The assessment tool will always have at least two assessment tasks; one assessment task to gather the knowledge evidence, and another to gather the performance evidence.
The volume or frequency of performance evidence may be used to determine the number of assessment tasks required to gather the required performance evidence. See ‘Golden rule number 4’.
All specified knowledge evidence must be gathered.
A simple assessment strategy is to write at least one question for each item of knowledge evidence specified. Consider each bullet point listed under the heading of Knowledge Evidence as an item of knowledge evidence to be gathered.
Sometimes a bullet point may have sub-bullet points. Each sub-bullet point may require its own question, or it might be possible to use one question to gather evidence that would cover all the sub-bullet points.
The following is a simple assessment strategy that can keep the gathering of performance evidence as simple as possible for assessors to implement and for candidates to understand.
Use the same number of assessment tasks to gather performance evidence that is equal the volume or frequency of performance evidence specified. For example, if the performance evidence specifies that the task must be performed on three occasions, then plan for three assessment tasks to gather the specified quantity of evidence. In this example, the same assessment instrument may be able to be used for each of the three occasions (but this may not always be appropriate).
There must be evidence gather for all specified performance evidence. And this includes gathering evidence for each performance criteria. There are some Training Packages that specify that evidence for foundation skills are also to be gathered. Therefore, the foundation skills become assessible items.
Avoid integrating the gathering of knowledge evidence while gathering performance evidence because this will quickly complicate the assessment task. It can also interrupt the flow of performing a task if the assessor stops the candidate mid-task and starts asking them questions about what they are doing.
The following diagram shows the common assessment methods (and in brackets the evidence to be gathered by the assessment instruments).
Keep the assessment task to gather knowledge evidence separate from the assessment task or tasks used to gather performance evidence.
Note: It is a good idea to gather the knowledge evidence before gathering the performance evidence. If a candidate has insufficient knowledge, they are likely to have difficulties performing the work tasks or activities. It may be best to delay the gathering of performance evidence until the candidate has gained sufficient knowledge.
Do not ask ‘how-to’ questions to gather performance evidence. Performance evidence will require a candidate to perform the task or tasks.
Comply with the specified assessment conditions. This may include location, facilities, equipment or resources required for assessment.
Always trial and review the assessment tool before implementing it.
The following are some check points when trialling and reviewing the assessment tool:
Instructions to assessor are clear and written in plain English
Instructions to candidates are clear and written in plain English
If applicable, instructions to third parties are clear and written in plain English
Headings, sub-heading, page layout and formatting, page breaks, and white space have been used to make assessment documents easy to read and navigate
Assessment instruments can be used for collecting evidence and making judgements, including space provided for results, comments and feedback
Assessment decision-making criteria are provided, for example:
Sample answers for knowledge questions
Criteria for determining the standard of performance
Assessment documents are free of typos and grammatical errors
Assessment task titles and numbering are consistent across all documents.
The assessment tool should never be implemented before it has been trialled or piloted. This is when we find out if the assessment tool works, or not.
Some rules, like ‘Golden rule number 1’ should never be broken.
And sometimes you may need to break some of the rules.
The guiding principle should always be about making the assessment tool as simple as possible for assessors to implement and for candidates to understand.
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?
Do you want more information? Ring Alan Maguire on 0493 065 396 to discuss.
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.
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?
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:
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
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?
I have found that some people studying for their Certificate IV in Training and Assessment qualification struggle with understanding what a task breakdown is, and how to develop a task breakdown. In this article, I aim to answer the following questions:
What is a task breakdown?
How can a task breakdown be developed?
When can a task breakdown be used?
Where do we start
Australia’s VET system is competency-based. A primary objective of VET is to help people learn how to perform work tasks and activities.
The four stages of competence, also known as the ‘conscious competence learning model’, describes the process of progressing from incompetence to competence in performing a task or activity. [1]
Stage 1. Unconscious incompetence
At this ‘unconscious incompetence’ stage, a person is unaware of their inability to perform a particular task or activity.
Stage 2. Conscious incompetence
At the ‘conscious incompetence’ stage, a person becomes aware that they are unable to perform a particular task or activity.
