Académique Documents
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Assessor
MTA 2.1
Trainee Manual
Train the Trainer
ASEAN Master
Assessor
MTA 2.1
Trainee Manual
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on Process Refinement
and Training of ASEAN Tourism Master Trainers and Master Assessors.
This publication is supported by the Australian Governments aid program through the ASEAN-Australia
Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2016.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not
responsible for any injury, loss or damage as a result of material included or omitted from this course.
Information in this module is current at the time of publication. Time of publication is indicated in the date
stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and
non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and
Media Library. Some images have been provided by and are the property of William Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
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Train the Trainer ASEAN Master Assessor
Introduction to trainee manual
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Travel Agencies
Tour Operation.
All of these competency standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading Unit
Descriptor. The unit descriptor describes the content of the unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into Elements and
Performance Criteria. An element is a description of one aspect of what has to be achieved
in the workplace. The Performance Criteria below each element details the level of
performance that needs to be demonstrated to be declared competent.
There are other components of the competency standard:
Unit Title: statement about what is to be done in the workplace
Unit Number: unique number identifying the particular competency
Nominal hours: number of classroom or practical hours usually needed to complete the
competency. We call them nominal hours because they can vary e.g. sometimes it will
take an individual less time to complete a unit of competency because he/she has prior
knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
Assessment Matrix. Competency based assessment requires trainees to be assessed in at
least 2 3 different ways, one of which must be practical. This section outlines three ways
assessment can be carried out and includes work projects, written questions and oral
questions. The matrix is designed to show you which performance criteria will be assessed
and how they will be assessed. Your trainer and/or assessor may also use other assessment
methods including Observation Checklist and Third Party Statement. An observation
checklist is a way of recording how you perform at work and a third party statement is a
statement by a supervisor or employer about the degree of competence they believe you
have achieved. This can be based on observing your workplace performance, inspecting
your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:
Journals
Oral presentations
Role plays
Log books
Group projects
Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism and
hospitality.
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Unit descriptor
Unit descriptor
Train the Trainer ASEAN Master Assessor
This unit deals with the skills and knowledge and attitudes to become an ASEAN Master
Assessor and train National Assessors.
Unit Code:
MTA 2.1
Nominal Hours:
105.
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Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written Questions
and Oral Questions
The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates where
you can find the subject content related to these assessment activities in the Trainee Manual
(i.e. under which element or performance criteria). As explained in the Introduction, however,
the assessors are free to choose which assessment activities are most suitable to best
capture evidence of competency as they deem appropriate for individual students.
Written Oral
Projects
Questions Questions
Element 2: Identify the ASEAN Regional Qualifications Framework and Skills Recognition
System
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Written Oral
Projects
Questions Questions
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Glossary
Glossary
Term Explanation
AM Assessor Manual
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Glossary
Term Explanation
EU European Union
FO Front Office
FP Food Production
HK Housekeeping
MA Master Assessor
MT Master Trainer
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Glossary
Term Explanation
TA Travel Agencies
TG Trainer Guide
TM Trainee Manual
TO Tour Operation
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Element 1:
Identify operational context
1.1 Explain background of the ASEAN Mutual
Recognition Arrangement on Tourism
Professionals (MRA-TP)
Introduction
The Mutual Recognition Arrangement (MRA) on Tourism Professionals was adopted by the
ASEAN Tourism Ministers (ATM) in 2009 as a key ASEAN tourism initiative to support the
establishment of the ASEAN Economic Community 2015.
This Handbook provides (p.3) a Rationale for MRA for Tourism Professionals stating:
To ensure growth sustainability and greater contribution to the ASEAN economy, the
ASEAN tourism attractiveness needs to be accompanied by excellent quality of
services provided by the tourism industry within the region. Having high-skilled
tourism workers to deliver high-quality services should become normal practice in
order to guarantee satisfaction of tourists visiting the region. One of the ways to
achieve this goal is through mutual recognition of qualifications of tourism
professionals across Member States.
Stakeholders
The major stakeholders are:
The Australian Government aid agency AusAid who funded the project through the
ASEAN-Australia Development Cooperation Program (AADCP1)
The ten ASEAN Member States Brunei Darussalam, Cambodia, Indonesia, Laos PDR,
Malaysia, Myanmar, the Philippines, Singapore, Thailand, Viet Nam
The ASEAN Secretariat based in Jakarta, Indonesia.
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Funding
The funding for the current and previous ASEAN Tourism Projects has been provided by the
Australian government agency, AusAid, to the ASEAN Secretariat via the ASEAN-Australia
Development Cooperation Program.
Objectives
The Handbook (p. 5) under the heading Purpose of MRA on Tourism Professionals
presents the following:
The ASEAN MRA on Tourism Professionals (MRA-TP) seeks to increase the
international mobility of tourism labour across the ASEAN region in line with ASEAN
policy. Each ASEAN nation has its own standards, certification and regulations for
recognising the competency of workers in the tourism sector. Therefore, there is a
need for an MRA to facilitate agreement on what constitutes equivalent competency
to work in tourism by a worker, for example from Indonesia, who is seeking a position
in Malaysia.
The MRA-TP is therefore designed to:
a) Address the imbalance between supply and demand for tourism jobs across the
ASEAN region; and
b) Establish a mechanism for the free movement of skilled and certified tourism
labour across the ASEAN region.
The objectives of MRA-TP are threefold, to:
a) Facilitate mobility of Tourism Professionals;
b) Encourage exchange of information on best practices in competency-based
education and training for Tourism Professionals; and,
c) Provide opportunities for cooperation and capacity building across ASEAN
Member States.
The ASEAN MRA on Tourism Professionals will provide a mechanism for agreement on the
equivalence of tourism certification procedures and qualifications across ASEAN. When
ASEAN nations mutually recognise each others qualifications this will encourage a free and
open market for tourism labour across the region and boost the competitiveness of the
tourism sector in each ASEAN nation, while at the same time attracting needed talent to
meet local skills shortages. The eligibility to work in a host country will of course be
subjected to prevailing domestic laws and regulations of the host country.
In order for a foreign Tourism Professional to be recognised by other ASEAN Member States
and to be eligible to work in a host country, they will need to possess a valid tourism
competency certificate in a specific tourism job title as specified in the Common ASEAN
Tourism Curriculum (CATC), issued by the Tourism Professional Certification Board (TPCB)
in an ASEAN Member State.
It is important to recognise that while the MRA on Tourism Professionals will be active, the
application and implementation by the various tourism educational and training providers in
each country will be voluntary. This is especially true in terms of quality of instruction,
evaluation and standards of curriculum development.
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The main campus of William Angliss Institute is located in Melbourne, Victoria (Australia)
with training also delivered directly to industry partners through interstate offices,
independent and joint venture campus arrangements in Singapore, Sri Lanka, Malaysia,
Thailand and China, and international consultancy projects around the world.
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Students can move between qualifications, streams and Labour Divisions as their study
progresses and/or as their need alters
Students can enter the Framework at any level they do not have to start at the bottom
and work their way up.
It will provide, ensure and maintain quality assurance across all countries and
educational providers across the ASEAN region.
Developing the 242 Competency Standards of the ACCSTP has enabled stakeholders in the
ASEAN member states to implement tourism training programs which contain the minimum
standards required for participants to undertake a job effectively in the industry.
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As stated above the NTPB has the function of quality control of the education and training
system the Common ASEAN Tourism Curriculum that delivers the qualifications
recognized in the MRA.
The NTPB of each ASEAN Member State shall have the following responsibilities:
Promote, update, maintain, and monitor the ACCSTP and the CATC;
Report its work progress to the ASEAN NTOs, including actions taken on cases
referred to it by the TPCB and/or ATPMC;
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The MRA-TP Handbook (p. 40) presents the following details regarding the TPCB:
Each Member State will establish a Tourism Professional Certification Board (TPCB).
Most will already have an established national qualifications accreditation agency
that would take on the role as TPCB. The TPCB would function in support of the
ATPRS by providing in-country qualification endorsements on existing professional
qualifications by applying the template established by the CATC Regional
Qualifications Framework.
