Foundation Skills for Assessment Tools

1. Foundation Skills for Assessment Tools

2. Today’s Workshop • Welcome & Introductions • Housekeeping • Overview of the day • Ground rules for participation

3. Why are we here? Develop an understanding of how to address foundation skills within assessment tools. Central theme: What does competency (vocational or foundation skill) look like in the workplace? Use a ‘6 step model’

4. Again, why are we here? Improve learner achievements through: Clearer assessment instructions Assessment activities contextualised for workplace expectations Strengthened foundation skills

5. What are foundation skills? Term to describe “the generic skills that underpin the development and application of more specific skills.” Range from basic, entry-level skills to very specialised or high-level skills. Impact on career choices and ability to progress

6. What are foundation skills? CORE SKILLS Learning Reading Writing Oral Communication Numeracy EMPLOYABILITY SKILLS Teamwork Problem solving Communication Planning and Organising Self-management Initiative Technology FOUNDATION SKILLS Learning Reading Writing Oral Communication Numeracy Digital Technology + =

7. The Foundation Skills Training Package • Tool developed to assist in developing foundation skills that will enable participation in vocational training and accessing employment pathways • 3 Qualifications • 91 Units of competency • Contextualised for industry and field of work • Options for use – adding to, embedding or stand alone

8. The Foundation Skills Training Package

9. Learning today: Independent Guided Practice Demonstration Performance

10. Address foundation skills in assessment tools: Identify foundation skill requirements Define workplace activity Assign level of performance (ACSF) Select appropriate support (FSKTP) Modify / Develop assessment tool Evaluate the assessment tool

11. 1. Identify foundation skill requirements Look for ‘trigger’ words Can be nouns (names of things) or verbs (action words) Put trigger words into context Is ‘report’ an oral or written foundation skill demand? • What foundation skills are required?

12. 1. Identify foundation skill requirements BSBWHS508A Manage WHS hazards associated with plant

13. 1. Identify foundation skill requirements BSBWHS508A Manage WHS hazards associated with plant

14. 2. Define the workplace activity What does this unit of competence look like in the workplace? What activities will demonstrate this skill / knowledge? Consider job role, industry, working conditions.

15. 2. Define the workplace activity Review Workplace Activities Grid Activities are clustered to foundation skills

16. 2. Define the workplace activity Learningskill summary - problem solving, planning and organising skills to apply WHS information to assess and rectify workplace compliance to do with plant use. Workplace activities • Check that workplace plant SOPs, risk assessments, hazard checks and training requirements are compliant with WHS legislation. • Conduct hazard check and risk assessment. • Develop risk control options such as Job Safety Analysis, Standard Operating Procedures, training and skill requirements

17. 2. Define the workplace activity Writing skill summary – recording and reporting on WHS compliance assessment regarding plant use. Writing instructions and schedules about safe plant use. Workplace activities • Write a machine induction • Write a purchase, installation and commissioning report • Write a Job Safety Analysis report

18. 3. Assign the level of performance Vocational skills develop from ‘entry level’ through ‘trade’ and diploma and beyond (AQF) Foundation skills exist on a continuum – progressing from simple to more complex Progress of foundation skills linked to ACSF levels of performance

19. 3. Assign the level of performance ACSF sample activities – workplace and employment Look at the words - identify the changes in performance

20. 3. Assign the level of performance Note the level of performance in workplace activity grid

21. 3. Assign the level of performance Digital Technology – aligned but not directly mapped. FSKDIG01- Basics tasks under supervision = ACSF 1 FSKDIG02 - Simple tasks, support available on request = ASCF 2 FSKDIG03 - Routine tasks, independently access support = ACSF 3

22. 4. Select appropriate support (FSKTP) FSK TP is a tool that has been developed to assist in developing foundation skills that will enable learners to participate in vocational training and /or accessing employment pathways Units are designed to support the development of foundation skills in a vocational context

23. 4. Select appropriate support (FSKTP) Foundation skill group

24. 4. Select appropriate support (FSKTP) FSKWTG10 Write complex workplace texts

25. 5. Modify / Develop the assessment activity How does the revised assessment activity for BSBWHS508 allow for demonstration of foundation skills as expressed in FSKWTG10? Not intending to make the assessment easy, but easier to understand….and achieve

26. 6. Evaluate the assessment tool Evaluation in this context is to consider integration of foundation skills and overall useability of the assessment tool. Three questions to address:   Does the activity reflect real workplace activity? Does the activity reflect real workplace standards? Is it user friendly for the learner?

27. Learning today Independent Guided Practice Demonstration Performance

28. Address foundation skills in assessment tools: Identify foundation skill requirements Define workplace activity Assign level of performance (ACSF) Select appropriate support (FSKTP) Modify / Develop assessment tool Evaluate assessment tool

29. 1. Identify foundation skill requirements Look for trigger words Refer to table of trigger words associated with foundation skills Identify the foundation skills

30. 2. Define the workplace activity What does the unit of competency look like in the workplace? Consider job role / working environment / industry context. List a number of activities that could realistically provide evidence of the skill in a workplace setting.

31. 3. Assign the level of performance Use the ACSF examples sheet Match workplace activities to examples sheet Note performance level in workplace activity grid

32. 4. Select appropriate support (FSKTP) Foundation skill group

33. 5. Modify/Develop the assessment activity Determine the scenario to be provided to the learner – using format of role play. Identify a purpose for the presentation. What information will be included and how presented? How will the reflection of performance be addressed? Present clear instructions

34. Guided Practice – assessment activity • Scenario, stating the situation and the roles and what is to be conducted as part of the role play • Role play of presentation 10 minutes • Presentation notes • Questions to be asked for purpose of self reflection • Template for development of handout • Opportunity for participant to gain feedback from observation and reflect on performance

35. 6. Evaluate the assessment tool Evaluation in this context is to consider integration of foundation skills and overall useability of the assessment tool. Three questions to address: Does the activity reflect real workplace activity? Does the activity reflect real workplace standards? Is it user friendly for the learner?

36. Independent Performance Using own unit of competency and assessment materials, apply the six steps • Identify foundation skill requirements • Define workplace activity • Assign level of performance (ACSF) • Select appropriate support (FSKTP) • Modify / Develop assessment tool • Evaluate the assessment tool

37. Independent Performance Review performance How were foundation skills addressed for this assessment tool?

38. Workshop Review Initial purpose & aims What has been learned? What has been of most benefit? What will be done next? References and resources