How to conduct assessment validation (Part 1)

Introduction to assessment validation

Validation is defined as the quality review of the assessment process. It involves checking that the assessment tool produces valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited courses are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, process and/or outcomes and acting upon such recommendations. [1]

Assessment validation has two distinct parts:

Part 1. Check the assessment tool for compliance
Part 2. Review a sample of the assessments.

This article covers the first part only.

If you want to know more about the second part, then I recommend reading the information published by ASQA about how to conduct assessment validation. This information covers: [2]

Who conducts validation?
Scheduling validation
Statistically valid sampling and randomly selecting samples to be validated
Effective validation
- Reviewing assessment practice
- Reviewing assessment judgements
Validation outcomes and the implementation of recommendations for improvement.

Part 1. Check the assessment tool for compliance

The assessment tool must be checked to ensure it complies with the requirements specified by the Standards for RTOs, in particular: [3]

Compliance with the principles of assessment and the rules of evidence
Compliance with the requirements specified by the training package or VET accredited course.

The following 6-step process can be used to check the assessment tool for compliance:

Step 1. Read the assessment requirements
Step 2. Review the assessment plan
Step 3. Review the assessment matrix (mapping)
Step 4. Check the details about how the knowledge evidence is planned to be being gathered
Step 5. Check the details about how the performance evidence is planned to be being gathered
Step 6. Check the overall quality of the assessment tool.

Step 1. Read the assessment requirements

This is a quick step to perform. You will read and re-read the unit of competency and its assessment requirements many times during the assessment validation process. During this first step, have a quick read of the assessment requirements and answer the following questions:

What is the volume or frequency of performance evidence?
Is the location, facilities, equipment, or other assessment conditions specified?

Step 2. Review the assessment plan

This step should also be quick. The purpose of this step is to get an overview of what is the planned assessment approach During this second step, answer the following questions:

Has the correct unit code and title been used?
How many assessment tasks are planned?
Is there a plan to gather the knowledge evidence?
Does there appear to be sufficient assessment tasks for gathering the volume or frequency of performance evidence?
Does the planned assessment approach seem to be simple or complex?

Note: This planned assessment approach may be found in the Training and Assessment Strategy (TAS) or other documents covering how the RTO plans to implement the delivery of the training and assessment for a unit or cluster of units.

Step 3. Review the assessment matrix (mapping)

This step should be a relatively quick step. The assessment matrix is an important document used to display how the RTO plans to gather evidence that comply with the requirements specified by the training package or VET accredited course. The assessment matrix will be used during Step 4 and Step 5 to cross-check the RTO’s planned assessment approach and the assessment instruments being used to gather evidence.

During this third step, answer the following questions:

Has the correct unit code and title been used?
Has the entire unit of competency and its assessment requirements been copied into the matrix? Are the number of items the same? For example, if the unit has five elements does the matrix have five elements? And scan the wording to ensure the matrix has the exact words as the unit of competency and its assessment requirements.
Is there one column for each planned assessment task?
Are the titles or descriptions of the assessment tasks the same in the assessment plan and assessment matrix?
Is every item from the unit of competency and its assessment requirements planned to be assessed? For example, is there at least one ‘tick’ in every row?

Note: Some assessment matrices will provide information or numerical indicator about the assessment item instead of using a ‘tick’. For example, the matrix may indicate that a piece of knowledge evidence will be gather by Question 1.

Step 4. Check the details about how the knowledge evidence is planned to be being gathered

This step requires an attention to details. The purpose is to ensure that the assessment tool will gather the required knowledge evidence. During this fourth step, answer the following questions:

Is there an assessment instrument for gathering the knowledge evidence?
Are the instructions to the assessor clear and concise?
Are the instructions to the candidate clear and concise?
Is the structure, format, and layout of the assessment instrument easy to follow? This includes headings, sub-headings, page numbers, and numbering of questions.
Is there consistency between the assessment plan, assessment matrix and assessment instrument? For example, if the assessment plan states that there are 17 questions, does the assessment instrument have 17 questions?
Is every item of knowledge evidence being adequately gathered? A judgement about ‘adequately’ will need to be made.

