Assessment in Australian Vocational Education and Training (VET)
Reviewed and Updated: May 2008
Assessment is a burning issue in the Australian Vocational Education and Training (VET) sector. Debates and discussion about competency based assessment, evidence based assessment, assessment validation, graded assessment, recognition of prior learning, recognition of current competence, mutual recognition, online assessment, holistic assessment, workplace assessment and key competencies have taken place over the last 10 years against a background of a changing and dynamic National VET system.
The Australian Vocational Training System uses a competency
based training and assessment approach. 
Formal vocational training qualifications are awarded under the Australian
Qualification Training Framework.
Competency-based assessment (or CBA) involves 'the gathering and judging of evidence in order to decide whether a person has achieved a standard of competence'. Assessors work with the candidate to collect a range of evidence using the appropriate nationally endorsed industry competency standards as benchmarks. Assessment outcomes are either ‘competent’ or ‘not yet competent’ and learners have opportunities for further training and re-assessment.
Assessment should be valid, reliable, fair, flexible and cost effective.
Assessors need to have a sound knowledge of the endorsed components of their Training Package including the Assessment Guidelines, accessed online via the National Training Information System. NSW TAFE teachers gain access through their Curriculum Centre’s Gateway intranet site.
Determine if the evidence you have is sufficient, valid, current - using a checklist (PDF) may be a useful tool.
Exemplars
Towards professional judgement UPDATE | eZine May 2007
Skills express EXEMPLAR | eZine May 2007
Assessment validation – a journey NAVAL Changing the tide! INTERVIEW | eZine August 2006
FRASER, Ken 2003, Workplace delivery and tailored learning in the manufacturing sector
TAFE NSW VET Pedagogy Project, Part C of Phase 1
JONES, Alison 2003, Simulated workplace the key to authentic assessment in childcare
TAFE NSW VET Pedagogy Project, Part C of Phase 1
Websites
Australian Government Department of Education, Science and Training – National Training System glossary
If you still have the urge to test yourself against
the acronyms or terms used in the Australian VET sector have a go and use
this reference!
Australian Government Department of Education Employment and Workplace Relations – Search Publications Page
This link takes you to a search page of DEEWR publications. Browsing by the subject ‘assessment’ results in a good list of assessment resources available nationally – most are free to download as PDF or Text.
Maximising confidence in assessment decision making – Resource kit for assessors
This really handy resource for practitioners contains a lot of practical material to help assessors and Registered Training Organisations maintain the quality of their assessment systems. It includes an overview of how registered training organisations can develop a validation or moderation process, and a range of checklists that assessors can use as part of the assessment review process
Read a summary of the resource at the NCVER web site.
Resource Generator
The ANTA Resource Generator provides trainers and assessors with access to information about units of competency, qualifications and learning resources across a range of industries. With so much material to support Training Packages it’s well worth a visit. Particularly because you can view documents, customise resources, download and print documents and upload your own resources.
Training Packages@Work
This free national useful newsletter for teachers/trainers and assessors in the VET sector is a handy information source. You can access previous issues and articles back to 2003. Subscribe and you’ll regularly receive an email with the latest. Read an explanation of the new Training and Assessment Training Package.
VETAB
news July 2002
A useful issue with a focus on assessment information and issues. Worth a read, particularly for the page about SWIM – A model of Holistic Assessment. You can also read a summary of the 10 ANTA Assessment Guides produced for practitioners in the VET sector. (pages 5 and 6 of this PDF document). The Assessment Guides are all free and can be downloaded from the Australian Government Department of Education, Science and Training web site.
Publications
RICHARD, James 1994, Assessment, Centre for the Study of Higher Education, the University of Melbourne
'Assessment contributes to establishing the framework in which students learn. It is a powerful tool with which to guide student learning.' Here you will be introduced to issues in assessment in higher education. The paper discusses the many purposes of assessment, basic principles to keep in mind when planning assessments and some practical tips for creating effective assessments. Because no single assessment can evaluate learning totally, it is important to use a set of assessments. See examples of different approaches to assessments and simple rules for creating the assessment questions.
This easy to read PDF is an excellent resource for new teachers as a general overview or as inspiration for ideas of your own.
TOVEY, Michael D.; Lawlor, Diane R. 2008. Training in Australia. Pearson Education, Frenchs Forest, NSW
This edition includes new updates to reflect changes in the Training and Assessment training package. It has also been revised in line with the Australian Quality Training Framework 2007 Essential Standards for Registration; contains expanded information on the delivery plan; examines new delivery methods such as buddy schemes, e-learning and job rotation; and includes new and expanded explanations of assessment.
GRIFFIN, Patrick; Gillis, Shelley; Calvitto, Leanne. April 2007. Standards-referenced assessment for vocational education and training in schools. Australian journal of education, v. 51, no. 1, pp.19-38.
This study examined a model of assessment that could be applied nationally for Year 12 Vocational Education and Training (VET) subjects and which could yield both a differentiating score and recognition of competence. Results showed that the model allowed for a standards-referenced model to be used, that the approach was compatible with the diverse range of senior secondary assessment systems in use throughout Australia and that there were considerable cost benefits to be had in adopting the logic of item response modelling for the development of rubrics for scoring performances on units of competence from National Training Packages. The study validated the method of assessment development, demonstrated the method's consistency, and showed how the method could address the issue of consistency across states. The study also proposed a set of principles for a joint assessment of both quality and competence
DICKSON, M & Bloch, B 1999, Not just falling over the line? A snapshot of competency based assessment, NCVER, Adelaide.
This report explores a number of issues associated with the use of competency
based assessment included grading (the need to bridge the gap between competence
and excellence); the quality of competency standards and their treatment
of underpinning knowledge; who are appropriate assessors; what resources
are needed to support assessment and strategies to improve competency-based
assessment. The Executive
summary.
BLOCH, B & Thomson, P 1994, Working towards best practice in assessment, NCVER, Adelaide, Australia.
Available in print from NCVER this resource reports on examples of good practice in assessment.
HAGER, P, Athanasou, J & Gonczi, A 1994, Assessment Technical Manual, Australian Government Publishing Service, Canberra, Australia.
An 'oldie' but a 'goldie,' this resource was developed to support the introduction of a competency based training and assessment system in Australia. It’s all still relevant!
TOOP L, Gibb, J & Worsnop P 1994, Assessment System Design, Australian Government Publishing Service, Canberra, Australia.
This is another of the ‘oldies but goldies’ publications supporting the initial implementation stages of competency based training and assessment. A good background read to the topic, but before Training Package days!