VET Scored Assessment Workshops - VET Unit March 2018
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VET
Scored Assessment
Workshops
VET Unit
March 2018
2018
Agenda
Quality Scored
Overview VET is VET
Assessment Assessment
Planning
Activity Task Types and Frameworks
Mapping
Current Possible
Reform needs
Task design
changes
Sample Assessment Sharing
Programs Tasks Options Ideas
2018
2018
VET
Jigsaw
make sure
students are
the centre
piece
2018
Steps to Quality Tasks
Consider
Download the Use framework
context and
UoCs to write tasks
simulation
Ensure
Map activities
Read the UoCs instructions are
to UoCs
clear
Look for Read the VCAA
Validate with
Common Assessment
another Trainer
Requirments Guide
2018
Skills Service Organisations
Artibus Innovation PWC’s Skills for
Australia
Australian
Skills Impact
Industry
Standards
IBSA Manufacturing Skills IQ
2018
Volume of Learning
• Volume of learning is a mandated component of the
AQF qualification specifications.
• The volume of learning includes more than ‘delivery’
and is therefore different to ‘nominal hours’.
• These activities may include some or all of the
following:
guided learning (such as classes,
lectures, tutorials, on-line study or
Certificate II is
self-paced study guides) typically 0.5-1 Certificate III is
individual study year (full time) typically 1-2 years
research (full time)
learning activities in the workplace
assessment activities.
2018
What do you need to teach VET?
Training Vocational Industry
VET PD
Qualification Competency Currency
• TAE40116 • Competency • Current • Ongoing
Certificate IV to at least the industry skills professional
in Training level you are directly development
and delivering. relevant to to maintain
Assessment. • Specific the training knowledge of
(or its industry and the VET
successor) requirements assessment sector that
• Qualification based on being informs
in adult qualification provided training and
education at or UoC. • Real industry assessment
a diploma or experience. practice
higher level.
You must satisfy all four requirements and have evidence to support this.
Maintain your own Trainer/Assessor matrix document aligned
to the UoCs you are delivering.
2018
New TAE qualification
On or after 1 April 2019, the training and assessment credential:
TAE40116 Certificate IV in Training and Assessment or its successor
or
TAE40110 Certificate IV in Training and Assessment, and one of the following:
• (i) TAELLN411 Address adult language, literacy and numeracy skills or its
successor or
• (ii) TAELLN401A Address adult language, literacy and numeracy skills
and one of the following:
• (iii) TAEASS502 Design and develop assessment tools or its successor or
• (iv) TAEASS502A Design and develop assessment tools or
• (v) TAEASS502B Design and develop assessment tools.
Standards for Registered Training Organisations (RTOs) Amendment 2017
2018
Permission to Teach
PTT (VET)
• New category that applies to applicants seeking permission to
teach a Vocational Education and Training (VET) subject/s in a
school.
• Applicants must meet the relevant requirements of the Standards
for Registered Training Organisations 2015 (or its successor).
• This category is exempt from demonstrating progress towards
teacher registration and exempt from demonstrating a workforce
shortage.
• The application endorsement can either be made by the Principal
of the employing school or in the case of a Registered Training
Organisation (RTO), the head of the department intending to
employ the person.