Step 5. Check the details about how the performance evidence is planned to be being gathered

This step requires an attention to details and it can take time to examine the assessment documents for compliance. The purpose is to ensure that the assessment tool will gather the required performance evidence. During this fifth step, answer the following questions:

Is there one or more assessment instruments for gathering the performance evidence?
Are the assessment conditions compliant with those stated in the Assessment Requirements for the unit of competency? This may include assessment location, facilities, equipment, and access to specified documents. For example, if the assessment conditions state that the assessment occurs in the workplace, then the assessment tasks must state that the evidence must be gathered from a workplace (not from a simulated workplace).
Are the instructions to the assessor clear and concise?
Are the instructions to the candidate clear and concise?
Are the items of performance evidence clearly listed or identified?
Is the structure, format, and layout of the assessment instrument or instruments easy to follow? This includes headings, sub-headings, and page numbers.
Is there consistency between the assessment plan, assessment matrix and assessment instrument? For example, if the assessment matrix states that evidence for Performance Criteria 1.1 will be gather during Assessment Task 2, then Assessment Task 2 must cover the gathering of evidence for Performance Criteria 1.1.
Is every item of performance evidence being adequately gathered? A judgement about ‘adequately’ will need to be made. This includes a check that the amount of evidence being gathered is compliant with the specified volume or frequency of performance evidence.

Note: Verbs are important. For example, if performance criteria says, ‘negotiate and agree with a supervisor’, then there needs to be evidence that the candidate has negotiated and agreed with a supervisor’. Also, the letter ‘s’ is important. A item of performance evidence may specify plural rather than singular. For example, if it states ‘write reports’, then more than one written report is required for evidence.

Step 6. Check the overall quality of the assessment tool

This step can take time to examine the assessment tool for compliance, readability, and usability.

Are there sample answers and assessment decision criteria for assessors?
Is the structure, format, and layout of all assessment documents easy to follow?
Are all instructions written clearly and concisely?
Are there any grammar, spelling and typo errors?
Is there a list of all the assessment documents required for the assessor?
Does the assessment tool have all the documents required for the assessor?
Is there a list of all the assessment documents required for the candidate?
Does the assessment tool have all the documents required for the candidate?
Has the correct unit code and title been used throughout all the assessment documents? This may include release number.
Do all the assessment documents have version control information?

In conclusion

Assessment validation has two distinct parts:

Part 1. Check the assessment tool for compliance
Part 2. Review a sample of the assessments

Assessment validation can be time-consuming and mind-bending.

Preparation before an assessment validation meeting can reduce the time at the assessment validation meeting. However, you can expect a typical assessment validation meeting to require anywhere between a few hours and an entire day. The duration of the assessment validation meeting can depend on the quality of the assessment tool and number of assessment samples to be reviewed. I regularly see poor quality assessment tools, and it takes time to properly check large numbers of assessment samples.

Clear and critical thinking is required by people participating in an assessment validation meeting. There are usually many documents to be reviewed and checked. Printing paper copies of documents (or some documents) and using ‘split screens’ on computers will help when comparing information from two or more documents, such as:

unit of competency
assessment requirements
assessment plan
assessment matrix
assessment instructions
assessment instruments.

Frustration and fatigue can be experienced during long assessment validation meetings. Breaks will be needed (and sometimes chocolate helps). It is a good idea to assign an experienced VET practitioner to lead the assessment validation meeting.

References

[1] https://www.asqa.gov.au/standards/appendices/glossary accessed 2 September 2021

[2] https://www.asqa.gov.au/resources/fact-sheets/conducting-validation accessed 2 September 2021

[3] https://www.asqa.gov.au/standards/training-assessment/clauses-1.8-to-1.12 accessed 2 September 2021

Do you need help with your TAE studies?

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Training trainers since 1986

How to develop an RPL assessment tool – in a nutshell

Introduction to RPL

The Australian VET system has been designed to recognise a person’s competency without prescribing how a person should learn and develop their competence.

This is the fundamental difference between a competency-based training system and a curriculum-based training system. The current competency-based training system was implemented in 1993 to replace the previous curriculum-based training system. And a focus on outcome, or demonstrating competence regardless on how it has been attained, has continued to be a feature of Australia’s VET system.

Some people can learn from performing work. They have learnt from their own work experience rather than attending formal or structured training. The Australian VET system allows a person to have their competence assessed before commencing a training program. We know this assessment-only pathway as Recognition of Prior Learning (RPL).

What is RPL?

