of a 'whole of job' role or function. This involves drawing on a number of units or elements of competence, and combining the assessment of the application of knowledge, technical skills, problem solving, and demonstration of attitudes and ethics. ISC Quality Assurance Panel: see Industry Skills Council Quality Assurance Panel 9

11 ISC Upgrade: A change to a qualification and/or unit of competency that does not change its outcome See also: Categories of Change and NQC Endorsement Required Issues Register: operates as a constant and formal mechanism for stakeholders to provide feedback on the suitability and industry relevance of a Training Package, qualification, Skill Sets or units of competency. Located on the Industry Skills Council's (ISC's) website, feedback is progressively collected, analysed and validated. It forms a key input to the consultation and development process. Job/Role Environment Skills: one of the four dimensions of competency. These skills involve demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others. Language, Literacy and Numeracy (LLN): taken collectively, these are the skills to communicate in oral and written form. The term includes reading and use of written information; the ability to write appropriately, in a range of contexts and the integration of speaking, listening, and critical thinking with reading and writing. LLN includes numeracy, such as the recognition and use of numbers and basic mathematical signs and symbols within text. Learning and Assessment Pathway: a pathway to achievement of competencies/qualifications that involves participation in a structured and sequenced learning process that provides relevant learning experiences and which combines formative assessment and summative assessment to determine competence. Learning Outcomes/Objectives: The set of knowledge, skills and /or competences an individual has acquired and/or is able to demonstrate after completion of a learning process. Learning Resources: products designed to enhance and support the effectiveness of the learning process, providing an integrated approach that commonly combines guidance, materials, activities, and relevant information to support delivery/facilitation, learning, and/or assessment. Learning Strategy: a documented framework to guide and structure the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training (VET) qualification. See also: Assessment Strategy and Training and Assessment Strategy 10

12 Mandatory Text: content that is inserted into all Training Packages to provide the overarching regulatory and policy advice to users of Training Packages. Developed for the following sections: Introduction to Training Packages Qualifications Framework Units of Competency Assessment Guidelines Ministerial Approval Date: the date on which, following a National Quality Council (NQC) endorsement process, the Ministers for vocational education and training (VET) approved the publication of the Training Package on the National Register (currently the National Training Information Service NTIS). Note that Ministers agreed to remove this approval step in Training Packages endorsed after 12 March 2010 did not require Ministerial endorsement. Ministerial Council for Tertiary Education and Employment (MCTEE): a Council comprised of the State, Territory and Australian Government Ministers with responsibility for tertiary education and employment. MCTEE is the key decision making body and has overall responsibility for the national tertiary education and employment system. Moderation: the process of bringing assessment judgements and standards into alignment. It is a process that ensures the same standards are applied to all assessment results within the same Unit(s) of Competency. It is an active process in the sense that adjustments to assessor judgements are made to overcome differences in the difficulty of the tool and/or the severity of judgements. Module: a group of learning outcomes in an accredited course where the copyright owner can establish that it is not possible to develop an appropriate Unit of Competency. Mutual Recognition: see National Recognition National Quality Council (NQC): a committee of the Ministerial Council for Tertiary Education and Employment (MCTEE). The NQC has a role in: (a) providing the Ministerial Council with advice on the operation of the Australian Quality Training Framework (AQTF) and any changes to it that are considered necessary; (b) providing the state and territory registering and courseaccrediting bodies with information and advice on implementation of the AQTF; and (c) providing the Ministerial Council with information and advice on the operation of the AQTF in each state and territory, including advice on their registration, audit and related processes, and on the Commonwealth processes that support the AQTF. 11

13 National Recognition: (a) recognition by a Registered Training Organisation (RTO) of the Australian Qualifications Framework (AQF) qualifications and statements of attainment issued by all other RTOs, thereby enabling national recognition of the qualifications and statements of attainment issued to any person; (b) recognition by each state and territory's registering body of the training organisations registered by any other state or territory's registering body and of its registration decisions; and (c) recognition by all state and territory course accrediting bodies and registering bodies of the courses accredited by each state or territory's courseaccrediting body and of its accreditation decisions. National Register: the register for recording information about Registered Training Organisations (RTOs), Training Packages, and accredited courses. National Training Information Service (NTIS): see National Register National Skills Framework (NSF): the system of vocational education and training (VET) that: (a) applies nationally; (b) is endorsed by the Ministerial Council for Tertiary Education and Employment (MCTEE). Nationally Recognised Training: see Recognised Training Nationally Recognised Training (NRT) Logo: the logo used nationally to signify that training and assessment products and services meet the requirements agreed under the National Skills Framework (NSF). It may only be used on qualifications and courses that have national recognition. Nominal Hours: the value assigned to a structured program of study that nominally represents the anticipated hours of supervised learning and/or training deemed necessary to conduct training/learning and assessment activities associated with the program of study Non formal Learning: learning that takes place through a structured program of learning but does not lead to a formally recognised qualification. Noted Materials: Training Package support materials that have met the quality assurance requirements of the National Quality Council (NQC) Noting Process and are permitted to display the official 'tick' logo. See also: Noting Process Noting Process: a non compulsory process of the National Quality Council (NQC) to quality assure Training Package support materials. See also: Noted Materials 12

