Creating a win-win situation: Online training and assessment while meeting AQSA requirements
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These presentation slide demonstrate how online training and assessment can easily demonstrate your RTOs compliance with Standard 1 (Standards for RTOs 2015) by: allowing students to access their training and assessment from anywhere (Clause 1.3, section C) consistently expressing your training and assessment requirements (Clauses 1.1-1.4) demonstrating your trainer/assessor competence and continuous improvement processes (Clauses 1.13-1.25), your learner engagement/support strategies (Clause 1.7), and your industry engagement strategies (Clauses 1.5-1.6); plus Managing assessment processes, evidence and decisions (Clauses 1.8-1.12), together with transitioning to new/updated training products (Clause 1.26-1.27)
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Creating a win-win situation: Online training and assessment while meeting AQSA requirements
- 1. digitalcapabilitycom.au Creating a win-win situation: Online training and assessment while meeting AQSA requirements EduTech - VET Leaders Congress 31 May 2016 Allison Miller Director & Lead eBusiness / eLearning Consultant
- 3. Session Overview • What is Standard 1 and its purpose? • Use your learning management system (LMS) to embed Standard 1 compliance evidence • Must have information for learners in your LMS • Using your LMS tools to manage continuous improvement • Using your LMS tools to effectively manage assessment requirements • Using your LMS courses to capture compliance
- 4. Standard 1: The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses. What is Standard 1 and its purpose?
- 5. Standard 1 – Training and Assessment Strategies Training requirements (Clause: 1.1-1.4) Industry engagement and relevance (Clause: 1.5- 1.6) Learner support (Clause: 1.7) Assessment Requirements including RPL (Clause: 1.8-1.12) Trainers and assessor requirements (Clause: 1.13- 1.25) Transition of training products (Clause: 1.26-1.27)
- 6. Use a learning management system (LMS) to embed Standard 1 compliance evidence Access, consistency and evidence of: training and assessment requirements, trainer/assessor competence, learner engagement and support strategies (Clauses 1.1-1.4, 1.7) industry engagement (Clauses 1.5-1.6) assessment processes, outputs and decisions (Clauses 1.8-1.12) currency of trainers and assessors and continuous improvement (Clauses 1.13-1.25) transitioning to a new/updated training product (Clause 1.26-1.27)
- 7. Use your LMS to embed Standard 1 compliance evidence LMS features: electronic books and webpages activities and resources gradebook system reports and logs
- 8. “Must have” information for learners in your LMS Current course codes and titles (Clauses 1.1 / 1.26 / 1.27) Amount of training and why they are doing this training (Clause 1.2) Learner support strategies (Clauses 1.3 / 1.7) Information about gaining RPL (Clauses 1.12)
- 9. Using your LMS tools to manage continuous improvement LMS discussion forums industry engagement strategies and activities (Clauses 1.5 / 1.6) independent validation of Training and Assessment (TAE) qualifications (Clauses 1.25) validation of your assessment practices and judgements (Clauses 1.9-1.11)
- 10. Trainers/Assessors - demonstrate professional and vocational competence, currency, relevant qualifications (Clauses 1.13 to 1.24) Industry members/independent validators – showcase relevant industry experience (Clauses 1.5-1.6) Using your LMS tools to manage continuous improvement
- 11. Using your LMS tools to effectively manage assessment requirements LMS Tools Gradebook - assessment activities and feedback (Clauses 1.8, 1.8-1 Principles of Assessment, 1.8-2 Rules of Evidence) Activity options – summative assessment (Clause 1.8-1 Flexibility) and for self-assessment (Clause 1.7) Resource options - reduce cheating (Clause 1.8-2 Authenticity) Hidden sections - Training and Assessment Strategy (Clauses 1.1-1.4) Assessment Marking Guide (Clause 1.8-1 Reliability)
- 12. Using your LMS tools to effectively manage assessment requirements LMS Gradebook All assessment tasks (Clause 1.8-1 Fairness, Flexibility) Assessment criteria (Clause 1.8-1 Reliability, Clause 1.8-2 Sufficiency) Assessment evidence (Clause 1.8-1 Validity, Clause 1.8-2 Validity, Currency) Assessment judgements and feedback, including any reasonable adjustments made (Clause 1.8-1 Fairness) Learner comments (including challenging results) (Clause 1.8-1 Fairness)
