Make conclusions
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This presentation is part of the online TAE40110 Certificate IV in Training & Assessment course offered by Fortress Learning. Fortress Learning's TAE program is based on the belief that every student is unique. Each student has an individual program tailored to reflect their prior learning, current situation, future goals and their preferred learning style. More information is available from www.fortresslearning.com.au or by telephoning 1300 141 994.
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Make conclusions
Editor's Notes
- After conducting the validation process we possess a lot of data that we must do something with. The next step is to make conclusions about the information in the data.
- Our conclusions will explain where the assessment process did and did not meet the principles of assessment and rules of evidence.
- When reporting the findings, the following should be included: - the assessment process being validated - who was involved in the validation - the findings of the validation - the action plan to ensure all areas meet requirements
- Templates can be useful for organising the data. One way to construct a template is to create a table using the column headers “validation approach”, “Outcome of review activities” and “follow-up action for continuous improvement”
- After compiling data, we should share our findings with: - colleagues from within our own training organisation, such as managers, supervisors, other assessors and other staff. - other training organisations - client organisations - consultants or other external review people and - the AQTF2010 or State/Territory registering body
- Dwyer’s six step approach to problem solving can help structure discussions about the feedback from the validation process. Step 1: Select a time that is convenient for all involved and that is not overshadowed by negative feeling.
- Step 2: Define specific needs by discussing and listening.
- Step 3: Brainstorm solutions without evaluating or judging any of them at this point.
- Step 4: Evaluate solutions by discussing and listening to all ideas and feelings about each solution
- Step 5: Choose solutions that everyone can agree on, and plan for them.
- Step 6: Measure your results
- Common recommendations for improving the assessment process involve: - ongoing professional development for assessors - changes to policy and procedures (from organisational to national levels) - amendments to how records are managed (eg, how results are recorded) - changes to resources to reduce time or cost - changes to assessment system procedures - partnership arrangements (such as when our organisation may not have the expertise needed to assess in a certain area) - improvements in the way that we collect evidence - developing alternative assessment tools - more extensive use of benchmarks - working more closely with technical experts
- Additionally, specific changes might arise relating to the assessment strategies. These include: - the way competency standards or other criteria for assessment and validation are identified and interpreted - how the assessment guidelines in Training Packages are applied - the type of arrangements made for RPL and RCC, including providing guidance and assistance to candidates in gathering and evaluating evidence - how assessment methods for competency standards or other criteria are determined - the way assessment tools to suit chosen competency standards or other criteria are selected - the type of organisational arrangements made for assessment, including physical and human resources, roles and responsibilities and partnership arrangements, where relevant - the details of relevant quality assurance procedures - how risks are identified and controlled.
- At this point, we might once again need to involve critical people. Soliciting help from people with more expertise or authority may be recommended.