pre course assessment- impact on assessment
TRANSCRIPT
How do Pre- Course Assessments Impact on Assessment?
Changes to Vet FEE and Pre-Course Assessmentshttps://ministers.education.gov.au/hartsuyker/vet-fee-help-bill-push-dodgy-providers-out-market
Introducing minimum pre-requisites such as literacy and numeracy to ensure students can complete the higher level VET courses (diploma level and above) for which VET FEE-HELP is available;
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•Strengthening Assessment in the TAE Training Package
October 2015
ASQA has recently collected evidence, through strategic
audits in Early Childhood Education and in Aged Care as
well as through other audits that assessors struggle with
meeting the regulator’s standards. The ASQA audits
found that one of the main reasons for non-compliance in
relation to assessment is poorly developed assessment
tools that did not ensure that the requirements of a unit
would be met. p3
Assessment Tools… ASQA and Service Skills...
Business Assessment
Tasks Resource Writer 1
Agri-foods Assessment
Tasks Resource Writer 2
Hospitality Assessment
Tasks Resource Writer 3
1 Auditor
Results? All Non -Compliant
What did the experienced Resource Writers independently provide?Training and Assessment Strategy
(TAS) Pre- Course Assessment and justification Evidence of industry input Tailored to the cohort Mapped all units to formative ( observation, activities, practice tasks) and
summative ( final project/portfolio, practical/simulated activity, third party report)
Assessor Guide with mapping of each component of each unit to the assessment tasks, the practical activity and with benchmark responses especially either the Critical Aspects or the Assessment Conditions
• So……Standard 1.1 : The RTO’s training and assessment strategies and practices, including volume of learning, are consistent with the requirements of training packages …….
Standard 1.5 : The RTO’s training and assessment practices are relevant to the needs of industry and informed by industry engagement.
Standard 8: The RTO implements an assessment system that ensures that assessment (including Recognition of Prior Learning):
a) complies with the assessment requirements of the relevant training package or VET accredited course;
b) is conducted in accordance with the Principles of Assessment ………and the Rules of Evidence ………………….
Why were they non-compliant??
Lack of diversity!
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Pre- Course assessments provide…
• A current profile of the LLN skills the learner has prior to entering the course• A decision to determine how much support the learner will require, what the RTO
can provide and how that support will be managed to be part of the overall training
If the ACSF levels for the Certificate II in Retail are a minimum of ….
• Learning 3• Reading 3• Writing 3• Numeracy 2• Oral Communication 3
For example….Because the learner will need to • be adaptable to deal with the public• read stock sheets, advertising• write customer details• operate a register• speak with a range of people from all
backgrounds, ages and needs
The aim of the assessor is to take the learner from their profile level (if needed) to the skills at this level by the end of the course
Pre- Assessment – focus on Reading & Writing
You pre-assess a learner and you ask them to do this..
How would you respond to a customer’s inquiry about a product that your store has sold out of, in an email in a professional and courteous tone”
And they respond with this..
“No their arnet any left”
What ACSF level might they be?
“No their arnet any left”1.05 Conveys a simple idea, opinion, factual information or message
in writing
1.06 Displays limited vocabulary, grammatical accuracy and understanding of conventions of written text
2.03 Identifies and interprets relevant information and ideas from texts on familiar topics
2.04 Uses a number of reading strategies to identify and interpret relevant information within familiar text types
How would you respond to a customer’s inquiry about a product that your store has sold out of, in an email in a professional and courteous tone”
The Profile of their skills…and support needed.. Writing Level 1• Spelling errors
• Grammatical errors
• No genre
• Simple vocabulary
• Factual
Reading Level 2• Read the simplest language
• Understands the task
• Does not understand the meaning of complex language
Level 1 and 2 writing and reading tasks in the retail field
Practice tasks such as• Build a workplace language base• Fill in forms that are commonly used • Respond to text messages• Make notes or lists
One on one and small group work Resources that are at the required level
The Profile of their skills…and support needed..
Writing Level 2• Straightforward vocabulary
• Simple grammar
• Sentence structure
• Factual and opinion
Reading Level 3• Interpret language
• Understand the purpose of the task
Level 2 and 3 writing and reading tasks in the retail field
Practice tasks such as• Read the front page articles in the local paper and explaining the main
points • Read the same news item on different newspaper sites and explain the
differences• Read forms that provide a number of pieces of information • Reading short reports on specific issues and commenting• Interpreting information that has a range of items included• Write a review online• Write a response or opinion on local issue• Add a comment about a product or event in the internet• Complete a form that requires an explanation• Complete a report form
Group work Resources that are at the next level
The Profile of their skills…and support needed..
