Designing and developing basic documents: A guide for trainers and TAFE teachers

Introduction

From my experience, many new and existing trainers and TAFE teachers struggle with the design and development of learning resources. And some struggle with the basics of using software applications and developing basic documents.

The Australian VET system has units that can provide a structured approach to learning the basics:

BSBTEC201 Use business software applications
ICTICT216 Design and create basic organisational documents.

These two low level units of competency can be seen as foundations for others units, such as the TAEDES502 Design and develop learning resources unit.

Also, a person studying for their TAE40116 Certificate IV in Training and Assessment qualification need basic computer skills. Most trainers and TAFE teachers use technology on a daily basis to perform their role.

Using software applications

The BSBTEC201 Use business software applications unit of competency can cover:

Using a word processing application, such as Microsoft Word
Using a presentation application, such as Microsoft PowerPoint.

Managing files including version control of documents is another basic skill required. And a trainer or TAFE teacher will usually need technology skills for:

Using an Learning Management System (LMS), such as Moodle or Canvas
Using a web conferencing application, such as Zoom.

Developing basic documents

The ICTICT216 Design and create basic organisational documents unit of competency gives a useful framework for learning how to design and develop basic documents. The following lists the elements and performance criteria for the ICTICT216 unit.

I have interpreted, simplified, and reworded the above performance criteria to develop a 9-step procedure for designing and creating documents. The following outlines the nine steps with reference to the associated ICTICT216 performance criteria.

The ‘design document stage’ can be relatively quick compared with creating the document. The time and effort required to create a document can vary greatly depending on the type and size of the document being developed. The time and effort for the ‘finalise document stage’ can also vary depending on the feedback received.

How to design and create basic documents

Over a series of articles, I will explore how to design and create basic documents. Some key topics I will cover are document design principles, copyright compliance, and how to use software applications to create basic documents.

What is a basic document?

My aim to cover the basic knowledge and skills required to produce basic documents. I won’t go beyond the basics. I believe that we can create quality documents without having advanced capabilities. However, the more experience we get, the better our documents will become.

Basic documents that may be produced by a trainer or TAFE teacher are:

Instructions
Procedures
Forms
Checklists
Presentation slides
Brochures
Posters.

Other basic documents may include letters, agendas, minutes of meetings, and reports.

The 9-step procedure

I will use the 9-step procedure to guide my exploration of how to design and develop basic documents.

Let’s start looking at the first three steps associated with the ‘design document phase’.

Step 1. Establish and confirm document requirements

The following questions can help us establish and confirm the document requirements:

What type of document is to be created?
Who will read or use the document?
Who will provide the content?
Is there a style guide?
Are there any special requirements?

Step 2. Determine document orientation, style, and format

A document can be ‘paper-based’ or ‘screen-based’.

A ‘paper-based’ document will usually be A4 sized or A3 sized. Typically, the default size will be A4. If we are using Microsoft Word and want to change the size to A3, we select [Layout] then [Size].

The design of screen-based documents, such as presentation slides and web pages, is different than paper-based documents. I will cover this topic in greater depth in later articles.

Document orientation

A document can be orientated in two directions: portrait and landscape. If we are using Microsoft Word we select [Layout] then [Orientation].

Most basic documents will have a portrait orientation with the exception of presentation slides. However, a basic document may include a diagram or table that would require a landscape orientation. A document can have a mix of portrait and landscape pages.

Another consideration is the width of margins. If we are using Microsoft Word we select [Layout] then [Margins].

I recommend ‘normal’ margins for most basic documents. But ‘narrow’ margins might be used for some forms, checklists or landscape documents if required.

Document style and format

Document formatting refers to the way a document is laid out on the page, in other words, the way it looks and how it is visually organised. It may include:

Font type, size, and colour
Line and paragraph spacing
Margins and alignment.

I do not recommend the use of columns. It is becoming more common for ‘paper-based’ documents not to be printed on paper. Instead, these documents are being read and used onscreen. Reading up and down columns on a screen decreases readability and increases the time it takes to read the document.

My one most important guiding principle is to keep our documents simple. We should always think about the readers or users of the documents that we produce. We want them to find our documents to be easy to read and easy to use.

