Assessment VET

 

Competency-based training and assessment

Competency-based training provides learners with the skills, knowledge and understanding to demonstrate competence against standards and performance criteria in an applied context. The national VET system is competency-based, built around nationally endorsed industry standards.

Competency-based assessment is the process of collecting evidence and making judgements about whether competency has been achieved. In this section you will find information that will help you design, conduct and validate competency-based assessments.

 

Recognition of Prior Learning (RPL)

One of the key objectives of the national training framework is to facilitate pathways to formal qualifications that are based on, or include, recognition of prior learning that has occurred outside formal education and training. CDU actively encourages RPL.

AQTF Standards state that:

• RPL must be offered to all students on enrolment
• The RPL process must be structured to minimise the time and cost to applicants
• The RTO must provide adequate information, support and opportunities for participants to engage in the RPL process.

 

Rules of evidence

AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability, fairness and flexibility. This is also good teaching and assessment practice and ensures the best learning outcomes for students.

• Validity means that the evidence relates to the unit competency, addresses essential skills and knowledge, dimensions of competency and employability skills.
• Reliability means that the assessment tool and process will produce consistent outcomes when applied by a range of assessors in a range of contexts.
• Fairness means that the assessment will not disadvantage any person and will take into account the characteristics of the person being assessed.
• Flexibility means that the assessment tool and process allows for assessment in a range of assessment contexts.

Types of evidence

Evidence is information upon which an assessor makes a judgement of competency.

Evidence may include:

Direct demonstration/observation	Performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an assessor
Indirect demonstration	Use of photographs, videos, etc. showing performance of a task when the assessor cannot be present
Products	Models, items, objects that have been made, fixed or repaired by the candidate
Workplace documents	Rosters, budgets, reports, standard operating procedures etc. developed by the candidate
Questions -  written and oral	Asking the candidate about real or hypothetical situations to check understanding, task management and contingency management skills. May be short answer, discussion, multiple choice, etc.
Assignments	Projects, reports, essays, etc. relevant to the LLN requirements of the unit of competency
Third party reports	Documented and verified reports from supervisor, colleague, subject expert, trainer or others
Self-assessment	A candidate’s personal statement on their performance (not generally sufficient in isolation)
Simulation	Simulated activity to accommodate difficult to demonstrate criteria e.g. emergencies, contingencies, difficult behaviours etc.
Portfolios	Collections of evidence compiled by the candidate

Adapted from Training Package Assessment Materials Kit, 2001. Department of Education, Training & Youth Affairs

Assessors can use the following steps to target appropriate evidence:  

• Unpack the unit/s of competency to develop a picture of competence
• Check the evidence guide for recommendations and or requirements
• Identify where the evidence will come from (that is, the workplace or off-the-job)
• Identify the evidence required to demonstrate competence
• Map the proposed evidence against the performance criteria for the relevant unit of competency or cluster of units
• Check that the evidence complies with the rules of evidence
• Validate assessment strategy
• Validate assessment tools

It is good practice to adopt student-centred and workplace-centred approaches to the collection of evidence, rather than relying on a one-method-fits all approach. Negotiate with employers and learners to determine what evidence is already available, or to develop appropriate assessment methods.

Assessment activities may be undertaken in work or project teams, and therefore may provide evidence of competency for more than one candidate. In this situation a personal statement, additional questioning or third-party report may be required to confirm an individual’s contribution and performance.

Sufficiency of evidence

One of the questions most frequently asked by assessors is – how much evidence is needed?

Some assessors are accused of collecting too little evidence while others collect too much. In fact, the volume of evidence collected will vary according to the competency being assessed, the candidate and the context of assessment.

Training package Assessment Materials Kit, 2001 Department of Education, Training & Youth Affairs

Although there are cases of specific training packages/units of competency where  required evidence is prescribed, generally there are no rules for quantity. Rather than focusing on the quantity of evidence, assessors need to ensure that assessment decisions are based on quality evidence that demonstrates the learner is competent against the criteria for the unit of competency.