14 NQC Endorsement Process: the formal process of recognition of Training Packages undertaken by the National Quality Council (NQC). NQC members have twenty one calendar days to consider the Case for Endorsement. NQC Endorsement Required: a change to a qualification and/or unit of competency that changes its outcome and must be submitted to the NQC for endorsement See also: Categories of Change and ISC Upgrade Occupational Health and Safety (OHS): activities concerned with the prevention and mitigation of work related illness or injury including illness or injury that may be of long onset. OHS requirements are embedded within units of competency in Training Packages. Packaging: the process of grouping competencies in a Training Package into meaningful combinations which represent whole jobs or key functions in the workplace. Pathways in Training Packages: a path or sequence of learning or experiences that can be followed to attain competency. Pathways also describe the way in which training and assessment is undertaken in an education or training program. Performance Criteria: specify the standard to which elements must be achieved and reflect the applied knowledge that enables competent performance. See also: Elements Predictive validity: a form of criterion validity concerned with the ability of the assessment outcomes to accurately predict the future performance of the candidate. Pre requisite Units of Competency: units of competency that are critical to achieving the subsequent competency. Principles of Assessment: to ensure quality outcomes, assessment should be: fair; flexible; valid; reliable; sufficient. See also: Fairness, Flexibility, Reliability, Sufficiency and Validity Principle for validation and moderation: The following principles underpin validation and/or moderation within the VET sector Transparent Representative Confidential Educative Equitable Tolerable 13

15 Qualification: the formal certification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes or competences relevant to identified individual, professional, industry or community needs. Qualification Code: a unique alpha numeric code of eight characters allocated to a qualification. Using the code 'ICT50308' as an example, qualification codes identify: Training Package identifier the 'ICT' identifies the Training Package qualification identifier the '5', is an Arabic figure referring to the Australian Qualifications Framework (AQF) qualification (the example is a Diploma qualification, noting however that Roman numerals must always be used in Certificate qualification titles) sequence identifier the '03' identifies the position in the sequence of qualifications at that level (i.e. this represents the third Diploma qualification in that Training Package) version identifier the '08' identifies the year in which the qualification was endorsed. See also: Code, Training Package Code and Unit of Competency Code Qualification Title: the name given to a qualification that is unique and reflects the identified occupational outcomes of the qualification. Each title has a unique qualification code. Qualifications Framework: a framework created by packaging units of competency into meaningful groups defined in accordance with the Australian Qualifications Framework (AQF). Quality assurance of assessment: concerned with establishing appropriate circumstances for assessment to take place. It is an input approach to assessment quality management. Quality Assurance Panel: see Industry Skills Council Quality Assurance Panel Quality control of assessment: focuses on monitoring, and where necessary making adjustments to judgements made by assessors prior to the finalisation of assessment results/outcomes. This approach therefore involves the direct management of assessment judgements to ensure consistency in the interpretation and application of the competency standards. As it occurs prior to the finalisation of the result, in which alterations can be made to assessor judgements, it is referred to as an active process to assessment quality management. Quality Report: a report detailing if the units and/or qualifications (and Skill Sets if applicable) being put forward for endorsement have met the Training Package Quality Principles. This report must be undertaken by a holistic member of the ISC Quality Assurance Panel and is included in the Case for Endorsement. 14

