This report explores the beliefs and experiences of new graduates of the certificate IV, with a focus on the graduates' sense of preparedness and confidence in planning, delivering and assessing training, as well as their views on the benefits and limitations of the certificate IV.
This discussion paper arises from a research project investigating the extent to which practitioners believe the Certificate IV Training and Assessment (TAA04) qualification provides an effective foundation for the delivery and assessment of training in the VET environment. This paper focuses on the history of the TAA04 and outlines some of the key issues relating to the quality of delivery. The project is due for completion in late-2010.
Recognition of prior learning has been a longstanding major policy initiative within the education and training landscape. This report provides insights into how people become aware of their recognition options and explores factors that encourage or inhibit access to recognition of prior learning. This may assist practitioners offering recognition of prior learning services to make changes which could enhance the experience for those people wishing to pursue this pathway.
The two-year consortium program, 'Supporting vocational education and training providers in building capability for the future' focused on approaches to help VET providers build their capability. These eight papers include a program overview, key contextual issues of concern to VET stakeholders, as well as the overall findings and key messages of each specific research activity. An MP3 audio interview with Berwyn Clayton and Roger Harris can also be streamed or downloaded from the NCVER website.
Mp3 of interview conducted by Steve Davis with Roger Harris and Berwyn Clayton about their report 'Supporting vocational education and training providers in building capability for the future'.
Vocational education and training (VET) can assist rural communities develop the necessary skills to survive and prosper in changing social and economic environments. This report investigates the implementation of training packages in five rural communities, and the strategies providers, community and industry stakeholders use to achieve positive outcomes. Providers in the rural communities reveal that flexibility is the key to successful training. However, some funding and delivery policies/regulations hinder their efforts. The authors find that policies and incentives that support collaboration will assist training diversity in non-metropolitan Australia.
This report provides a literature review and history of approaches to quality assurance of assessment in the vocational education and training (VET) sector in Australia and overseas. It also examines eight potential models that can be used by individual or groups of assessors within a training organisation. The models include a diagnostic assessment tool, an assessment principles checklist, and guidelines for the development of assessment instruments. The report provides background to the development of the resource kit.
This report highlights the diversity of assessment methods used in flexible delivery modes of teaching across Australia's vocational education and training (VET) sector. While assessment practice is underpinned by training package and course curriculum requirements, other factors influence the methods teachers and assessors choose. These include the availability of qualified workplace assessors, the proximity of students to teachers or assessors, the need to ensure students' work is their own, and the involvement of learners and workplaces in the assessment process. This suggests challenges and opportunities exist for teachers in a competency-based training and assessment system.
Assessing generic skills in a selection of training packages is the focus of this report. Based on case studies, the authors also examine how these skills are understood by trainers and learners. The report contains a comprehensive literature review of assessment of generic skills.
The use and potential of online assessment is investigated in this report. It identifies: *the principles of quality assessment *assessment practices that can be supported with online technologies *methods and tools that work *factors that influence choice and design on online assessment methods. The report is published in two volumes. Volume 1 is the main report and volume 2 contains the appendices and is available in PDF format only.
This volume is a companion to The development of quality online assessment in vocational education and training, Volume 1. The detailed report of the project is contained in volume 1 while volume 2 contains the appendices.
This report provides an outline and discussion of the support needs and services required for students to achieve successful outcomes while studying online. The findings of the report are based on a literature review, surveys and follow-up interviews with students studying online and with teachers/co-ordinators delivering online. The focus of the surveys and interviews is on students' expectations of the services either currently provided or required to be provided to ensure their success.
This resource contains practical material to help assessors maintain the quality of their assessment systems. It includes an overview of how registered training organisations can develop a validation or moderation process, and a range of checklists that assessors can use as part of the assessment review process. Also included is a sample of a code of practice for assessors, guidelines for set-up simulated assessment and gathering evidence, and guidelines for training organisations on documenting partners and collaborative assessment arrangements. The resource is designed as a series of strategies with case study examples and scenarios of how particular RTOs have dealt with assessment issues.