2018VCE VET Business
799 592 357
students
Students
Undertook
55%
completed/ Mean Exam
enrolled in Written
achieved Score
BSB30115 exam
Units 3 + 4
35 113
RTOS SCHOOLS
2018VCE VET Community Services
2127 439 424
students
Students
Undertook
57%
completed/ Mean Exam
enrolled in Written
achieved Score
CHC32015 exam
Units 3 + 4
32 215
RTOS SCHOOLS
2018VCE VET Creative and Digital Media
1903 649 652
students
Students
Undertook
58%
completed/ Mean Exam
enrolled in Written
achieved Score
CHC31015 exam
Units 3 + 4
30 266
RTOS SCHOOLS
2018VCE VET Dance
583 264 236
students
Students
Undertook
75%
completed/ Mean Exam
enrolled in Performance
achieved Score
CUA20113 exam
Units 3 + 4
9 151
RTOS SCHOOLS
2018VCE VET Engineering
2000 493 261
students
Students
Undertook
67%
completed/ Mean Exam
enrolled in Written
achieved Score
22209VIC exam
Units 3 + 4
26 275
RTOS SCHOOLS
2018VCE VET Equine Studies
418 157 125
students
Students
Undertook
56%
completed/ Mean Exam
enrolled in Written
achieved Score
22246VIC exam
Units 3 + 4
8 186
RTOS SCHOOLS
2018VCE VET Furnishing
645 146 85
students
Students
Undertook
58%
completed/ Mean Exam
enrolled in Written
achieved Score
MSF20516 exam
Units 3 + 4
17 78
RTOS SCHOOLS
2018VCE VET Health
1356 NA NA
students
Students
Undertook
NA
completed/ Mean Exam
enrolled in Written
achieved Score
HLT33011 exam
Units 3 + 4
19 241
RTOS SCHOOLS
2018VCE VET Hospitality
2588 298 344
students
Students
Undertook
52%
completed/ Mean Exam
enrolled in Written
achieved Score
SIT20316 exam
Units 3 + 4
48 245
RTOS SCHOOLS
2018VCE VET Hospitality
(Kitchen Operations)
3237 605 695
students
Students
Undertook
48%
completed/ Mean Exam
enrolled in Written
achieved Score
SIT20416 exam
Units 3 + 4
41 340
RTOS SCHOOLS
2018VCE VET IDMT
1300 570 224
students
Students
Undertook
56%
completed/ Mean Exam
enrolled in Written
achieved Score
ICT30115 exam
Units 3 + 4
27 236
RTOS SCHOOLS
2018VCE VET Integrated Technologies
260 72 89
students
Students
Undertook
48%
completed/ Mean Exam
enrolled in Written
achieved Score
22289VIC exam
Units 3 + 4
9 45
RTOS SCHOOLS
2018VCE VET Laboratory Skills
215 59 58
students
Students
Undertook
69%
completed/ Mean Exam
enrolled in Written
achieved Score
MSL30116 exam
Units 3 + 4
4 45
RTOS SCHOOLS
2018VCE VET Music Industry
2133 779 453 73%
Students Performance Mean Exam
students
completed/
enrolled in
CUA30915
achieved 234 54%
Units 3 + 4 Sound Mean Exam
15 270
RTOS SCHOOLS
2018VCE VET Sport and Recreation
7509 2982 2041
students
Students
Undertook
58%
completed/ Mean Exam
enrolled in Written
achieved Score
SIS30115 exam
Units 3 + 4
30 341
RTOS SCHOOLS
2018VET Assessment 2018
ACTIVITY 1 : ASSESSMENT • Read through the UoC • Discuss on your table • Complete the A3 sheet • Identify any challenges 2018
What is competency? • The consistent application of knowledge and skill to the standard of performance required in the workplace. • Students can apply skills and knowledge to new situations and environments 2018
What is assessment in VET?
Information in the units of competency states it is non-negotiable and
mandatory requirements of the unit that MUST be included in the
evidence.
Assessment can be:
• Formative
– e.g. quiz, peer assessment, practice skills, drafts etc..
• Summative
– Exam, work performance, project, portfolio, product
2018Assessment
Principles of
Assessment
Dimensions
Rules of
of
Evidence
Competency
Competency
2018Elements
Conditions of Performance
Assessment Assess Criteria
the entire
UoC
Knowledge Performance
Evidence Evidence
2018How do you assess:
Performance Evidence/skills?
• Show us the skill
• Perform the skill in a simulated
workplace/real workplace
Knowledge Evidence?
