Manage an assessment system for training outcomes D1.HRD.CL9.08 D1.HHR.CL8.06 Trainer welcomes students to class and introduces himself/herself and topic.

Element 1: Communicate the assessment system Performance criteria are: Define the purpose of the assessment system Document and circulate assessment system features and procedures to relevant stakeholders Establish procedures for keeping relevant stakeholders informed about key features of the assessment system Trainer introduces the Unit and goes through the performance criteria for the first unit. Trainer highlights the need for trainees to complete work projects during the course.

Define the purpose of the assessment system Some purposes for developing an assessment system may include: Recognising or determining the current competencies or skills of staff Identifying training needs of staff Checking that workplace skill levels are being maintained Issuing internal certificates of achievement or awards for excellence Recognising progress in learning or achievement of desired learning outcomes Identifying areas for improvement or change Maintaining current skill levels of staff Trainer goes through the slide with trainees and identifies different purposes for developing an assessment system. Trainees discuss potential other purposes for assessment systems. Trainees complete the activities in their trainee manuals. Trainees read the section on reasons for assessment and discuss with their partners about purposes for assessment activities in their workplace. Answers for purposes: 1. Qualifications and experience records 2. Performance review 3. Competency records

Document and circulate assessment system features and procedures to relevant stakeholders Does Shows How Knows How Knows Performance/Action Competence Trainer introduces the performance criteria and trainees read through their trainee manuals. Trainer elicits validity and reliability and explains that these two points are the foundation of assessment quality. Trainer goes through the next section with trainees and discusses flexible and fair principles.

Document and circulate assessment system features and procedures to relevant stakeholders (cont’d) There are many different parts to an assessment system and they may include: An ability to determine the required competency levels and qualifications of assessors Policies and procedures for obtaining, updating and storing records and information of candidates and assessors How to conduct assessment including the timing and duration specifics Flexibility in order to respond to individual needs of participants who may have particular challenges such as physical or language and literacy needs Trainer goes through different possible features of an assessment system. Trainees think of examples of these features in their workplace and discuss. Trainees read through other assessment system material in their trainee manuals and discuss and clarify any questions.

Document and circulate assessment system features and procedures to relevant stakeholders (cont’d) There are many different parts to an assessment system and they may include: A review and evaluation process to determine if the assessment system is effective or needs improvement Policies and procedures that allow for feedback including, grievances, moderation, re-assessment A statement relating to competency levels and remuneration levels appropriate to those skills attained Trainer goes through different possible features of an assessment system. Trainees think of examples of these features in their workplace and discuss. Trainees read through other assessment system material in their trainee manuals and discuss and clarify any questions.

Document and circulate assessment system features and procedures to relevant stakeholders (cont’d) There are many different parts to an assessment system and they may include: Outline country specific occupational safety and health regulations, employment requirements and equal opportunity legislation Procedures for recognising previous educational qualifications or experience gained at other training organisations or employment contexts Information about where assessment materials are located and where assessment can take place Trainer goes through different possible features of an assessment system. Trainees think of examples of these features in their workplace and discuss. Trainees read through other assessment system material in their trainee manuals and discuss and clarify any questions.

Document and circulate assessment system features and procedures to relevant stakeholders (cont’d) Some of the relevant stakeholders may include: Department heads, team leaders, managers and the business owners Participants and candidates from both current learners and past learners Trainers and assessors. External assessors and trainers may also need to be informed of the assessment system especially if there is an external audit process or certification requirements Trainer goes through the examples of relevant stakeholders and explains the need to document and circulate system features to relevant stakeholders.

Document and circulate assessment system features and procedures to relevant stakeholders (cont’d) Some of the relevant stakeholders may include: Technical experts who may be required to provide feedback about the relevance and currency of skills and assessment Training and assessment coordinators Government and industry bodies related to the assessment components Trainer goes through the examples of relevant stakeholders and explains the need to document and circulate system features to relevant stakeholders.