One of the primary functions of the TPCB is to manage the day-to-day operation of
the ATPRS. The TPCB is rooted firmly at the Member County level.
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Competency
The following is contained in the Trainer Guide for all Toolboxes:
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified
knowledge, skills and attitudes relevant to effective
participation, consistently over time and in the
workplace environment.
The essential skills and knowledge are either
identified separately or combined.
Knowledge identifies what a person needs to know
to perform the work in an informed and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or breakdowns
Dealing with the responsibilities of the workplace
Working with others.
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Briefing candidates on requirements for the assessments they are about to undertake
ensuring they are perfectly aware of what they are required to so and fully understand all
parameters and/or criteria and standards (for example: time limits, materials available,
finished product descriptors) which apply
Ensuring the actual assessments reflect:
What the candidates were told to expect
What the candidates were taught by their Trainers.
Using appropriate assessment techniques according to the nature and content of each
Competency Standard to obtain necessary evidence to enable the C or NYC decision
to be made
Applying suitable techniques during assessments to encourage, motivate and support
the candidate
Using clear and appropriate communication skills to provide information to and instruct
candidates, as required, throughout the assessment activities
Providing and organising further/additional opportunities for candidates to be assessed
when their initial assessment resulted in a NYC decision
Liaising with Trainers after a candidate achieves a NYC outcome to assist with
determining extra training which needs to be provided to facilitate a successful
subsequent assessment event
Maintaining assessment records in keeping with internal requirements and such that
they will accurately reflect the outcomes/results achieved by each candidate for every
assessment item/activity for each Competency Standard assessed.
Reviewing personal assessment performance and
finalising documentation in terms of:
Reflecting upon personal performance in
planning for and conducing assessments
Documenting strategies for improvement to
assessments
Maintaining, storing and securing candidate
outcomes, results and records according to
organisational and legal requirements.
Growing personal assessment expertise through further training and by engaging with
new and varied assessment experiences.
Roles and responsibilities of Master Assessor
The score/rating participants receive on completion of Master Trainer and Master Assessor
training will determine to a large extent their roles and responsibilities.
The primary role of the Master Assessor training is to give participants the knowledge, skills
and attitudes required to successfully deliver training on how to use the Toolboxes to
conduct vocational assessments to other teachers and educators in their respective
countries and in the other ASEAN Member States.
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In order to fulfil their primary role Master Assessors are required to:
Promote the ASEAN Toolboxes project and their use
Assist with selection of candidates for undertaking the program
Train Master Assessor candidates in the use of ASEAN Toolboxes to conduct
assessments and to become Master Assessors in their own right applying all the
issues identified under roles and responsibilities of assessors (immediately above)
Monitor the progress of the Program and the participants
Provide assistance to other Assessors and Master Assessors on an ongoing basis
Give feedback to relevant personnel and bodies regarding progress, implementation,
problems and opportunities and potential for extending and improving the project.
Evaluation and rating of Master Trainers and Master Assessors
On completion of Master Trainer and Master Assessor
training participants will be rated into one of four
Levels (as described below) based essentially on their:
Attitude
Aptitude
Vocational knowledge
Vocational experience
Ability to train
Communicative competence (including English language ability)
Knowledge of CBT/CBA
Knowledge of CATC, MRA
Knowledge of specialist or common core toolboxes
Personal characteristics.
Scoring/rating system
Participants will be scored out of a maximum score of 30 points, as follows:
Level 1: (25 30) Outstanding Master Trainer and/or Assessor
This Master Trainer or Master Assessor has demonstrated:
In-depth understanding of the background to vocational
training in the ASEAN context, the MRA and the toolbox
project
In-depth understanding of the structure, purpose and
application of CBT/CBA
In-depth understanding of the ASEAN context and the MRA
A high level of English language (listening, speaking,
reading, writing)
Ability to train trainers and/or assessors nationally
Ability to train trainers and/or assessors in other AMS.
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Grading tool
The following (subject to change/development as deemed appropriate) will be used to guide
rating of participants:
Degree of competency
Competency Scoring system
1= low 5= high
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
1.1 Prepare and present a 15 minute verbal presentation which identifies the context for
the Master Trainer program.
Presentation may be made live to assessor or recorded for playback.
Presentation must address all of the following:
Explanation of the background of MRA-TP
Identification and description of the elements of MRA-TP
Definition and explanation of Competency Based Training and Assessment
Overview of the key points of the role of ASEAN assessors and their
relationship with trainers.
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Summary
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Element 2:
Identify the ASEAN Regional
Qualifications Framework and Skills
Recognition System
2.1 Identify Qualifications available under the
ASEAN Regional Qualifications Framework and
Skills Recognition System
Introduction
There are 52 qualifications available under the ASEAN Regional Qualifications Framework
and Skills Recognition System across the six Labour Divisions.
This section identifies all Qualifications provided under the Qualifications Framework across
all Labour Divisions from Certificate II to Advanced Diploma levels and gives and brief
explanation of the context for each certification level.
Overview of qualifications
The following table provides an overview of the qualifications currently provided for under the
Framework matched against Labour Divisions please note these qualifications were
correct at the time of writing but are subject to change as the Project is implemented:
Food Production 2 3 3 1 1 10
Front Office 1 1 1 1 1 5
Housekeeping 1 1 1 1 1 5
Tour Operation 2 3 4 2 1 12
Travel Agencies 3 3 3 1 1 11
Total 52
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Qualification names
This presents approved and endorsed titles for each of the qualifications:
Food and beverage service qualifications:
Advanced Diploma of Food and Beverage Service (Management)
Diploma of Food and Beverage Service (Supervision and Administration)
Certificate IV in Food and Beverage Service (Waiting)
Certificate IV in Food and Beverage Service
(Supervision)
Certificate IV in Food and Beverage Service (Beverages)
Certificate III in Food and Beverage Service (Waiting)
Certificate III in Food and Beverage Service (Beverages)
Certificate II in Food and Beverage Service (Waiting)
Certificate II in Food and Beverage Service (Beverages).
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Students are free to select the Functional competencies they want to comprise their
qualification providing:
They are within the nominated Clusters
Training providers are willing and able to deliver them.
In-keeping with CBT principles qualifications are not time-based a legitimate
qualification of the same type may be of different lengths depending on:
Individual students and/or their needs or preferences for studying
Delivery methods and timetables of training providers.
It is possible each qualification of the same type will consist of different
Units/competencies to reflect:
Individual need/preferences and proposed work career path
Industry/employer need
Local need/demand.
Clusters
Clusters form the basis of determining which Competency Standards can be used when
applying the Packaging Rules to create a qualification which meets the needs of the
individual student and aligns with the requirements of the Qualifications Framework.
Each of the 242 Units has been allocated into one or more Clusters within three Competency
Standards Menus.
Where a Competency Standard has more than one Unit Number this means it has been
listed in more than one Cluster.
HOTEL SERVICES (RESTAURANT SERVICES)
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CLUSTER 4 PATISSERIE
D1.HPA.CL4.01 Manage and operate a coffee shop
D1.HPA.CL4.02 Prepare and display petits fours
D1.HPA.CL4.03 Prepare and display sugar work
D1.HPA.CL4.04 Prepare and model marzipan
D1.HPA.CL4.05 Prepare chocolate and produce chocolate products
D1.HPA.CL4.06 Present desserts
D1.HPA.CL4.07 Prepare and present gateaux, torten and cakes
D1.HPA.CL4.08 Prepare and produce cakes and pastries
D1.HPA.CL4.09 Prepare and produce yeast goods
D1.HPA.CL4.10 Prepare bakery products for patisserie
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CLUSTER 3 HOUSEKEEPING
D1.HHK.CL3.01 Provide housekeeping services to guests
D1.HHK.CL3.02 Clean public areas, facilities and equipment
D1.HHK.CL3.03 Clean and prepare rooms for in-coming guests
D1.HHK.CL3.04 Maintain and operate an industrial laundry
D1.HHK.CL3.05 Launder linen and guests clothes
D1.HHK.CL3.06 Provide valet services to guests
D1.HHK.CL3.07 Clean and maintain industrial work area and equipment
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TRAVEL SERVICES
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Packaging Rules
A selection of Packaging Rules is provided below to illustrate what they look like, what they
contain and how they grow as the qualification level increases. The full suite of Packaging
Rules can be found at www.ATPRS.org.
