How to identify integrated assessment opportunities

What is integrated assessment?

Units of competency specify the standards of performance required in the workplace. [1] Each unit of competency describes a specific work activity or task, however, a small number of units may describe a body of knowledge or an essential skill.

For example:

The BSBMED301 Interpret and apply medical terminology appropriately unit covers the application of a body of knowledge
The BSBCRT311 Apply critical thinking skills in a team environment unit covers an essential skill.

Individual units of competency are rarely performed in isolation in the workplace. Typical job roles involve a number of related tasks. Integrated assessment is the simultaneous assessment of two or more related units of competency, and it is an efficient and authentic evidence gathering method, because it more closely reflects the real nature of work. [2]

Scenario

The following scenario shall be used to explain how to identify integrated assessment opportunities.

Let’s say, you work for an RTO that has been contracted by a community-based youth employment service to deliver some training. This client has been granted government funding to implement an innovative youth training and employment program.

Learners are early school leavers, typically with poor literacy skills, aged between 17 and 21.

The training program aims to prepare unemployed youth for basic office administration work. The client wants an emphasis on the development of computer skills.

A recent survey of local businesses identified that most use Microsoft Office applications. Several meetings with the client have occurred. The client has agreed to the delivery of the BSB20120 Certificate II in Workplace Skills qualification.

The training program shall be structured around four topics or learning blocks: work safely, work effectively, work sustainably, and use technology.

The following lists the ten (10) units of competency that will make up the BSB20120 Certificate II in Workplace Skills qualification.

Example 1

The following gives an example about how to plan for integrated assessment. It focuses on the four units of competency covered by the ‘Use technology’ cluster:

ICTICT102 Operate word-processing applications
BSBTEC202 Use digital technologies to communicate in a work environment
BSBTEC201 Use business software applications
BSBOPS101 Use business resources

Step 1. Comprehend performance evidence requirements

Read the elements and performance criteria to identify the scope of performance required. And read the Performance Evidence to identify the volume or frequency of evidence that is specified. For example:

Step 2. Create table

Create a table to assist with identifying typical work tasks and mapping the units of competency. For example:

Step 3. List typical work tasks

List the typical tasks performed in the workplace. For example:

Step 4. Map units of competency to typical work tasks

Use the table to identify any overlap. For example:

Step 5. Identify opportunities for integrated assessment

Assessment options are:

Gather performance evidence for a single unit during training
Gather performance evidence for multiple units during training
Gather performance evidence from the workplace
Combination of the above three.

Integrated assessment is when we gather performance evidence for multiple units. The following two examples have been designed to give a simple illustration of opportunities for integrated assessment. But do not be deceived by the apparent simplicity. From this point onward, the development of the assessment tool can get complex, and non-compliance with the Training Package requirements can easily occur.

Opportunity # 1

The ICTICT102 Operate word-processing applications unit has an element of competency that requires the candidate to print documents. And using a printer is covered by the BSBOPS101 Use business resources unit. Therefore, when a candidate prints a document, they can be producing evidence for the two units of competency.

The evidence produced when the candidate prints documents must ensure the performance criteria and any relevant assessment requirements for both units, ICTICT102 and BSBOPS101, are covered. This is necessary to ensure compliance with the specified Training Package requirements.

Opportunity # 2

The BSBTEC201 Use business software applications unit requires the candidate to have evidence of using at least three business software applications on two occasions each.

In this example, the ICTICT102 Operate word-processing applications unit has been contextualised for using Microsoft Word. This can be one of the three business software applications required for the BSBTEC201 unit.

If the candidate produces one or two Microsoft Word documents as evidence for the ICTICT102 unit, this same evidence can be used for the BSBTEC201 unit. However, much more evidence will still be required to satisfy the volume or frequency of evidence specified by the BSBTEC201 unit.

The above five steps explain how to identify opportunities for integrated assessment.

The next activity would be to design and develop the assessment tools.

Example 2. Use diagrams to show connection

The following gives an example about how a diagram can be used to see connections and uncover opportunities for integrated assessment. It focuses on the four units of competency covered by the ‘Work effectively’ cluster.