The following is the ‘official definition’ of RPL: [1]

RPL is an assessment process that involves assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual application for credit.

An RTO should offer RPL at enrolment or prior to the commencement of training. [2]

Many people report that their experience with RPL has been unsatisfactory. It can be time-consuming. It can be frustrating. Often RPL assessments are poorly conducted. And many RTOs seem to be reluctant to offer RPL.

Fair and flexible assessment process

Two of the four principles of assessment are fairness and flexibility. RPL is an important process that contributes to an RTO’s service being fair and flexible. And the principles of fairness and flexibility must be used to guide the RPL process that is implemented by an RTO.

Fairness

The RTO must fully inform the learner, or RPL candidate, about the assessment process before the assessment process begins. And this includes types of evidence and performance standards expected. [3]

Flexibility

The RTO must ensure that assessment is flexible to the individual learner, or RPL candidate, by assessing competencies. It does not matter how or where competency has been acquired. [4]

The RPL assessment tool

You may be required to design and develop an RPL assessment tool.

If you work for an RTO, the RTO will probably have a template for you to complete. And the RTO should have an RPL assessment tool for other qualifications, skill sets or stand-alone units that it has on it’s scope of registration. Therefore, the RTO should have existing examples of RPL assessment tools for you to refer to.

Often the RPL assessment tool will be known as the ‘RPL Kit’. An RPL Kit will usually consist of:

Information
Ideas for evidence
Instruments
Instructions.

Information

The RPL Kit should give clear and concise information about the RPL assessment process. Relevant RTO’s policies and procedure will need to be communicated to the RPL applicant, including appeals and complaints processes.

A range of general information must be provided.

For example (from the RPL applicant’s perspective):

What is competency-based assessment?
What do I need to do to be assessed?
How do I submit evidence?
When do I need submit evidence?
Who do I contact if I need support?
How much does RPL assessment cost?
What happens if I cannot provide evidence?
What happens if I cannot provide enough evidence?

An RPL applicant may have many questions about the RPL assessment process before they commence. Giving information to prospective RPL applicants aims to provide answers to frequently asked questions.

Ideas for evidence

Specific information must also be provided. An RPL applicant needs to clearly understand the type and amount of evidence that required to be provided. This information may be descriptive rather than prescriptive, and when possible, it is useful to give a range of typical evidence that may support a person’s application for RPL.

Sometimes a single item of evidence may have multiple descriptions because there may not be a single or standard term used in industry or workplaces. For example:

It is only fair that an RPL applicant is informed that evidence is required for every performance criteria. The following example is an extension from the above example for the BSBPEF202 Plan and apply time management unit of competency.

A comprehensive list of evidence has to be communicated to the RPL applicant, otherwise they will not know what to do. They need to know the type and amount of evidence needed to be gathered. This is important information to help the RPL applicant focus on gathering evidence that must comply with the four rules of evidence: valid, current, authentic, and sufficient.

The RPL applicant needs to be provided with specific information relating to the required evidence for the unit or units of competency being assessed, such as:

What specific evidence do I need to submit?
What is current evidence? How can I prove that the evidence is current?
What is authentic evidence? How can I prove that the evidence is authentic?
How much evidence is sufficient evidence?

Volume or frequency of performance evidence

Some units of competency specify a volume or frequency of performance evidence. The specified amount of evidence to be provided must be communicated to the RPL applicant. The following are some examples.

The specified quantity of evidence is still required when a person is seeking RPL.

Instruments

Assessment instruments are required to gather knowledge evidence and gather performance evidence. Also, these instruments are used by the assessor to conduct the assessment and make their decisions about competence.

Gathering knowledge evidence

A common method for gathering knowledge evidence is asking questions. Questions can be written, verbal, or combination of both.

Written questions are often used because it can be a cost effective methods for the RTO. Using verbal questions help to explore a person’s breath and depth of knowledge. Having a ‘competency conversation’ is a useful approach. Verbal questions can be to tailored to specifically relate to an individual’s Portfolio of Evidence. Many people will find it easier to talk from their own experience rather than talking theoretically or hypothetically.

A verbal questioning approach has the additional benefit of helping to verify the authenticity of items from a Portfolio of Evidence.

Gathering performance evidence

A common method for gathering performance evidence during an RPL assessment process are:

Portfolio of Evidence
Third Party Reports.

