Module 1

Introduction to
TVET and CBT&A

Introduction to International Training

and Assessment Courses (ITAC)
Copyright and Disclaimer

© Commonwealth of Australia 2016

This publication is copyright to Commonwealth of Australia apart from
fair dealing for the purpose of private study, research, criticism or review,
as permitted under the Copyright Act 1968. No part may be reproduced
without written permission.
Whilst every precaution has been taken to supply complete and accurate
information, Commonwealth of Australia assumes no responsibility for
any liability, loss or damage caused or alleged to be caused directly or
indirectly by the instructions contained in or accompanying this
publication.
Images: eLearning Art, Copyright © 2016 ELA Members, All Rights
Reserved. Other photographs credited at the end of this publication.

Acknowledgments

• Funding provided by Commonwealth of Australia through

Department of Education and Training, Canberra.
• North Metropolitan TAFE (formerly Central Institute of Technology),
Perth, Western Australia: Project Manager and Learning Materials
author – Natalie Jaques; Audio Visual Recording and Editing; Actors
(Lecturers) – Indu V and Claudia Baker.
• e-Learning Instructional Designer and Desktop Publisher
– Sonia Lewis, Perth, Western Australia.

© Commonwealth of Australia 2016

 Contents

Overview ................................................................................................ 1

1 │ TVET ............................................................................................... 3
Training and Vocational Education and Training .............................. 4

2 │ CBT&A............................................................................................. 5
Competency Based Training and Assessment................................. 6
Dimensions of Competency ............................................................. 9
Skills and Knowledge..................................................................... 12
Employability Skills ........................................................................ 15

3 │ Your training environment .............................................................. 23

The TVET sector ........................................................................... 24
Your organisation .......................................................................... 26
Your clients .................................................................................... 27

4 │ TVET Terminology ......................................................................... 31

Glossary terms .............................................................................. 32

5 │ Where to now?............................................................................... 35
Summary ....................................................................................... 36
Further study ................................................................................. 36

Appendices .......................................................................................... 37
Glossary ........................................................................................ 37
Answers......................................................................................... 48
Credits ........................................................................................... 49

© Commonwealth of Australia 2016

© Commonwealth of Australia 2016
 Overview

This module will introduce you to competency-based training and

assessing within the TVET sector.
The module is divided into five sections:
1. TVET
2. CBT&A
3. Your training environment
4. TVET terms
5. Where to now?
Various learning activities are included throughout, so you can relate the
information to your own workplace.

Hello. My name is Dan.

I am a trainer. This is all new to
me so I will be working through
this module with you.

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2 © Commonwealth of Australia 2016
 1 │ TVET

I train staff but I’ve never

heard of TVET. I wonder
what it stands for?

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 Training and Vocational Education and Training

TVET stands for Training and Vocational Education and Training.

You may be working within this sector already and know all about it.
However, if TVET is new to you, you will need to be aware of how this
sector operates and what is expected of you.

TVET across the world

Many countries across the world have or are currently developing their
Training and Vocational Education and Training (TVET) systems in
response to increasing demands for skilled workers. This includes
vocational courses in secondary schools and post-secondary courses,
offered by training institutes.
Courses may vary widely in level, duration and entry requirements.
They may be using Nationally Recognised Training or may not, and
may be delivered in training institutes or industry workplaces or a
combination of both.
Many countries across the world have established a Qualification
Framework which organises all qualifications according to a series of
levels corresponding to different vocational outcomes.
The learner can acquire the certification for competency needed at any
level through formal, non-formal or informal learning.
Many countries across the world have or are currently developing
competency standards which are the qualifications and units of
competency (also referred to as National Occupational Standards
(NOS). Competency standards describe work outcomes and contain
various components including elements and performance criteria.
Competency Standards may be designed and developed by industry
sector Skills Councils. Training and assessment of training programs are
delivered by qualified trainers and assessors in adherence to quality
standards.
For more information you should research your country’s TVET system;
qualification framework and competency standards.

4 © Commonwealth of Australia 2016

 2 │ CBT&A

I train my staff how I was

taught. So what is this
CBT&A method?

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 Competency Based Training and Assessment

CBT&A stands for Competency Based Training and Assessment.

Competency-based training places emphasis on what a person can do.
It allows learners to demonstrate they can do a work/role-related task to
a set standard in the workplace.

Learn with Dan

“ Why is Competency Based Training and Assessment so much

better than the old way? I learnt from a textbook in a classroom and
then sat an exam.”

A competency-based approach to training and assessment benefits

organisations and workers in the following ways:
1. Cost effectiveness
2. Efficiency
3. Increased productivity
4. Improved profitability
5. Reduced risk
6. Increased customer satisfaction

“ These benefits are great, but I really need more detail to

understand what they might mean to the company I work for.”

