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©Velg Training 2013
AIS NSWVET Network Day
15th July 2013
Tamara SimonVelg Training
Overview
• Regulation 1• Key areas of non-compliances2
• Role of the RTO3
• Continuous Improvement4
Overview
• Training and Assessment Strategy (TAS)5
• Industry Consultation6• Record Keeping7• Assessment8
1Regulation
What’s your biggest challenge in delivering
VET in your school?
RTO Compliance - VQF
VET Quality Framework
Standards
Fit and Proper Person
Financial Viability
Data Provision AQF
ASQA exercises its responsibilities based on:
• a robust framework of legislation and standards
• a risk-assessment focus
• active engagement with industry
• a rigorous audit methodology
• fairness and transparency
• promoting informed consumer choice
• accountability
• accessibility
ASQA’s approach to regulation
Key areas of non-compliance 2
• Generic strategies for training and assessment
• Lack of industry consultation to inform strategies
• Poor assessment tools and processes
• Lack of effective validation of assessment
• Currency of staff competencies
• Lack of systematic processes – data collective and
analysis
• Lack of data collection and analysis on client services
• Evidence of meaningful improvements
• ‘Torpid’ policies and procedures
Common issues at audit
School non-compliances
Qualification has been issued and school has phoned Board to issue different (incorrect) credentials
TAS outlines onsite and offsite access to facilities and resources but incorrect
or don’t have them
Old units of competency listed on marketing material issued to students
and parents
Changing teachers to deliver VET qualification and not notifying AIS NSW
– teacher doesn’t meet SNR 15.4
AIS NSW Findings
School non-compliances
School issuing their own qualifications/units of competency
to students
Assessment instruments not valid
Teachers not following policies and procedures
No evidence of validation and moderation
AIS NSW Findings
Role of the RTO
AIS NSW3
AIS NSW
• They are the RTO – not each school
• Risk is all with them
• Partnering agreements
• Notify of changes and gain approval
• 1 school can de-register the RTO
• Documented agreement
• Register of partnering arrangements
• Evidence of monitoring
Partnering arrangements
4Continuous Improvement
Training and Assessment
Client Services
Management of the RTO
Continuous Improvement
Is there a difference?
Follow Up
Regular Internal Reviews/Audits
Examples
Evident and Documented
Part of the culture
Continuous Improvement
5Training and Assessment
Strategy (TAS)
• Need to be documented – may be made
up of a number of documents
• Need to reflect what actually happens
• Need to reflect current training package
• Include evidence of industry
consultation
• Need to include details of
monitoring/improvements
Training and assessment strategies
Training and Assessment Strategy inclusions
Qualification and core and elective units
Clients/learner needs
Prerequisites/co-requisites Licensing/regulatory requirements
Entry requirements/course duration
Mode of delivery/delivery strategies
Assessment strategies/evidence gathering techniques (including RPL & reasonable adjustment)
Delivery and assessment staff requirements
Resources/infrastructure requirements
Assessment validation process
Pathways Industry consultation
6Industry Consultation
SNR 15.2
Strategies for training and assessment meet
the requirements of the relevant Training
Package or VET accredited course and have
been developed through effective
consultation with industry.
What the Standards say?
Hmmm….
What does ‘effective’ industry consultation
mean?
How do we do this?
How many industry
organisations?
How many ‘types’ of
organisations?
How many people
within each organisation
?
Whom should you consult?
If only there was a…..
1• Gain industry support
2• Ensure industry needs are met
(employability)
3• Provide updates on regulations or other
industry relevant legislation
4• Develop knowledge of broad range of
industry practices
5• Equipment and machinery standards
6• Assist with placing students in the
workplace
Industry consultation is needed:
Industry……
Employs the graduates
See the results in the workplace (ROI)
See what’s working and what’s not working
Can make suggestions for improvement
Can provide invaluable feedback
Industry Skills
Council
IndustryAssociatio
n
IndustryNetworks
Industry in your
local area
Employers
Who should you consult?
What’s next… document it!
• Telephone\Face to Face conversations• Emails• Questionnaire
• Organisation• Name• Position
• What was discussed?• What was confirmed?• What was suggested?• What was amended resulting from
feedback?
Training program is 12 months long
3 week intensive every 3 months
Training topics will be…
Test their skills
Knowledge test
Practice in the workplace
Workplace supervisor signs off
to say ready
Workplace Assessment
Skills/Tasks they will be able to do are
- ????- ????- ????
Do you think that sounds like the skills
you need in your workplace?
It’s about how we consult
AssessmentDuration
Content
Tasks
Skills
Knowledge
Industry Consultation
• Consultation with industry is about seeking
advice, not direction.
• The RTO is answerable only to the candidate,
the Training Package, the AQF and the VQF.
Remember…
7Record Keeping
Relevant Standards
SNR 23.3
The NVR registered training organisation must
retain client records of attainment of units of
competency and qualifications for a period of 30
years.
Records Management
Retention requirements for completed student
assessment items
An RTO is required to securely retain, and be able to produce in full
at audit, if requested to do so, all completed student assessment
items for each student, as per the definition, for a period of six
months from the date on which the judgement of competence for the
student was made.