Often indirect evidence is extensively used during an RPL assessment. And a favourable assessment result can not be made based solely on supplementary evidence.

Many people do not keep documents when they are performing their everyday work. Therefore, many people will not have ready access to document evidence. An RTO should be prepared to offer assessment tasks to the RPL applicant. This may include gathering direct evidence if an assessor can observe the RPL applicant performing tasks.

Assessment conditions

The assessment conditions specified for a unit of competency must be complied with. For example, the assessment conditions for the BSBPEF202 Plan and apply time management unit of competency states:

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

Basically, evidence for the BSBPEF202 unit must be from a workplace.

Assessment matrix

An assessment matrix gives an outline of the various assessment methods that can be used for gathering evidence. The following is an example for the BSBPEF202 Plan and apply time management unit of competency.

The above assessment matrix is incomplete. The matrix should also include:

Performance Evidence
Knowledge Evidence
Assessment Conditions.

Some units of competency may also require evidence for the specified Foundation Skills. For examples units from:

BSB Business Services Training Package
FNS Financial Services Training Package
ICT Information and Communications Technology Training Package.

Instructions

Clear and concise instructions will be required:

Instructions for the RPL assessor
Instructions for the RPL applicant.

The RPL assessor needs instruction about conducting the RPL assessment process. And the RPL applicant needs instructions to guide them through the RPL assessment process, in particular the gathering of evidence.

Non-evidence

It is common for RPL applicants to be asked to submit a resume, position descriptions, and job descriptions. And some RPL applicants are asked to complete a self-assessment. These documents may be useful background about a person’s previous work experience but:

A resume or CV is not evidence
Position or job description is not evidence
Self-assessment is not evidence.

Asking ‘how-to’ questions

Asking ‘how-to’ questions should not be used as a method for gathering performance evidence. A person may not be able to describe how to perform a task, but they might have the ability to do it. And a person may have the words to describe how to perform a task, but they don’t have the ability to do it. Asking questions can gather knowledge evidence but not used to gather performance evidence.

How to develop an RPL Kit

It is common for the RPL assessment tool to be called an ‘RPL Kit’.

ASQA’s Guide to developing assessment tools is a document that is worthwhile reading before creating any assessment tool. It is brief, easy-to-read, and it covers essential information.

However, ASQA’s Guide does not go into the details about how to develop an RPL assessment tool.

Step 1. Get your RTO’s RPL assessment tool template
Step 2. Check that the general information about the RPL assessment process is clear, concise, and current (if not, re-write)
Step 3. List ideas for evidence and add this specific information to the RPL Kit
Step 4. Develop assessment instruments for the unit or units of competency that are covered by the RPL Kit
Step 5. Write clear and concise instructions for assessors and RPL applicants.

Usually, an RPL Kit will be developed for an entire qualification. Hence, it will cover many units of competency. The RPL Kit can become a very big document. It will be important to organise and structure the RPL Kit to make it easier to read, navigate and use. This includes:

Using headings, sub-headings, and a Table of Contents
Using language that is clear, concise, and written in plain English.

In summary

The walnut has a hard shell. The effort to crack open the hard shell is rewarded by the tasty nut. RPL seems to be a hard nut to crack in the Australian VET system.

In this article, I have covered some key considerations when developing an RPL assessment tool, and I have listed a 5-step process for developing an RPL Kit.

An RPL assessment tool, also commonly known as an RPL Kit, should consist of the following four things:

The conduct of RPL assessment is another topic.

References

[1] https://www.asqa.gov.au/resources/glossary/r accessed 20 August 2021

[2] https://www.asqa.gov.au/standards/training-assessment/clauses-1.8-to-1.12 accessed 20 August 2021

[3] https://www.asqa.gov.au/standards/training-assessment/clauses-1.8-to-1.12 accessed 20 August 2021

[4] https://www.asqa.gov.au/standards/training-assessment/clauses-1.8-to-1.12 accessed 20 August 2021

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

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Training trainers since 1986

Review of the TAE Training Package

The following has been announced by the Education IRC:

“The TAE Training Package was last reviewed in 2015 and uploaded in 2016. In the five years since, the VET teaching, training and assessment landscape has drastically changed. The IRC considers that the TAE Training Package is currently not fit for purpose and does not fully address the needs of the VET sector for the following reasons:

TAE units of competency do not deliver the variety, nor depth, of skills and knowledge that are relevant in a modern VET teaching, training and assessment environment;
The packaging rules of TAE40116 Certificate IV in Training and Assessment do not provide adequate flexibility for learners pursuing the variety of VET teaching, training and assessment job roles that exist in the modern labour market;
The TAE Training Package does not make use of ‘stackable’ skill sets that allow for a ‘scaffolded’ approach to skill development and attainment of qualifications;
The TAE Training Package is not structured to support the range, and diversity of career pathways available to workers in the VET industry, meaning that existing qualifications (beyond TAE40116 Certificate IV in Training and Assessment) are often underutilised;
The structure and content of the TAE Training Package does not address the skills gaps of those working in other education sub-sectors such as VET for Secondary Students or enterprise training.

As a result, the Education Industry Reference Committee (IRC) is proposing a holistic review of the TAE Training Package to ensure it aligns with the current skills needs of the VET sector and provides greater pathways into the profession.”

Reference: https://www.skillsforaustralia.com/project-page/education-tae/ accessed 29 July 2021

How has the VET teaching, training and assessment landscape drastically changed?

I have identified three things that have changed:

More trainers and TAFE teachers have used web conferencing platforms, such as Zoom, to deliver training sessions. It has not been difficult to learn how to use this technology.
It has become common for a learning management system (LMS), such as Moodle, to be used for students to submit their evidence and assessors to assess online. Again, it has not been too difficult to learn how to use this technology.
Increased emphasis on gathering evidence for all performance criteria and specified assessment requirements. This has often increased the workload of conducting assessments.

Can you think of anything else that has changed?

I agree that the VET teaching, training and assessment landscape has changed but I feel that the word ‘drastically’ has been used for impact, making it sound more ‘dramatic’. From a VET practitioner’s perspective, I think the changes associated with technology has been acceptable and relatively easy to cope with, but the increased workload associated with doing administration and assessment tasks is unacceptable. Often more tasks must be done by trainers and assessors without an increase in remuneration.

TAE units of competency

The Education IRC says that the TAE units of competency do not deliver the variety, nor depth, of skills and knowledge. This may be true, however, many people are ignorant of the details within the TAE units of competency. And many people don’t know how to interpret and contextualise the TAE units of competency to ensure the breadth and width of skills and knowledge are delivered.

What is the Education IRC proposing?
What additional variety is proposed?
What additional depth is proposed?

Often people unfairly condemn the TAE units of competency. Sometimes, the condemnation should be directed at how an RTO delivers the TAE training rather than thinking that the problem is with the units of competency.

TAE qualification packaging rules

The Education IRC say that the packaging rules of TAE40116 Certificate IV in Training and Assessment do not provide adequate flexibility for learners who will get employed by different types of RTO, such as:

TAFE
Private RTO
Schools (VET in Schools)
Community RTO
Enterprise RTO.

Also, some TAE Graduates want the qualification to work in a non-VET training role. Many of these people do not need the ‘full qualification’. An appropriate skill set would usually be what’s needed.

Increase the number of qualifications

One solution is to develop several qualifications; one qualification for each different type of RTO.

What does the Education IRC think the different tasks performed by trainers and assessors are when they work at the different types of RTOs?
Let’s say a person gets a customised qualification for working at one type of RTO. What happen when this person moves jobs from one type to another type of RTO? Do they need to re-train? And what happens when this person works for multiple types of RTO? Do they need multiple qualifications?
Many people do not know exactly what type of RTO they will work for after becoming qualified. If there are multiple qualifications to choose from, what qualification will they select?

Increase the number of elective units

Another solution is to increase the number of elective units. It is rare for TAE Student to select the elective units. It is usual for RTOs to offer a TAE program with elective unit or units already selected.

Some qualifications are designed to have a lot of flexibility, while other qualifications are designed to have very little flexibility. It seems that the more regulated a work environment is, the less flexibility there is.

Career pathways

The Education IRC says that the TAE Training Package is not structured to support the range, and diversity of career pathways. Currently, the Australian VET system has qualifications for the following job roles:

LLN specialist or consultant
Senior trainer/Senior TAFE teacher
Course design and development
Sales and customer service
Compliance and auditing
Administration
Management.

What jobs in VET require new qualifications to be developed?