Establish procedures for keeping relevant stakeholders informed about key features of the assessment system There are several ways to keep stakeholders informed about assessment system features including Scheduling regular meetings that relate directly to assessment issues Special meetings which may be necessary at various times due to urgent issues or feedback Regular staff meetings having a standing agenda item included that allows for feedback and comments regarding assessment issues Trainer introduces slide and asks trainees to think about the best ways to keep relevant stakeholders informed. What technology could be used to keep stakeholders informed? Trainees read through the material in their trainee manuals.

Establish procedures for keeping relevant stakeholders informed about key features of the assessment system There are several ways to keep stakeholders informed about assessment system features including The organisation of a dedicated newsletter or fact sheet that provides updates on assessment system changes or feedback Developing an internal network of assessors who can communicate directly with each other and discuss particular issues that may be relevant to the assessment system delivery and effectiveness Trainer introduces slide and asks trainees to think about the best ways to keep relevant stakeholders informed. What technology could be used to keep stakeholders informed? Trainees read through the material in their trainee manuals.

Element 2: Provide support for enterprise assessors Performance criteria for this unit include: Verify assessors meet required competency standards Identify required training for assessors Provide for moderation of assessments Provide feedback to assessors on their performance Facilitate networking amongst assessors Trainer introduces element 2 and goes through performance criteria.

Verify assessors meet required competency standards In order for assessors to be able to assess effectively, it is critical that they have the necessary skills and experience required to assess participants. If the assessors have limited experience in the assessment item, then the assessment may not be a true reflection of the participant’s ability in that skill. It is important then to check all assessors experience and qualifications to ensure that they have the necessary skills to be able to conduct the assessment properly Trainer presents the slide and explains the need for assessors to be qualified and experienced in their respective competencies. Assessors will need to have their qualifications, experience and currency of their qualifications and experience to be checked. Trainees read through the material in their trainee manuals and discuss the assessment methods and ideas with their groups. Trainer answers questions as required.

Verify assessors meet required competency standards cont’d The rules of evidence: Valid Sufficient Currency Authentic When verifying assessors meet required competency standards in order to be used as part of an assessment decision, evidence must meet the following four rules of evidence criteria: Valid, Sufficient, Current and Authentic. Trainer explains that the same rules for assessing candidates applies to assessors an their qualifications and experience must relate to the tasks that they will be assessing. Verifying their competency will follow the rules of evidence. Assessors may have to provide certificates, journals, examples of previous assessment activities, feedback from observations, and the evidence needs to be current and relevant to industry. Trainees read through material in their trainee manuals and trainer provides support as required. Trainees complete the activity in their manuals.

Identify required training for assessors After checking qualifications and experience of assessors, it may be necessary to also observe and interview them. If the assessors do not meet the required competency standards, then it may necessary to train them to fill any gaps in their skills. When identifying gaps in skills of assessors, you will need to follow the same process of assessment as you would with candidates. Trainer goes through checklist: What is the purpose of the assessment? – this should be explained clearly. Explain performance criteria – have a copy of the performance criteria against which the assessment will be carried out and go through it with the candidate. Check assessment conditions – ensure that the conditions are appropriate. Don’t start the assessment if the candidate is not able to apply themselves fully or the workplace is too distracting. Verify time and place – this should be done by phone or email well in advance of a physical visit. It is wise to confirm this at least the day before if travel is involved. Explain method and type of assessment – go through the assessment tool with the candidate and possibly their supervisor explaining how you are going to collect evidence. Describe how feedback will be given Ensure they are ready to start – don’t commence until the candidate has indicated they are ready.

Identify required training for assessors Checking competency: Skill Knowledge Attitude Trainer goes through slide with trainees and explains that checking competency requires three aspects to be included: Skill, knowledge, attitude. If after checking, assessors do not meet the required competency standards, then the gap in their skill, knowledge or attitude will provide insight into what training is required to bring the assessor to competency. Trainees read through the information in their training manuals and look at the example training and assessment plan. Trainees complete questions. Answers: 1. Yes 2. Workplace training and assessment/master assessor training 3. No 4. With assessor training she could assess basic food hygiene 5. He may have completed a diploma with assessor certificate but he needs relevant industry experience first.