Note: the Packaging Rules provided below were correct at the time of writing but are always
subject to change by Authorities.
Packaging Rules Food and Beverage Service
Certificate II in Food and Beverage Service (Waiting) - Incorporating Certificate I
Core and Generic Competencies
D1.HRS.CL1.04 Communicate on the telephone
D1.HRS.CL1.05 Comply with workplace hygiene procedures
D1.HRS.CL1.06 Develop and update local knowledge
D1.HRS.CL1.07 Implement occupational health and safety procedures
D1.HRS.CL1.08 Maintain hospitality industry knowledge
D1.HRS.CL1.12 Perform basic First Aid procedures
D1.HRS.CL1.14 Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.17 Converse in English at a basic operational level
D1.HRS.CL1.18 Work effectively with colleagues and customers
D1.HRS.CL1.19 Work in a socially diverse environment
D1.HRS.CL1.20 Perform child protection duties relevant to the tourism industry
D1.HBS.CL5.09 Provide a link between kitchen and service area
D1.HBS.CL5.12 Provide food and beverage services
Functional Competencies
In addition to the above Core and Generic Competencies, ten (10) competencies from
the Hotel Services (Restaurant Services) Competency Standards Menu with at least
eight (8) from the following Clusters:
Common Core Competencies
Food and Beverage Service
Financial Administration
And
At least two (2) competencies from the Cluster:
English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title,
local industry requirements and the Certificate level.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
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Summary
Identify the ASEAN Regional Qualifications Framework and Skills Recognition
System
When identifying the ASEAN Regional Qualifications Framework and Skills recognition System:
Be aware of the Clusters which relate to various Standards Menus within the Labour Divisions
Recognise the 52 qualifications and various streams provided for across the six Labour Divisions
Know how to access and use the Packaging Rules which govern the creation of qualifications.
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Element 3:
Identify ASEAN toolbox resources
3.1 Name Labour Divisions to which ASEAN
toolboxes apply
Introduction
The Project to develop Toolboxes was tightly focussed on identified industry need deemed
important to all ASEAN Member States.
This very brief section names the Labour Divisions to which the ASEAN Toolboxes apply.
Labour Divisions
Project development and consultation was based on a suite of Competency Standards that
were provided to the project as the building blocks for the final product.
Competency Standards were provided for:
Hotel Services Restaurant Services
Hotel Services Front Office and Housekeeping
Travel Travel and Tour Services.
The proposed Curriculum Framework was required to be structured across six Labour
Divisions:
Food Production
Food and Beverage Service
Front Office
Housekeeping
Tour Operation
Travel Agencies.
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Front Office
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Bookings and reservations management
Night audit
Business and staff management
English language.
Housekeeping
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Room preparation, service and cleaning
Valet
Laundry
Security
Business and staff management
English language.
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Tour Operation
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Bookings/reservations and information
management
Tour guiding and conducting tours
Driving and vehicle maintenance and repairs
Camping and on-tour catering
Security and risk management
Sensitivity and respect for local cultures
Business and staff management
English language.
Travel Agencies
This Labour Division addresses competencies relating to:
Product knowledge
Workplace health and safety
First aid
Customer relations and service
Communication skills
Processing bookings/reservations
Billing and settlement plans
Information management
Domestic and international ticketing
Marketing and sales
Business and staff management
English language.
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List of Units
A total of 242 Toolboxes (plus one for Master Trainer and one for Master Assessor, and one
for National Trainer and one for National Assessor) have been developed.
The list below shows:
Names of each Unit
The Labour Divisions to which each Unit applies:
FP = Food Production
FB = Food and Beverage Service
FO = Front Office
HK = Housekeeping
TA = Travel Agencies
TO = Tour Operation.
The list (and all resources) can be accessed through www.ATPRS.org.
UNIT NAME FP FB FO HK TA TO
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Competency Standard
Competency is a combination of the skill, knowledge and attitude required to perform a task
or job to the standard expected in the workplace.
If a person can do a job to the required standard they are deemed to be competent.
By an individual enterprise
By an industry
By government.
Endorsed Competency Standards form the basis which underpins all Competency Based
Training and Assessment that is, all activities undertaken by the Trainer and Assessor
must refer back to and relate directly to the relevant Competency Standard.
Competency Based Training and Assessment are processes that focus on the transfer and
validation of the competency standard.
Job design
Job descriptions
Performance appraisal
Selection criteria
Career path development
Identification of training needs
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Are written in a format which has been endorsed by representatives from all ASEAN
Member States
Have been reviewed by, revised as necessary, and endorsed by all ASEAN Member
States
Provide the basis for the delivery and assessment of all Units under the Qualifications
Framework
Contain information and detail to help users (students, employers training providers)
select Units under Packaging Rules to create a qualification
Are all presented using the same structure
Can be located at www.ATPRS.org.
Elements of Competency Standards
All Competency Standards comprise:
Unit Title
Unit Number
Nominal Hours
Unit Descriptor
Elements
Performance Criteria
Unit Variables
Assessment Guide
Linkages to other Units
Critical Aspects of Assessment
Context of Assessment
Resource Implications
Assessment Methods
Key Competencies for the Unit.
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Unit Title
The Unit Title is the name of the competency.
It is written in such a way it indicates the general content of the competency.
The titles for all Units begin with a verb to reflect the nature of competency based training.
It is a statement about what is to be done in workplace.
There is no standard length for Unit titles they may be short or long: length of the title
bears no relationship to complexity of the Unit or Nominal Hours for the Unit.
Unit Number
Every Unit has an identifying number.
Where a Unit is allocated to more than one Labour Division it will have more than one Unit
Number which will change to reflect its location in the various Clusters.
Each Unit Title comprises four parts:
D1 refers to all the Units in the Hotel Services classifications
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The CL number refers to the Cluster Number the Unit is listed under. Every Cluster has a
number under each individual Competency Standards Menu.
The final two-digit number indicates the position of the Unit within the Cluster.
Nominal Hours
This figure represents indicative time required to deliver and assess the Unit.
It is not mandatory: CBT is not time-based.
A Unit may be delivered in less time than shown as the Nominal Hours, or in more time.
Primary uses of the Nominal Hours figure are:
As the basis for allocating funding which may be based, for example, on the number of
face-to-face or contact hours per Unit
To assist with rostering of staff
To enable scheduling/time-tabling of classes.
The time for each Unit was calculated based on:
Amount of content
Complexity of the Unit
Time allocated to similar Units under other vocational training Frameworks
Advice of experienced trainers and assessors who have delivered and assessed similar
Units.
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Unit Descriptor
This section provides a brief description Unit giving insight into context and content.
This section of the Competency Standard is often used by training providers to describe
Units they offer in:
Media advertisements they create to promote their courses
Internal Student Handbooks or other internal course promotional materials/brochures.
Elements
All Competency Standards comprise a number of
Elements.
There is no fixed, set or required number of Elements
per Unit.
There is always more than one and three to five is a
common range.
They identify and describe:
The key tasks or activities which make up the Competency
The major building blocks of the Competency
A sequential approach to the required tasks.
Performance Criteria
All Elements comprise a number of Performance Criteria.
There is no fixed, set or required number of Performance Criteria per Element.
There is always more than one and five to eight is a common range.
They are sub-sets of an Element and prescribe action needed for competency in the
Element.
Parts of the Performance Criteria may be written in italics meaning this part is addressed
under the Unit Variables section (see below) of the Competency Standard.
Unit Variables
This section of the Competency Standard:
Provides advice to interpret the scope and context of the Unit of competence, allowing
for differences between enterprises and workplaces
Relates to the Unit as a whole and facilitates holistic assessment
Identifies the Labour Division/s to which the Unit applies
Gives detail of and presents key points relating to italicised parts of Performance Criteria
which the Trainer should cover when training delivery takes place.
