Assessment practices at diploma and advanced diploma levels within training packages

This project investigated the conduct of assessments at diploma and advanced diploma levels. The focus of the investigation was to evaluate how the assessment of diplomas and advanced diplomas in training packages is being managed and conducted and compares this with previous research and assessment theory. The study aimed to draw conclusions and to identify future research needs. It involved a literature search, review of selected training packages, survey of course co-ordinators and assessors working with the packages, interviews and focus groups. Seven training packages were the subject of the research.

While some aspects of assessment at these higher levels are consistent across training packages, there are differences in the competencies that have resulted in different assessment solutions. There are some consistent themes coming from the research that are common across the training packages.

Issues identified from the research

The research identified a number of issues, including the following.

• The assessors perceived a considerable level of ambiguity in the competency standards within the training packages. There are two views about this issue: the problem is due to training in assessment or the problem exists in some competency standards. (Ambiguity in this context is used to describe the uncertainty assessors have in accurately interpreting the standard of performance required in the unit of competency.)
• Most assessors working at diploma and advanced diploma level and participating in this research identified a requirement for more assessor skills and experience and the need for more time and resources to complete quality assessments, given the greater complexity associated with assessment at those higher levels.
• There are dimensions of underpinning knowledge, ethics, attitudes, values, creativity, problem solving and relationships that are part of competencies at diploma and advanced diploma levels. These dimensions are more complex than at other levels and therefore require careful management by assessors.
• A sizeable percentage of assessors working at these levels have only the basic assessment training specified and a varying length of assessment experience.
• While many registered training organisations (RTOs) have assessment policies and procedures specifically for these levels, others have limited policies and procedures, preferring to select specific people to assess at these levels and rely on the performance of the individual assessor.
• An estimated 65% of training providers registered for the higher level qualifications in training packages reviewed do not, in fact, deliver training or assessment services for these qualifications.
• Guidance provided in the training package materials about the higher level qualifications is limited and tends to be of a general nature.
• There are differences in approach to diplomas and advanced diplomas between the vocational education and training (VET) and higher education sectors that are recognised in the Australian Qualifications Framework and lead to similarly named qualifications that are based on different sets of requirements. The research identified a number of actions that should be considered in order to improve the quality of assessments at diploma and advanced diploma levels. These include:
  • training and professional development for assessors working at these levels, to equip them with the required skills that have been identified in the research
  • inclusion of additional advice for higher level and more complex assessments within each training package to address its unique issues
  • the state training authorities should review their policies related to the training providers registered for diplomas and advanced diplomas but not delivering training and/or assessment services
  • registered training organisations placing more emphasis on the more complex nature of these qualifications in their policies and procedures; in particular, those related to assessor qualifications and experience, and ongoing quality assurance measures.

The study identified the following skills and knowledge required by assessors working at diploma and advanced diploma levels.

• The skills to develop an assessment approach which is considered holistic or integrated include:
  • development of an assessment plan across a unit or group of units
  • matching and combining evidence of performance
  • development of a diverse range of assessment methods that are inclusive of both the hidden and observable dimensions of performance
  • the ability to formulate an understanding of the dimensions of competency from the standards by networking with others
  • possession of strong negotiation and consulting skills to develop customised assessment procedures to suit the different assessment contexts.

• The knowledge of learning and assessment theory includes an understanding of:
  • alternative learning styles and associated cognitive theory
  • ethics, values and attitudes that may be a component of performance
  • patterns of communication, problem solving and judgement that a practitioner might use in the industry
  • the relationship between underpinning knowledge and performance at higher levels or poor assessments being made
  • the range of contexts from which performance should be sampled.

This study has identified that further research in this area should be undertaken. The following research questions have been identified.

• What changes need to be made to the descriptions within higher level units of competency in order to improve the quality of assessment?
• What are higher level generic competencies and how might they be identified and incorporated within training packages?
• What special features should be included in training and assessment systems to manage the training and assessments of higher level qualifications?
• What risk management strategies should be applied with assessments at higher levels?
• What are appropriate self-assessment and peer assessment systems and methods for use in training packages?
• What measures should be introduced to improve articulation between VET diplomas and advanced diplomas and those accredited by higher education?
• What are the cost advantages/disadvantages of different assessment methods at higher levels?
• How appropriate is the provision of standard assessment instruments at higher levels (given the increased diversity of workplace performance)?
• What is best practice in the measurement of attitudes, ethics and values within higher level qualifications?