• Tell me
• Written/oral/test
2018Industry Assessment
Customers Equipment Standards Business
deal with typical constraints:
facilities meet deadlines
customers budget and time
difficult equipment and work with
typical workflow
customers materials others
meeting current health and
diverse types of workplace
industry safety
customers procedures
standards? requirements
2018Workplace simulation criteria
• Training and assessment in a simulated workplace environment,
must meet the following:
QUALITY PRODUCTIVITY SAFETY
• Required • Industry • Safe
standard for timeframes procedures
industry • Industry
• Would industry equipment and • Safe use of
accept this? resources equipment
• Would • Physical
customers / conditions • Industry
clients accept • Industry standard
this? relationships documentation
• Where simulations meet these criteria, you can be confident that learners are
‘work ready.
2018Scored Assessment 2018
Integrating scored assessment
Competency
Level of
Performance
2018Competent Scored NYC No Score 2018
2018
Statistical Moderation • Changes for VCE VET Scored programs • From 2017 the moderation group will be based on the assessing school. • The assessing group may be the RTO, the home school or another educational provider in the case of a school cluster group. • VASS changes to allow schools to not only select the RTO but also identify the assessing group. 2018
ACTIVITY 2 : MAPPING • Take the A3 sheet from Activity 1 • Discuss on your table • Complete the Planning And Mapping document 2018
Coursework Tasks 2018
Why are Coursework B?? A??
Tasks so important?
Quality coursework tasks:
• Will not disadvantage your students when
coursework tasks are statistically moderated
• Help students prepare for the examination
• Provide a balanced and fair evaluation of every
student
• Give students various opportunities to
demonstrate their skills/knowledge
• Provide a source of feedback for students
• Enable Teachers to be confident in their
assessment decisions
2018Coursework
Work
Performance
Task types identified as most commonly
used by RTOs
Portfolio
4 Task Work Project
As a set, the tasks cover all units of
competency undertaken in the 3-4 sequence
Types
Maximum flexibility of scheduling
Assessment Plans able to be
Product loaded/amended up until 17th August 2018
2018Key requirements across all task types
Meets the VCAA Includes clear written
Covers the entire unit Includes scoring
requirements for instructions to
of competency criteria
coursework students
When, How long they Must be competent to
All parts Task Type rules
have, gain a score
What resources they How will judgement be
Clustered UoCs 3 tasks
need/what is supplied, made?
Word limits, time
What does a “5” look
Work context 2 different types requirement, where you
like?
will be assessed
2018Rules for Task Selection
Three tasks to cover all Unit 3+4 UoCs
Use at least two task types
Even spread of hours if possible
Can’t split UoCs across tasks
Separate evidence is required for each task
Students must submit their own material
2018Common issues with coursework tasks
Assessments don’t address the all aspects of the unit/s
Performance criteria, Performance and Knowledge evidence, required skills and required knowledge
Task does not follow the VCAA task design rules
Lack of clear instructions, details, guidelines for students
2018Course Work Tasks
Make it practical & real industry activities
Work Performance
• Observations and Questions
Portfolio
• Range of Evidence / Activities – Minimum of 3, maximum of 5.
Product
• Object, Event or Visual Presentation
Work Project
• Research / Investigation
2018Work Performance – minimum of 2 Product
occasions in 2 different contexts
Plan
A practical activity
recorded on an
observation Production of the
checklist item/s,
A practical activity presentation or
recorded on an event
Questions observation
checklist
Questions on evaluation,
Questions problem solving and req
knowledge
Work project Portfolio – must have between 3-5 activities
and at least two different types of
assessments
A verbal, written Activity 1
or visual report
based on an Activity 2
investigation,
problem solving, Activity 3
planning or
research Activity 4 - optional
2018 Activity 5 - optionalACTIVITY 3 : CONTEXT
• Consider the evidence and
assessment methods from your
mapping
• Discuss on your table
• Identify the Task Types that could be
used
• Develop a workplace context for
assessment
2018What’s in a score?