Assessment Guide
This aspect of the Competency Standard lists the skills and knowledge which must be
assessed as part of this Unit.
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Assessor Manual
Every Unit has an Assessor Manual.
The Assessor Manual:
Is intended for use only by the Assessor and not intended for release to students
Should be used by Assessors when planning and
preparing assessment
May be released to Trainers to support the positive
relationship which should exist between Assessors
and Trainers
Should be given to Assessors by the Training
Provider when they are allocated a Unit to assess
Is available at www.ATPRS.org
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Be supported by the Assessor in their efforts and with any questions or difficulties they
may have.
Space exists on the Third Party Statement to:
Enter student name and name of authorised/approved Third Party
Contact number for the Third Party to facilitate contact by the Assessor if there is a
query or of follow-up information is required
Indicate the relationship between the candidate the Third party competing the Statement
Room for them to indicate their opinion (Yes, No, Not Sure) regarding the competency
of the candidate for the Elements and Performance Criteria in many cases
Performance Criteria have been combined in this document to make it easier and
quicker for workplace Third Party personnel to compete the form
Space for the Third Party to provide more detailed/written feedback regarding candidate
performance if the Third Party wishes to do so
Space for the Third Party to sign to authenticate the document/their contributions.
A section titled Specifications for Third Party Statement is contained at the start of every
Assessor Manual.
Competency Recording Sheet
The final document in the assessor manual is the Competency Recording Sheet.
One Competency Recording Sheet needs to be prepared by the
Assessor for every candidate for every Unit.
This document:
Is provided in the same format for all Competencies
Provides a central location for the evidence captured during
assessments to be recorded
Is the main reference point for making the final Pass
Competent/Not yet Competent decision
Contains room to enter:
Student and Assessor name
Dates assessment commenced and was completed
Follow-up action required by student in the event they initially failed to achieve
competency
Observations made by the Assessor about the candidate and/or the assessment
process if deemed necessary/appropriate
Indication of the types of assessment used to capture evidence on a Performance
Criteria-by- Performance Criteria basis
Signatures (with dates) of:
Assessor to authenticate the document
Candidate to verify their assessment has been given to and explained to them.
A section titled Instructions for Recording Competency is contained at the start of every
Assessor Manual.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
Identifies the Labour Divisions to which the CATC applies and gives an overview of
the nature of the competencies provided for under each Labour Division
Explains how a new Assessor can identify/access the names of all the competency
standards under the CATC giving several examples of titles of competency
standards which exist.
3.2 Select one competency standard under the ASEAN Qualifications Framework/CATC
and for that unit/toolbox:
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Element 4:
Implement assessment of an ASEAN
Competency Standard
4.1 Detail competency standard assessment
requirements
Introduction
It is essential for all Assessors to have a sound understand of competency standard
assessment requirements.
This section adds to previous information presented in section 1.3 on competency based
assessment.
Principles of CBA
CBA operates under the following principles:
Fairness assessment:
Must be equitable to all groups of learners
Procedure and criteria must be made clear to all learners before
Must be mutually developed
Must be able to be challenged.
Reasonable Adjustment this requires:
Measures or actions taken to provide a student with a disability the same educational
opportunities as everyone else.
Reasonable adjustments must be appropriate for the person and must not create
undue hardship.
Reliability meaning assessment:
Must be consistent
Techniques must be consistent in the results they give
Must be regularly reviewed to ensure all assessors are making decisions in a
consistent manner.
Flexibility - assessment:
Must provide for the recognition of knowledge and skills regardless of how they have
been acquired
Must be made accessible to learners through a variety of delivery modes.
Validity - assessment:
Must assess the range of skills and knowledge needed to demonstrate competency
Be based on evidence drawn from a number of occasions.
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Types of assessment
Assessment under the CATC training system is quite different from the formal examinations
and tests most people remember from their school days.
Evidence is gathered to demonstrate competence
in the skills and knowledge required by the units
of competency.
There are five types of assessment to consider:
Diagnostic undertaken before learning takes
place to evaluate/determine (diagnose) level
of learner and to help identify their training
needs. Includes actions such as TNAs and
trade tests
Formative ongoing assessment throughout the period of practice/learning
Summative assessment of performance which occurs at the end of the period of
practice/learning
Holistic an assessment approach that covers, in an integrated way, multiple elements
and/or units from the Competency Standards.
Managing Knowledge
Attitude
the
Work Skill
flow
Transfer
Problem Solving
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RPL
RPL stands for Recognition of Prior Learning.
RPL is the process that gives current industry professionals who do not have a formal
qualification, the opportunity to benchmark their skills and experience against the standards
set out in each Competency Standard.
This process is a learning and assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
RPL acknowledges skills and knowledge can be acquired in a variety of ways other than via
formal training and gives applicants for RPL a chance to have their skills and knowledge
formally accepted and acknowledged regardless of how they were obtained.
Successful application for RPL will give a person advanced standing towards Qualifications
they are seeking to attain.
Evidence rules
Evidence/proof which is captured and used as the basis for
making the Pass Competent/Not Yet Competent decision
must conform to the following rules it must be:
Valid that is, the evidence must:
Assess only the Elements and Performance Criteria of
the competency
Reflect only the skills knowledge and context of the
competency
Reflect demonstration and application of the standard
Reflect the Qualification level being assessed.
Sufficient that is, the evidence must:
Be enough to enable the Pass Competent/Not Yet Competent decision to be made
Be demonstrated over a period of time
Cover all aspects of the competency.
Authentic that is, the evidence must:
Be the trainees own work
Be able to be verified as genuine.
Current that is, the evidence must:
Reflect candidate ability at this point in time
Demonstrate current skills and knowledge used in the workplace
Reflect skills and knowledge which comply with current standards.
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Types of evidence
Evidence may be seen as being:
Direct evidence this is evidence/proof gained through first-hand observation by the
Assessor
Indirect evidence this is evidence/proof obtained through other assessment activities
such as role plays, projects, assignments simulations, and third party reports
Supplementary evidence this is evidence/proof gathered (such as through third party
questions both oral and written) where additional information is required to make the
Pass Competent/Not Yet Competent decision.
Assessment methods
There are a variety of assessment methods to choose from. The assessment methods
selected:
Must enable the required evidence to be generated and captured to support or enable
the Pass Competent/Not Yet Competent decision to be made
Must combine to collect sufficient evidence the candidate can perform the action/s
required to the required standard
Refers to what the candidate will be doing to demonstrate competency
Will be entered into the Assessment Matrix against the relevant content
Will dictate the assessment tool/instrument to be used in the assessment process.
Examples of assessment methods
Practical skills assessed through the following:
Real work observation, using:
Checklists
Projects
Project teams
On-the-job practical tasks.
Simulated work/demonstrations observation, using:
Checklists
Projects
Assignments
Role Plays.
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ASSESSMENT MATRIX
Method of Assessment for:
Unit Name: _____________________________
Student:________________________________
Element
Performance
Criteria 1.1
Performance
Criteria 1.2
Performance
Criteria 1.3
Performance
Criteria 1.4
Performance
Criteria 1.5
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Competent performance
Competent performance comprises five key elements:
Task skills which relates to performing at an acceptable level of skills.
For example, in a Front Office situation it can refer to all the tasks which have to be
undertaken to handle a reservation.
Task management skills which relates to managing a range of different tasks.
For example, in the Front Office situation it can refer to
answering a phone which is ringing, while dealing face-to-
face with a guest and checking someone in.
Contingency management skills which refers to
responding appropriately when things go wrong.
For example, in the Front Office situation it looks at being
able to handle/deal with a situation where there is a
double booking for the same room.
Job/role environment skills involving fulfilling the
responsibilities and expectations of the workplace.
For example, in the Front Office situation it may include coordinating with other staff to
ensure rooms are ready to sell.
Transfer skills which look at passing on knowledge, skills and attitudes to others.
In the Front Office this can include teaching a new staff member how to operate the
reservation system for the property.