Style guides

If your organisation has a style guide, this eliminates the need for you to devise your own style and format for documents. A style guide is a reference point that sets standards for creating documents within an organisation. It may include:

Logo size and placement
Colour scheme to be used
Image and photography guidelines
Layout and document formatting.

The topic of style and format will be comprehensively covered in the articles:

A guide to document design principles for trainers and TAFE teachers
A guide to document style and formatting for trainers and TAFE teachers.

Step 3. Select application software

From my experience working with Registered Training Organisations (RTOs), Microsoft applications are more widely used compared with Apple or Google applications. Having said this, I know that some trainers and TAFE teachers prefer and use Apple, Google and other software applications.

Microsoft Word will be used for most basic documents, and Microsoft PowerPoint will be used for presentation slides. Either of these Microsoft applications can be used to produce brochures or posters. However, I have a preference to use Microsoft PowerPoint. This will get explained in the next and later articles.

In conclusion

The ICTICT216 Design and create basic organisational documents unit of competency can be used to provide a structured approach to learning how to produce basic documents.

The ICTICT216 unit has been interpreted and simplified, resulting in a 9-step procedure for designing and creating documents. The first three steps can be relatively quick to complete:

What type of document is to be developed?
What software application will be used?
Will the document use a portrait or landscape orientation?
Will the document be A4 or A3 sized?
Should the margins be kept at ‘normal’ or changed to ‘narrow’?
Is there a style guide to be complied with?

This has been the first of a series of articles about how to design and develop basic documents.

Also, it would be great to hear about your experience:

What software applications does your RTO use?
What types of document do you need to produce?
Does your RTO have a style guide?

Australia’s VET system

Australia’s vocational education and training (VET) system is complex and forever changing. People studying for their TAE40122 Certificate IV in Training and Assessment qualification may find useful information on this website. Tap or click on the following ABC logo to find out more.

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How to use the Australian Core Skills Framework (ACSF) to identify LLN skill gaps

This is the second of two articles covering the Australian Core Skills Framework (ACSF). My first article describes the Australian Core Skills Framework (ACSF).

In this article I shall cover how to use the ACSF to identify LLN skill gaps.

Although this article has been primarily written for people studying for their TAE40116 or TAE40122 Certificate IV in Training and Assessment qualification, qualified VET practitioners may still get something from the content or the way the content has been presented.

The information covered by this article is relevant to the following units of competency:

TAELLN411 Address adult language, literacy and numeracy skills
TAELLN421 Integrate core skills support into training and assessment.

LLN skills

In the Australian VET system, foundation skills consist of language, literacy, and numeracy (LLN) skills and employment skills. In other words, LLN skills are a sub-set of foundation skills.

Let’s broadly define these LLN skills:

What are language skills?
What are literacy skills?
What are numeracy skills?
What are digital literacy skills?

What are language skills?

Wikipedia defines ‘language’ as a structured system of communication used by humans consisting of speech (spoken language) and gestures (sign language). The ACSF identifies Oral Communication as a core skill and its covers:

Speaking skills
Listening skills.

The Australian VET system mostly delivers training and assessment services using the English language. Sometimes, a training program may be delivered in Auslan or a local indigenous language.

It may be possible to use translation services for people who speak languages other than English. However, most workplaces in Australia require a person to communicate in English to managers, supervisors, work colleagues, customers, suppliers, and others. An RTO must ensure that the people they train and qualify have the oral communication skills required to work safely and effectively in an Australian workplace.

What are literacy skills?

Wikipedia states that literacy is popularly understood as an ability to read and write. The ACSF has the two core skills:

Reading skills
Writing skills.

What are numeracy skills?

Numeracy in the ACSF is about using mathematics to make sense of the world and applying, representing and communicating mathematics and mathematical results. Numeracy includes:

Measuring and using measuring equipment
Calculating
Using data
Using graphs, diagrams and tables
Using maps or plans.

Numbers, algebra, quantities, time, geometry, statistics and probability are numeracy skills. Often numeracy skills support analysis and problem solving at work.

What are digital literacy skills?

In 2020, the Digital Literacy Skills Framework was published by the Australian Government Department of Education, Skills and Employment. This framework adds onto the ACSF.