Stage 3. Conscious competence
A person who is aware of their incompetence may decide it is worth their time and effort to learn how to perform the particular task or activity. At the ‘conscious competence’ stage, the person can perform the task but they will require concentration and may need to think about each step.
Stage 4. Unconscious competence
In the final stage of ‘unconscious competence’, performing the task becomes second nature because the person has learnt and practiced performing the task so much. They can perform the task easily and without thinking about it. As a result, the task may be performed while executing another task.
An experienced or skilled worker often performs many work tasks and activities without needing to think about how or what to do.
Becoming conscious again
As a trainer, we often have mastered skills and we are no longer conscious about how we perform work tasks or activities. We just do it.
But as a trainer, we must explain and demonstrate to others how to perform work tasks, and to do this we have to again become conscious about the steps required to perform the task. The development of a task breakdown is a method that helps us become conscious again about how to perform a work task or activity.
A task breakdown is a step-by-step description about how to perform a task. It may also be known as a procedure or work instructions.
What is a task breakdown?
A ‘task breakdown’ is a document that breaks down a task. It describes the steps in a logical sequence to perform the particular work task or activity.
I use three analogies to help people understand and appreciate the value of a task breakdown: Lego instructions, Ikea instructions, and a cooking recipe.
The following three examples have three common features:
Steps are numbered
Illustrations are used to visually communicate
The outcome or desired result is shown.
Lego instructions
Ikea instructions
Cooking recipe
How can a task breakdown be developed?
Use the following six steps to develop a task breakdown.
Step 1. Create 3-column table
Open a new Microsoft Word document and create a 3-column table. For example:
Step 2. Add table headings and adjust column width
The following illustrates the recommended layout and format for the task breakdown. For example:
Note: Layout and format can be modified later, if required.
Step 3. Enter step numbers
Use the first column to enter step numbers. The numbers imply a logical sequence to followed, and repeatedly use the word ‘step’ because this reinforces that each row is a step to be performed. For example:
Note: Table rows can be added or removed later, as required.
Step 4. Write brief description for each step
Perform the task or observe someone performing the task. Write a brief description for each step. For example:
Step 5. Write explanations
Write a clear and concise explanation for each step. Use illustrations, diagrams, and photos to show examples. Do not decorate or use unnecessary visuals. For example:
Important note: Remember to highlight safety requirements for the task or for a particular step.
Step 6. Review and finalise task breakdown
Ask someone to use your draft task breakdown to perform the task. Observe the person performing the task, checking the sequence of steps, and seek feedback about readability.
Check your task breakdown for grammar and spelling. Add task title, version control, and page numbers before finalising the document. For example:
Download the finished product
You can download a PDF version of the finished task breakdown for creating a task breakdown from here.
Used as a planning tool to identify required knowledge, required skills, safety requirements, and resources required to perform a task
Used to explain the process or performance of the task
Used to demonstrate the process or performance of the task
Used by the learner to guide them when they learn or practice performing the task
Used to check or assess the performance of the task
Used as a diagnostic tool when a person is struggling with learning or performing the task (used to identify what step the learner is stuck on).
Training session plan
A task breakdown describes a task. A session plan is used to describe the training to be delivered. The task breakdown should not make reference to the training process. It should only describes the work task or activity.
A training session plan can be developed based on the steps described by the task breakdown.
Observation checklist
A task breakdown can be converted into an observation checklist. For example:
A task breakdown should be written to guide performance of a work task or activity. It should describe the step-by-step procedure to be followed in a training environment or in a real workplace. The task breakdown should be the procedure to follow, no matter where the task is performed.
In conclusion
Creating a task breakdown is a basic skill that all trainers and TAFE teachers must have. A task breakdown describes the steps in a logical sequence to perform a particular work task or activity.
A task breakdown has a multitude of uses:
Used by the trainer as a planning tool
Used by the trainer when explaining and demonstrating the performance of the task
Used by the learner to guide them when they learn or practice performing the task
Used by the trainer when checking or assessing the performance of the task
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?
I have found that some people studying for their TAE40116 Certificate IV in Training and Assessment qualification struggle with understanding the difference between knowledge and skills. In this article I aim to answer the following questions:
What is knowledge? And what is skill?