Language, literacy and numeracy in assessment

In the process of working out what evidence is required or when developing assessment tools, the assessor should pay particular attention to the language, literacy and numeracy skill level of the candidate and the requirements of the units of competency.

There is often a tendency to rely on written tests and essays – particularly in assessment of underpinning knowledge.  In many units of competency, however, writing is either not required or is a minimal requirement to perform the described work task.

Evidence that requires skills beyond those specified in the unit of competency should be avoided.

 

Equity groups and reasonable adjustment

'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all people are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are made to the assessment process to meet the individual needs of students.'
Source: Training Package assessment materials: Kit to support assessor training, Commonwealth of Australia, 2001

Equity groups may include, but are not limited to:

• Students with English as a second language
• Students with literacy or numeracy difficulties
• Indigenous students
• Students in remote locations
• Women in non-traditional industries
• Students with sensory impairment
• Students with physical or intellectual disabilities

Reasonable adjustment may mean:

• Making learning materials and methods accessible
• Adapting the physical environment and equipment
• Making adjustments to the procedures for conducting assessment
• Making adjustments to the evidence gathering techniques

 

Evaluating and recording evidence

If the assessment process has been valid, reliable, fair, and flexible and the evidence is sufficient then the professional decision on a candidate’s competency should be a straightforward appraisal of the evidence.

CDU supports competency-based assessment – competent or not yet competent.
If an assessor is uncomfortable with making a decision they should review:

• The assessment process, or
  
• The evidence provided

An unsuccessful assessment outcome should not be viewed as a failure by either the assessor or the candidate, but rather as a means to identify additional learning needs. Candidates should be given the opportunity for reassessment and detailed explanation of where weaknesses exist in performance.

 

Informing students

What is the minimum assessment information that students need? AQTF Standards state that:

• Assessment must provide for applicants to be informed of the context and purpose of the assessment and the assessment process
• Assessment must provide for feedback to the applicant about the outcomes of the assessment process and guidance on future options in relation to those outcomes
• Assessment must provide for reassessment on appeal
• RPL must be offered to all applicants on enrolment

All pre-assessment information should be included in the Unit Information document that is provided to each student at the beginning of the unit.

Feedback on assessment outcomes can be provided on written assessments or the assessment feedback template can be used.

 

Validation and moderation

Validation means confirming that something is fit for a purpose, and in this context an RTO should validate its assessment strategies by:

• reviewing, comparing and evaluating the assessment processes, tools and evidence contributing to judgements made by a range of assessors against the same competency standards, at least annually
• documenting any action taken to improve the quality and consistency of assessment.

Validation may occur:

• Pre-assessment to validate assessment strategies and tools
• Post-assessment to validate assessment outcomes; this is usually referred to as assessment moderation.

The term 'moderation' is used in this context to describe the process by which assessment tools, processes and judgements are validated. If the moderation process does not validate the assessment processes, tools and outcomes, then actions to be taken to improve the quality and consistency of assessment need to be documented.

Validation requires assessors to meet – physically or virtually – at least once a year to discuss and confirm that assessments (including RPL):

• meet the requirements of the endorsed components of training packages and the outcomes specified in the course/units of competency
• comply with the assessment guidelines included in the applicable training packages or the assessment requirements specified in accredited courses
• are valid, reliable, fair and flexible
• provide for applicants to be informed of the context and purpose of the assessment and the assessment process
• focus on the application of knowledge and skill to the standard of performance required in the workplace and cover all aspects of workplace performance, including dimensions of competency
• involve the evaluation of sufficient evidence to enable judgements to be made about whether competency has been attained
• provide for feedback to the applicant about the outcomes of the assessment process and guidance on future options in relation to those outcomes
• are equitable (link to equity groups and assessment) for all persons, taking account of individual needs relevant to the assessment
• provide for reassessment on appeal.

• Overview
• Facilitating Learning
• Course & Unit Design (HE)
• Planning for Delivery (VET)
• Assessment HE
• Assessment VET
• Evaluation & Review
• Resources & Links

Authorised by: PVC Academic, OLT