A focus on digital literacy is not new. Computers and other digital devices are frequently used when people read information or write documents. Technology is used for communicating and collaborating with others. And various digital devises and software applications are used to measure, calculate, analyse, display data, create graphs, etc.

Digital literacy skills are integrated with the five core skills covered by the ACSF. In the future, digital literacy skills are likely to be treated as a sixth core skill alongside learning, reading, writing, oral communication, and numeracy.

For more details about the ACSF go to: What is the Australian Core Skills Framework (ACSF)?

4-steps to using the ACSF to identify LLN skill gaps

The following 4 steps provides a relatively simple procedure for using the ACSF to identify LLN skill gaps:

Step 1. Identify and describe the required LLN skills
Step 2. Analyse the complexity of the required LLN skills
Step 3. Use ACSF Performance Indicators to estimate the required ACSF Levels
Step 4. Compare an individual’s ACSF Levels with the required ACSF Levels.

Step 1. Identify and describe the required LLN skills

The ACSF can be used to identify the LLN skill requirements of a VET program. There are two methods for identifying the required LLN skills:

Method 1. Identifying the required LLN skills for units of competency with foundation skills
Method 2. Identifying the required LLN skills for units of competency without foundation skills.

Method 1. Identifying the required LLN skills for a unit of competency with foundation skills

Some Training Package Developers have identified and described the foundation skills for a unit of competency. The following is an example for the BSBOPS101 Use business resources unit of competency.

In the above example, four of the seven foundation skills are LLN skills. And a brief descriptions helps to give a scope or context for each skill.

Method 2. Identifying the required LLN skills for a unit of competency without foundation skills

Some Training Package Developers have not identified or have only provided limited information about the foundation skills for a unit of competency. And many Accredited Courses have units of competencies in a format that did not require foundation skills to be identified. These situations will require you to identify and describe the LLN skills.

Step 1.1 Create an LLN skill template

Create a table.

Then insert the elements and performance criteria for the unit of competency that will be analysed. The following is an example for the BSBOPS101 Use business resources unit of competency.

You should also read the Assessment Requirements because there may be relevant information relating to LLN skills required to perform the work task or activities.

Step 1.2 Identify the LLN trigger words

LLN trigger words are the ‘verbs’. These words help us locate the underpinning LLN skills required to perform the work task or activities specifed by the unit of competency. Others terms may also indicate underpinning LLN skills. For example, ‘within a designated timeframe’ indicates the need for numeracy skills.

The following example highlights the LLN trigger words for the BSBOPS101 Use business resources unit of competency.

Step 1.3 Use trigger words to identify LLN skills

ASQA has published Foundation Skills Trigger Words. These can be used to identify LLN skills. For example, the ‘identify’ verb can indicate that reading skills and oral communication skills are likely to be required. Using the BSBOPS101 Use business resources unit of competency as an example, the identification of these underpinning LLN skills for the ‘identify’ verb is relevant for Performance criteria 1.1 and 3.1 (see the table below).

The following example identifies the all the underpinning LLN skills for the BSBOPS101 Use business resources unit of competency.

Step 1.4 Describe each LLN skill

The above information can be restructured, simplified and any duplication can be removed. The description can be re-written to give a clear and concise scope or context for each LLN skill.

The following example describes the LLN skills for the BSBOPS101 Use business resources unit of competency.

Step 2. Analyse the complexity of the required LLN skills

Think about the typical tasks or activities performed in the workplace. How complex is the task to perform? Is the task performed with or without supervision? What is the relevant AQF level? Answers to these questions will help you analyse the complexity of the required LLN skills.

The following examples analyse the LLN skills for the BSBOPS101 Use business resources unit of competency. Business resources may include printers, phone and intercom systems, laminators, binding machines, and other office equipment. Also, business resources may include consumables such as paper, printer toner cartridges, laminating supplies, and binding supplies.

Reading requirement for the BSBOPS101 unit

What reading is required when performing the work task specified by the unit of competency? How complex are the required reading skills?

A competent person will need to read task lists or emails giving instructions about what and when tasks are to be completed. Workplace procedures about operating and maintaining office equipment will need to be read. And equipment manuals and manufacturers’ instructions giving details about using, maintaining and trouble-shooting will need to be read. Each procedural document or equipment manual can vary in content and layout, and some will require a moderate level of concentration and comprehension to read.