ASQA General Direction
funding or Board of Studies may incur
further requirements over and above this
UPDATED20 February 2013
AIS NSW RTO
Documents
Compliance
Documents
VET Offerings
VET Course
Documents
VQF Publication
s
Overall Management of Documents
8Assessment
Relevant Standards
SNR 15.5
Assessment including Recognition of Prior Learning (RPL):
a) meets the requirements of the relevant Training Package
or VET accredited course; and
b) is conducted in accordance with the principles of
assessment and the rules of evidence; and
c) meets workplace and, where relevant, regulatory
requirements; and
d) is systematically validated.
Assessment
• Meets the requirements of the Training Package or
accredited course
• Is consistent with the training and assessment strategy
• Is valid, reliable, flexible and fair (principles of
assessment)
• Focuses on the application of knowledge and skill to the
standard of performance required in the workplace
• Involves the collection of sufficient, valid, authentic and
current (rules of evidence) to enable a judgement to be
made about whether competency has been attained
• Confirms that workplace and regulatory requirements
are met.
• Assessment is validated.
Guide to compliance - Assessment
OR NOT TO
That is the question!
Assessment
Assessment
Validation Moderation
10 Things to look for - Assessment!
1. Assessment of the whole unit2. Mapping of the assessment tools3. Assessing at the correct AQF (& ACSF) level4. Evidence of validation5. Assessment tools with clear instructions6. Assessment tools with clear marking
guides7. Appropriate observation tools8. Assessors using the guides9. Assessment tools that cater for learners
with special learning needs10.Evidence of transitioning
1. Assessment of the whole unit
Does the assessment evidence address all of the unit requirements?
The performance
criteria
This is a test of the (content) validity of
the assessment tools and the assessment
process.
The required skills and
knowledge
The critical aspects for assessment
• Are actual questions mapped?
• Are specified sections of tasks mapped?
• Are observable behaviours mapped?
2. Mapping of the assessment tools
Are components of the each of the assessment tools mapped to relevant unit
components?
This tests the (content) validity of the assessment tools
For example:
2. Mapping to the PCs
2. Mapping to the knowledge, skills and critical aspects
3. Assessing at the correct AQF level
Basic factual and procedural knowledge.
3. Assessing at the correct AQF level
e.g. AQF Level 2
NOT
Write a 1000 word essay.
Conduct research on this topic
Design next week’s menu for this restaurant
NOT:• analyse• distinguish• examine• compare• contrast• investigate• categorise• identify
3. AQF Level 2
Significance of Verbs – AQF Levels 1 and 2
This tests the (construct) validity of the assessment tools
VERBS such as:• tell• list• describe• relate• locate• write• find• name
3. Consider LL & N needs
What language, literacy and numeracy activities would be required in the
workplace?
• oral or written reports• forms, instructions,
labels, reports, etc.• measuring,
scheduling, etc.• etc., etc., etc.
Have we checked the LL&N skills:• required in the workplace?• of our students?• of our trainers / assessors?
Have we taken account of these in:• the teaching materials?• the assessment activities?
This tests the (face and content) validity and the fairness of the assessment tools.
It also alerts us to the significance of the Australian Core Skills Framework (ACSF).
4. Evidence of validation
Assessment tools must be validated with industryDo they make sense to people engaged in the industry?
Evidence such as:• Minutes of meetings• Diary records of discussions• Email confirming consultation• Etc., etc., etc
:
There should also be evidence that the assessment tools
have been validated internally.
This tests the (face) validity of the assessment tools
5. Assessment tools with clear instructions
There should be instructions for the student.
• WHAT has to be done• WHERE• WHY and HOW
There should also be instructions for the trainer.
• Under what conditions – duration; environment etc?
• What resources?• What support is
allowable?
This tests the reliability of the assessment tools
6. Assessment tools with clear marking guides
• What are the “expected” responses?• What constitutes a “satisfactory”
response?• Are “product” requirements spelled out?
This assists the reliability of the assessment tools and their fairness.
• Is each item directly observable?
• Is each item focussed on one behaviour?
• Are there descriptors of what constitutes satisfactory
behaviour?
• Is there advice for the assessor about what to do if all
items are not observed?
7. Appropriate observation tools
Do observation tools turn unit requirements into observable behaviours – not just a cut and paste from the PCs?
This tests the validity and reliability of the observation assessment.
8. Assessors using the marking guides
• Is there evidence of consistency among assessors?
• Is there evidence of rigour in the assessment process?
• Is there evidence of assessors making judgements and signing off on these?
• Is there evidence of the provision of feedback to students that takes account of the marking guides?
This tests the reliability and fairness of the
assessment process.
9. Assessment tools that cater for learners with special learning needs
Do the tools allow for some learners
to be assessed differently from
others in the group?
E.g.• Allowing a learner to
respond orally rather than in writing
• Allowing a learner more time or access to a particular resource.
Do the assessment tools define “reasonable adjustment”?
This demonstrates the flexibility and fairness of the assessment tools and processes.
10. Evidence of transitioning
When the Training Package has been updated or replaced, is there evidence that required transition processes are in place?
E.g. • Different Training and Assessment Strategies for
New and Continuing cohorts• Awareness of new ASQA “teach out”
requirements
Summarising – 10 Things to look for!
1. Assessment of the whole unit2. Mapping of the assessment tools3. Assessing at the correct AQF (& ACSF) level4. Evidence of validation5. Assessment tools with clear instructions6. Assessment tools with clear marking
guides7. Appropriate observation tools8. Assessors using the guides9. Assessment tools that cater for learners
with special learning needs10.Evidence of transitioning
How to avoid non-compliances
Strong Industry Relationship
Compliance
Quality Outcomes
It isn’t only about an audit…
Any questions?