Communication skills are used when we manage time. Communication skills are used when we solve problems. Communications skills, time management skills, and problem solving skills are all used when we perform work. These are the opportunities for integrated assessment.

Example 3. Integrate assessment

The examples above are for integrated assessment within a cluster of units. In the case of the BSB20120 Certificate II in Workplace Skills qualification, there is opportunity for a integrated assessment across the four topics or learning blocks. An RTO may decide to follow a relatively simple pathway commencing and completing each unit or cluster before moving onto the next. But each unit or cluster of units is not an independent or discrete activity or task performed in the workplace. It is common for an overlap.

The holistic assessment needs an end-of-program assessment in a workplace or a simulated workplace. This will add further complexity to the assessment approach, assessment tools, and assessment reporting processes.

The following shows how opportunities for integrated or holistic assessment for all units of competency can be identified.

The first work task on the list below, ‘Check work area is safe’, relates to gathering assessment evidence for a single unit of competency.
The second work task, ‘Plan and prioritise work tasks’, can overlap five units of competency and is across two clusters.
You can complete the remainder of the matrix, if you want, but I hope you can see the method for identifying integrated assessment opportunities.

In conclusion

Integrated assessment will add complexity to the assessment approach but it still can be simply organised for learners so that they do not have a confusing or complicated experience.

Government funding contracts can work against the concept of integrated assessment when there is a payment to RTOs for the completion of units. An RTO will most likely want to secure a positive cash flow by completing units or cluster of units as soon as possible, rather than waiting to the end of a program to receive payments from the government.

The concept of integrated assessments is important because it more closely reflects the real nature of work.

References

[1] Standards for Training Packages https://docs.employment.gov.au/documents/standards-training-packages accessed 20 November 2020

[2] Back 2 Basics Fact Sheet – Assessment https://www.myskills.gov.au/media/1781/back-to-basics-vet-assessment.pdf accessed 20 November 2020

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Volume of learning and other VET terminology that can be confusing

In a previous article, I have explored the notion of ‘nominal hours’ and explained that nominal hours are not the same thing as the number of hours of contact between a learner and their trainer. Contact hours are usually less than the nominal hours, and often substantially less.

This article is primarily about the AQF volume of learning but it requires an understanding of other terms such as supervised hours and unsupervised hours.

Definition of volume of learning

The volume of learning is defined in the AQF as follows: [1]

“The volume of learning is a dimension of the complexity of a qualification. It is used with the level criteria and qualification type descriptor to determine the depth and breadth of the learning outcomes of a qualification. The volume of learning identifies the notional duration of all activities required for the achievement of the learning outcomes specified for a particular AQF qualification type. It is expressed in equivalent full-time years.”

I am unsure if this definition simplifies or complicates our understanding.

The generally accepted length of a full-time year is 1200 hours. [1] And this would equate to about one training day per week. I wish full-time work was like this!

The AQF volume of learning is not a term exclusive to VET. It is a term that covers all qualifications in Australian education and training: senior secondary certificate of education, VET, and higher education. [2]

ASQA provides information to help people understand the AQF volume of learning within a VET context. The volume of learning describes how long a learner who does not hold any of the competencies would take to develop all the required skills and knowledge. It includes all training, learning and assessment activities that a typical learner must undertake to achieve the learning outcomes. [3]

ASQA expects to see the appropriate volume of learning documented in the Training and Assessment Strategy (TAS) before the RTO has a qualification added to its scope of registration. The following table outlines the expected volume of learning for Certificate I qualification to Diploma qualification.

Extract from Users’ guide to Standards for RTOs

Volume of learning hours, nominal hours, and contact hours

‘Volume of learning hours’ and ‘nominal hours’ are two different things. Before I explain the difference, there is one thing that is the same for both. The hours are from the learner’s perspective or what the learner experiences.

Nominal hours are used to calculate money paid to an RTO under a funding contract. Also, nominal hours are used by the RTO to report AVETMISS data.

The following is an example of nominal hours for a BSB20120 Certificate II in Workplace Skills qualification.