Hospitality and Tourism performance considerations
In the industry there are five key considerations to take into account when assessing
competent performance that is, has the task been performed:
In a hygienic manner?
Safely?
With due regard to customer courtesy?
In a logical and appropriate manner?
Can the individual respond appropriately when a mistake is made?
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Rationale
There is a need to do this in order to:
Find out exactly what the Unit is about learn about the details and content contained in
the Competency Standard
Become familiar with all relevant assessment-related requirements for the Competency
Standard as listed in the Standard
Make sure a copy of the Competency Standard is at hand to refer to throughout the
planning process
Ensure all aspects of the Competency Standard are assessed as required
Determine whether or not any assessments can be grouped together to save time and
money and make the process more efficient.
Keys to the review process
Essential activities include:
Obtain a:
Soft copy of the Competency Standard which can
be obtained from:
Hard copy it is always good to have a paper-
based copy to refer to.
Copies can be obtained from:
The Assessor Manual
The Trainer Guide
www.ATPRS.org
The training provider.
Read the document:
Allocate sufficient time to do this free from interruptions
Take notes of things which come to mind as the document is read:
Questions/issues which need to be followed up/clarified
Thoughts which immediately come to mind regarding possible assessment
techniques/methods/options
Possibilities for locations/venues for undertaking assessment
Ideas which occur in relation to timing of assessments.
Re-read it something more will always be gained from a second and third reading
Take the time to:
Note the correct name of the Unit/Competency Standard
Record the Unit Number/s
These will be needed for completion of assessment records
as well as (possibly) for internal reporting requirements.
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Spend some time looking at the detail provided under Unit Variables to:
Gain appreciation for how they align with Performance Criteria and Elements.
Pay special attention to requirements and suggestions listed under:
Assessment Guide
Critical Aspects of Assessment
Context of Assessment
Assessment Methods.
Contents
The following is a brief overview of the generic contents of a Competency Standard:
Unit Title: Statement about what is to be done in workplace
Unit Number: Unique number identifying the competency
Unit Descriptor: General information describing the competency
Element: What has to be achieved (there are often several)
Performance Criteria: Level of performance to be demonstrated for each element within
the unit of competency
Unit Variables: A guide to different situations and the context in which the performance
criteria applies in the workplace
Assessment Guide: Specifies the skills and knowledge required to be competent in the
unit
Linkage to other units: Identifies other units which have relevance to the unit
Critical aspects of assessment: Summary of the assessment outcome
Context of Assessment: Defines the where, how and what of assessment
Resource implications: General advice regarding the resources
needed to deliver training (and hence to conduct assessment)
Assessment methods: Suggestions as to how assessment may
be conducted
Key Competencies: Gives type and level of key competencies
needed to perform the competency. In some standards this
information is listed separately.
Keys/questions to answer as a result of reviewing the Competency Standard
As an Assessor it is important information/answers to all the
following are understood as they form the basis of necessary
preparation activities underpinning the planning for assessments:
What is a description of the work activity/duty?
What does the work involve?
What are the parts that make up this duty?
How is performance of this work measured?
What are the conditions under which the work is performed?
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What are the skills and knowledge needed to perform this work activity?
What evidence is needed to prove the work has been performed as required?
Where and/or when should evidence of competency be gathered?
What resources are required to gather the evidence?
Follow-up
When the review has taken place it is essential to:
Talk to the Training Provider:
About their expectations relating to assessments
About budgets for assessment for materials/consumables
Regarding time allocations for preparing, conducting and post-assessment
activities
To identify any requirements or preferences for where assessments need to be
conducted
To determine any requirements or preferences for the timing and/or duration of
assessments
So they can provide names and contact details of relevant Trainers and
other/previous Assessors
To identify if there are any existing assessment resources/materials available.
Meet with:
The Trainer/s for the Unit to:
Initiate the necessary relationship
Exchange contact details
Learn about content to be delivered
Share and exchange ideas about assessment.
Previous Assessors to:
Talk to them
Learn from their experience
Obtain tips and advice
Obtain resources and materials which can be used.
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Assessment tools
To collect evidence assessment tools will need to be used.
These tools are used to collect and interpret evidence of competence
Assessment tools can be used in combination or by themselves provided that they test,
measure the competency.
Assessment tools will reflect the nature of the assessment method/s to be used for
example:
If doing an Interview a Questionnaire might be used
If conducting an observation of learner actions, a Checklist could be used
If watching a demonstration, a Checklist would be suitable
If asking Oral Questions a sheet listing the questions and able to capture answers would
be used.
Toolbox assessment tools
All Toolboxes contain:
Oral questions
Written Questions
Work projects
Observation checklists
Third party statements.
There is no compulsion to use any or all of the above assessment tools.
Developing simple assessment tools
The following are important considerations when developing alternate simple assessment
tools to use:
The format can vary to suit individual (Assessor, candidate, Competency Standard)
requirements
It is critical the tool reflects authentic workplace activities or relevant current knowledge
The tool should include instructions for the trainee
The tool should Include how the assessment is to be conducted and recorded
Assessment Criteria should be developed
Model answers should be provided.
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Ways to communicate
The following are all acceptable ways of notifying relevant others regarding final assessment
arrangements:
Meeting face-to face at scheduled meetings
Using hard copy advice/notification
Using emails.
Information to be communicated
These notifications need to address:
Names of candidates to be assessed
Details of the Competency Standard to be
assessed including details of:
Elements and/or Performance Criteria as appropriate
Other Competency Standards to be assessed/co-assessed at the same time
Assessment venue, date and time
Expected duration of assessment.
Identification of materials/items candidates are required to bring with them
Description and details of the assessment method/task
Explanation of relevant conditions and criteria which will form the basis of the
assessment.
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Valid
Sufficient
Authentic
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Current.
Assessment under the CATC training system is quite different from the formal examinations
and tests most people remember from their school days.
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Observation Checklist
The Observation Checklist is provided for Assessors (only) to
record observations of actual candidate performance of the
required competencies for the Unit as described by the
Competency Standard.
The document is used to capture evidence of practical
competency which is used to help make the Pass
Competent/Not Yet Competent decision.
In relation to this document:
Name of student and Assessor must be entered
Location/venue where observation occurred must be entered
Dates on which observations occurred must be entered multiple observations are
required to ensure consistency of competency
The Elements and Performance Criteria for the Competency Standard are reproduced
on the form to facilitate and focus the observation
Space is provided to assist in recording evidence
Space is provided to enable feedback
Space is provided for both Assessor and student to sign the document:
The Assessor signs to authenticate the observations
The student signs to acknowledge they have received the feedback as a result of the
observations.
A section titled Specifications for Observation Checklist is contained at the start every
Assessor Manual.
Third Party Statement
This form is provided for distribution to a designated and appropriate person in a workplace
who will use the document to provide evidence which can be used by an Assessor as part of
the evidence they use to make the Pass Competent/Not Yet Competent decision.
An appropriate person could be a supervisor, manager, business owner or other suitable
senior/experienced person in the workplace.
The appropriate person must:
Agree to provide the required information
Have the requirements of completing the Third Party
Statement explained to them
Be supported by the Assessor in their efforts and with any
questions or difficulties they may have.
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RPL can fast track applicants through competencies quickly so they can concentrate on
gaining new skills in other areas avoiding the need to repeat undertaking training for things
they already know/can do.
As part of the assessment the following may be taken into account:
Work-related training courses
On-the-job skills and work experience
Volunteer and community work
A combination of all of the above.
A cost may apply to RPL applications to cover the cost of time involved in completing the
assessment process.
For RPL to be a useful and/or successful means of assessment/assessment option it needs
to be effectively promoted to students and costs associated with it need to be controlled so
they are kept at affordable rates.
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If necessary, discuss further evidence required and negotiate when and how this is to
be obtained
Inform the candidate of the decision with reference to the evidence which is available
and gain their agreement or note their comments regarding the decision
Discuss gaps in relation to the NYC decision discussing possible training solutions to
address these gaps
Arrange a training plan to reflect the agreed/required training
Review the assessment process with the candidate
Ask for feedback from the candidate about issues such as:
Types of assessment methods used
Timing of and venues for the assessment activities
Role of the Trainer and the Assessor
Any topics deemed relevant by the candidate.