What is the difference between knowledge and skill?
Why is it important to know the difference?
Where do we start
In the Australian VET system, specific terms have been defined. For example, competency is partly defined as the consistent application of knowledge and skill to the standard of performance required in the workplace.
For the purpose of this article I am focused on three words from the definition of competency: knowledge, skill, and performance.
A primary objective of VET is to help people learn how to perform work tasks and activities. The performance of a work task will require a person to apply knowledge and apply skill.
If people do not currently have the required knowledge or required skills to perform a work task, then VET will deliver training to help people learn the required knowledge and skills. The learning of required knowledge will usually precede the learning of required skills.
The following illustrates the typical training sequence.
After the required knowledge and skills have been learnt, then training can help people to apply their knowledge and skills to perform the work task or activity to the standard required in the workplace.
What is knowledge? What is skill? And what’s the difference?
Knowledge
What is knowledge? Can knowledge be observed?
These sound like philosophical questions. A person’s knowledge or knowledge held inside a person’s brain cannot been seen, per se.
Knowledge is intangible.
Knowledge can be factual, conceptual, or procedural.
Knowledge refers to learning information, principles, and concepts.
Knowledge is the theoretical understanding of something.
Knowledge refers to theory.
Knowledge learning is the process of acquiring the theory needed before progressing to the next stage of learning.
Skill
What is skill? Can skill be observed?
The performance of a skill can be observed unless it is a cognitive or thinking skill. We can observe a person performing the skill (the process) or we can see what is produced as a result (the product).
Skill is about doing or performing.
Skill refers to applying theory in practice and getting an outcome or result.
Skills are learnt through regular practice or trial and error.
Skill-based learning builds on knowledge by developing practical or ‘hands-on’ ability. People need knowledge and skills to perform a task.
What is the difference between knowledge and skill?
Knowledge and skill
The difference between knowledge and skill can best be explained by an example. What knowledge and skills does a chef need?
Before starting to cook, a chef requires the background knowledge about recipes, ingredients, food safety, types of cooking methods, and hazards in the kitchen.
A chef also needs to develop skills to perform specific tasks, such as reading recipes, measuring ingredients, mixing ingredients, and grilling, steaming, boiling, frying, baking, roasting, etc.
Having knowledge about something does not make a person skilled in it. And being skilled at something does not mean the person has all the required knowledge to work safely, effectively or independently.
A knowledge training session covers the theory.
A skill-based training session develops the practical or ‘hands-on’ ability to do something.
Skill and task
The difference between a skill-based and a task-based training session is subtle. Skills are used to perform a task. Both types of training session will involve doing something:
A skill-based training session involves a person performing a skill.
A task-based training session involves applying knowledge and skill to perform a task.
Learning the difference between knowledge and skill
I ensure that my TAE40116 Students learn the difference between a knowledge training session, a skill-based training session, and a task-based training session. The performance evidence for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency requires three training sessions to be delivered. My TAE40116 Students deliver three consecutive training sessions: a knowledge training session, followed by a skill-based training session, followed by a task-based training session.
The overall objective of the three training sessions is to help a group of people learn to perform a simple work task. This requires the delivery of a training session to help people learn the required knowledge to perform the task, followed by a training session to help people learn a required skill to perform the task. The task-based training session puts together what was learnt in the two previous sessions to perform a task.
A trainer working in the VET sector must be able to deliver training sessions covering knowledge and training sessions covering skills. I believe that a TAE40116 Graduate must know:
The difference between knowledge and skill
The difference between delivering a knowledge training session and a skill-based training session
VET trains people so that they can apply knowledge and skills to perform work tasks.
I have found that many of my TAE40116 Students struggle with how to start planning for the delivery of the three different types of training sessions. I think some people find it unusual to start at the end and work backwards, rather than starting at the beginning and work forward.
The first thing is to clearly describe the objective for the task-based training session and develop a task breakdown.
(By the end of the task-based training session, the learner should be able to …)
The second thing is to clearly describe the objective for the knowledge training session. The task breakdown can be used to identify the relevant knowledge required to perform each step of the task. Also, the Knowledge Evidence can be used to identify the required knowledge.