It becomes obvious that ‘volume of learning hours’ and ‘nominal hours’ are not the same thing when we compare the hours. Let us use 600 hours as the volume of learning for the BSB20120 Certificate II in Workplace Skills qualification. The nominal hours in the above example are less than half the required volume of learning hours.

The next thing to establish is that ‘volume of learning hours’ and ‘contact hours’ are not the same thing. Contact hours is not an official VET term. However, it is a useful term to explain a concept. The learner may not experience or think that they receive the number of hours specified by the AQF volume of learning. From the learner’s perspective, they may only think the training being received is when there is contact between them and their trainer. In other word, attending a training session.

Supervised hours and unsupervised hours

ASQA says that the volume of learning identifies the notional [estimated] duration of all activities required to achieve the learning outcomes of the course, including:

training sessions with guidance from an RTO trainer
learning activities without guidance from an RTO trainer
self-study and research
work placement or work experience
learning at work as part of an apprenticeship or traineeship
assessment activities.

ASQA says we can calculate the volume of learning using the following equation: [4]

Definitions:

Supervised hours represent the supervised structured learning and assessment activity delivered by a Registered Training Organisation (RTO).
Unsupervised hours represent activities that contribute to achieving the training programs outcomes that are not supervised by an RTO trainer or assessor.

The following is an example of volume of learning hours for a BSB20120 Certificate II in Workplace Skills qualification. For this example, let us say that this qualification is being used as a structured training program targeting unemployed and disengaged youth, and one training day is being delivered each week.

Step 1. Calculate the supervised hours

The 25 supervised [contact] days gives us 200 volume of learning hours. This is far short of the 600 hours required for the Certificate II qualification.

Step 2. Add unsupervised hours

We could expect that some unemployed and disengaged youth enrolled in this program would lack the interest or motivation to complete pre-reading each week or undertake research tasks. In reality, the purpose of adding these unsupervised hours is not to improve the learning experience but to increase the total number of volume of learning hours.

Unfortunately, in this example:

The planned 308 hours of supervised and unsupervised training, learning, and assessment activities is slightly higher than the 295 nationally agreed nominal hours. But the proposed program for the BSB20120 Certificate II in Workplace Skills qualification is still half of the required volume of learning hours. I assume we just keep adding hours until we get to 600 and satisfy the regulator’s requirements. In reality, the training program still has, or only needs, a 25-day duration.

In conclusion

There is a difference between volume of learning hours, nominal hours, and contact hours. The following graph illustrates a numerical difference between these terms.

Planned hours, scheduled hours, actual hours, contact hours, nominal hours, notional hours, supervised hours, unsupervised hours, volume of learning hours, etc.

Sometimes, VET is very confusing.

References

[1] Volume of Learning: An Explanation https://www.aqf.edu.au/sites/aqf/files/volume-of-learning-explanation-v2-2014.pdf accessed 18 November 2020

[2] Australian Qualifications Framework https://www.aqf.edu.au/ accessed 18 November 2020

[3] Users’ guide to Standards for RTOs https://www.asqa.gov.au/standards/training-assessment/clauses-1.1-to-1.4-2.2#what-clauses-1-1-to-1-4-and-2-2-mean-for-your-rto accessed 18 November 2020

[4] https://www.asqa.gov.au/course-accreditation/apply/integrating-volume-learning-course accessed 18 November 2020

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Nominal hours and the Australian VET system

This article was originally written in 2020. Another article with more recent information was published in 2024. The title of this more recent article is:

What are nominal hours?

Introduction to nominal hours

Nominal hours are used for two different purposes:

Nominal hours are used for reporting purposes
Nominal hours are used for funding purposes.

Nominal hours are about money, not time

Nominal hours are used by State and Territory Governments to determine the amount of money paid to an RTO when they deliver government subsidised training. Each unit of competency is assigned ‘nominal hours’, and a dollar amount per hour is allocated for each qualification that the government is willing to subsidise.

The following formula is used to calculate the amount of money to be paid to an RTO for delivering government-subsidised training.