Close on a positive note which can entail:
Mentioning the good work they have demonstrated
Encouraging them in their future endeavours
Advising of the action the assessor will take after the meeting to facilitate/enable the
decisions agreed on
Thanking the candidate for their attendance.
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A section titled Instructions for Recording Competency is contained at the start every
Assessor Manual.
Internal and/or external documentation
The Training Provider may require completion of internal reports which can ask the Assessor
to provide:
Numbers of candidates assessed
Names of the Competency Standards and Qualifications involved
Names of candidates
Outcomes of the assessments
Details of issues/problems encountered as part of the
assessment procedures
Suggestions to enhance/improve the assessment
process such as:
Topics for investigation
Recommendations for additional/different resources and/or support.
Details of resources used which can relate to:
Time needed by the Assessor for the assessment process (planning, conduct and
post- assessment activities)
Budget/s
Consumables.
Attendance rolls
In some cases there may be a need for the Assessor to complete an internal Attendance
Roll showing attendances and/or absences of candidates in relation to scheduled
assessment sessions.
Possible external requirements
External authorities, agencies and/or employers can also require Assessors to provide
information.
The information they require will be similar to the details
identified above with employers often making
enquiries/asking about:
The attitude, motivation, behaviour of their staff who are
engaged with the training/assessment
Trainer and Assessor input regarding the suitability of
certain employees for things such as:
Ongoing work for example, converting staff from casual to full-time or converting a
staff member from probationary to permanent
Promotion to different roles and responsibilities.
Attendance in terms of attending for training and for assessments.
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Processing of documents
Completed records may need to be:
Filed for future reference
Shared with others Trainers, other Assessors, administrators, nominated others
Forwarded to a designated person or department for their use or processing.
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Did the Assessor communicate well with candidates and advise them suitable regarding
all relevant elements of the assessment process?
Did the Assessor create a safe and positive assessment environment for the
assessments which encouraged and supported candidate work?
Was the Assessor fair, approachable, honest and respectful when dealing with
candidates? Or was the Assessor biased, vindictive or prejudiced in the way they
handled the assessment of and/or dealings with certain candidates?
Was the Assessor professional in their approach in terms of:
Did they set up and prepare properly for each assessment?
Was sufficient time allocated to planning for assessments?
Did they use professional language when interacting with candidates?
Was their personal presentation and appearance appropriate and professional?
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Where outcomes and findings need to be communicated the traditional ways of doing this
are:
Writing/publishing a report and disseminating among peers
Talking about the evaluation at staff and management meetings
Holding information sessions for groups of Assessors in which:
The methodology of the evaluation are described
Outcomes/findings are explained
Lessons learned as they will/might apply to practice are shared.
Conducting small group or one-on-one sessions with interested parties who have a
special interest in the findings or who have expressed interest in learning more and/or
applying what has been learned.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
4.1 For a given ASEAN CATC Toolbox Competency, using provided templates, compile a
Master Assessor Assessment Portfolio to include:
4.2 For the Competency used as the basis for Work Project 4.1 evaluate the assessment
and provide evidence you have:
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Implement assessment of an ASEAN Competency Standard
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Barriers to learning
All training/learning situations may be impacted by barriers to learning.
Common barriers which need to be taken into account include:
The Trainer:
Trainer attitude is critical when delivering National Assessor training it is important
to be:
Positive
Approachable
Supportive
Open
Honest
Unbiased and unprejudiced.
Trainers must also be properly prepared:
Preparation for training is like an iceberg people only see the third above the
waterline, the other two thirds are below the water line
Lack of adequate planning and preparation by the Trainer is one of the biggest
barriers to learning.
The training environment:
The place where National Assessor training occurs must be appropriate
The venue must be appropriately equipped
Lighting must be adequate
Temperature must be comfortable
Distractions must be eliminated or minimised
The National Assessors:
Must have the necessary English language and
literacy skills and suitable numeracy skills
Must be ready, willing and motivated to learn
Needs to attend when required.
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Role plays
Involve acting out a situation
They are a great learning tool for training where there is interaction between people
Role plays can be structured and non-structured
Observers are often provided (by the Trainer) with checklists to help provide constructive
feedback on the exchange/s and interaction/s
A debrief should be held to highlight the learning points of the role play.
Group discussion
This is a conversation between learners around a
set topic or issue
Learners discuss and record the groups
thoughts and answers to questions asked
Group may have a recorder and a
spokesperson
Good for increasing understanding of content
and concepts
Trainer needs to take care to ensure the activity involves all persons and is not
dominated by some or excludes others.
Questioning
Questions may be:
Asked by the Trainer a good Trainer asks more
questions than their learners
Asked by learners of the Trainer and of each other
Oral or written
Planned and structured to probe understanding of
identified issues and content
Used for clarification, understanding and assessment.
Techniques in effective questioning:
Ask the correct question
Ask the question correctly:
Put the question to the whole group
Pause
Nominate someone to answer
Pause
Respond warmly and encouragingly, or
Redirect the question.
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Learners
Learners may influence training parameters with reference to their:
Previous levels of skills, knowledge and experience
Preferences for learning
Individual differences and special needs training requirements
Availability to attend training (and assessment)
Capacity to pay.
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Learner profile refers to the overall composition of individual learners which will impact
training delivery it embraces:
Age and gender of learner
Language skills of the person
Experience and ability of the learner
Individual preferences for learning
Special needs.
Ways to identify learner profiles
The following options exist:
Undertake pre-entry testing the pre-entry testing (assessment or evaluation) can
address:
Theory
Practical
Meet with and interview individual learners as part of SOP and talk to them, asking
relevant questions to elicit information which will create the required profile
Talk to relevant others in the workplace where the Assessor is employed to obtain input
from them
Include questions on enrolment forms for applicants to present details of their personal
requirements and issues.
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Program name
Name of
(National Assessor Number of learners Purpose/aim/objectives
Organisation
training)
Learning/training program
A Learning/training program is:
A series of individual training sessions
A sequence of training events.
The document will contain headings/sections as follows to help direct the thinking of the
Trainer as they plan and prepare for delivery:
Delivery schedule identifying number of training sessions/events
Content giving overview of what will be covered in each training session
Delivery method/s to be used attention should be paid to:
Varying strategies used to introduce interest and diversity into training
Ensuring they are relevant to and support learning of the content
Making sure resources exist to underpin/allow the selected delivery method to be
used
Assessment indicating activities to be used
Resources available/to be used listing resources, training materials and references
which can/will be used as part of the delivery.
Session plan
Key points about a session plan:
May be known as a lesson plan
A detailed description of each delivery session as identified in the training program
Each session shown in the learning/training program should have a session plan
prepared for it
Is a planning document developed by the Trainer, for the Trainer the learners do not
see them: the Trainer should develop whatever they want which suits their personal
needs and teaching style best
There are templates which can be used to develop these plans but the layout and
content of these plans is at the discretion of the Trainer.
Trainers should feel free to put whatever they want in these plans as they are only for
their personal use/reference.
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Scheduling of training
Scheduling of training refers to time-tabling the delivery of training.
Scheduling of training:
Refers to the dates and times of delivery of content as identified in the planning
documents (Learning/Training Plan and Training Program) the duration of the
scheduling must ensure the required content of the training can be delivered within the
scheduled time.
Remember, however:
CBT is not time-based
Training Providers may not allow the time indicated as Nominal Hours (35 hours) in
the National Assessor Competency Standard.
Gives starting and finishing times of
sessions/classes also (usually gives a venue for
the training as ability to deliver training is often
dependent on having access to certain
resources/rooms, equipment)
May be conducted any time on any day late at
night, early in the morning, on weekends, public
holidays, weekdays
Will wholly or in part be determined (or influenced) by:
Availability of resources, training spaces/rooms/venues
When learners can attend
Learner preferences for attending
Preferences of whoever is paying for the training to be provided/delivered
Public holidays, staff holidays, religious occasions and festivals
Levels of other business where learners are also employees: employers are
reluctant to release staff for training during busy times.
