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Similar to Esther Fink explores competency standards and assessment
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Esther Fink explores competency standards and assessment
- 2. Competent – what’s that? Merriam Webster dictionary Having the necessary ability, knowledge, or skill to do something successfully (of a person) Efficient and capable Acceptable and satisfactory, though not outstanding Capable of performing the normal function effectively
- 3. Brainstorming Activity Competent Your ProfessionalExpertise
- 4. Training Packages Training Packages describe how competency standards may be packaged to form a qualification. the skills and knowledge required of a person for them to perform a job or task to a required standard. guidelines and advice for assessment (e.g. context, skills of assessor)
- 5. Good teaching practice Flexible Learnercentred Innovative Workplacerelevant
- 10. What do they like/dislike, need?
- 13. Step Finetuning 4 Determine structure, mode and sequence of delivery Online/Face-to-face Activities In which Order? Theory/Practicals
- 14. Assessing Competency is part of a bigger picture within context of work performance Multiple opportunities for learners to show what they know, understand and can do in different ways A range of task formats Clear criteria for assessment shared with the learner Constructive (and realistic) feedback
- 15. Holistic assessment Real work activities generally integrate more than one UOC Clustering E.g. A farm worker on a cattle farm when called upon to muster cattle will be undertaking several discrete competencies:
- 18. Validate that :
- 19. Dimensions of competency Successful work performance requires: When unpacking the UOC, ask yourself how these dimensions apply.
- 20. Planning for evidence What evidence is needed to prove competency? Think of the picture of competence Check the evidence guide Check requirements for employability skills Where should evidence be gathered? workplace or off-the-job What resources are required to gather the evidence?
- 21. Planning for evidence ?
Editor's Notes
- Context: work-based, pre-employment, institutional, returning to workWhat is the need I am trying to addressWho am I directing a program towardsWhat is the best way to engage these groupsWhat are their likely learning characteristicsWill they have access to workplacesOutcome will be a clear description of the purpose and context of the programIdentify needs – first step is developing an understanding of the industry/enterprise – the nature of the enterprise, how it operates, challenges, skills held, approaches taken to training _ HOW WILL YOU FIND OUT?Select qual and UOCInterpreting and picturingCheck assessment guidelines to ensure proposed approaches are consistentCheck Packaging rulesRead customisation guidelinesConfirm selection with industry/enterpriseWhat information do you need?What sort of questions might you need to ask?Who might you need to talk to?
- Needs:What are the language, literacy, numeracy requirements?What support will learners need? Are there equity concerns we need to address?
- E.g. A farm worker on a fish farm when called upon to harvest a pond will be undertaking several discrete competencies:Harvest stock + handle stock + OHS + communication = meaningful assessment
- Context: work-based, pre-employment, institutional, returning to workWhat is the need I am trying to addressWho am I directing a program towardsWhat is the best way to engage these groupsWhat are their likely learning characteristicsWill they have access to workplacesOutcome will be a clear description of the purpose and context of the programIdentify needs – first step is developing an understanding of the industry/enterprise – the nature of the enterprise, how it operates, challenges, skills held, approaches taken to training _ HOW WILL YOU FIND OUT?Select qual and UOCInterpreting and picturingCheck assessment guidelines to ensure proposed approaches are consistentCheck Packaging rulesRead customisation guidelinesConfirm selection with industry/enterpriseWhat information do you need?What sort of questions might you need to ask?Who might you need to talk to?
- Competency is not an isolated activity – it is part of a bigger picture within a context of work performance
- What are the conditions under which this activity might be conducted?
- Unfocused comments:• “Confused”• “Generally sound”• “Adequate”• “Careful how you begin your sentences.”Dismissive, sarcastic comments:• “Did you experiment to find all this?”• “Most of this is straight out of the book.”Comments that ‘pass the buck’:• “You need help with your English.”• “See an academic skills advisor.”Comments sending mixed messages:• “Text is based on only a few readings and not on your own thinking.”• “Follow your own advice.”
- Task skills (do the work e.g. fix a fence)Task management skills (manage the work e.g. organise material, transport, workers, tools…)Contingency management skills (crisis management - have a plan if something goes wrong)Job/role environment skills (working with others, interactions, complying with SOPs, observing policies etc)