FIESTA DE ADONIS 2 Objetivos

Strategies in place to support learners include:

² Information provided informally by workplace assessors; briefing sessions conducted with

candidates prior to assessment events; and formal notification to the candidate by letter regarding assessment information.

² Negotiation of assessment times to ensure reliability and fairness, given that learners work long, physically demanding, shifts; conducting an assessment at the end of the shift, for instance, would not be fair nor result in ‘representative’ performance.

² Support for learners with non-English speaking background language needsand for those with

literacy needs via Workplace English Language and Literacy initiatives.

The support of the workforce for the assessment process grew during the year of Workplace English Language and Literacy funding when most of the workers took part in off-the-job communication skills training.

Through regular interactions with the registered training organisation, trainers using adult learning principles in the delivery of the training, trust has grown and with it a culture of learning in the workplace. Assessment is seen as a natural extension of training and any concerns about sitting exams or failing have been allayed.

Issues for assessment in flexible delivery

The assessment process has undergone several revisions and is in a format that suits both assessors and workers. New assessment tools are being developed as work instructions for each area are reviewed and developed.

The assessment method is holistic with as many units of competency being addressed as are relevant to the job. In all the assessments, the core modules of safety, food safety, communication and quality are incorporated. Separate assessments for the core units have also been developed but only address those aspects of the evidence guide not covered on the job. The holistic approach has significantly reduced the number of assessments in which the worker has to participate.

Flexibility in assessment is achieved by taking into account the timing of assessment (to fit in with worker’s shift patterns and production requirements) and the language skills of the participants (by providing an interpreter where appropriate, or by changing the assessment methods from questions to demonstrations where practicable.)

Strengths of the assessment approach

Inclusiveness is a major strength of this assessment system. From the beginning, there has been a strong emphasis on ensuring that the process is accessible to, and considerate of, all learners. In the registered training organisation consultant’s words:

Flexible delivery and assessment means that you do what is necessary in training or

assessment—in order that everybody and anybody is able to access it. You still want everyone to have the same opportunity whether they’re on site, off site or 10 000 km away. So it means looking at the way you do things to make sure that you are inclusive.

There is a strong understanding that the learners are undertaking a national, competency-based qualification. The concept of competency is well understood and often discussed, particularly in the planning of the whole-of-job assessment approaches (as opposed to the assessment of individual units of competency).

The principle of reliability is supported through professional development of assessors, regular meetings with staff trainers and assessors and quality checks of assessment evidence.

The assessment system for the workplace has been documented to ensure consistency.

Case study 5: Meeting local industry needs

Site Hunter Institute of TAFE NSW

Qualification Certificate III in Boat and Ship Building 11756

Course context or background

The Hunter Institute of TAFE delivers one of only two courses for boat-building apprentices in New South Wales. The program is conducted at a customised open learning skill centre, where facilities support both practical skill development and the acquisition and application of underpinning knowledge. Considerable use is made of resource-based learning and a learner- centred delivery mode.

The delivery model was developed five years ago in response to the need to take account of industry requirements and demands. Extensive consultation with the industry sector was conducted to develop an industry-responsive mode of delivery and assessment.

As one initiative towards flexible delivery, the learning centre conducted a pilot program using online and video-conferencing technologies to deliver its program to apprentices based in seven enterprises in Taree. The course module used for the pilot online program was Hull design calculations.

Features of the flexible delivery include:

² flexible attendance patterns to fit in with workplace needs and ‘production’ demands of the

² choice of learning modules

² choice over the sequence of learning modules within the course.

Delivery arrangements

The program is delivered over three years. There are 30 modules in the course and on completion of the mandatory module, introduction to boat building, learners can be involved in any one of these in a sequence of their choice.

Learners

The learners are either apprentices, seekers of apprenticeships or unqualified shipwrights.

Assessment design and methods

Curriculum developers and teachers at the learning centre designed the assessment for this program when the flexible delivery course was first developed. Considerations at the design stage included the timing of assessment and the weighting given to assessment tasks. Syllabus documents and state curriculum guidelines were used in the development of the assessment. Amendments were made to the design of the previous assessment module to reflect the design of the flexible course material.

The approach to assessment includes considerable input from industry. All assessment is currently conducted at the learning centre, and students negotiate the timing and their readiness for an assessment.

Conducting assessment

Assessment is conducted through:

² observation

² written tests ² drawing tests ² practical workshops

² project work for integrated assessment.

The evidence collected relates directly to the learning outcomes for the course. The teacher and assessors use marking grids and checklists to record evidence.

Learner needs and support

Support for learners includes information about assessment at enrolment and during the

compulsory prerequisite module, introduction to boat building. The program directs learners through the self-paced learning system and sets out the information about assessment, which is included in all the learning.

Issues for assessment in flexible delivery

The time available for practitioners is a constraint. There is a need for dedicated time for assessment development, particularly when a review of the training and assessment methods is being conducted.

The pilot program for online delivery raises a number of learning design issues: in particular, that of making very explicit all the requirements and information the student needs. In one tutor’s words:

There are so many unknowns for the student sitting in front of a computer screen by themselves. You have got to really lay it all out for them.

There is a diversity of trade areas or specialist industry sectors across the employers. In future, considerations for online delivery, on-site workplace assessment will have to be built into the assessment approach and systems.

The boat-building learning centre is set up so apprentices can demonstrate their technical and practical skills. The extent to which workplace performance evidence can be used is yet to be explored; however, learning centre staff recognise that this would need quality assurance processes and involve additional resources and time.

There is a particular interest in the possible use of computerised assessment item banks for the theory components of the course. It is anticipated that this would increase the reliability of assessment, and ultimately provide better support for learners by freeing up marking time. The developers agree, however, that any computerised assessment system must allow assessors to see how a candidate arrives at a solution.

Strengths of the assessment approach

The strengths of the assessment approach are the flexible and responsive system for the learner and their employer, as well as learner involvement in planning timing for assessment, which places more responsibility on the learner (within a supportive environment).