Provide for moderation of assessments Moderation is a process where you can compare your own assessment activities with that of other people and evaluate your methods and procedures. It is concerned in particular with bringing assessment judgements and standards into alignment, thus ensuring the same standards are applied to all assessment results within the same unit of competency. Trainees read through the material in their manuals and the trainer introduces the slide. Assessment of assessors (candidates) needs to be moderated by other assessors to check that the assessment of assessors is fair and reliable. Trainer explains the information in the trainee manuals and explains that moderation could relate to: Analysing results of assessments with a view to identifying issues that require attention Developing a standard assessment matrix against which to conduct assessments Confirming the material that will be counted as evidence for the purpose of making a decision regarding candidate competency Confirming the operation of internal assessments against external requirements Evaluating assessment methods and tools Modifying existing assessment arrangements on the basis of valid conclusions reached as a result of the moderation process.

Provide feedback to assessors on their performance The competency standard being assessed Critical evidence required Evidence collected Does it relate to the standards being assessed? (Valid) Is there enough of it? (Sufficient) Is it up to date? (Current) Is it the candidates own work? (Authentic) Trainer introduces the performance criteria and goes through the example of an assessment matrix. Trainer goes through the giving feedback section and explains how feedback is an important part of a continuous improvement cycle. Trainees read information about appealing a decision and trainer explains how some people might not agree with the feedback or assessment decision. Trainees look at the post-course evaluation sheet as an example for obtaining feedback.

Provide feedback to assessors on their performance cont’d Analysing their assessments, including results and materials/tools as part of the assessment process Developing feedback instruments for candidates to complete following assessments Providing observation sessions while assessors conduct assessments Trainer goes through the different type of feedback that may be given to assessors. Trainees ask questions as needed.

Provide feedback to assessors on their performance cont’d Identifying specific foci for evaluation and feedback Encouraging self-evaluation as part of the feedback process Recognising effort and positive outcomes Supporting assessors where feedback identifies negative outcomes Trainer goes through the different type of feedback that may be given to assessors. Trainees ask questions as needed.

Facilitate networking amongst assessors Networks allow assessors to: Learn, discuss and share information about assessment issues Promote the best standards for assessment Explore ways to improve the assessment system Learn from external assessment agencies Keep informed about new changes or standards Keep engaged with their assessment responsibilities Trainer introduces performance criteria. Trainer goes through the slide and highlights the benefits of networks. Trainees read through their manuals.

Facilitate networking amongst assessors (cont’d) Networks can be developed in many different ways and may include: Formal associations Informal groups Internal organisations within a company External agencies linking groups of assessors Meetings both regular and as required Trainer presents slide and trainees read through information in their manuals. Trainer elicits why networks are an important part of maintaining a quality assessment system. Trainer goes through the network structures diagram from the trainee manual and explains the different types of networks and the benefits of each one.

Facilitate networking amongst assessors (cont’d) Networks can be developed in many different ways and may include: Seminars and workshops Conferences Notice boards, handouts, newsletters Electronically through websites, emails, blogs Trainer presents slide and trainees read through information in their manuals. Trainer elicits why networks are an important part of maintaining a quality assessment system. Trainer goes through the network structures diagram from the trainee manual and explains the different types of networks and the benefits of each one.

Element 3: Manage the assessment record keeping system Performance criteria for this element include: Identify and develop the internal records required to support the assessment system Describe the requirements for completing the assessment records File the assessment records Review and up-date the assessment record keeping system Trainer introduces the performance criteria.