Writing requirement for the BSBOPS101 unit

What writing is required when performing the typical work tasks or activities specified by the unit of competency? How complex are the required writing skills?

A competent person will need to complete simple forms and maintenance records, or write emails.

Oral communication requirement for the BSBOPS101 unit

What oral communication is required when performing the typical work tasks or activities specified by the unit of competency? How complex are the required oral communication skills?

A competent person will need to clarify priorities or negotiate deadlines with their supervisor or other people in the workplace. Also, they will need to speak with maintenance or repair technicians to explain and discuss equipment faults or issues.

Numeracy requirement for the BSBOPS101 unit

What numeracy is required when performing the typical work tasks or activities specified by the unit of competency? How complex are the required numeracy skills?

A competent person will need to count office supplies and consumables. Also, they will need to estimate qualities required to complete tasks. The timeframe for each estimate can vary from quantities required to perform a task immediately, or quantities required during a day, or quantities required over a week. Usage rates from the past or order records can be used to inform estimate for the future.

Step 3. Use ACSF Performance Indicators to estimate the required ACSF Levels

Step 2 above and Step 3 may be combined and completed at the same time.

The ACSF Performance Indicators are used to estimate the ACSF Level required for each LLN skill. For more background information about the ACSF Performance Indicators go to: What is the Australian Core Skills Framework (ACSF)?

Step 3.1 Estimate the required ACSF Levels

The ACSF Performance Indicators are used to estimate the required ACSF Level for each LLN skill. The following example will show how to estimate the ACSF Level for the reading skills required for the BSBOPS101 Use business resources unit of competency.

Start by reviewing the ACSF Performance Indicators for ACSF Level 1.

A competent person would need reading skills greater than at the ACSF Level 1. Move on to review the ACSF Performance Indicators for ACSF Level 2.

A competent person would need reading skills greater than at the ACSF Level 2 because some unfamiliar texts or topics may need to be read. Move on to review the ACSF Performance Indicators for ACSF Level 3.

The ACSF Performance Indicators for ACSF Level 3 seem to be a reasonable description for the reading skills required by a competent person. Some information would be familiar, but some unfamiliar. And there would be a range of document types.

Before making a final decision, review the ACSF Performance Indicators for ACSF Level 4.

The critical analysis of complex text is beyond the scope for the BSBOPS101 Use business resources unit of competency. Therefore, the estimated ACSF Level for reading is 3.

The above procedure is repeated using the ACSF Performance Indicators for writing, oral communication, and numeracy.

Step 3.2 Record the required ACSF Levels

Use the following template to record the required ACSF Levels for each LLN skill.

Step 4. Compare an individual’s ACSF Levels with the required ACSF Levels

RTO will conduct a pre-training review (PTR) before someone enrols into a training program. Part of the PTR will be a diagnostic assessment of a person’s current ACSF Levels, and these can be compared with the ACSF Level required to perform the work tasks or activities specified by the unit of competency.

The ACSF encourages us to graph this information about ACSF Levels. These graphs may be refers to as being a ‘spiky profile’. A ‘spiky profile’ is a visual representation that provides valuable information about an individual’s areas of strength and specifically identifies any areas where there is a gap. An LLN skill gap may require additional training or support.

Step 4.1 Plot the required ACSF Levels

Plot the required ACSF Level for each LLN skill. The following example plots the ACSF Levels required for the BSBOPS101 Use business resources unit of competency.

Step 4.2 Plot the individual’s ACSF Level

For the purpose of this example, let us say that an individual has been assessed as having reading skills at the ACSF Level 2, writing skills at the ACSF Level 2, oral communication skills at the ACSF Level 3, and numeracy skills at the ACSF Level 2. The following graph shows this person’s current ACSF Levels plotted.

The comparison between required and current LLN skills can be easily seen. In this example, an LLN skill gap for reading is apparent.

Qualification

Throughout this article, I have demonstrated how to use the ACSF to identify LLN skill gaps for a single unit of competency. Usually, we will determine the required LLN skills for an entire qualification. The following is an example of the ACSF Levels required for the BSB20120 Certificate II in Workplace Skills qualification.