Also, the Education IRC says that the existing TAE qualifications (beyond TAE40116 Certificate IV in Training and Assessment) are often underutilised. This may be due to market demand rather than lack of relevant qualifications.

Gaps in the TAE Training Package

The Education IRC says that the TAE Training Package does not address the skills for:

Secondary school teachers delivering VET in Schools programs
Enterprise trainers, industry trainers and workplace trainers.

What are the skill gaps that have been identified by the Education IRC?

How to design competency-based training – August 2021

The delivery of good training starts with good training design. And the design of competency-based training require an attention to particular details to ensure it is compliant within the Australian VET system.

On Target Work Skills is proud to be presenting an interactive webinar about how to design competency-based training. It has been designed as a professional development opportunity for trainers wanting to learn more about training program design or refresh their current competency.

The webinar shall be facilitated by Alan Maguire.

Webinar objectives

In this webinar you will learn the following techniques:

How to estimate total training duration
How to determine training program content
How to use blocks of time to build a training program.

And topics covered during the webinar shall include:

Establishing learning objectives
Volume of learning and nominal hours
Unpacking a unit of competency
Interpretation and contextualisation
Cognitive load and attention span
Gagné’s 9-events of instruction.

Webinar dates

Select one of the following:

Tuesday 10th of August, 2021
Wednesday 18th of August, 2021
Thursday 26th of August, 2021

Start time 2:00pm Australian Eastern Standard Time, finish by 4:30pm.

Webinar location

You can attend from your workplace or home because the webinar will be delivered via Zoom.

Are you new to Zoom video conferencing? If you are, please don’t be concerned. The connection to Zoom is quick, and using Zoom is easy. Instructions about joining and using Zoom will be provided when your webinar enrolment is confirmed.

Please call Alan Maguire on 0493 065 396 to reserve your place.

Contact now!

Training trainers since 1986

TAELLN411 Address adult language, literacy and numeracy skills

The basic knowledge and skills required to address adult language, literacy, and numeracy (LLN) skills in the Australian VET system is covered by the TAELLN411 Address adult language, literacy and numeracy skills unit.

This article has been primarily written for people studying for their TAE40116 Certificate IV in Training and Assessment qualification. However, qualified VET practitioners may still get something from the content or the way the content has been presented.

Analysis of the TAELLN411 unit

An analysis of the TAELLN411 unit reveals five fundamental activities that relate to addressing adult LLN skills:

Identify LLN skill gaps
Implement strategies to address the LLN skill gaps
Use resources to address the LLN skill gaps
Seek assistance from LLN specialists
Arrange support services.

The following diagram shows that the identification of LLN skill gaps is central to everything else we do in regards to addressing adult LLN skills.

Some important notes before we begin

I have previously published four articles that provide some essential background information:

The TAELLN411 unit describes the skills and knowledge a VET trainer or assessor requires to:

identify LLN skill requirements of the training and work environments
use strategies and resources that meet the needs of learners.

Competence in this unit does not indicate that a person is a qualified specialist LLN practitioner.

Developing the the LLN skills for children and adults is different. Therefore, addressing the LLN skills for children is outside the scope of VET and is not covered by the TAELLN411 unit.

1. Identify LLN skill gaps

Our starting point is to identify the type and severity of LLN skill gaps. The two occasions when LLN skill gaps are identified are:

Before the training program starts
During the training program.

1.1 Before the training program starts

An RTO will usually conduct a pre-training review (PTR) before enrolment into a training program. It will consist of a diagnostic assessment of a person current LLN skills. Also, a person’s computer or digital literacy skills are usually assessed. The person’s current LLN skills are compared with the LLN skills required for the training program to identify any LLN skill gaps.

The Australian VET system uses the Australian Core Skills Framework (ACSF) to identify LLN skill levels. For more information, go to:

The conduct of a PTR supports compliance with Clause 1.7 of the Standards for RTOs. And most programs delivered with state government funding will also require a PTR to be conducted.

1.1.1 Validated ACSF tools

When a diagnostic assessment tool is ‘validated’, it simply means that the developer of the tool or instrument has come to the opinion that it measures what it was designed to measure (with some assurance that the result is accurate). Therefore, when a validated ACSF tool gives the result that a person has a reading skill at the ACSF Level 2, then it is reasonably assured that the person’s reading skill is at the ACSF Level 2

The Australian Government’s Department of Education, Skills and Employment has published information about providers of validated or approved LLN assessment tools.