(By the end of the knowledge training session, the learner should be able to …)
The third thing is to clearly describe the objective for the skill-based training session. The task breakdown can be used to identify the relevant skill required to perform the task. Also, the Foundation Skills can be used to identify the required skill or skills.
(By the end of the skill-based training session, the learner should be able to …)
An example
The following is an example using the ICTICT216 Design and create basic organisational documents unit of competency. Basic organisational documents may include letters, brochures, posters, forms, and procedures.
Step 1. Describe the task
The task of designing and creating basic documents can be considered as having three stages: design document, develop document, and finalise document.
Each stage can be broken down as having three steps. The following flowchart outlines the 9-step process for designing and creating basic documents.
Step 2. Identify the required knowledge and required skills
The following shows how a table can be used to identify the knowledge and skills required for each task step.
Step 3. Write objectives for training sessions
The following are selection of training objectives for the ICTICT216 Design and create basic organisational documents unit of competency.
Training objectives must be written.
Task-based training sessions
By the end of the task-based training sessions, the learner should be able to design, develop and finalise at least five types of documents: letter, brochure, poster, form, and procedure.
Knowledge training sessions
By the end of the knowledge training sessions, the learner should be able to:
List three types of questioning techniques
List three methods of active listening
List five planning and scheduling considerations
Describe three document design principles
Describe three features of Microsoft Word and how to apply these features when developing a document
Describe three features of Microsoft PowerPoint and how to apply these features when developing a document
Identify two advantages of using Microsoft Word and two advantages of using Microsoft PowerPoint for developing documents
Etc.
Note: There would be several knowledge training sessions. ‘Chunking and sequencing’ of required knowledge would determine the order and timing for each knowledge training session. Also, the characteristics and needs of the individual learners would need to be considered.
Skill-based training sessions
By the end of the skill-based training sessions, the learner should be able to:
Clarifies work requirements using questioning and active listening techniques
Plan and schedule tasks to achieve outcomes within agreed timeframes
Read organisational guidelines and document requirements to determine requirements for document orientation, style, and format
Read organisational guidelines and document requirements to select appropriate application software for different types of documents
Etc.
Note: There would be several skill-based training sessions. ‘Chunking and sequencing’ of required skills would determine the order and timing for each skill-based training session. Also, the characteristics and needs of the individual learners would need to be considered.
Step 4. Develop training session plans and resources
This step is outside the scope of this article.
Why is it important to know the difference between knowledge and skill-based training?
Active learning
Active learning methods are used to engage and actively involve learners in the learning process. I promote the idea that at least 50% of the available training time should be allocated for activity. I emphasis ‘at least’, therefore 60%, 75%, or 90% of the training time could be used for activities.
Learning activities
Learning activities can be done by the individual learner, by working in pairs, or by working in small groups. Types of learning activities include:
Perform the work task or activity
Project
Role play
Case study
Skills practice
Research assignment
Discussion
Answer questions
Presentations
Quiz.
The following shows the application for different types of learning activities.
Note: All vocational education and training must include the performance of the work task or activity.
Structure of a training session
Finally, and importantly, the structure of a knowledge training session will be different to the structure of a skill-based or task-based training session.
Knowledge training session (EAS)
Skill-based or task-based training session (EDP)
In conclusion
The following diagram show from the learner’s perspective that the knowledge training is followed by skill-based training, followed by task-based training. But the planning process for competency-based training starts with the task, and then works back to the required knowledge and required skill.
Key points
A prime objective of VET is about help people learn how to perform work tasks and activities
People need knowledge and skills to perform work tasks and activities
Knowledge and skills are different.
Active learning methods must be used to engage and actively involve the learner in the learning process.
A trainer needs to know the difference between knowledge and skills because a knowledge training session is structured differently to a skill-based training session, and different types of learning activities are used.
The objective of a task-based training session is to ensure a person can apply the required knowledge and required skills to perform a work task or activity.
Training is not complete until the learner has performed the work task or activity to the standard required in the workplace.
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?
On Target Work Skills 