Here is a revised ‘spiky profile’ for the BSB20120 qualification, instead of the BSBOPS101 unit.

The person can be identified as having two LLN skill gaps: reading skills and numeracy skills.

Identifying an LLN skill gap or gaps is only the first step. Next, we mostly will need to take action:

Discuss the LLN skill gap or gaps with the learner
Develop an agreed action plan with the learner
Implement the action plan, and this may include the involvement of other people such as LLN specialists or support services.

In conclusion

The identification of LLN skill gaps using the ACSF takes time and effort.

There is a high chance that all trainers and TAFE teachers will frequently have learners with LLN skills lower than what is required, and this includes having lower digital literacy skills than what is needed. I think it is important for VET practitioners to understand the ACSF and how LLN skill gaps are identified.

Identifying LLN skill gaps is the starting point for providing or arranging additional training and support for those learner who need it. Without this some learners will not succeed at attaining competency.

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What is the ACSF? And what are the ACSF Performance Indicators?

This is the first of two articles covering an overview of the Australian Core Skills Framework (ACSF). My aim is to answer the following questions:

What is the Australian Core Skills Framework (ACSF)?
What are the ACSF Performance Indicators?
Is there a connection between the ACSF and the AQF?
What is the Digital Literacy Skills Framework (DLSF)?
Is there a connection between the DLSF and the ACSF?

The second article explains how to use the Australian Core Skills Framework (ACSF) to identify LLN skill gaps.

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.

The information covered by this article is relevant to the TAELLN411 Address adult language, literacy and numeracy skills unit of competency. It is essential knowledge required by trainers and TAFE teachers.

I don’t think I need to repeat everything that is readily available from the internet. If you need more details than what I am providing in this article, I would highly recommend reading the following documents:

Also, general information about the ACSF can be accessed from the Australian Government Department of Education, Skills and Employment website.

What is the Australian Core Skills Framework (ACSF)?

The Australian Core Skills Framework (ACSF) was introduced in 2012. It is a tool used to describe an individual’s performance in the following five core skills:

Learning
Reading
Writing
Oral communication
Numeracy.

A 5 x 5 framework

Each core skill is described using five levels of performance ranging from one (low level performance) to five (high level performance).

The ACSF is a 5 x 5 framework:

Five core skills (learning, reading, writing, oral communication, numeracy)
Five levels of performance for each core skill.

ACSF Level 3

In 2006, the Australian Bureau of Statistics (ABS) released the results of the Adult Literacy and Life Skills Survey. It proposed that ‘Level 3’ in language, literacy, and numeracy skills was the minimum required for individuals to meet the complex demands of everyday life and work.

This ABS survey was conducted before the ACSF was published. However, it is common for people to consider that a minimum of ACSF Level 3 is required by skilled workers in today’s world of work.

ACSF Pre-Level 1

In 2017, a new Pre-Level 1 was introduced. Most trainers or TAFE teachers wouldn’t normally have learners that have been assessed with Pre-Level 1 core skills. These learners would usually need to participate in a qualification from the FSK Foundation Skills Training Package . And they would probably need extensive support from an LLN specialist.

Are you interested in finding out more about the ACSF Pre-Level 1? Please refer to the Pre-Level 1 supplement to the Australian Core Skills Framework (ACSF).

What are the ACSF Performance Indicators?

The ACSF Performance Indicators are statements that briefly describe performance at each level of the five core skills. There are eleven ACSF Performance Indicators:

2 ACSF Performance Indicators for the Learning core skill
2 ACSF Performance Indicators for the Reading core skill
2 ACSF Performance Indicators for the Writing core skill
2 ACSF Performance Indicators for the Oral Communication core skill
3 ACSF Performance Indicators for the Numeracy core skill.

The following table has been copied from the ACSF (page 9). It gives a brief description for each ACSF Performance Indicators.

Some people can get confused by the numbering of the ACSF Performance Indicators. If you get confused, please come back to the above table to see how the numbering starts at .01 and .02 for the Learning core skill and continues until .09, .10 and .11 for the Numeracy core skill. It is just the way the core skills have been numbered.

Also, the ACSF has colour-coded each core skill. The following information uses the colours that are consistent with the ACSF document.

ACSF Performance Indicator for the Learning core skill

The following table has been copied from the ACSF (page 17). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Learning core skill.