Identify and develop the internal records required to support the assessment system What information needs to be recorded? Trainer poses the question and trainees offer answers. Trainer goes through the information from the trainee manual: Candidate name/personal details Training rolls/attendance records for groups Date and time of assessment The location of the assessment Copies of relevant training curricula/training plans Units or standards being assessed Methods used to assess Assessment results Comments and feedback Assessor name. Trainer highlights that information should be private and confidential. Trainees look at the example assessment record in their manuals and discuss. Trainer goes through what RPL is and how these records are important.

Identify and develop the internal records required to support the assessment system Internal records could include: Personal information relating to candidates Evidence that required training has been delivered prior to assessment being attempted Assessment tools and assessment items Copies of relevant training curricula/training plans Training rolls Evidence captured as part of the assessment process Documentation used to record the resources used and costs involved as part of the assessment process Trainer goes through the slide and explains each internal record.

Describe the requirements for completing the assessment records Describing requirements for completing records may include: Demonstration where an assessor trainer or supervisor completes a form with the assessor Written guidelines that are distributed to all assessors Providing examples or templates that show how to complete the records Online tutorials with examples FAQ sheets Monitoring the compilation of records completed by assessors on an ongoing basis where feedback can be provided if required Trainer presents slide. Trainees read through the relevant material in their trainee manuals and look at the guidelines for completing assessment records. Are they clear? What other support may be needed? Trainees look at the assessment tool example and discuss.

File the assessment records Who needs access to the assessment records Assessors Managers External agencies Training providers and trainers Candidates or staff Administrators Assessment coordinators Trainer introduces the slide and explains that before filing records it is important to determine who needs access to them. Trainees think of any other people who may require access to the records.

File the assessment records (cont’d) Why do they need access to the records?: To update assessment records To evaluate assessment procedures and policies To provide feedback to candidates, staff, managers, external agencies, training providers and trainers To check learning and qualification progress To check work performance or promotion potential To identify gaps in training or skills Trainer goes through the slide with trainees and explains that the reason for accessing the files may influence how the records are filed. (Location, system etc) Trainer highlights information from the trainee manual. Any assessment record filing system should also: Be secure and keep information confidential. Enable easy access to existing records Allow records to be updated easily Meet any external standards that are required by government, training providers or regulatory agencies Combine assessment records with training records in order to meet internal standards Outline procedures and methods to enable validation of assessment records. Trainees complete the activity in their trainee manuals. Trainees offer own answers: (personal details, date completed, who was the assessor, etc)

Review and up-date the assessment record keeping system A review mechanism should include: Dates and time of review Items for review Data/information/feedback gathered Issues or matters for attention Who conducted the review Recommendations for improvement Date for next review A mechanism for communicating updates or changes to the assessment record keeping system to relevant stakeholders Trainer goes through the introduction from trainee manuals and then the slide.

Review and up-date the assessment record keeping system Improved Assessment System Conduct Consultations with Stakeholders Gather Evidence Develop Implementation Strategy Implement Improvements Ongoing Evaluation Review Cycle Trainer goes through the information below from the trainee manuals then presents the slide (Review cycle). Regular meetings may also be used to review and update record keeping systems. In reviewing the system certain questions need to be asked and answered and these can be classified into different areas. The areas could include: Administration issues such as candidate information collection, staff or participant interviews, templates, database use, staffing, space requirements for storage of documents, security issues Content related issues such as new information required to maintain currency and alignment with current industry practice Technical issues including technology upgrades.

Element 4: Maintain quality assurance procedures Performance criteria for the element include: Define quality assurance procedures for the assessment system Undertake internal audits of the assessment system Use the results of quality assurance audits to improve the assessment system Review the applicability of the existing quality assurance procedures to the dynamic nature of the assessment system Trainer introduces the element and goes through the performance criteria.

Define quality assurance procedures for the assessment system Validation is a quality review process. It involves checking that the assessment tool produces valid, reliable, sufficient, current and authentic evidence to enable reasonable judgments to be made as to whether the requirements of the relevant aspects of the training package or accredited course have been met. It includes reviewing and making recommendations for future improvements to the assessment tool, process and/or outcomes. Trainer goes through the slide with trainees and explains that it is important to check (validate) that the assessments are true and effective.

