Unpacking a unit of competency is like solving a puzzle
Units of competency are often ambiguous. When we first read them they can be vague. Performance criteria lack content. Foundation skills may be absent or written in a way that makes no sense. The connection between performance and required knowledge is not provided.
It is important for us to understand or ‘unpack’ units of competency because they are the building blocks for Australia’s competency-based training system. Reading, interpreting and contextualising units of competency is our starting point for designing competency-based training and assessment.
In the beginning the unit of competency is ambiguous or vague. It is like looking at a colourless Rubik’s cube. By reading, interpreting and contextualising the unit of competency we begin to understand more about what competency looks like. Now it is like having an unsolved Rubik’s cube. Often, we still have to work at analysing, deconstructing and reconstructing the unit of competency so that we can clearly explain it to our learners. This moment is like having solved the Rubik’s cube.
What do we need to do after we have ‘unpacked’ the unit of competency? And what are the next steps to designing competency-based training and competency-based assessment?
How to design competency-based training
I have developed a 7-step process to describe how I design competency-based training.
How to design competency-based assessment
I have developed a 7-step process to describe how I design competency-based assessment.
What comes first?
Do we design and develop the training first? Or do we design and develop the assessment first?
I always design and develop the assessment before the training. The training program becomes the pathway to the assessment. Assessment is the destination and we need to know that first.
Do you want more details about my two 7-step approaches?
On Tuesday 2nd of August 2022, I will be delivering a 3-hour webinar about designing competency-based training and assessment for the VET Development Centre (VDC). Come along if you want to hear more details about my two 7-step approaches.
The TAESS00023 Online Learning and Assessment Skill Set was released on the 1st of June 2022. The skill set consists of two units of competency:
TAEDEL405 Plan, organise and facilitate online learning
TAEASS404 Assess competence in an online environment.
This skill set addresses the skills and knowledge required to plan, organise and facilitate online learning and assess competence across various electronic applications and communication channels. It involves gathering evidence using both synchronous and asynchronous assessment methods, and making judgements on the outcomes of the online assessment using a range of devices and digital tools. [1]
Professional development
The new online learning and assessment units or skill set can deliver an immediate value for many TAFE teachers, trainers and assessors.
The TAESS00023 Online Learning and Assessment Skill Set can be used to deliver a structured professional development program for current trainers, assessors and TAFE teachers working in the VET sector.
In additional to being relevant professional development, the attainment of the two new online learning and assessment units can be used as credits towards the TAE40122 Certificate IV in Training and Assessment qualification (expected to be endorsed before the end of 2022). [2]
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.
Most TAFE teachers, trainers and assessors working for an RTO learnt about designing competency-based assessment when they studied for their Certificate IV in Training and Assessment qualification . But designing a competency-based assessment for real is often very different to learning about it at a TAE training course.
On Target Work Skills is delivering a training webinar that provides a simple and practical approach to designing competency-based assessment. The aim is to improve capability for new and experienced VET practitioners.
Webinar objectives
The webinar objectives are:
Identify compliance requirements relating to the development of competency-based assessment
Describe a 7-step process for developing competency-based assessment
Determine the volume of performance evidence
Decide the number of assessment tasks
Check that the entire competency standard is planned to be assessed.
Key content points
The key content for this training are:
Compliance requirements (as per the Standards for RTOs 2015)
Definition of assessment
Principles of assessment and rules of evidence
Assessment Requirements
Knowledge evidence
Performance evidence
Assessment conditions
Sequence and structure of assessment tasks
Assessment methods
Assessment matrix
Assessment tools
Assessment instruments
Assessment instructions
Review and trial of the assessment tool before implementation
Nine golden rules when developing as assessment tool.
Location
The webinar shall be conducted via Zoom. Therefore, you can attend the webinar from your workplace or home.
Duration
3 hours webinar.
Note: There are two short breaks provided during the webinar.
Also, this webinar can be delivered to a work group. It can be a relevant and timely professional development activity for a group of trainers.
Date and start time
Please call Alan Maguire on 0493 065 396 to discuss.
Most TAFE teachers, trainers and assessors working for an RTO learnt about designing competency-based training when they studied for their Certificate IV in Training and Assessment qualification . But designing a competency-based training program for real is often very different to learning about it at a TAE training course.
On Target Work Skills is delivering a training webinar that provides a simple and practical approach to designing competency-based training. The aim is to improve capability for new and experienced VET practitioners.
