assessing at higher aqf levels 2012

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

Professional Development Workshop

Assessing at higher AQF levels

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 CompetenciesUnderstanding The AQF

Challenges and Implications for Assessment in RTOsStrategies for Developing Assessment Tools

Lunch Break

Strategies for Assessing Attributes and Complex Technical Knowledge and Skills

Strategies for Assessing Whole Job RolesReviewing 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 levelClient and Site Briefs

You are required to provide two briefs. The first brief is to beprovided 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 levelPlan, 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 theperspective of a builder) impact on the design, costing and construction of a new dwelling; andan 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

"Texture Transfer During Shape Transformation", Dinh et al. 2005

Rules of evidencePrinciples 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.


In your groups discuss the implications of the challenges faced by RTOs when:Planning assessment at higher AQF levels Conducting assessment at higher AQF




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



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 questionsDoes the candidate consistently:1. demonstrate open, honest and ethical dealings with

others?2. place organisational goals above self–interest or gain3. 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 interviewQuestions 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.

SimulationsHypothetical'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

today’s workshop?

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

Thank you for attending

Please complete the evaluation form

assessing at higher aqf levels 2012

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