The Hills College 20 June 2011

1. The Hills College20 June 2011 Designing for Student Success

2. Designing for Student Success Workforce Capability Project Designing for Student Success Wikispace http://edprojects.westernsydneyinstitute.wikispaces.net/Home Designing for Student Success Moodle - Enrolment Key: wsistaff http://online.wsi.tafensw.edu.au/course/view.php?id=336

3. Visualising Competency Re-thinking Assessment

4. Visualising Competency Designing for Student Success

5. What is Competency ? • The National Quality Council Training Package Glossary defines competency as: • “…the consistent application of knowledge & skill to the standard of performance required in the workplace. It embodies the ability to transfer & apply skills & knowledge to new situations & environments”. Source: National Quality Council Training Package Glossary (date accessed 25/04/2011)

6. Begin by Visualising Competency Image Source:http://www.tafe.swinburne.edu.au/cdvetp/Assessment@Swin.html Swinburne Centre for VET Practice (date accessed 26/04/2011)

7. Dimensions of Competency • The Dimensions of Competency remind us how complex the workplace can be. Image Source: Recognising Dimensions of Competency The State of Queensland Department of Education & Training, 2009

8. Dimensions of Competence

9. The Australian Qualifications Framework (AQF) provides a comprehensive, nationally consistent, flexible framework for all qualifications in post-compulsory education &training. AQF 2007 - Current Version New Revised Version - AQF 2011 Use of the new AQF 2011 will commence from 1 July 2011. All requirements of the new AQF 2011 will be met from 1 January 2015. Australian Qualifications Framework (AQF)

10. The AQF Implementation Handbook 2007 defines Qualification as follows: ‘formal certification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes or competencies relevant to identified individual, professional, industry or community needs’. In the VET sector, qualifications are awarded for the achievement of competencies. For the purposes of qualifications, the VET sector defines ‘competency’ as the possession & application of both knowledge & skills to defined standards, expressed as outcomes, that correspond to relevant workplace requirements & other vocational needs. It focuses on what is expected of the person in applying what they have learned & embodies the ability to transfer & apply skills & knowledge to new situations & environments. Source: AQF 2007 Implementation Handbook (4th Edition)

11. Source: 2007 Australian Qualifications Framework

12. AQF 2011 - Implementation from 1 July 2011 AQF Qualification type descriptors Source: Australian Qualifications Framework 2011 approved by MCTEE 18 March 2011.pdf (date accessed 25/04/2011)

13. AQF qualification type descriptors AQF 2011 - Implementation from 1 July 2011 Source: Australian Qualifications Framework 2011 approved by MCTEE 18 March 2011.pdf (date accessed 25/04/2011)

14. Visualising Competency Activity Designing for Student Success

15. The Australian Quality Training Framework (AQTF) publishes mandatory standards for training & assessment. The key documents for Rtosare: AQTF Essential Conditions and Standards for Continuing Registration AQTF User’s Guide to the Essential Conditions and Standards for Continuing Registration Australian Quality Training Framework (AQTF) Source: http://www.training.com.au

16. ‘Assessment including Recognition of Prior Learning (RPL): meets the requirements of the relevant Training Package or accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated’. AQTF Standard 1.5 Source: http://www.training.com.au

17. Re-thinking Assessment Designing for Student Success

18. Assessment in the Vocational Education & Training (VET) sector is the process of: ‘collecting evidence & making judgements on whether competency has been achieved, and 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 Source: National Quality Council Training Package Glossary (date accessed 25/04/2011)

19. To ensure quality outcomes, assessment should be: • valid, reliable, flexible & fair. • Valid • validity refers to the degree to which the instrument actually measures what it says it measures & is practical to use. • Reliable • individual learners would get a similar result if tested on different occasions, given the same set of circumstances.

20. To ensure quality outcomes, assessment should be: • valid, reliable, flexible & fair. • Flexible: • The assessment instrument can be adapted to suit work needs & site needs. • Fair: • Instrument is non-discriminatory & inclusive, • Instrument can be reasonably adjusted, • Language, literacy, numeracy requirements are appropriate for the competency level.

21. These are closely related to the Principles of Assessment & • provide guidance on the collection of evidence to ensure that • it is valid, sufficient, authentic & current. • Valid: • Content validity means that the instrument covers the knowledge & skills that are essential to competent performance as set out in the unit of competency. • Sufficient: • The instrument allows for the collection of sufficient quality & quantity of evidence – as set out in the Critical aspects of evidence for the unit/s of competency.

22. These are closely related to the Principles of Assessment & • provide guidance on the collection of evidence to ensure that • it is valid, sufficient, authentic & current. • Authentic: • The instrument allows an assessor to be assured that the evidence presented for assessment is the learner’s own work. • Current: • The instrument allows enough current evidence to be collected to make a decision of competent/not yet competent.