- 13. Using your LMS tools to effectively manage assessment requirements LMS Activities Assignments Quizzes Forums Chat Groups activities: Database, Glossary and Wiki Importing external / customised tools / objects
- 14. Using your LMS tools to effectively manage assessment requirements Assessment Code of Conduct Book / Webpage Variety of assessments Plus • Quizzes, forums • Logging in authentication • Accessing feedback
- 15. LMS’s Hidden Sections Using your LMS tools to effectively manage assessment requirements Training and Assessment Strategy (Clauses 1.1-1.4) Assessment Marking Guide (Clause 1.8-1 Reliability)
- 16. Using your LMS courses to capture compliance Backing up Restoring Importing
- 17. digitalcapabilitycom.au Allison Miller 0400 732 270 allison@digitalcapability.com.au digitalcapability.com.au linkedin.com/in/theother66 Register for eUpdates: bit.ly/digitalcapability Connect on: Twitter - twitter.com/digitalcapabili Facebook - facebook.com/digitalcapability
Editor's Notes
- Introduce yourself / – Elearning ebusiness eportfolio consultancy, and supplier of connected and essential services Encourage questions / discussion
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- The Standards for Registered Training Organisations (RTOs) 2015 (Standards) form part of the VET Quality Framework and aims to ensure the integrity of nationally recognised qualifications. RTOs are required to comply with the Standards and should be read in conjunction with the: Standards for Training Packages Standards for VET Accredited Courses Standards for VET Regulators This workshop will concentrate on developing the supporting documentation to evidence Standard 1. Standard 1: The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses.
- Standard 1 details what an RTO is required to do regarding their training and assessment strategies and practices to be compliant, and covers: Training requirements eg: amount or volume of training, sufficient trainers/assessors, educational and support services, learning resources, facilities and equipment (Clause: 1.1-1.4) Industry engagement and relevance (Clause: 1.5- 1.6) Learner support (Clause: 1.7) Assessment Requirements including Recognition of Prior Learning (RPL), principles of assessment and rules of evidence, assessment validation (Clause: 1.8-1.12) Trainers and assessor requirements (Clause: 1.13-1.25) Transition of training products (Clause: 1.26-1.27)
- LMS is a learning management system which allows you to create an online course which houses the learning activities and assessments that learners can access regardless of their location or mode of delivery so long as they have internet (Clause 1.3, section c). As an online learning management system, LMS offers many features which help you evidence the requirements for Standard 1 by consistently and explicitly: Expressing the training and assessment requirements, trainer’s/assessor’s currency, learner engagement and support strategies, as well as industry engagement, plus Managing assessment processes, outputs and decisions, together with demonstrating continuous improvement or transitioning to a new/updated training product
- Using a LMS course means that you can provide a one-stop shop for learners to access their training and assessment requirements regardless of their location, as well as demonstrate how your course meets the requirements of Standard 1. The “must have” information in for learners LMS includes: Current course codes and titles (Clauses 1.1 / 1.26 / 1.27) Amount of training and why they are doing this training (Clause 1.2) Learner support strategies (Clause 1.3) Information about gaining RPL (Clause 1.12)
- You can use your LMS course to manage the continuous improvement of your training and assessment program through LMS discussion forums LMS user profiles LMS discussion forums LMS courses can be set out as weekly, social or topic formats using blocks or sessions. These blocks and sections can be hidden from to house targeted LMS discussion forums to help you to record: industry engagement strategies and activities (Clauses 1.5 / 1.6) / independent validation of Training and Assessment (TAE) qualifications (Clause 1.25) processes and decisions related to the systemic validation of your assessment practices and judgements (Clause 1.9-1.11) Hidden sections are made hidden by clicking on the ‘eye’ for that section. Hidden sections can only be seen by people with the role of “Teacher” or “Non-Editing Teacher” in LMS.