ACSF Performance Indicator for the Reading core skill

The following table has been copied from the ACSF (page 41). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Reading core skill.

ACSF Performance Indicator for the Writing core skill

The following table has been copied from the ACSF (page 65). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Writing core skill.

ACSF Performance Indicator for the Oral Communication core skill

The following table has been copied from the ACSF (page 90). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Oral Communication core skill.

ACSF Performance Indicator for the Numeracy core skill

The following table has been copied from the ACSF (page 114). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Numeracy core skill.

Numbering of ACSF Performance Indicators

The first number of the ACSF Performance Indicator is the ACSF Level. For example, all core skills at the ACSF Level 2 will start with the number 2.

The numbers after the decimal point are for the indicators that describe a specific ACSF core skill . For example, 2.03 and 2.04 refer to the two indicators used to determine if the Reading core skill is at the ACSF Level 2.

Note: The ACSF Performance Indicators provide a brief description. Additional information and examples are provided by the ACSF document. There are several pages of additional information for each ACSF Performance Indicator, and this information helps us understand the ACSF Level for each core skill.

Is there a connection between the ACSF and the AQF?

No. The Australian Core Skills Framework (ACSF) does not correlate with the Australian Qualification Framework (AQF). The levels of the AQF do not match up directly with the levels of the ACSF.

It is possible for a Certificate III (AQF Level 3 qualification) to have units of competency that require core skills at an ACSF Level greater than 3. For example, several units from the UEE30820 Certificate III in Electrotechnology Electrician require Numeracy skills at the ACSF Level 4 or 5.

And it is possible for a Diploma (AQF Level 5 qualification) to have units of competency that would only require core skills as the ACSF Level 3 or 4.

Digital literacy

Technology is frequently used to perform work tasks and activities. For example, screen-based reading and writing is common. Computers and other digital devices have transformed the type and amount of data available. This and other factors require improved numeracy skills. And during 2020, there was a massive increase in workers using web conferencing platforms, such as Zoom. This has required many people to further develop there speaking and listening skills to effectively communicate and collaborate online.

The world of work requires people to have effective language, literacy, and numeracy (LLN) skills, and these LLN skills are interrelated with digital literacy. Digital literacy covers the physical operations of digital devices and the software operations in those devices.

Is there a connection between the DLSF and the ACSF?

In 2020, the Digital Literacy Skills Framework (DLSF) was published by the Australian Government Department of Education, Skills and Employment. The DLSF adds onto the ACSF. The following table has been copied from the DLSF (pages 10 and 11).

You can see that Digital Literacy has been added to the five core skills of the ACSF. The two ACSF Performance Indicators for Digital Literacy (.12 and .13) have a descriptive statement for ACSF Levels 1, 2, and 3. There are no details given for ACSF Levels 4 and 5.

The following table has been taken from the DLSF (page 12). It briefly describes the ACSF Performance Indicators of ACSF Levels 1, 2, and 3 for the Digital Literacy core skill.

In conclusion

The Australian Core Skills Framework (ACSF) is a tool used to describe an individual’s performance in essential core skills. Descriptive statements, known as ACSF Performance Indicators, are used to determine the level of each core skill.

This article is the first of two articles about the ACSF. The how-to use the ACSF to determine levels and identify LLN skill gaps is covered by the second article.

There are three separate documents relating to the Australian Core Skills Framework, and this can make things complicated:

Australian Core Skills Framework (ACSF), 2012
Pre-Level 1 supplement to the Australian Core Skills Framework, 2017
Digital Literacy Skills Framework, 2020.

The future

Creating an updated version of the Australian Core Skills Framework (ACSF) that incorporates all three documents would significantly simplify things. The following diagram illustrates my suggestion.

This updated ACSF would become a 6 x 6 framework:

Six core skills (learning, reading, writing, oral communication, numeracy, digital literacy)
Six levels of performance for each core skill (Pre-Level 1, Level 1, Level 2, Level 3, Level 4, Level 5)

The following table shows what is currently available but we have to get the information from three different documents.

Note: The current Digital Literacy Skills Framework does not describe Digital Literacy Levels 4 and 5. Therefore, the above table show that information is ‘Not available’.

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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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