16 Quality review: concerned with the review of the assessment tools, procedure and outcomes to make improvements for future use. It is referred to as a retrospective approach to assessment quality management. Range of Variables: see Range Statement Range Statement: a statement that contextualises the competency, provides a link to knowledge and a range of enterprise requirements, and provides a focus for assessment. Reasonable adjustments: adjustments that can be made to the way in which evidence of candidate performance can be collected. Whilst reasonable adjustments can be made in terms of the way in which evidence of performance is gathered, the evidence criteria for making competent/not yet competent decisions [and/or awarding grades] should not be altered in any way. That is, the standards expected should be the same irrespective of the group and/or individual being assessed; otherwise comparability of standards will be compromised. Recognised Training: training conducted in accordance with the requirements of the Australian Quality Training Framework (AQTF). Recognition: one of the quality principles. Training Packages enable recognition of an individual's competence across industries and occupations. The endorsed components of a Training Package must: recognise convergence and connectivity of skills; support movement of skills within and across organisations and sectors; promote national and international portability; and reflect licensing and regulatory requirements. Recognition of Prior Learning (RPL): an assessment process that involves assessment of the individual s relevant prior learning to determine the credit outcomes of an individual application for credit. Registered Training Organisation (RTO): a training organisation registered by a state or territory registering body in accordance with the Australian Quality Training Framework (AQTF) Essential Standards for Registration within a defined scope of registration. A training organisation must be registered in order to deliver and assess Nationally Recognised Training (NRT) and issue nationally recognised qualifications. Release Date: the date on which the Training Package is released live on the National Register. 15

17 Reliability: one of the principles of assessment. Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed. Report by Exception on Stakeholder Consensus: a document that details where a stakeholder or individual holds a significantly differing viewpoint from the majority during the Training Package consultation and validation process. This report is provided to the National Quality Council (NQC) as part of the Case for Endorsement and it gives NQC members an open and impartial view of the issue and assures that all reasonable measures have been taken by the Industry Skills Council (ISC) to respond to stakeholder concerns. Required Skills and Knowledge: the essential skills and knowledge identified in units of competency as required for competent performance. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner; and Skills describes the application of the knowledge to situations where understanding is converted into a workplace outcome. See also: Skill Responsiveness: one of the quality principles. Training Packages ensure responsiveness to the needs of contemporary industry and its workforce. The endorsed components of a Training Package must: reflect contemporary work organisation and job profiles incorporating a futures orientation; be driven by industry's needs; and respond to government broad policy initiatives. Review Date: the date by when the whole Training Package must be reviewed holistically or by continuous improvement and submitted to the National Quality Council (NQC) for endorsement. Risk indicators in assessment: the potential factors that may increase the risk associated with the assessment. These factors should be considered when selecting a representative sample for validation and/or moderation. Risk factors may include safety (e.g., potential danger to clients from an incorrect judgement), equity (e.g., outcomes impacting on highly competitive selection procedures), human capacity (e.g., experience and expertise of assessors) etc. Rules of Evidence: these are closely related to the principles of assessment and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current. 16

18 Scope of Registration: the particular services and products a Registered Training Organisation (RTO) is registered to provide. The RTO's scope defines the specific Australian Qualifications Framework (AQF) qualifications, units of competency and accredited courses it is registered to provide, and whether it is registered to provide: (a) both training delivery and assessment services, and to issue the relevant AQF qualifications and statements of attainment, or (b) only assessment services, and to issue AQF qualifications and statements of attainment. Skill: the ability to perform a particular mental or physical activity which may be developed by training or practice. The skill may be intellectual, manual, motor, perceptual, or social. Specified skills are identified as part of each competency standard. Competence usually requires a combination of skills in the application of cognitive and psycho motor functions. See also: Required Skills and Knowledge Skill Sets: single units or combinations of units within Training Packages which link to a licence or regulatory requirement, or defined industry need. Skills Australia: an independent statutory body that provides advice to the Minister for Education, Employment and Workplace Relations on Australia's current, emerging and future workforce skills needs and workforce development needs. Specialisations in Qualifications: the identification of alternative pathways within the qualification packaging rules. Most often used where specialisations are widely recognised in an industry in addition to a shared set of skills covered by the core units. State and Territory Training Authorities (STAs): a body within each Australian State and Territory government that administers vocational education and training (VET) including allocating funds, registering training organisations, and accrediting courses. STAs have a key role to play in the development and endorsement of Training Packages Statement of Attainment: issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Sufficiency: one of the principles of assessment and also one of the rules of evidence. Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. The specific evidence requirements of each unit of competency provide advice on sufficiency. Support Materials: see Training Package Support Materials 17