23. Holistic integrated delivery & assessment is the integrated delivery & assessment of several units of competency together instead of delivery & assessment of each unit of competency separately. It may occur in workplace/community learning & assessment & in off-the-job assessment aiming to closely reflect workplace or actual practice. This is happening, not only in TAFE NSW, but also throughout Australia. This form of delivery & assessment promotes assessment which better reflects actual workplace practice/community perspective. It is also more cost-effective as it avoids the duplication which can occur across units of competency. Source: Assessment Guidelines for TAFE NSW p.6 Holistic Assessment

24. units of competency clustered together for purposes of delivery & assessment should be a natural grouping & reflect skills & knowledge that would be implemented together in workplace practice/community situations. development of a learning & assessment program at the planning stage, consideration is given to the way in which each of the clustered units of competency will be assessed & how an appropriate result may be awarded for each. actual hours of delivery must be realistic & provide learners with sufficient learning time with teacher/trainer involvement where no evidence of participation in a specific unit of competency is available, a result of NS must be recorded. Source: Assessment Guidelines for TAFE NSW p.6 Key requirements for holistic assessment include:

25. Matching Assessment Strategies to the Evidence Needed. • Source: Swinburne Centre for VET Practice Assessment Strategies & Methods Fact Sheet • (date accessed 25/04/2011)

26. Assessment Game Activity Designing for Student Success

27. What are assessment tools? Assessment tools are defined as both the instrument & the procedures for gathering & interpreting assessment evidence: Instrument/s – the specific questions or activity developed from the selected assessment method/s to be used for assessment. Procedure/s – the information/instructions given to the candidate and/or the assessor regarding conditions under which the assessment should be conducted & recorded. (extract from the TAA04 Training & Assessment Training Package) Developing Assessment Tools Source: http://nsi.det.nsw.edu.au/nswprojects/UTP/DAT/default.aspx TAFE NSW North Sydney Institute Implementing Training Packages (date accessed 26/04/2011)

28. Designing Quality Assessments Four main steps in designing quality assessments: Clarify the evidence requirements by thoroughly analysing the unit of competency & visualising a competent person. Choose the most appropriate assessment method. Design & develop the assessment tools. Seek feedback on the draft assessment tool. Trial & refine the tools. Source: Swinburne Centre for VET Practice Assessment Strategies & Methods Fact Sheet (date accessed 25/04/2011)

29. Developing Assessment Tools Activity Designing for Student Success

30. Process of Develop Assessment Tools Identify target candidates & the purpose & context of assessments Analyse relevant unit/s of competency Identify assessment methods or evidence gathering techniques Draft assessment tools to support evidence gathering plan Evaluate draft tools using an Assessment Validation Checklist Amend draft tools if necessary, based on evaluation results Trial draft tools & gather feedback about their suitability Amend, format & file final assessment tools for use Source: http://nsi.det.nsw.edu.au/nswprojects/UTP/DAT/default.aspx TAFE NSW North Sydney Institute Implementing Training Packages (date accessed 26/04/2011)

31. Source: http://nsi.det.nsw.edu.au/nswprojects/UTP/DAT/default.aspx TAFE NSW North Sydney Institute Implementing Training Packages (date accessed 26/04/2011)

32. TAFE NSW & WSI Assessment Policies & Procedures Designing for Student Success

33. TAFE NSW Assessment Policies, Procedures & Guidelines • TAFE NSW Assessment Policy

34. TAFE NSW Assessment Policies, Procedures & Guidelines • Assessment Guidelines for TAFE NSW

35. TAFE NSW Assessment Policies, Procedures & Guidelines • Every Students Guide to Assessment in TAFE NSW

36. WSI Assessment Procedures • WSI Training & Assessment Strategies Procedure

37. WSI Assessment Procedures • WSI Student Assessment Guidelines Procedure

38. WSI Assessment Procedures • WSI Recognition Procedure

39. WSI Assessment Procedures • WSI Assessment Validation Procedure

40. Designing for Student Success • Tips & Tricks No:1 • Reading the Unit Guide/s backwards: • Begin by reading… • Critical Aspects of Evidence& any other assessment information • Followed by the Required Skills & Knowledge • next, the information in the Range Statement • & finally, the Elements & Performance Criteria. • Consider first what evidence will demonstrate that the person is competent (what do they do?) Don’t forget to ask yourself what they wouldn’t do? • Design the Assessment Strategies first & then the delivery, with the learning outcome in mind (how can I prepare this person to be competent at work?).

41. Designing for Student Success • Tips & Tricks No: 2 • Highlighting overlaps across different units of competency: • When dealing with unit clusters… • highlight areas of overlap across the different units • use the same colour to indicate where a particular type of overlap exists across the units. • From this information, you may develop co-assessments that cover more than one unit & avoid duplication in assessment & delivery.

42. Designing for Student Success Workforce Capability Project If you are interested in hosting a customised Designing for Student Success Workshop in your teaching section please contact either: Katy Gould: 4724 8263 katy.gould@tafensw.edu.au 22263 Nayomie Baihn 4724 8260 nayomie.baihn@tafensw.edu.au 22260 Karen O’Brien: 4724 8265 karen.m.obrien@tafensw.edu.au 22265