Coursework Exam
• 3 x Tasks • Specifications
• Covers all UoCs • Based on compulsory
• Assessment Plan UoCs
• School Assessed • Oct/Nov
• Externally Assessed
Study Score
66% 34%
Ranking out of 50
2018Late
Deadlines Re-Submission
Submission
• Set by the • NA for task • If NYC
teacher • Won’t student can
• Give contribute to resubmit
students score • Maximum
notice • Unfair for score is 5 for
• Make sure others task
students are • Need to be
ready competent
for a score
2018Scoring Criteria for the four Task Types
Portfolio Work Performance Product Work Project
Application of Application of Application of Application of
underpinning knowledge underpinning knowledge underpinning knowledge underpinning knowledge
Communication,
Planning and Planning, organisation & Planning, organisation
language and
organisation implementation and implementation
interpersonal skills
Expressing ideas and Techniques and Problem Expressing ideas and
information processes solving information
Evaluation of product
Work Collecting and analysing
Content against plan or intended
organisation ideas and information
outcome
Supervision and
Techniques and Coherence and
Independence performance of work
processes coverage
2018 tasksTask Type Review
VET Reform Project
2018Review of Task Types • Does each task type allow for assessment of performance evidence? • What needs to be adapted? • What would you like to see changed or improved? 2018
Feedback collected during 2017
General Feedback
Simplify the tasks types
Have only portfolios with different activities (e.g. planning, product, design)
Make task design rules specific to qualifications
Happy with the way it is at the moment
Loosen or remove totally the assessment time restrictions on all tasks
Allow UoCs to be assessed across multiple tasks
Reduce the total tasks from 3 to 2
Assess each UoC individually in separate tasks
Scoring criteria too general – make clearer – perhaps score out of 10 for each criterion
VCAA to set common assessment tasks
2018Task Type Samples
Scored Program Student Sample Work Performance Portfolio Product Work Project
Business 143 0 260 143 26
tasks 429 0% 61% 33% 6%
Community Services 84 122 67 63
tasks 252 48% 27% 0% 25%
Creative and Digital Media 39 0 63 54 0
tasks 117 0% 54% 46% 0%
Dance 28 49 35 0 0
tasks 84 58% 42% 0% 0%
Engineering 60 14 106 60
tasks 180 8% 59% 33% 0%
Equine Studies 28 6 50 28
tasks 84 7% 60% 0% 33%
Furnishing 42 5 79 42 0
tasks 126 4% 63% 33% 0%
Hospitality 72 102 94 6 14
tasks 216 47% 44% 3% 6%
Kitchen Operations 49 47 98 2
tasks 147 32% 67% 0% 1%
Information, Digital Media and Technology 62 51 124 9 2
tasks 186 27% 67% 5% 1%
Integrated Technologies 46 32 45 61 0
tasks 138 23% 33% 44% 0%
Laboratory Skills 29 58 29 0 0
tasks 87 67% 33% 0% 0%
Music Industry (Performance) 64 82 77 0 33
tasks 192 43% 40% 0% 17%
Music Industry (Sound Production) 29 16 42 29 0
tasks 87 18% 48% 33% 0%
Sport and Recreation 239 298 265 66 88
tasks 717 42% 37% 9% 12%
TOTAL TASKS
TOTAL STUDENTS 2018 3042
1014
882
29%
1434
47%
470
15%
256
8%Work Performance Product Work Project Portfolio
Allow two elements to be part of the
Need an option to gather Allow additional evidence such as Maximum of 5 tasks is too restrictive.
product which could include related
documentation prior to performing Photos or Video as well as a report / Consider 8-10 small tasks to allow for
documentation (e.g. Software solution
task / observations oral presentation deeper assessment.
and User Docs)
Change name to case study to make
Clarify or add non-physical product
Increase time allowed this an activity not simply a research Increase time allowed
(e.g. a virtual environment)
task.
Adjust to meet the new UoC
Clarify the instructions Increase time allowed Provide clear samples
assessment requirements
Minimum number of observations
Planning word count is not practical – Add a component for implantation of a
should match the training package / Include samples of a suitable index
include in a report at the end. planning exercise.