Define quality assurance procedures for the assessment system (cont’d) There are many reasons why organisations need to review including: Confirming the credibility and recognition of certification and awards Supporting the industry and community recognition of training participants Providing the best service for stakeholders - learners and industry Ensuring assessments reflect changes in current industry requirements Improving the validity, reliability, flexibility and fairness of assessments Trainer goes through slide information with trainees and explains each part.

Define quality assurance procedures for the assessment system (cont’d) There are many reasons why organisations need to review including: Providing greater justice for participants for assessment with improved relevance, transparency and support in assessment processes Ensuring more meaningful feedback and guidance for students after they have been assessed Supporting ongoing organisational quality assurance Enhancing the reputation and recognition of the organisation and its services Trainer goes through slide information with trainees and explains each part.

Define quality assurance procedures for the assessment system (cont’d) There are many reasons why organisations need to review including: Minimising risks associated with the assessment process Improving the management of assessment systems Informing assessor selection and guiding professional development Trainer goes through slide information with trainees and explains each part.

Define quality assurance procedures for the assessment system (cont’d) There are certain areas that need to be outlined in implementing quality assurance procedures. Systematically collecting and analysing data Ensuring that data is relevant and sufficient Data sources relevant to improving training and assessment Demonstrating improvements Trainer uses information from the trainee manual to expand on each point in the slide.

Undertake internal audits of the assessment system In developing quality assurance procedures for the assessment system there are five targets for validation that can be identified which should be included in an internal audit. They include: Assessment systems Assessment processes Assessment methods and tools Assessment evidence Assessment judgments Trainer goes through the introduction from the trainee manual and then the slide. Each category has more details in the trainee manual and the trainer can use this to expand upon each part of the system to be audited.

Undertake internal audits of the assessment system cont’d Section for audit Specific area for audit Standards Result and recommendations Risk Assessment systems   Administrative procedures Recording assessment results Participant personal details completed Compliant: All samples checked were completed correctly. Maintain regular monthly checks. Low Assessment records for each participant completed and up to date. Non-compliant: All but one sample checked was up to date and fully completed. Participant 1452 sample was missing assessor name. This should be completed and regular checks continued. Medium Trainer goes through the example audit sheet and trainees identify areas that should be audited and why.

Use the results of quality assurance audits to improve the assessment system There are three fundamental processes to identify opportunities for continuous improvement. These are: Reviewing Moderating Evaluating Trainer introduces the performance criteria using the introduction from the trainee manual. Trainer presents the slide and uses the information from the trainee manual to expand upon the three processes. Trainees look at the examples in their manuals and the trainer explains each process. It is important explain to trainees that Use the results of quality assurance audits must include: Ensuring recommendations for change are based on hard evidence Applying audit results to all aspects of the assessment system, including documentation and record keeping, assessment methods and tools, assessors, timing and duration of assessments, locations used for assessments Revising written policies and procedures to reflect changes, including confirming changes with management, and advising trainers and assessors as appropriate in relation to the changes.

Review the applicability of the existing quality assurance procedures to the dynamic nature of the assessment system It is important to ensure that quality assurance procedures are responsive to the dynamic nature of the assessment system. It is necessary to check: That all aspects of the assessment system are being checked and evaluated regularly The quality assurance procedures are flexible enough to still be able to review the system even if change occurs Trainer goes through the slide and explains that an assessment system is not stagnant and unchanging. Therefore the quality assurance procedures need to be able to absorb changes within the system but still be able to check the effectiveness of the system. Trainees read through the trainee manual and look at the continuous improvement table. How does this allow for change in the system? (By including all relevant stakeholders in the process)

Element 5: Report on the contribution made by the assessment system to enterprise training and performance Performance criteria for this element include: Identify the outcomes that the assessment system has produced Review the assessment system Make recommendations for change to the assessment system Produce and circulate a report Revise the existing assessment system on the basis of responses to the report Trainer introduces the element and performance criteria.

