Assessment for Diploma VET Practice and Diploma Training and Assessment

1. Assessment for Diploma VET Practice and Diploma Training and Assessment Jane Court TAA for Staff, Chisholm TAFE E: jane.court@chisholm.vic.edu.au T: 03 5990 7306

2. Chisholm Program • Program for Staff Development at Chisholm • Commenced with Diploma TAA 2005 • Moved to Diploma VET Practice 2006 • Completed Double Dip October 2006 • New group November 2006-2007 undertaking Diploma VET Practice only

3. Double Dip • Common Core units: • Design and Develop Learning Resources • Maintain and Enhance Professional Practice

4. Double Dip • Other Common Units (Core in Dip VET): • Facilitate E-Learning • Facilitate Action Learning • Design and Develop Learning Strategies

5. Double Dip • Other Common/Imported Units: • Undertake Organisational Training Needs Analysis • Build Client Relationships • Facilitate Group Processes • Integrate Generic Skills into Practice

6. Double Dip • Two units from Diploma VET Practice: • Facilitate Learning in a Complex Environment (partial) • Innovation in Education and Training

7. Double Dip • Three units from Diploma TAA: • Lead and Coordinate Assessment Systems and Services • Lead and Coordinate Training and Assessment Systems • Provide Advanced Facilitation to Support Learning (see next slide)

8. Double Dip • One unit from each which can be credit transfer: • Provide Advanced Facilitation to Support Learning (Dip TAA) • Facilitate Learning in Complex Environments (Dip VET)

9. Assessing in 2005/2006 • Delivery/Assessment Model included: • Evidence based assessment • Negotiated assessment • Students developed own assessment project if they could not supply evidence of previous work related activities that fulfilled the assessment requirements

10. Assessing in 2005/2006 • Delivery/Assessment Model included: • Critical Friends groups • Joint Assessment of Competence • Student feedback and 1800 with colleagues • Reflective Journal

11. Critical Friends Groups • Support each other in learning • Promote social learning, interaction and networking • Develop each other’s skills and knowledge • Gives you somewhere to voice your concerns • Work together towards assessments: • developing innovation that could be implemented in the institute for Innovation in Education unit • sharing the facilitation of the meetings, face to face and online, to develop group processes and e-learning facilitation skills • on activities identified as suitable for collaboration

12. Assessing in 2005/2006 • Delivery/Assessment Model included: • Portfolio Tools part of Portfolio of Evidence (see example) • Innovation unit incorporated with E-Learning unit for delivery and assessment • Online facilitation • Group presentations

13. Assessing in 2005/2006 • The Teaching Practicum model included: • Mapping of elements from units of competency to the Teaching Practicum • Visits from Diploma VET trainers to individual classroom • Assessing elements of competency whilst observing trainers • Debriefing and discussion on teaching practice

14. Assessing in 2007 • Delivery/Assessment Model includes: • Teaching Practicum model • Portfolio Tools • Group Assessments Tasks • Peer Assessments • Critical Friends groups

15. Assessing in 2007 • Delivery/Assessment Model includes: • Innovation unit incorporated with E-learning unit in delivery and assessment • Elluminate, TAFEVC, etc • Individual research tasks • Negotiated assessments

16. Assessing in 2007 • Delivery/Assessment Model includes: • Assignment • Class activities • Online activities • JAC (Joint Assessment of Competence) • Reflective Journal

17. Critical Friends Groups • Highly successful and popular delivery and assessment strategy: • Facilitate Group Processes • Facilitate Action Learning • These units assessed entirely through groups, developing action learning cycles in group and sharing facilitation

18. Critical Friends Groups • Also assessed through groups: • Innovation in Education and Training and Facilitate E-Learning • Developing an innovation project for Chisholm • Sharing facilitating online • Taking part in online discussions on innovation • Learning to use TAFE VC and Elluminate

19. Critical Friends Groups • Also assessed partially through groups: • Build Client Relationships • Integrate Generic Skills into Teaching • Design and Develop Learning Strategies • Undertake Training Needs Analysis

20. Challenges • Changing qualification part way through • Selling the Evidence based assessment process to last year’s group • Integrating the Teaching Practicum (and cost) • Integrating units and assessments and connecting theory to practice

21. Thank you • Questions?