1. Cost effectiveness
Dan's learners will acquire the skills they need faster because they are
applying the learning in a practical way from the beginning. Because
Dan is training staff onsite, they won't need to take time off work to
attend training outside the workplace. The company will be happy
because the training costs less money in lost production and the
workers' efficiency is increased.
2. Efficiency
The skills Dan's learners gain will be directly relevant to the job they do.
They will be able to apply these skills straight away in the workplace and
do their job better. The company will be happy because they gain skilled
workers in optimum time.

6 © Commonwealth of Australia 2016

 3. Increased productivity
Having completed Competency Based Training and Assessment, Dan's
learners will be better skilled, more efficient, more motivated and happier
in their jobs. They will be able to recognise what tasks need to be
completed without having to be reminded, and because they will be
doing a better job than before, they may even get a bonus in their pay!
Being more confident, they may even contribute to improvements in
processes through making suggestions based on their own knowledge
and experience which is good for the company's bottom line!
4. Improved profitability
The learners that complete Dan's training will be competent and make
less errors. This will have a positive impact on the company's profits.
Production may then be increased due to increased efficiency which will
give a competitive advantage over others in the industry.
5. Reduced risk
Competency Based Training and Assessment teaches learners to
operate in a safe way, meaning less injuries and damage to equipment.
The learners will have been trained in a larger variety of tasks which will
help the company cover staff who are sick or on holidays. The company
will be able to implement a promotion pathway for learners who
undertake Competency Based Training and Assessment meaning staff
will tend to stay with the company longer. All these things will lead to
happier workers and management.
6. Increased customer satisfaction
Dan’s learners will be able to work to a high standard once trained.
Products will be of a high quality and customers will feel confident they
are getting what they have paid for. They will become loyal repeat
customers who recommend the company to others. This will be good for
business!

“ Wow. I can now really appreciate the advantages a competency-

based training system has over how I was trained when I started out
in the workforce! It certainly will have many advantages for the
company I work for.”

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 Case study – Indu: Part 1

Hi, I’m Indu. I work as a trainer and assessor for a large vocational
education and training institute. I teach in the Diploma of Engineering
and some of the units I teach include mathematics, electronics, and
performing laboratory procedures. The units are based on curriculum
developed from competency standards.
The competency standards in a unit describe work outcomes. Each unit
of competency define performance outcomes, applied knowledge and
skills needed for work. The units are industry defined and have a
national focus.
Learning and assessment can be in the classroom, laboratory or in the
workplace, or all of these. The assessments are about demonstrating
specific tasks that are required for the relevant industry workplace at the
required standard.
Assessments are marked as being competent or not yet competent, that
the learner either can or cannot yet do the thing that they are learning
about. The evidence gathered would be based on tasks demonstrated
that I have observed in the laboratory or workshop and written
assessments.
I have been teaching in competency based training for the last seven
years. When I first started what stood out was how things were different
in comparison to the way I learnt in university. University had lots of
exams while competency based training focuses on both knowledge and
practical skills required to perform a job outcome. Learners are not
graded in competition to others. I enjoy working as a trainer and
assessor and find using competency based training a fair approach.

8 © Commonwealth of Australia 2016

 Dimensions of Competency

Competency Based Training and Assessment requires learners to be

able to demonstrate the four Dimensions of Competency.
This means they must show they are able to successfully apply their
skills and knowledge in a variety of different situations and
environments.

The Dimensions of Competency

1. Task skills
Undertaking the specific task/s required to complete a work activity to
the required standard. This means being able to perform the individual
actions as well as the whole task.
Usually described within the Unit of Competency in the Elements and
Performance Criteria.
EXAMPLE: Use a photocopier
2. Task management skills
Managing a number of different tasks to complete a whole work activity.
This means working efficiently to meet deadlines, handle a sequence of
interrelated tasks, and progress smoothly between tasks.
Usually described within the Unit of Competency in the Performance
Criteria, required Skills and Knowledge, and may also appear in the
Range Statement
EXAMPLE: Select correct paper and functions
3. Contingency management skills
Responding to problems and irregularities when undertaking a work
activity, such as:
• breakdowns
• changes in routine
• unexpected or atypical results or outcomes
• difficult or dissatisfied clients.
Usually described within the Unit of Competency in the Performance
Criteria, required Skills and Knowledge, critical aspects of Evidence, and
may also appear in the Range Statement.
EXAMPLE: Clear paper jams