Identify the outcomes that the assessment system has produced It is important to analyse the results or outcomes and identify: Whether the assessment system has been effective in achieving the desired outcomes of the system as a whole The benefits that the assessment system has brought to the organisation by noting the new skills attained, the amount of certificates issued, the increased opportunities and performance that the system has provided to the enterprise Trainer introduces the performance criteria using the introduction from the trainee manual. Trainer goes through the slide and explains each section. Trainees brainstorm some outcomes that an assessment system could produce using examples from their own workplace.

Identify the outcomes that the assessment system has produced It is important to analyse the results or outcomes and identify: Increased professional development opportunities that have occurred due to the implementation of the assessment system Whether there were some areas of strength within the organisation that had not previously been acknowledged Increased staff engagement, productivity or workplace satisfaction Trainer introduces the performance criteria using the introduction from the trainee manual. Trainer goes through the slide and explains each section. Trainees brainstorm some outcomes that an assessment system could produce using examples from their own workplace.

Review the assessment system The review should analyse all areas of the system including: Assessment systems Assessment processes Assessment methods and tools Assessment evidence Assessment judgments Trainer goes through this information and includes the three components of a review process: review, compare, evaluate. Trainees look at the information in their manuals and the trainer expands on each component. Trainer highlights the review chart which includes the three components. Trainees look at the sample questions and discuss if they are complete or if more need to be added.

Make recommendations for change to the assessment system Recommendations for change could include: Whether to continue with the existing assessment system with minor alterations or to cease with the current system in favour of an external provider administering an assessment system Making recommendations relating to staff resources, training, payment, costs, assessment content or administration procedures Expanding the existing system or reducing the scope of the existing assessment system Recommending changes to location and timing of the assessment system Trainer introduces the performance criteria and explains that and recommendations need to be linked to evidence. There many different areas that recommendations could relate to. Trainees consider different areas that may need to be changed in their assessment system at their organisation. Trainees complete the chart in their manuals and discuss their answers in small groups. Trainer facilitates and supports as required.

Produce and circulate a report A report should include: Introduction Main body Appendices, references and glossary Trainer introduces the topic and expands upon each section of the report using information from the trainee manual. Trainer supplies some examples of reports (use the internet to find). Trainees determine if the reports are effective or not. Trainer could alter some reports and remove certain sections.

Produce and circulate a report (cont’d) It is important to identify all of the stakeholders they may need to receive the report and these could be: Assessors Managers External agencies Training providers and trainers Candidates or staff Administrators Assessment coordinators Trainer explains that is necessary to identify who needs access to the report before circulating it. There are various ways that it could be distributed including: paper-based, electronically via email, blogs, website, using newsletters and notice boards, and hosting presentation meetings of the report findings.

Revise the existing assessment system on the basis of responses to the report Revisions to the assessment system could include: Revising policies and procedures relating to the assessment system Altering the assessment tools to make them more relevant and appropriate Revising the assessors that have been used which may mean increasing or decreasing numbers, choosing assessors with different skill sets and experience, or providing more training for current assessors Trainer introduces the topic and goes through the different areas that may need to be revised. Trainees identify areas that might be common to revise and explain why they think these areas need to be changed. Trainer draws attention to the parts of the system that could be revised: Assessment systems Assessment processes Assessment methods and tools Assessment evidence Assessment judgments.

Revise the existing assessment system on the basis of responses to the report (cont’d) Revisions to the assessment system could include: Revising the assessment times and locations to suit organisational needs Communicating any changes that have been made to the assessment system and making sure that all relevant stakeholders are informed of these changes or updates Trainer introduces the topic and goes through the different areas that may need to be revised. Trainees identify areas that might be common to revise and explain why they think these areas need to be changed. Trainer draws attention to the parts of the system that could be revised: Assessment systems Assessment processes Assessment methods and tools Assessment evidence Assessment judgments.