Writing Level 3• Range of vocabulary
• A number of grammatical styles
• Extended sentence structure
• Justified opinion
Reading Level 3• Interpret language
• Understand the purpose of the task
Level 2 and 3 writing and reading tasks in the retail field
Practice tasks such as• Read the front page articles in the local paper and explaining the main
points • Read the same news item on different newspaper sites and explain the
differences• Read forms that provide a number of pieces of information • Reading short reports on specific issues and commenting• Interpreting information that has a range of items included• Write an article • Write a response or opinion on local issue using references• Complete a form that requires a detailed explanation
Group and self-directed work Resources that are at the higher level
So from this development …
To this development …
Then this development …
Post- TrainingThey will be able to respond like this as they gain the qualification …………………
Task : How would you respond to a customer’s inquiry about a product that your store has sold out of, in an email in a professional and courteous tone”
Response:
Dear CustomerAt this stage we have no products left however if you are looking for something similar perhaps we can provide you with an alternative
Kind regardsLearner
3.03 Evaluates and integrates information and ideas to construct meaning from a range of familiar, and some unfamiliar, texts and text types
3.04 Selects and applies a range of reading strategies as appropriate to purpose and text type
3.05 Communicates relationships between ideas and information in a style appropriate to audience and purpose
3.06 Selects vocabulary, grammatical structures and conventions appropriate to the text
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But what about the assessment?
If your assessment is at the correct ACSF level as required by the Training Package then you do NOT need a separate LLN or Post Assessment!
Your TAS would reflect that you have identified the Foundation Skills for your qualifications
TAS recorded the minimum levels for a GRADUATE of this qualification
Name of RTORTO Management
Code Title of qualificationVersion
SIR20212
Certificate II in Retail 1
Foundation Skills
Australian Core Skills Framework ACSF (LLN)
Core Skills for Work
(CSfW)
Minimum level ACSF Level 3 for Learning, Reading, Writing and Oral Communication; Level 2 for Numeracy Advanced Beginner• Has some practical experience of the Skill Area and is
beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action.
• Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations
The justification for that acceptance of the learner below that level?Pre-TrainingAssessment
A Pre-Training Assessment is conducted with enrolment to determine the Foundation Skills of the learner in relation to the requirements of the course. It is expected that the learner will gain the requisite Foundation Skills during the course delivery so a learner with ACSF levels of 1-2 and CSfW Novice will be accepted into the course.
(SRTO 2015 - Standard 1.The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of Training Packages and VET Accredited Courses & Standard 5: Each learner is properly informed and protected)
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SIRXCOM101 - Communicate in the workplace to support team and customer outcomes
Critical Aspects - Evidence of the following is essential:Learning & Oral Communication . provides a welcoming environment by treating customers in a courteous and helpful mannerOral Communication.uses effective questioning and active listening techniques to communicate with customers, while maintaining an awareness of the need for discretion, tact and confidentialityOral Communication & Writing. interprets and communicates information to customers, supervisors and peers both face-to-face and via other electronic communication equipmentReading & Numeracy. accesses, comprehends and processes information according to store policy and proceduresOral Communication, Numeracy & Learning• follows routine instructions and seeks advice and assistance if required• participates actively and positively within a workplace team.
SIR10112- Certificate I in Retail Services
SIR20112- Certificate II in Community Pharmacy
SIR20312- Certificate II in Retail Fast Food
SIR20212- Certificate II in Retail Services
SIR30112- Certificate III in Community Pharmacy
SIR30212- Certificate III in Retail Operations
SIRXCOM101 - Communicate in the workplace to support team and customer outcomes
Critical Aspects - Evidence of the following is essential:Learning & Oral Communication . provides a welcoming environment by treating customers in a courteous and helpful mannerOral Communication.uses effective questioning and active listening techniques to communicate with customers, while maintaining an awareness of the need for discretion, tact and confidentialityOral Communication & Writing. interprets and communicates information to customers, supervisors and peers both face-to-face and via other electronic communication equipmentReading & Numeracy. accesses, comprehends and processes information according to store policy and proceduresOral Communication, Numeracy & Learning• follows routine instructions and seeks advice and assistance if required• participates actively and positively within a workplace team.
Critical Evidence of……. interprets and communicates information to customers, supervisors and peers both face-to-face and via other electronic communication equipment
LLN Skills
Reading 3• Interprets information in a range
of formats that has been produced using familiar software programs, e.g. memos, instant messages, reports, spreadsheets or data presentations
Oral Communication & Writing 3• . interprets and communicates
information to customers, supervisors and peers both face-to-face and via other electronic communication equipment
Assessment Task
Assessment & LLNAssessment Tools, methods and instructions
At the ACSF level required by the unit/qualification
Through the use of the scenarios and material, this resource will:• help you identify a unit’s key core skill demands and learner core skill support needs• provide you with a range of delivery tools and training strategies.
Supporting learners needs you to understand the vocational skills of the session you are planning.
It also needs you to have factored the language, literacy and numeracy—or core skill—demands of the unit you are delivering into your planning and teaching.
https://www.serviceskills.com.au/foundation-skills
https://www.serviceskills.com.au/sites/default/files/files/Resources/Foundation%20Skills/Designing-assessment-tools-for-quality-outcomes-in-VET.pdf
Other Assessment tools based on Industry requirements
http://www.industry.gov.au/skills/ForTrainingProviders/Documents/Retail_Training_Guide.pdf
Observation and simulated situation
Numeracy and Reading
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