Nominal hours x Dollar amount per hour = Dollars paid to an RTO

Each State and Territory Government determines their own subsidy rate. Therefore, the subsidy rate for a particular qualification can vary in different jurisdictions. And a qualification may be subsidised by one State Government, but not by another.

Nationally agreed nominal hours

Victoria was the first State or Territory Government that implemented market-based pricing for government-subsidised training. It publishes nominal hours in Victorian Purchasing Guides.

In recent years, nationally agreed nominal hours have been established for RTOs when reporting ‘nominal hours’ in their AVETMISS submissions. [4]

Nominal hours and contact hours differ

Nominal hours are about money, not time because they are used to calculate how much money and RTO gets paid for delivering government-subsidised training.

Nominal hours have very little to do with the contact hours (the time allocated for contact between a learner and their trainer). Contact hours are determined by an RTO and they are usually less than the nominal hours, and can be substantially less.

This article was originally written in 2020. Another article with more recent information and examples was published in 2024. The title of this more recent article is: What are nominal hours?

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Will a national VET workforce strategy improve quality?

Australia will have a national vocational education and training (VET) workforce strategy developed over the next 12 months. What will it cover? And will it improve quality? This article is the first of a series that will explore potential elements of a workforce strategy for the Australian VET sector, including:

Registration of VET trainers and assessors
Initial or entry-level qualification for VET practitioners
Further qualifications to support career pathways and specialisations.

In this article I will outline the background to why we are talking about a national VET workforce strategy.

What is driving the development of a national VET workforce strategy?

Every so often over the past decade or more, someone or a lobby group suggested that Australia needs a national workforce strategy for the VET sector. Stephen Joyce, an ex-politician from New Zealand, conducted a review of the entire Australian VET system. He gathered a variety of ideas – some good, some bad, and some truly ugly. The review had a short three-month duration and it resulted in a report titled, ‘Strengthening Skills: Expert Review of Australia’s Vocational Education and Training System‘; also known as the Joyce Report. [1]

Recommendations from the Joyce Report have been endorsed by the Australian Government and form the basis for the VET Reform Roadmap. One reform is for the development of a VET Workforce Strategy to be implemented during 2021 and 2022. [2]

The National Centre for Vocational Education Research (NCVER) is owned by the Commonwealth, state and territory ministers responsible for VET. It has been conducting research in preparation for the VET workforce strategy. Two recent NCVER publications have been:

Understanding the Australian vocational education and training workforce [3]
Building capability and quality in VET teaching: opportunities and challenges [4]

Before talking more about the workforce strategy, I want to acknowledge that the VET Reform Roadmap will pursue many initiatives. The entire VET system will be changed. The following illustrates the various layers being tackled by the VET Reforms.

The VET workforce strategy is focus on building the capability and quality of VET trainers and assessors. There is an implication that the current VET trainers and assessors are not good enough. And ASQA has implied that VET trainers and assessors haven’t been good enough for many years. This year’s ASQA Regulatory Strategy has identified ‘trainer and assessor capability’ as it’s number one strategic initiative. [5]

How will the VET Workforce Strategy build capability and quality of trainers and assessors?

The VET workforce strategy aims to build the capability and quality of trainers and assessors.

The NCVER’s Building capability and quality in VET teaching: opportunities and challenges research report explores a range of workforce strategies to improve the quality of training and assessment services. I have categorised these in the five areas:

Mandatory registration
Recruitment, selection and induction
Initial qualification (TAE40116 Certificate IV in Training and Assessment)
Further qualifications to support career progression and specialisation
Continuous professional development.

In conclusion

This article is brief and sets the scene for some future articles.

In the next article, I will do my best to convince you that mandatory registration of VET trainers and assessors is a really bad idea.

In the meantime, you may like to do your own reading and investigating about the VET workforce strategy. I have listed source documents as references below.