UoC requirements
More hours for planning and
Change title to “Observation” Report to include an evaluation Good task type that is flexible - keep
evaluation.
A single task may sometimes involve a
Add additional evidence (supporting number of subtasks – makes it hard to
Add journal to evidence requirement Keep this task type
evidence) determine the final number of tasks.
Provide clarity.
Make this a multimedia presentation
Allow workplace document to be
(photos, video, storyboard, phone app,
submitted as evidence such as an
online, social media, etc.) to tap into
2018
action plan
the way students learn in 2017Characteristics of a Portfolio
Features:
• Multiple pieces of evidence required
• Minimum of 3 – Maximum of 5 activities
• Minimum of 5 hours and Maximum of 12 hours to complete and compile
• 2 different forms of evidence required
Challenges:
• Observation not required making Performance Evidence difficult
• Variety of responses can sometimes be only written
• Index not completed consistently
What improvements could be made?
2018Improvements / Suggestions
Portfolio
Time allowed removed – Needs to be based
on the UoC(s) and nominal hours.
Remove
Observation Mandated
Index
Planning and
Checklist required Maximum 6
Mapping Docs
for Videos activities
Compulsory
2018Characteristics of a Work Performance
Features:
• Observation of a workplace activity
• Supporting Questions for Knowledge Evidence
• Minimum of 2 different Contexts
• Maximum 1 + ½ Hours for assessment
Challenges:
• Simulated workplace unclear
• Assessment Conditions not always included
• Performance Evidence documents exact requirements
• Additional documentation / Work documents cannot be included.
What improvements could be made?
2018Improvements / Suggestions
Work Performance
Time allowed removed – Needs to be based
on the UoC(s) and nominal hours.
Assessment conducted in Real Time 2 Contexts need
with real clients/people/animals to be explicit
Supporting Document
allowed. Rename to Work Planning and Mapping
Observation Docs Compulsory
Planning or Session plan
2018Characteristics of a Product
Features:
• Plan / Produce / Review:
‒ Allows students to “make” a product
• Plan Word length: 500 – 700 words
• Maximum 15 Hours (45 Hours for Furnishing & Integrated Tech)
• Questions regarding planning and problem solving / evaluation
Challenges:
• Performance evidence difficult to document
• Product evidence requirements not clear
• Observation of progress over time not evident
What improvements could be made?
2018Improvements / Suggestions
Product
Time allowed removed – Needs to be based
on the UoC(s) and nominal hours.
Evidence of the process required Removal of
This can be log book or diary “an Event”
Plan time and Planning and
Evaluation to
word limit Mapping Docs
include a checklist
increased Compulsory
2018Characteristics of a Work Project
Features:
• One Activity:
– Research brief
– Case study – Community Services and Health
– Report – business report, laboratory report, client case report
– Essay – allows students to collate and organise information on a particular topic,
develop and evaluation an argument
• Word length: 1500 – 2000 words
Challenges:
• Performance evidence difficult to assess
• Limited evidence = limited flexibility
• Additional documentation / Work documents cannot be included.
What improvements could be made?
2018Improvements / Suggestions
Work Project
Time allowed removed – Needs to be based
on the UoC(s) and nominal hours.
Supporting
Performance evidence to be included –
documentation
documented process or video
required
Evidence of Planning and
Word length
planning to be Mapping Docs
reviewed
included Compulsory
2018ACTIVITY 4 : TASK TYPE • Discuss on your table • Provide feedback about possible changes to the Task Types 2018
Resources for scored
assessment
2018Resources
Training Package Implementation Guide
VCAA
VCE VET Scored
VCE VET Program
Assessment Guide
Booklet / Extract
2018Resources to support
scored assessment
VCE VET Assessment Guide
Contains an overview of study score assessment, the
process of integrating study scores with competency based
assessment, assessment of coursework tasks, generic
templates and scoring criteria.