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Essential standards
It is vital to ensure in all of the above situations the resources/materials:
Reflect individual learner need learning style/preference and/or requirement for extra
content
Are current, comprehensive and accurate
Respond to special needs of different learner groups
Cover the specifics of the National Assessor Competency Standard
Can be created within the allowable budget
Wherever possible, can be re-used in other sessions and/or by other Trainers.
Advice by item
Resources which may need to be prepared will reflect the planning which has gone into the
training/session plan and could raise a demand to prepare:
Chalk boards or white boards in readiness for class/session use. This may require:
Obtaining and positioning boards
Cleaning them
Writing up (and covering) material
Obtaining chalk and/or markers
Obtaining dusters and/or cleaning materials.
Overhead projectors and acetate/overhead sheets
which may require:
Obtaining and positioning projector and screen
Obtaining spare globe and testing projector
Focussing projector to suit acetate sheets and position of projector
Preparing acetate sheets
Developing a stand-by plan in case OHP does not work
Practising with the OHP.
Also note:
Use of OHPs allows use of colour
Acetate sheets featuring fold out disclosures can be produced to enhance display
Choose from permanent or non-permanent marker pens
Frames can be bought or made to protect acetate sheets these are a good idea if
the plan is to use one/several sheets regularly as the frames stop them curling up
It is possible to photocopy onto acetate sheets and then project these images be
sure to use the correct type of OHP/acetate sheet or there may be damage to the
photocopier
Trainers may hand draw their own OH sheets, or computer-generate them and then
photocopy them onto an acetate sheet
They are very handy as Trainers can prepare acetate sheets at home/in advance and
then screen them in class
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Following plans
Reasons to follow the plans
The plans which were prepared for the National Assessor
training must be followed for the reasons given below doing
so means:
The Trainer will have confidence in the presentation and
delivery because they have planned and prepared and
know what they will be doing, what they are going to say
and where and when things are going to take place
The trainer can arrive at the training venue early and set up the area in advance for the
training and this will:
Instil even more confidence in the Trainer
Prove to the learners their training is important and effort has been put into it
Demonstrate to the learners the Trainer is ready and prepared
Allow the session to start on time.
The learners will benefit because the Trainer is more self-assured, confident and aware
of what is happening learners will sense the belief the Trainer has in themselves and in
the people they are training and this positive energy is contagious
The training will be delivered:
On time by the planned/required completion date/within the allocated hours
Within budget the preparation undertaken will have ensured all resources,
materials and consumables fit within the allocation of funds for the training.
All necessary content will be covered this may address:
Requirements as listed in the National Assessor Competency Standard
Obligation to include certain/nominated additional information, protocols,
documentation or terminology to make the training reflect workplace-specific needs,
wants and preference.
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Sufficient and required resources will have been ordered and/or will be available to
support the training this can relate to:
Infrastructure to enable chosen delivery methods to be used if the session plan was
to use a DVD then it stands to reason the DVD, the player and a screen will have
been available
Training materials for example:
If the plans identified there would be 20 learners then sufficient handouts would
have been prepared for this number
If plans identified practical work for 15, then the plans would have identified and
arranged for materials and consumables to cater for this amount.
Any arrangements made with other people (such as other Trainers and/or Assessors,
Guest Speakers) can be honoured because the plans will have indicated what is
required/what is going to happen.
Need to remain flexible
Even though the intention for Trainers is to deliver the training as planned there will
ALWAYS be situation where this is not possible.
A range of unpredictable issues can impact planned activities and cause a revision of plans
and/or other action to address/redress what has taken place.
Examples of issues
Actual delivery can be affected by:
Late or non-arrival of learners
Equipment breakdown or power failure
Learners having difficulty with the content being
presented
Plans not working as intended or expected for
example:
Learners not responding to or liking a particular
delivery method
An activity running over time
A Guest Speaker failing to arrive, or not covering the content they were asked to
Materials/consumables which were ordered for the class not being delivered for the
session
Negative interpersonal relationships between learners causing disruptions to the
training.
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Learner support
There is a strong link between facilitation skills; (above) and learner support described here
in many cases there is a blurring of boundaries between these concepts.
Learner support differs from facilitation as it is targeted at an individual learner (or group/sub-
set of learners) rather than something undertaken to support the entire group of learners, as
a whole.
Examples of activities which can provide learner support therefore could be:
Determining individual leaner characteristics, styles
and preferences and responding to them/including
them as part of training delivery
Preparing individual learning plans for certain
learners who have been identified as having
special needs or a particular need for extra attention
Providing one-on-one additional training for
individuals in situations (for example) where:
Learners have missed a session
Learners appear to be struggling with content
Learners have requested extra help.
Supplying regular/ongoing verbal and non-verbal feedback to individuals in- and out-of-
class on their progress, success and effort/s.
Monitoring of delivery
Monitoring of actual training delivery must include a combination of all of the following on a
regular and ongoing basis:
Checking timing/pacing of delivery against session plan in order to:
Finish session on time
Cover content identified for the session.
Observing the learning environment to:
Maintain safety
Keep it conducive to learning.
Watching interpersonal relationships between learners so action can be taken as
appropriate/required to:
Defuse problems
Facilitate positive connections.
Controlling the process by:
Managing access to resources
Administering/supervising activities and practice
Directing and limiting actions.
Determining learning of individuals through:
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Observation
Questioning
Testing.
Assessing suitability of:
Training resources used
Teaching methods employed.
Seeking feedback from learners on:
Their individual requirements current and future
Issues arising
Their thoughts on the relevancy, effectiveness and appropriateness of the training
Readiness for assessment.
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Workplace training reports where training occurs in a workplace there can be a need to
complete a standard report which details issues such as:
Material/content covered
Progress of individual learners
Problems encountered with learners in terms of issues
including:
Attendance
Behaviour
Motivation
Performance
Attitude.
Availability of equipment and supporting materials/resources
Assistance received from employees/the organisation in
relation to facilitating training delivery
Identification of:
Future training-related needs including need for TNAs to be conducted, need
for cross-skilling/multi-skilling, need for refresher training and/or top-up training,
need for purchase of significant resources
Topics for future training
Problems/issues arising.
Trainer reports there can be a need for a regular report to be completed which:
Addresses resource requirements and condition/state of existing resources
Suggests changes to improve training delivery
Identifies additional training opportunities
Provides statistical data on:
Numbers trained
Number of hours delivered
Number of programs delivered
Start and completion rates
Ratio of Pass Competent to NYC achieved.
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Evaluation of content
It is important to review the content that has been delivered and feed the findings through to
appropriate country bodies so future National Assessor training can be amended to better
reflect emerging ASEAN need as relevant issues are identified.
To evaluate content the following can be useful:
Undertake regular analysis of content at least every
three years is considered a standard
Use of a representative cross-section of trainers and
assessors as the reference point for determining
relevancy, currency, legitimacy and other applicable
factors
Liaise with industry (individual employers, employer
groups, peak industry bodies, government agencies)
on an on-going basis to stay in touch with
current/changing practice for example through bodies such as:
Industry Reference Groups
Industry Advisory Boards.
Conduct practical comparisons (say, every three years) between the National Assessor
Competency Standards and training and assessment curriculum documentation from
other countries which also use CBT.
Methods of evaluation
The total evaluation process will embrace both the 'process' of the training itself (the nuts
and bolts of the actual training process) as well as the 'product' of the training (the results of
the training).
The sources of information which will form the basis for the evaluation, and the techniques
used to capture it, will vary depending on the aim of the evaluation.
In addition to what has been identified above the following provide valid and valuable
sources of relevant feedback for the purposes of evaluating training delivery.
Trainee Feedback form
The following form can be used (or adapted) to capture feedback from learners. It may be
applied:
At the end of every session
On completion of selected classes
Following completion of a training program.
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Feedback Form
Session: Date:
Please tell us how you rate your training experience ranking in order 1 (below expectations) to 6
(exceeded expectations). Please feel free to add comments or suggestions. Thank you for your
feedback.