References:

[1] https://www.pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-review-australia-vets_1.pdf accessed 17 October 2020

[2] https://www.employment.gov.au/vet-reform-roadmap accessed 17 October 2020

[3] https://www.ncver.edu.au/research-and-statistics/publications/all-publications/understanding-the-australian-vocational-education-and-training-workforce accessed 17 October 2020

[4] https://www.ncver.edu.au/research-and-statistics/publications/all-publications/building-capability-and-quality-in-vet-teaching-opportunities-and-challenges accessed 15 September (it has been removed from the NCVER website, to be reviewed and re-released at a later date)

[5] https://www.asqa.gov.au/resources/publications/asqa-regulatory-strategy-2020-22 accessed 17 October 2020

Prerequisite units in the Australian VET system

Prerequisite is a term that has a specific meaning in the Australian VET system.

The Standards for Training Packages defines a prerequisite unit as any unit or units in which the candidate [learner] must be deemed competent prior to the determination of competency in this unit. Therefore, the sequence of delivering a unit must comply with prerequisite requirements when specified.

Prerequisite requirements can be found in the units of competency. You may also find prerequisite information in Training Package Implementation Guides that are developed by the Training Package Developers. These documents are published on the VETNet.gov.au website.

This article is primarily aimed at helping TAE Students who are studying the TAEDES402 Use training packages and accredited courses to meet client needs unit. It is a follow on from a recently published article title, How to use training packages to meet client needs. However, this article may also be of interested to recently qualified or experienced VET practitioners to refresh their ability to use training packages.

A 5-step process shall illustrate my approach to ensuring a training program complies with prerequisite requirement.

Scenario

For this example, let’s say you work for an RTO and you have been asked to design a training program for food and beverage attendants.

The SIT20316 Certificate II in Hospitality qualification is applicable for this scenario. And the packaging rules for this qualification are:

12 units must be completed

6 core units

6 elective units, consisting of:

1 unit from Group A
3 units from Group B
2 units from Group B, elsewhere in the SIT Training Package, or any other current Training Package or accredited course.

Step 1. Create a table and insert core units

For this example, a table is created with 12 blank rows in preparation to insert the 12 units required by the SIT20316 Certificate II in Hospitality qualification packing rules. The 6 core units have been inserted. None of these units have a prerequisite.

Step 2. Start selecting elective units

The packaging rules for the SIT20316 Certificate II in Hospitality qualification requires one unit from Group A to be selected. In this example, SITXFSA001 Use hygienic practices for food safety unit has been selected and it does not have a prerequisite.

Step 3. Continue selecting elective units

Next, the SITHFAB007 Serve food and beverage unit has been selected.

The SITHFAB007 Serve food and beverage unit states that SITXFSA001 Use hygienic practices for food safety unit is a prerequisite.

In this case, the SITXFSA001 Use hygienic practices for food safety unit has already been selected as the Group A elective.

Step 4. Include prerequisite units

If a unit specifies a prerequisite that has not previously been selected, then include it and check that the qualification packaging rules are still being complied with.

In this case:

the SITXFSA001 Use hygienic practices for food safety unit has already been selected
the SITHFAB002 Provide responsible service of alcohol unit has not already been selected and it must be included.

The prerequisite sequence can be sorted in the next step. Also, this is an example showing that a unit may have more than one prerequisite.

Step 5. Give structure and sequence to the qualification

The delivery sequence of units can be decided, and the training program can be given structure.

Double-check for compliance:

Qualification packing rules
Prerequisite units

* The SITHFAB002 Provide responsible service of alcohol unit must be completed before the SITHFAB003 Operate a bar unit is commenced. This means integrated assessment of these two units is not permitted.

Note: In the above example, the sequence shows core units, followed by Group A unit, followed by Group B units. This sequence has not been deliberate and there are other ways that this qualification could be structured. For example, SITXCCS003 Interact with customers and SITHFAB007 Serve food and beverage units work together.

The Australian VET system can be extremely flexible and responsive to client needs. And this flexibility allows RTOs to be innovative in the way they deliver training and assessment services.

In conclusion

The sequence and structure for a qualification provides the essential starting point to design the training program. Prerequisite requirements must be complied with.

Do you find the 5-step process a useful guide?
Did you learn something from this article?

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