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Compliance, Assessments and Activity Tracking

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Sharyn Hooper and Scott Huntley's presentation from MoodlePosium 15 on using Moodle activity tracking to aid with ASQA compliance.

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Compliance, Assessments and Activity Tracking

  1. 1. Compliance, Assessments and Activity Tracking Sharyn Hooper and Scott Huntley
  2. 2. The world of compliance in VET…  ASQA – Australian Skills Quality Authority  Registered Training Organisation (RTO) provides nationally recognised and accredited training in the VET sector in Australia  ASQA is the national regulator of the vocational education and training (VET) sector and conducts registration and compliance audits
  3. 3. RTO Standards  The standards that refer to the assessment process are 1.8 – 1.18  The standards require that we validate assessment practices and judgments  A valid assessment judgment is one that confirms a learner holds all of the knowledge and skills described in a training product
  4. 4. RTO Standards  In addition the assessment process must be conducted in accordance with the Principles of Assessment and the Rules of Evidence.  Principles of Assessment: − Fairness − Flexibility − Validity − Reliability
  5. 5. RTO Standards  Rules of Evidence − Validity − Sufficiency − Authenticity − Currency  For more detailed information on the current standards - Download Standards for RTOs 2015
  6. 6. The audit experience  We passed but challenges and areas of improvement noted include – − Documenting the evidence to justify the outcome you give a student. Why is a competent a competent??? − Feedback to students − Informing students at every step in the learning and assessment cycle
  7. 7. Competency-based training and assessment  The definition that ASQA use for competency-based training and assessment: Competency based training and assessment means that a person is trained and assessed to meet the performance and knowledge requirements to safely and effectively complete workplace activities in a range of different situations and environments, to an industry standard that is expected in the workplace.
  8. 8. Competency based  What competency based training and assessment is NOT… Competency based training and assessment does not compare the training outcomes between learners. Learners are assessed against the requirements of a training product.
  9. 9. Competency-based assessment  What makes a student competent in a unit of study?  Is it 50%?  Is it 70%?  How about 100%?
  10. 10. How do I pass the unit?  Students entering the VET sector from school can be used to either: − Marks, percentages or similar. For example 55 out of 100 − If I turn up and hand something in I must pass right???  We often get students who want to know the minimum amount they can complete in terms of assessment to be deemed competent − Surely if I do well in Part A I can skip Part B???
  11. 11. How do we use Moodle?  Like many Moodles, different teachers use in different ways  Not much interactivity − Always a challenge to use more of Moodle’s potential  We wanted to trial Moodle core features to help with Compliance issues − Create transparency with our students around Competency Based Assessment.
  12. 12. How do we use Moodle?  Creation of a “Development Moodle” to build pilot courses and trial features − We wanted to focus on Activity Completion, Access Restriction, the Progress Bar, and Badges − In other words, focus on controlling students’ workflows and feedback  Decided to trial Database cluster as Sharyn and Scott are both very familiar with this cluster − Focused on a single unit: ICTPRG425 Use Structured Query Language
  13. 13. Student assessment guide  One of the early steps in meeting the requirements around the assessment process is informing the student of: − How they will be assessed − When these assessments will take place  A standard document known as a student assessment guide is used
  14. 14. Student assessment guide  Sample assessment guide containing all the information required under compliance standards
  15. 15. Student assessment guide  The evidence requirement is a student acknowledgment of the receipt and understanding of this document  This is what the student sees:
  16. 16. Student assessment guide  No access to the learning material until the SAG receipt has been accepted:
  17. 17. Student Assessment Guides  There are other similar “red tape” forms that we need students to fill out, sign or acknowledge  For example Authority to publish or WHS checks  This used to be done with hard copies
  18. 18. Feedback and Tracking  Options that we are trialling: − Outcomes − Choice activities − Progress bar − Badges − Course Completion Report
  19. 19. Outcomes  These are aligned to performance criteria or elements of competence or benchmarks that a student needs to achieve  Once the benchmarks have been created they are assigned to the relevant assessment events  When teacher grades students’ completed assessment they evaluated each “benchmark” as satisfactory or not satisfactory
  20. 20. Outcomes  Sample of setting up one Outcome:
  21. 21. Choices Activity  We create a section in the Moodle based on student achieving a benchmark  Same choice technique as used in the student acknowledgment of SAG.  In other words the student acknowledges the feedback and this triggers activity completion – this is our hack to allow the workflow to continue
  22. 22. Sample Choices Activity
  23. 23. Progress Bar  We decided to do this on the element level as there are so many performance criteria  One element represents one segment on the progress bar  When the student acknowledges the feedback on element completion it reflects on their progress bar.
  24. 24. Progress Bar  Sample showing that one student (Jacob) has achieved one element of competency so far:
  25. 25. Badges  Can reflect the same data as a progress bar  We’ve set this up to reflect badges gained: − per unit element of competency, − for a single unit or − for a cluster of units
  26. 26. Course Completion Report  Once the outcomes, choices and either badges or progress bar have been set up there are a number of reports that a teacher can use to track student completions  The next slide shows a sample:
  27. 27. Course Completion Report
  28. 28. Where to from here…  This is just a start - lots more to try  Great potential in saving time and meeting our compliance targets  A glimpse into the future – using IFTTT or similar interfaces to trigger events outside of Moodle: − Putting a badge on a student Facebook page − Tweeting a course completion congrats!

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