1.2 During the training program

It will be common for trainers and TAFE teachers to discover learners who have poor LLN skills during the delivery of a training program. Learners may be observed struggling to learn training program content or complete assessment tasks. Some learners can become frustrated or angry because they are struggling. Some learners can become quiet or withdrawn. And some may become disruptive and display challenging behaviours.

It is a good idea to encourage learners to:

be self-aware of any learning difficulties they experience
ask for help as soon as they become aware of their struggles.

This will require the trainer or TAFE teacher to establish and maintain an emotionally safe and supportive learning environment.

2. Implement strategies to address the LLN skill gaps

Once an LLN skill gap or gaps have been identified, the trainer or TAFE teachers will need to take action. Considering options, selecting strategies that meet individual needs, and preparing to deliver strategies to develop LLN skills can be time consuming activities.

However, I know from first-hand experience that not all trainers and TAFE teachers will be allocated time to support LLN skill development. A VET practitioner may be ready and willing to provide support but unable to deliver this support due to the lack of available time.

There are two broad areas for action that that can be taken by trainers and TAFE teachers:

Select and use instructional strategies
Select and use assessment strategies.

This is the terminology from the TAELLN411 unit. You may like to translate the term ‘instructional strategies’ to be ‘training strategies’. An RTO’s training and assessment strategy (TAS) for the delivery of a particular qualification may give some general guidance. However, the general guidance may not be appropriate or adequate for all individuals with LLN skill gaps.

2.1 Select and use instructional strategies

Instructional strategies are actions that support the development of LLN skills, and these include:

General instructional strategies
Instructional strategies that target a specific LLN skill.

2.1.1 General instructional strategies

The following are some general strategies we can used when we design and deliver a training program:

Allow more time to learn new knowledge and skills
Provide time or opportunities to practice
Increase the number and duration of breaks between training sessions
Provide more feedback and guidance
Acknowledge attainment or progress towards attainment of knowledge and skills
Deliver a foundation skills qualification before or at the same time as the vocational qualification.

The FSK Foundation Skills Training Package consists of three qualifications that can be used to develop a person’s LLN skills.

A strategy, such as ‘deliver a foundation skills qualification’ is likely to be outside the scope of a trainer’s or TAFE teacher’s responsibility. However, a trainer or TAFE teacher can raise this with a person who does have the appropriate responsibility within the RTO.

2.1.2 Instructional strategies that target a specific LLN skill

The following are some strategies that target a specific type of LLN skill:

Reading

Explain and help the learner develop reading strategies such as skimming or reading for gist
Give the learner time to read and process the information
Identify and explain terminology, jargon, abbreviations, or acronyms
Encourage the learner to develop their own glossary of terms.

Writing

Explain and help the learner develop writing strategies such as paragraph. sentence structure, spelling, and grammar
Give the learner time and opportunities to practice writing
Provide constructive feedback and suggestions for improved writing
Encourage the learner to proofread or read aloud what they have written.

Oral communication

Give examples of words or phrases that can be used when communicating with others
Demonstrate the communication techniques and standards required
Use role plays for the learner to practice speaking, listening, and interacting with others
Build confidence by starting with simple role play situations before moving onto more complex or challenging situations

Numeracy

Only cover the numeracy skills required to perform a particular work skill or activity
Cover underpinning mathematical principles, concepts or methods, and explain how it relates to the work skill or activity
Cover one mathematical principle, concept or method at a time
Give the learner time and opportunities to practice the math.

2.2 Select and use assessment strategies

Assessment strategies are actions that support learners when being assessed, and these include:

Apply reasonable adjustment
Provide detailed instructions before commencing the assessment
Allow opportunity for the candidate to ask questions about the assessment
Allow adequate time for the candidate to prepare for the assessment
Arrange for assessment to occur at a different time or place.

Note: These support strategies should apply to all learners being assessed, not just offered to learners with a low level of LLN skills.

3. Select and use resources to address the LLN skill gaps

As previously mentioned, I know that not all trainers and TAFE teachers will be allocated time, or sufficient time, to support the development of LLN skills. A VET practitioner may want to provide support but unable to deliver this support due to the lack of available time.

Another time consuming activity can be searching, selecting, developing and customising resources. Again, the VET practitioner may be ready and willing to produce resources but unable to do this due to the lack of available time.