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Observation Checklist
This can be used by a trusted friend, colleague or another Trainer to provide feedback on
listed aspects of the training.
Observer Checklist
Trainer: Date:
Observer: Session:
Structure
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Delivery
Throughout the training session did the trainer manage the learning environment by:
In general
Feedback to trainer
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Name:
ASEAN Competency
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
5.1 Prepare and present a 10 minute verbal presentation which presents an overview of
adult training/learning theory.
5.2 Provide nominated simulated training for National Assessors including, as agreed with
the Trainer:
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Presentation of written work
2. Style
Students should write in a style that is simple and concise. Short sentences
and paragraphs are easier to read and understand. It helps to write a plan
and at least one draft of the written work so that the final product will be
well organised. The points presented will then follow a logical sequence
and be relevant. Students should frequently refer to the question asked, to
keep on track. Teachers recognise and are critical of work that does not
answer the question, or is padded with irrelevant material. In summary,
remember to:
Plan ahead
Be clear and concise
Answer the question
Proofread the final draft.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
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Presentation of written work
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:
The students name and student number
The name of the class/unit
The due date of the work
The title of the work
The teachers name
A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a student
were to write A nurse is responsible for the patients in her care at all times it would be
implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind Humankind
Host/hostess Host
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Recommended reading
Recommended reading
NCVER PUBLICATIONS
The following are available from the National Centre for Vocational Education Research at
NCVER, All publications, 2014,
http://www.ncver.edu.au/wps/portal/vetdataportal/pubs/menu/search/!ut/p/a1/04_Sj9CPykssy
0xPLMnMz0vMAfGjzOI9DY2cPTxMDLwszB3NDDzNTQ1DDQIMDAxCTYEKIoEKAjzczYyc
QAo8fA0MPP2Cg9x8XYONDQzMiNNvgAM4GhDSH64fBVaCywVm5lAFuMzwNSVgAsgPY
AV4HFmQGxphkOmZDgCzBoES/dl5/d5/L2dBISEvZ0FBIS9nQSEh/?hitstart=682&term=all
viewed 27th of May, 2014
See also www.ncver.edu.au/.
(1) Competency Based Training
In this eclectic collection of papers, 13 essayists and four high-profile discussants consider
the complexity of the tertiary education system and its underlying structures.
VET and the diffusion and implementation of innovation in the mining, solar energy
and computer games sectors 30 Aug 2011
This report examines the linkages between innovation and skills development in vocational
education and training (VET) across three industry sectors: mining, solar energy and
computer gaming.
Using a case study approach, the research finds that each of the industry sectors differs in
their relationship between innovation and the education and training system. However, the
formal VET system is seen as being very important in teaching the underlying skills and
knowledge of a vocation.
In contrast, informal on-the-job learning imparts the actual skills for innovation, but based on
what was learnt formally. The VET system is seen as being slow in responding to new skills
needs; however, whether this represents a bad thing is debatable.
This report looks at whether vocational education and training (VET) is equipped to meet the
changing needs of the modern workplace.
This paper was presented by Robin Shreeve at the NCVER Research on Toast seminar in
March 2009.
It briefly compares the vocational education and training (VET) sector in Australia with its
equivalent in England, which is known as the skills or further education sector.
The paper then outlines two key aspects of the English VET sector which might be of use to
Australia: using course completion rates as a key performance measure at all levels of the
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VET sector; and using vocational 'foundation degrees' as a way for students to articulate
between the VET and higher education sectors
Competence and competency-based training: What the literature says 12 Jun 2009
This paper is a review of literature on employer engagement with vocational education and
training (VET).
The main conclusion is that the major form of engagement is through the competency-based
training system, which is manifested through training packages. Another way employers are
encouraged to engage with VET is through competition amongst training providers. This
provides employers with greater responsiveness and choice.
Getting the knowledge-skills mix right in high-level vocational education and training
qualifications 12 Feb 2009
This paper aims to contribute to the discussion on the quality and accessibility of
underpinning knowledge in competency-based training. It uses the Vocational Graduate
Certificate and the Vocational Graduate Diploma in Education Design in a Queensland TAFE
institute to examine how the 'traditional' knowledge and theory associated with higher-level
qualifications can be accommodated within the framework of competency-based training and
assessment.
The paper raises some interesting, and provocative, questions about the status and value of
these qualifications by comparison with their university counterparts.
Creating place: Design education as vocational education and training 16 Sep 2008
Design is an increasingly important component of our world-at-work. This project reveals the
views of design educators working within vocational education and training (VET).
Research participants called for a review of design education teaching methods in the VET
context, with a particular focus on promoting innovation and creativity in diploma level
programs.
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Australia needs highly skilled workers to sustain a healthy economy. Current employment-
based training models have limitations in meeting the demands for highly skilled labour
supply.
The research explored current and emerging models of employment-based training to
propose more effective models at higher VET qualifications that can maintain a balance
between institution and work-based learning.
(2) Competency Based Assessment
A stocktake of issues and activities in vocational education and training in schools through
the perspectives of the published literature and policy documentation between 1997 and
2003 is the subject of this report.
It identifies progress made and concludes that vocational programs in schools are meeting
expectations and have achieved a legitimate place in the school curriculum, but that several
implementation issues remain
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.
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.
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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.
The changing role of staff development for teachers and trainers in vocational
education and training 5 Jul 2001
This report analyses the changing parameters of staff development that are emerging from
the changing environment of VET in Australia.
It illuminates the changed structure of the VET workforce and the differentiation of the roles
of practitioners across different types of registered training organisations and it identifies the
implications of such changes for the future design of staff development.
Not just falling over the line? A snapshot of competency-based assessment 11 Jun
1999
This report explores whether competency-based assessment is meeting the needs of its
users. The researchers found that a number of issues were raised by those consulted in the
project.
These included grading (the need to bridge the gap between competence and excellence),
the quality of competency standards and their treatment of underpinning knowledge, who are
appropriate assessors, and what resources are needed to support assessment. The report
puts forward strategies to improve competency-based assessment. These strategies are
directed at policy-makers, ITABs and registered training organisations.
Assessing in VET: Issues of reliability and validity - Review of research 11 Jun 1999
This review of research reviews both the Australian discussion papers on reliability and
validity of competency-based assessment as well as international empirical research in this
field.
The review discusses two types of competency-based assessment - paper-based objective
testing techniques and performance assessments as well as the implications for validity and
reliability of each type of assessment. The review includes guidelines for establishing
procedures to enhance reliability and validity.
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 collection of papers for a wide audience within the VET sector who are tackling the issue
of assessment and RPL in the workplace.
Includes: research in competency-based assessment (CBA); assessment of knowledge,
attitudes and values; peer; self- assessment; and needs of special workers.
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OTHER RESOURCES
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/competency_based.h
tm - Containing lists and links of useful publications and websites
http://www.dhs.vic.gov.au/funded-agency-channel/management-toolkit/workforce/education-
and-training/types/competency-based-training-and-assessment - What is Competency
Based Training? What is a unit of competency? What is Competency Based Assessment?
http://www.training.qld.gov.au/resources/employers/pdf/competency-based-guide.pdf -
Competency Based Training and assessment: A guide for employers, apprentices and
trainees
http://www.education.vic.gov.au/training/employers/apprentices/pages/competencyfaq.aspx -
Competency Based Completion: FAQs
http://www.avetra.org.au/abstracts_and_papers_2000/rb_full.pdf - Abstracts and papers on
CBT and CBA
Rothwell, W.J., & Graber, J.M., 2010, Competency-Based Training Basics, ASTD Press,
Alexandria, VA.
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Recommended reading
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Trainee evaluation sheet
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Trainee evaluation sheet
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Trainee self-assessment checklist
Yes No*
Element 2: Identify the ASEAN Regional Qualifications Framework and Skills Recognition
System
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Trainee self-assessment checklist
Yes No*
Statement by Trainee:
I believe I am ready to be assessed on the following as indicated above:
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.
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