www.vcaa.vic.edu.au/Documents/vet/scoredassess/vcevet-
genericassessmentguide.pdf
Frameworks for Task Types
Provides a guide on the fundamental information required
to complete each of the four task types available for
assessment of scored VCE VET programs
www.vcaa.vic.edu.au/Pages/vet/programs/scoredasses.aspx#link95
2018VCAA VET Web Page http://www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx 2018
Assessment Plans
For a blank template go to the VCE VET program specific page on the VCAA website:
www.vcaa.vic.edu.au/Pages/vet/programs/index.aspx
2018Exam Specifications and Reports Prepare students for the Exam! • Specs detail what will be covered in the Exam • Report from the Chief Assessor regarding previous exams • Past exam papers and/or sample questions (if available) • If it appears in the UoC it may be on the exam 2018
Checking the Release Number of Units 2018
Checking the Release Number of Units on TGA
2018Quality Assurance
VCAA Coursework Audits conducted for QA purposes
• Designed to support teachers of scored Units 3 and 4
sequences.
• To ensure the requirements as outlined in the VCE VET
Assessment Guide have been followed
• Occur annually
• Schools are randomly selected
• All communication is conducted through the home school
• VCAA are here to help you in your task development
• 2017 focus on new program task design
2018Commercially available
assessment material
• It is the responsibility of the school to ensure that
tasks meet the VCAA requirements for scored
assessment.
• VCAA does not endorse any commercially
available product.
• Check the mapping to ensure all the UoC
requirements are covered.
• Follow VCAA task rules when designing tasks.
2018Critical VASS Dates 2018
Date Notes
Enrolment 2 – Monday, 30 April • Final date for enrolment in scored VCE VET Unit 3 & 4
• VET Funding data extracted
Enrolment 3 – Monday, 23 July • Cannot withdraw UoCs from VCE VET scored Units 3-4 after
this date
Enrolment 4 – Friday, 17 August • VCE VET Assessment plans due
• No further changes to RTO details
Indicative Grades for Performance Applicable for VCE VET Dance and VCE VET Music
Examinations - Monday, 17
September
Indicative Grades – Monday, 22
For all other VCE VET examinations
October
Enrolment 5 – Monday, 12 Final date for VET enrolments, results and coursework scores
November
Note: VCE VET Unit 1-2, or unscored Unit 3 -4, or VFE and NAP enrolments may be added/amended until Enrolment 5
http://www.vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx
2018Indicative Grades What is it: • the school’s prediction of a student’s actual level of achievement on the examination. A letter grade from A+ to E/ or NA (not assessed); note that plus (+) can be used, but minus (–) is not available for input. Purpose: • used in quality assurance procedures for marking the external assessments. • assists in identifying possible anomalous marking of individual student responses. • used in the calculation of the Derived Examination Score (DES). More information on strategies used by schools: http://www.vcaa.vic.edu.au/Documents/handbook/2018/adhb18_FA2.pdf 2018
Become an Assessor
• Suitably qualified, experience teaching VCE VET Units 3 and 4
• Apply online: https://www.ssms.vic.edu.au for more information contact:
• (03) 9225 2305 or assessment.administration.vcaa@edumail.vic.gov.au
2018Keeping up with
changes at the
VCAA (VCE,
VCAL and VET):
Subscribe to the
VCAA Bulletin
Online
http://www.vcaa.vic.edu.au/pages/correspondence/bulletins/bulletinonlinesubscribe.aspx
2018VET Unit telephone numbers
Daryl Sutton, VET Manager
9032 1738
Danielle McAuliffe, Program Manager
9032 1733
Mark Pullin, Program Manager
9032 1734
Dennis Tonkin, Program Manager
9603 7952
Matthew Braithwaite, Communications Advisor
Our Team
9032 1670 VET unit email
vet.vcaa@edumail.vic.gov.au
Anton Bouwer, Senior Program Officer
9032 1737
2018You can also read