19 Target group in assessment: this refers to the group of individuals that the assessment tool has been designed for. The description of the target group could include any background characteristics of the group (such as literacy and numeracy) that may assist other assessors to determine whether the tool could be applied to other similar groups of individuals. Task Management Skills: one of the four dimensions of competency. These skills involve demonstrating the ability to manage a number of different tasks/operations/activities within the job role or work environment. Task Skills: one of the four dimensions of competency. These skills encompass the ability to perform individual tasks. Traineeship: see Apprenticeship/Traineeship Training and Assessment Strategy: a framework that guides the learning requirements and the teaching, training and assessment arrangements of a vocational education and training (VET) qualification. It is the document that outlines the macro level requirements of the learning and assessment process, usually at the qualification level. See also: Assessment Strategy, Learning Strategy Training Contract: see Apprenticeship/Traineeship Training Contract Training Package: a nationally endorsed, integrated set of competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise. Training Package Code: the unique five character alpha numeric code assigned to a Training Package. For example, the TAA08 where 'TAA' identifies the industry area (Training and Assessment Training Package), and '08' identifies the year of endorsement. Training Package Implementation Guides: support resources to help Registered Training Organisations (RTOs), teachers, trainers, and assessors use Training Packages. Training Package Quality Principles: the four Training Package Quality Principles are responsiveness, recognition, flexibility, and functionality. They are applied by the Industry Skills Council Quality Assurance Panel and the Industry Skills Councils (ISCs) in guiding the development of Training Packages and for making judgements on the quality of the completed Training Package. Panel members use these principles in their analysis for the Equity Report, Editorial Report, and Quality Report. See also: Flexibility, Functionality, Recognition and Responsiveness 18

20 Training Package Support Materials: the non endorsed components of Training Packages which may include learning resources, assessment resources and professional development resources, that are based on the competency standards, assessment guidelines and qualifications framework of a particular Training Package. Training Package Title: a unique and concise title reflecting the industry covered by the Training Package. Training Plan: a documented program of training and assessment required for an apprenticeship/traineeship training contract. It is developed by a Registered Training Organisation (RTO) in consultation with the parties to the contract as the basis for training and assessing a person undertaking an apprenticeship or traineeship. Training Program: a program (also known as a learning program), developed by a Registered Training Organisation (RTO), that meets the training and assessment requirements of a qualification from a Training Package, one or more designated units of competency, or an accredited course. The training program may specify such matters as essential and elective units, the sequence and timing of training and assessments, and the resources required. It may form part of a training and assessment strategy. Trialling of assessment tools: a quality assurance process for checking that the assessment tool will produce valid and reliable evidence to satisfy the purpose of the assessment and the reporting needs of the key stakeholder groups. A trial is often referred to as a dress rehearsal in which the tool is administered to a group of individuals who are representative of the target group. The information gathered from the trial can be used to determine the costeffectiveness, fairness, flexibility, validity and reliability of the assessment prior to use. Unit Descriptor: communicates the content of the unit of competency and the skill area it addresses. Unit of Competency: the specifications of knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace. Unit of Competency Code: the unique alpha numeric code assigned to a unit of competency, which does not exceed 12 characters. Using the unit code TAADES401A, unit of competency codes identify: Training Package identifier 'TAA' refers to the Training Package in which it resides industry field identifier 'DES' refers to the industry field of Learning Design qualification identifier the '4' is an Arabic figure referring to the Australian Qualifications Framework (AQF) qualification in which the unit was first packaged, i.e. Certificate IV (noting however that Roman numerals must always be used in Certificate qualification titles) sequence identifier '01' refers to its position in the Training Package unit sequence version identifier 'A' shows it is the first version 19

21 Unit of Competency Title: a concise description of the discrete workplace outcome to be achieved by the unit of competency. Unit Sector: a category used to group units within a Training Package. Validation: is a quality review process. It involves checking that the assessment tool produced valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the relevant aspects of the Training Package or accredited course had been met. It includes reviewing and making recommendations for future improvements to the assessment tool, process and/or outcomes. Validity: one of the principles of assessment and also one of the rules of evidence. Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that: (a) assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance; (b) assessment of knowledge and skills must be integrated with their practical application; and (c) judgement of competence must be based on sufficient evidence. Validity in assessment: There are five major types of validity: face, content, criterion (predictive and concurrent), construct and consequential. In general, validity is concerned with the appropriateness of the inferences, use and consequences that result from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a candidate (e.g., competent/not yet competent, a grade and/or a mark), based on the evidence of performance by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision, exploring alternative explanations for good or poor performance, and feeding them back into the assessment process to reduce errors when making inferences about competence. Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and/or target group. Versioning of Training Packages: the first release of the Training Package, including reviewed Training Packages, is Version 1. If NQC Endorsement Required changes are made to a Training Package during the endorsement period, its version number must be incremented (noting that Arabic figures are used for version numbers and that the increment is by a whole number, not a decimal point). VET in Schools: see Vocational Education and Training in Schools 20