Webinar objectives
The training objectives are:
Identify compliance requirements relating to the design of competency-based training
Describe a 7-step process for designing competency-based training
Estimate total training duration
Develop a draft training agenda
Check that the entire unit of competency is covered
List the 6 essential elements of a training program plan.
Key content points
The key content for this training are:
Compliance requirements (as per the Standards for RTOs)
Definition of competency
Units of Competency and Assessment Requirements
Instructional design theory
Robert Gagné’s 9-events of instruction
David Merrill’s first principles of instruction
Malcolm Knowles’ assumptions about adult learners
7-step process for designing competency-based training
Modes of delivery
AQF volume of learning and nominal hours
Chucking and sequencing
Training session structure
Introductions and conclusions
Structure of a knowledge training session
Structure of a skill or task-based training session
Summaries, self-reflection and breaks
Active learning and the importance of learn by doing
6 essential elements of a training program plan.
Location
The webinar shall be conducted via Zoom. Therefore, you can attend the webinar from your workplace or home.
Duration
3-hour webinar
Note: There are two short breaks provided during the webinar.
Also, this webinar can be delivered to a work group. It can be a relevant and timely professional development activity for a group of trainers.
Date and start time
Please call Alan Maguire on 0493 065 396 to discuss.
The TAELLN421 Integrate core skills support into training and assessment unit of competency can be difficult to read and understand because of the jargon it uses.
This unit has four elements:
Identify core skill demands
Identify learner and candidate core skill needs
Integrate core skill support
Review effectiveness of integrated core skill support.
Just looking at the elements of competency, there are a few questions raised:
What is a core skill?
What are core skill demands?
What is the difference between a learner and candidate?
What is core skills support?
What is meant by integrated core skill support?
What is a core skill?
There are five core skills in the Australian Core Skills Framework (ACSF):
Learning
Reading
Writing
Oral communication
Numeracy.
What are core skill demands?
I will use the word ‘requirement’ instead of the word ‘demand’. The following is an example of questions we can ask to help us determine the reading skill requirements:
What level of reading skill is required to perform a work task?
What level of reading skill is required to participate in the training and assessment?
What level of reading skill is required to use the training and assessment materials?
And ask the same questions for the other four core skills.
What is the difference between a learner and candidate?
A learner is a person we provide training to. A candidate is a person we assess. Often, the learner and the candidate are the same person.
What is core skills support?
We can support the development of a person’s core skills by using training strategies and learning resources designed. For example:
We could allow more time for the person to learn the content
We could provide support sessions for the individual learner
We could use learning resources based on images and diagrams to help the person learn the content.
Also, we can use assessment strategies appropriate for the person being assessed. For example, we could use oral questioning instead of written questioning to gather knowledge evidence if the person has low level of reading and writing skills.
What is meant by integrated core skill support?
We need to address the development of the core skill at the same time as helping the person learn how to perform the work skills. For example, we can help a person develop their reading skill by helping them learn to read a relevant workplace procedure.
Also, ‘integrated core skill support’ means incorporating strategies and resources when we deliver training and conduct assessment. In other words, no doing something separately.
How do we integrate core skills support into training and assessment?
I have unpacked the elements, performance criteria and performance evidence to create the following 4-part process that gives greater clarity to the TAE Student about what they need to do.
Assessment requirements for the TAELLN421 unit
Knowledge evidence
An assessment task will be required to gather the specified Knowledge Evidence. A TAE Student must demonstrate they have the following knowledge:
Core skill levels of the Australian adult population, and of VET learners
Australian Core Skills Framework and Digital Literacy Skills Framework
Impact of core skills on a person’s capability to participate in work and in training and assessment, and the implications for design and delivery of vocational training and assessment
Overview of core skill demands in the workplace that relate to the nationally recognised training products
VET regulatory requirements relating to integrating core skills support into training and assessment
RTO procedures relating to integrating core skills support into training and assessment
Benefits of integrating vocational and core skill training for all individuals
How to identify core skills in nationally recognised training products, workplace tasks and texts, etc.
Responsibilities and limitations of own job and practice in relation to providing core skills support in training and assessment.
Performance evidence
The Performance Evidence for the TAELLN421 Integrate core skills support into training and assessment unit of competency is reasonably complex. This complexity may mean that the assessment task or tasks will be complex.
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 