This report identifies what individual learners and industry clients want from vocational education and training (VET) and proposes how these needs can best be met. It also identifies a tension between compliance and creativity which needs to be addressed in quality frameworks at the system level. In addition, providers need to reshape their structures and modify their cultures so they are open to creativity and flexibility but also able to meet compliance requirements. At the practitioner level, ongoing funding for the professional development of staff is needed so they have the time and space to develop innovative strategies for teaching, learning and assessment.
Over the past decade, the Australian vocational education and training (VET) sector has focused on the outcomes of training in terms of qualifications and competencies. Up until this time there had been little information available on the value that employers place on qualifications and how they use them to contribute to the success of their business. This 'at a glance' synthesises recent research, which shows that employers do value qualifications, and see them as having three main benefits: to 'screen' candidates in the recruitment process, to meet compliance requirements, and to provide career development for existing workers. However, VET providers could encourage employers to view qualifications more favourably by linking them to skills required at work and by keeping costs down, especially of the assessment process.
The National Reporting System (NRS) was developed to report the outcomes of English language, literacy and numeracy provision in Australia's vocational education and training and adult and community education sectors, and in labour market programs. Since its introduction, however, the NRS has been used as more than a reporting tool. It has also been used for setting standards and for curricular and assessment purposes. This publication, based on a literature review and interviews, examines the strengths and weaknesses of the NRS and identifies options for more in-depth exploration and development in a full review of the NRS. This scoping study finds there is considerable support for the NRS, but that it needs to be updated.
Communication and other literacy skills are vital to public safety organisations. This report investigates the impact literacy levels may have on the ability of volunteers to meet demands for more formal training and assessment. The role of these organisations to develop the skills of people in rural and remote communities is also considered. The research finds public safety organisations are important sites of adult learning, particularly for men. While the introduction of more formalised training presents opportunities, such as building community capacity, challenges also exist. Strategies to overcome potential barriers include developing training and assessment that relates to local situations, adapting training and assessment materials to suit learners, and including hands-on, practical training where possible.
This report adds to the work on recognition of prior learning (RPL), particularly as it focuses on private registered training providers' RPL processes - how it is practised and the factors that facilitate or impede its implementation. It reports that advantages of RPL can be found in the information gained from students', trainers' and employers' processes of acquiring and assessing recognition. However, the demand on resources - time and funds - are viewed by providers as factors which limit the promotion of RPL and its use by students, particularly those from disadvantaged groups.
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.
This report documents a new approach to assessing problem-solving skills. This approach uses an assessment tool that incorporates problems that participants routinely experience in their courses and in the workplace. Assessment is performance and evidence based. The assessment tool was trialled among students in the Electronics and Information Technology Program at Torrens Valley Institute of TAFE and proved successful as a device for reliably assessing problem-solving ability. An extensive literature review regarding key competencies and the assessment of generic skills is also provided.
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.
Graded assessment in Australian vocational education and training has developed a range of practices.This study examines the current practice for graded assessment and identifies policy issues that need to be addressed. Areas studied include validity, reliability and consistency, associated costs, and cross-sectoral concerns.
This report is based on a survey of vocational education and training students who were studying online, as well as discussions with teachers. It describes what makes for a quality online learning experience and provides suggestions for organisations delivering training online.
This study undertook a comprehensive examination of a sample of auspiced (or partnership) assessment arrangements. It also included a review of national and international literature on partnerships and six case study sites selected for indepth examination, giving a wide variety of models of partnership arrangements. The research found that there are common factors critical to the development and continuation of effective collaborative alliances such as auspiced arrangements. The report also provides guidelines for partnerships in assessment, based on information gathered through the case studies and the literature review.
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.
The financial benefits of gaining a VET qualification are calculated and assessed in this report. Using data from a representative sample of Australian employees, author Chris Ryan compares the wages and after-tax returns for individuals with different qualifications and with different levels of experience and labour market participation.
This report focusses on the implementation of vocational education and training (VET) in schools over the period 1996-1999. The report is comprehensive and provides an overview of school-based VET, historic and international aspects of vocationalism in secondary schooling, policy influences on the implementation of VET in secondary schools in Australia, a statistical description of VET provision in Australian secondary schools, a description of school-level implementation, discussion of cost and resourcing issues and then a suggested blueprint for school-based VET. Part 2 elaborates on the major findings and issues presented in part 1 and is available as a pdf file only.
This study considers the status of validity in the context of the assessment of VET in Australia. The project has involved reviewing the literature, reporting the outcomes of case studies, presenting the key findings and developing a diagnostic tool to guide assessors.
This report summarises the views of Australian apprentices and trainees on their learning and assessment experiences in on- and off-the-job settings. It also examines through some 20 case studies the strengths and weaknesses of the approaches to learning and assessment that are being used today.
This title brings together what is known about workplace learning, examines it critically and proposes directions for future developments in both research and practice. The authors seek to provide frameworks for considering issues and new ways of representing the complexities of the field in an accessible form.
Deals with the pros and cons of 'grading', that is, assessing and reporting levels of performance in competency-based VET. Existing policies and practices are examined in the light of current practices. A must for all those involved in competence-based assessment.
A practical book/manual which focuses on the important components of assessment. It has been written to assist teachers and trainers in VET who are delivering training either in formal institutional settings or in training rooms.