compliance, assessments and activity tracking
Post on 11-Apr-2017
264 Views
Preview:
TRANSCRIPT
Compliance, Assessments and Activity Tracking
Sharyn Hooper and Scott Huntley
The world of compliance in VET…
ASQA – Australian Skills Quality Authority
Registered Training Organisation (RTO) provides nationally recognised and accredited training in the VET sector in Australia
ASQA is the national regulator of the vocational education and training (VET) sector and conducts registration and compliance audits
RTO Standards The standards that refer to the
assessment process are 1.8 – 1.18 The standards require that we
validate assessment practices and judgments
A valid assessment judgment is one that confirms a learner holds all of the knowledge and skills described in a training product
RTO Standards In addition the assessment process
must be conducted in accordance with the Principles of Assessment and the Rules of Evidence.
Principles of Assessment:− Fairness− Flexibility− Validity− Reliability
RTO Standards Rules of Evidence
− Validity− Sufficiency− Authenticity− Currency
For more detailed information on the current standards -Download Standards for RTOs 2015
The audit experience We passed but challenges and areas
of improvement noted include – − Documenting the evidence to justify
the outcome you give a student. Why is a competent a competent???
− Feedback to students
− Informing students at every step in the learning and assessment cycle
Competency-based training and assessment
The definition that ASQA use for competency-based training and assessment:
Competency based training and assessment means that a person is trained and assessed to meet the performance and knowledge requirements to safely and effectively complete workplace activities in a range of different situations and environments, to an industry standard that is expected in the workplace.
Competency based What competency based training
and assessment is NOT…
Competency based training and assessment does not compare the training outcomes between learners. Learners are assessed against the requirements of a training product.
Competency-based assessment
What makes a student competent in a unit of study?
Is it 50%? Is it 70%? How about 100%?
How do I pass the unit? Students entering the VET sector
from school can be used to either:− Marks, percentages or similar. For
example 55 out of 100− If I turn up and hand something in I
must pass right???
We often get students who want to know the minimum amount they can complete in terms of assessment to be deemed competent− Surely if I do well in Part A I can skip
Part B???
How do we use Moodle? Like many Moodles, different
teachers use in different ways Not much interactivity
− Always a challenge to use more of Moodle’s potential
We wanted to trial Moodle core features to help with Compliance issues− Create transparency with our
students around Competency Based Assessment.
How do we use Moodle? Creation of a “Development Moodle”
to build pilot courses and trial features− We wanted to focus on Activity
Completion, Access Restriction, the Progress Bar, and Badges
− In other words, focus on controlling students’ workflows and feedback
Decided to trial Database cluster as Sharyn and Scott are both very familiar with this cluster− Focused on a single unit: ICTPRG425 Use Structured
Query Language
Student assessment guide One of the early steps in meeting the
requirements around the assessment process is informing the student of:− How they will be assessed− When these assessments will take
place
A standard document known as a student assessment guide is used
Student assessment guide Sample assessment guide containing
all the information required under compliance standards
Student assessment guide The evidence requirement is a
student acknowledgment of the receipt and understanding of this document
This is what the student sees:
Student assessment guide No access to the learning material
until the SAG receipt has been accepted:
Student Assessment Guides
There are other similar “red tape” forms that we need students to fill out, sign or acknowledge
For example Authority to publish or WHS checks
This used to be done with hard copies
Feedback and Tracking Options that we are trialling:
− Outcomes− Choice activities− Progress bar− Badges− Course Completion Report
Outcomes These are aligned to performance
criteria or elements of competence or benchmarks that a student needs to achieve
Once the benchmarks have been created they are assigned to the relevant assessment events
When teacher grades students’ completed assessment they evaluated each “benchmark” as satisfactory or not satisfactory
Outcomes Sample of setting up one Outcome:
Choices Activity We create a section in the Moodle
based on student achieving a benchmark
Same choice technique as used in the student acknowledgment of SAG.
In other words the student acknowledges the feedback and this triggers activity completion – this is our hack to allow the workflow to continue
Sample Choices Activity
Progress Bar We decided to do this on the
element level as there are so many performance criteria
One element represents one segment on the progress bar
When the student acknowledges the feedback on element completion it reflects on their progress bar.
Progress Bar Sample showing that one student
(Jacob) has achieved one element of competency so far:
Badges Can reflect the same data as a
progress bar We’ve set this up to reflect badges
gained:− per unit element of competency, − for a single unit or − for a cluster of units
Course Completion Report Once the outcomes, choices and
either badges or progress bar have been set up there are a number of reports that a teacher can use to track student completions
The next slide shows a sample:
Course Completion Report
Where to from here… This is just a start - lots more to try Great potential in saving time and
meeting our compliance targets A glimpse into the future – using
IFTTT or similar interfaces to trigger events outside of Moodle:− Putting a badge on a student
Facebook page− Tweeting a course completion
congrats!
top related