3.1 Search and review available learning and assessment resources

It is relatively easy to conduct a internet search for available learning and assessment resources. Use your internet browser and enter search terms, such as:

[Unit code or Topic] training resources
[Unit code or Topic] workbook
[Unit code or Topic] worksheets
[Unit code or Topic] activity sheets.

Also, try filtering your search by selecting ‘Images’. For example, if you use Google to search images for ‘sandwich making activity sheet’ you get the following result.

If you find a resource, then it will need to be reviewed for:

Relevance
Currency
Readability
Usability
Ability to be purchased or freely used without breaching copyright.

An internet search may not get you exactly what you need but it may give you ideas for creating your own resource.

3.1.1 Copyright

Not everything we can find on the internet can be used by us. We must think that everything is copyright and we should avoid breaching copyright. Sometimes we can find resources on the internet that can be used but they must be appropriately acknowledged. For example, government departments or regulatory authorities publish relevant documents and video resources to be used for training purposes, such as:

Example of documents that can be used without breaching copyright

Resources published by Safe Work Australia

Example of videos that can be used without breaching copyright

Resources published by Australian Children’s Education and Care Quality Authority

3.2 Customise learning and assessment resources

Some learning and assessment resources may need to be customised before being used. Customisation may include:

Improving readability or usability of the resource
Simplifying language used in the resource
Explaining terminology, jargon, abbreviations, or acronyms
Adding images or increasing the visual impact of information.

3.3 Design and develop learning and assessment resources

Some learning and assessment resources may need to be produced. Resources may include documents, PowerPoint slides, videos, web pages, etc.

I am currently writing a series of articles that cover the design and development of basic documents:

A guide to designing and developing basic documents
A guide to document design principles
A guide to document style and formatting
A guide to copyright compliance.

4. Seek assistance from LLN specialists

Sometimes a trainer or TAFE teacher is unable to address an LLN skill gap because of a lack of time or lack of capability in regards to supporting learners with LLN skill gaps. This is why we might need to seek assistance from an LLN specialists.

What can an LLN specialist do?

Conduct detailed analysis if a learner’s LLN skills gap
Work directly with the learners to close LLN skill gaps
Provide advice to the trainer or TAFE teacher.

Some RTOs may employ an LLN specialist, while other RTOs may use a consultant to provide LLN specialist support. To find an LLN specialist, you may need to contact your local TAFE or adult and community education provider.

5. Arrange support services

Learners may experience a range of issues that can be a distraction or impede their learning progress. A learner may benefit from a support service, such as:

Youth services
Mental health services
Drugs or alcohol services
LLN support services.

You may need to suggest, encourage, support, or arrange for your learner to connect with a support service.

5.1 Reading Writing Hotline

The Reading Writing Hotline is a free national phone referral service for adults looking to improve their reading, writing, maths, or computer skills. It is funded by the Australian Government and managed by TAFE NSW.

5.2 Cultural and social sensitivities

Someone who is told that they may need help from an LLN specialist or a support service may feel a range of emotions, including disappointment, embarrassment, or shame. We need to speak to the person confidentially, and with sensitivity.

In particular, we need to be aware how people from different cultural and social backgrounds may feel or respond to an offer of support or assistance when they lack the required LLN skills.

Some people have developed strategies to hide their lack of LLN skills. And sometimes these people have been hiding their lack of LLN skills for a long time.

In conclusion

There is a high chance that all trainers and TAFE teachers will frequently have learners with LLN skills lower than what is required. It is important for VET practitioners to be ready, willing and able to respond when LLN skill gaps are identified. But more important is for RTOs to be ready, willing and able to provide adequate resourcing to address LLN needs of enrolled learners.

The following diagram shows the essential activities covered by the TAELLN411 Address adult language, literacy and numeracy skills unit.

The first thing is to identify LLN skill gaps. Then we need to take action to address the LLN skill gaps, for example:

Implement strategies to address the LLN skill gaps
Use resources to address the LLN skill gaps
Seek assistance from LLN specialists
Arrange support services.

Evaluate effectiveness

It is good practice to evaluate effectiveness of the actions we have taken to address LLN skill gaps. We can continuously learn from our experience. And we may uncover areas for our own ongoing professional development as a trainer or TAFE teacher.

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

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Training trainers since 1986