- Trainers/Assessors can use their LMS user profile to demonstrate their professional and vocational competence and currency, including any relevant qualifications as well as their professional bio (Clauses 1.13 to 1.24). Industry members / independent validators can also be encouraged to use their LMS user profiles to showcase their industry experience.
- You can use the following LMS tools to effectively manage your assessment requirements: Gradebook - to manage assessment activities and feedback (Clauses 1.8, 1.8-1 Principles of Assessment, 1.8-2 Rules of Evidence) Activity options – for examples: Assignment, Quiz, Forum for summative assessment (Clause 1.8-1 Flexibility) and for self-assessment (Clause 1.7) Resource options - to reduce the risk of cheating (Clause 1.8-2 Authenticity) Hidden sections - to house the unit’s Training and Assessment Strategy and the Assessment Marking Guide
- LMS’s Gradebook replicates your traditional gradebook or marks book, where you list all of your learner’s names down the left hand side, and then along the top of the page you list all of the activities that will be undertaken and/or assessed. The matrix in the middle is then populated by your learners’ results. As soon as you mark your learners’ work and provide them with feedback in LMS, this information is automatically populated into the Gradebook.
- LMS offers many interactive Activity options to ensure your assessment tasks draw on a range of assessment methods appropriate to their context, and reflect your learner’s needs (Clause 1.8-1 Flexibility) such as: Assignments Quizzes Forums Chat Groups activities: Database, Glossary and Wiki Importing external / customised tools / objects When you select “Add an activity or resource”, LMS provides you with a description of each Activity option to help you determine which Activity option would suit which assessment Task. The types of Activity options available depends on which version of LMS you are using and whether your LMS has additional ‘plug-in’ Activity options. As these activities are all linked to LMS’s Gradebook, all assessment requirements can be housed in the one location. The Assignment Activity option can be used to upload photos / video of practical assessment tasks or observations checklists for workplace assessments. The Quiz Activity option could be used at the start of your course so learner can do a self-assessment which helps you determine the educational and support services each of your learners may require to do your course (Clause 1.7).
- Using unsupervised online assessments means that you need to have strategies in place to ensure the evidence presented for assessment is the learner’s own work (Clause 1.8-2 Authenticity). LMS Resource options, such as a book or a web page, can be used to house an “Assessment Code of Conduct” (or similar) which outlines appropriate learner behaviour when doing an assessment. This Resource may include topics such as: Why the learner’s work need to be their own Attributing the work of other Using the required resources as instructed Consequences for cheating and plagiarism This LMS Resource option should be complemented with: a range of assessment activities which includes talking to or seeing the learner under the task(s) a Quiz which learners take to demonstrate they understand the Assessment Code of Conduct a Forum where learners can privately upload some photo ID eg their Student ID or driver’s license learners logging into your LMS course using a unique identifier as their username eg their Student ID or USI, and accessing their LMS notifications using their institutional email account learners ticking a standard ‘this is my own work’ statement when submitting their work into LMS a Forum where learners can introduce themselves to each other so you can get to know about your learners (eg writing style, interests, goals) a Forum or Quiz at the end of the course where learners can provide a self-assessment of their learning
- LMS courses can be set out as weekly, social or topic formats using blocks or sessions. These blocks and sections can be hidden to house the unit’s Training and Assessment Strategy (Clauses 1.1-1.4) and the Assessment Marking Guide (Clause 1.8-1 Reliability) by clicking on the ‘eye’ for that section. Remember, a hidden section in LMS can only be seen by “Teachers” or “Non-Editing Teachers”, and not the learners.
- LMS allows you to reuse the same course for each new cohort of learners by ‘resetting’ the course, however, you still need to keep the information of past courses as part of evidencing your quality training and assessment eg educational engagement, assessment outputs and judgements, industry engagement and assessment validation. To do this you can back up your course at the end of the training period, export the back-up, and if required, restore the back-up for future reference. You can also import LMS courses, so you can create a LMS template using the information provided in this workbook, and then import it into new courses so that others can use the structure.