Professional Development Workshop

Assessing at higher AQF levels

29/10/2010

www.tac.wa.gov.au

Workshop Purpose
The purpose of this workshop is to discuss with you the issues that arise with assessing at higher levels of the AQF. Based upon the discussion the workshop participants will develop strategies to effectively assess at Higher AQF levels.
The workshop is based upon guidance provided in Guide 2 of the Training Package Assessment Materials Project

Workshop Outline
Understanding High Level Competencies Understanding The AQF Challenges and Implications for Assessment in RTOs Strategies for Developing Assessment Tools Lunch Break Strategies for Assessing Attributes and Complex Technical Knowledge and Skills Strategies for Assessing Whole Job Roles Reviewing Your Assessment Tools

Your issues?
Spend 5 minutes in your group writing the key questions that you want answered in today's session, or topics you would like to discuss. Write these on the butchers paper so that they can be displayed around the room.

High level competencies?

What is it that distinguishes between low and high level competencies?

Competency profiles
An accurate picture of the performance required must be developed before we can plan assessment. Competency profiles commonly paint that picture for us. Review the profiles on pages 6 and 7 of Guide 2.

The AQF

What is it that distinguishes between low and high level AQF qualifications? Pages 8 12 AQF Handbook

Group activity

What AQF level

Client and Site Briefs

You are required to provide two briefs. The first brief is to be provided to the client. You are to explain the impact of the variation to the construction process and as a result, any changes you anticipate in the timing or costing of the project. The second brief is to be provided to site staff. In this briefing you will explain the impact of the variation to the construction process and as a result, any changes you anticipate to the materials to be used, labour requirement, equipment requirement, or supervisory requirements for the project. The briefs should be supported by a memo. A template can be found in Section X of your file.

What AQF level

Plan, coordinate and manage the building of the roof system

Draw a section through a two storey brick veneer building, on a slab, with a trussed roof. Draw a section through a two storey brick veneer building, on a slab, with a pitched roof. Use arrows to show the pathway of forces through the building structure. These may be downward and upward, horizontal etc and may be generated by a number if factors ie dead and live loads. Also label all parts of the framework that may undergo deflection, either from wind forces or weight. Explain how these two methods of roof construction can (from the perspective of a builder) impact on the design, costing and construction of a new dwelling; and an extension to an existing dwelling.

What AQF level

Communicate in the Workplace

Prepare a 5 minute presentation on communicating effectively in a culturally diverse environment to present to your group or tutor. You should provide examples of cultural differences that may affect the communication process and how they may be overcome. At the end of the presentation, questions and feedback should be taken from the audience.

Quality assessment

"TextureTransferDuringShapeTransformation",Dinh etal.2005

Rules of evidence Principles of assessment

Group activity

Challenges, implications and strategies

In your groups discuss the challenges faced by RTOs when: Planning assessment at higher AQF levels Conducting assessment at higher AQF levels Reviewing and evaluating assessment at higher AQF levels
Make a note the key points of your discussions on the A3 sheets provided. Also get 1 member of your group to copy this information onto butchers paper to share with the group.

Challenges, implications and strategies

In your groups discuss the implications of the challenges faced by RTOs when: Planning assessment at higher AQF levels Conducting assessment at higher AQF levels Reviewing and evaluating assessment at higher AQF levels
Make a note the key points of your discussions on the A3 sheets provided. Also get 1 member of your group to copy this information onto butchers paper to share with the group.

Challenges, implications and strategies

In your groups discuss possible strategies that could be effective in overcoming the challenges faced by RTOs when: Planning assessment at higher AQF levels Conducting assessment at higher AQF levels Reviewing and evaluating assessment at higher AQF levels
Make a note the key points of your discussions on the A3 sheets provided. Also get 1 member of your group to copy this information onto butchers paper to share with the group.

Designing assessment tools

A Simple 4 step model 1.Clarify the evidence requirements 2.Choose the most appropriate assessment methods 3.Design and develop the assessment tools 4.Trial and refine the tools

What are attributes?

Ethics, Values and Attitudes These attributes become crucial to demonstrating competence some areas such as workplace relations, creativity, leadership, problem solving, cultural understanding...

Sample checklist questions

Does the candidate consistently: 1. demonstrate open, honest and ethical dealings with others? 2. place organisational goals above selfinterest or gain 3. show commitment and loyalty by supporting agreed goals, other leaders and staff? 4. take responsibility for joint or individual actions and decisions? 5. accept constructive criticism? 6. inspire and support others to achieve common goals? 7. apply personal drive and energy effectively?

Structured interview
Questions of invitation Can you tell me about how you gained the confidence of the residents? Were they sceptical about anything new? Questions of exploration So, how did you work out the best way of approaching the residents? What were the results of talking with the Aboriginal leaders within the complex? How did they respond when so few residents turned up to the initial meeting?

Structured interview
Questions of confirmation Can you describe how your experience at the housing complex confirms your ability to communicate effectively? Questions of investigation Can you tell me a bit more about what happened when you encountered the small group of women residents who refused to cooperate because they considered themselves to be above the problems of other residents? How did you react? What did you do to gain their support? How did you keep things on track over time?

Structured interview
Questions of reflection What would you do differently next time? What did the experience tell you about your own views and opinions? How would you have reacted to the proposed facility if you were in their position?

Technical skills case study

See pages 69 78 Guide 2
In your groups review the case study and determine the strengths and weaknesses of the approach that is outlined by the case study. Where weaknesses are identified , what actions would your group take to overcome the issue/s.

Simulations

Hypothetical's where a facilitator asks participants a series

of what if.? questions as a way of eliciting ideas or developing a novel solution to a problem.

Table top exercises where the participants work

together to consider a problem and produce one solution (from a group of known solutions). While all the decision makers can be involved, the artificial format makes it difficult to represent what would happen in the real world.

Simulated or live exercises where the participants

respond to a scenario using the resources provided. These exercises can be highly sophisticated, as in the case of war fighting and simulations can be successfully designed on a much more modest scale.

Group activity

Assessing whole job roles

You are an RTO who has the auditing skill set from the BSB07 skill set on scope. You have won a contract with the Training Accreditation Council to provide training and assessment services for a group of 5 new auditors. Your task is to design the assessment for the skill set.

What does the AQTF say?

Standard 1.5. Assessment, including RPL a)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, and c)c) meets workplace and, where relevant, regulatory requirements.

Questions

Do you have any comments to make or questions to ask about todays workshop?

Thankyouforattending

Pleasecompletetheevaluationform
10/29/2010 www.tac.wa.gov.au