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 4. Job/role environment skills
Dealing with the responsibilities and expectations of the work
environment when undertaking a work activity, such as:
• working with others
• interacting with clients and suppliers
• complying with standard operating procedures
• observing enterprise policy and procedures.
Usually described within the Unit of Competency in required Skills and
Knowledge, and Employability Skills.
EXAMPLE: Liaise with team members on print job requirements
Transfer skills
This fifth dimension is not mandated but is often addressed in
assessment. It means having the capacity to transfer skills and
knowledge to other contexts.
Source:
http://learnline.cdu.edu.au/t4l/teachinglearning/planning.html#incorporating_dim
ensions, 2007; Sea Eagle Publications, 2008

10 © Commonwealth of Australia 2016

 Activity

Think about the industry area in which you train (or will train). Record
some examples of how you might be able to use the Dimensions of
Competency to help you show evidence of competency.
1. Task skills

2. Task management skills

3. Contingency management skills

4. Job/role environment skills

Note: You will apply this information in more detail when you complete
the TVETC001 Trainer Course and TVETC002 Assessor Course.

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 Skills and Knowledge

A learner is considered competent when they are able to apply their

skills and knowledge to successfully complete work related tasks.
The skills and knowledge you will be assessing will be based on industry
requirements as outlined in the Unit of Competency.

Learn with Dan

“ I've been training staff for a long time, but I'm not really sure what
skills and knowledge means within the TVET system? ”

Skills
• The technical skills required to complete a job task in the workplace
Knowledge
• The knowledge required to complete a job task in the work place
(sometimes known as required knowledge)

“ Ok, that sounds straightforward, but can you give me an example.

I train staff in a factory.”

EXAMPLE:
Skills
• using the cutting machine to trim an item
Knowledge
• knowing where the cutting machine is
• knowing how to use the cutting machine
• knowing where to access help if having problems

“ Ok, now I get it. I need to know what my industry standards are
and design my training and assessing around the skills and
knowledge needed to undertake the task or role correctly.”

12 © Commonwealth of Australia 2016

 Case study – Indu: Part 2

One of the units I teach in the Diploma of Engineering is electronics. The

skills and knowledge required in this unit are specified by industry
employers and experts. Every job requires a specific set of knowledge
and skills and this varies depending on the type and complexity of the job.
For example, in the electronics engineering industry, workers need to
have the skill of basic trouble-shooting of circuits or electronics
equipment. I teach this through theory and demonstration of practical
tasks. Then the students get a chance to practice themselves prior to the
assessments. This also gives them the opportunity to practice trouble-
shooting before entering the workplace.
The skills and knowledge in the unit of competency are important for
learners to have in order to be a productive member of the workplace in
their specified vocation.

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 Activity

Think about the industry area in which you train (or will train). Explain
how the training and assessment you will be implementing is based on
the current industry requirements.

Note: You will apply this information in more detail when you complete
the TVETC001 Trainer Course and TVETC002 Assessor Course.

14 © Commonwealth of Australia 2016

 Employability Skills

Employability Skills are essential attributes considered to be crucial for

success in the workplace. They may also be referred to as Professional
Skills.
You will need to consider these skills when you are training and
assessing learners.

The eight employability skills

1. Communication
Communication is probably the most sought after skill by most
employers, and involves elements such as being a good listener,
expressing yourself clearly and in writing, explaining things to people
from different backgrounds and presenting a clear case.
Have you ever given a speech? Written an email? Called to ask about
a job you saw advertised in the paper? If you've done any of these
things, chances are that you've developed your communication skills.
Communication skills are demonstrated by:
• listening and understanding information
• speaking clearly and directly
• adapting your writing to the needs of the audience
• negotiating
• using numeracy effectively
• establishing your own network within your chosen field of interest
• speaking and writing in languages other than English
• being able to empathise and understand the needs of others,
especially customers.
2. Teamwork
This involves working well with others to achieve results and recognising
the value of other people's contributions and ideas.
If you've played a team sport, participated in group work at university or
worked in a busy environment, you've probably used teamwork skills.
Effective teamwork skills are demonstrated by:
• working effectively individually or as a part of a team
• working with people of different genders, races, religions or political
persuasions

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 • taking different roles in a team
• being able to identify strengths and weaknesses of team members
• giving constructive criticism.
3. Problem solving
This involves being able to offer a solution to a problem by analysing a
situation and working out how to arrive at a favourable outcome. It often
involves making optimum use of available resources and enlisting others
to achieve an outcome.
You've developed problem solving skills by offering solutions to a
specific problem, brainstorming different ways to do things, or discussing
outcomes of events with friends or colleagues.
Problem solving skills are demonstrated by:
• developing creative, practical or innovative solutions
• solving problems in teams
• applying a range of strategies to problem solving
• using mathematics to solve problems
• applying a range of problem solving strategies to come up with a
solution
• testing assumptions or hypothesises
• resolving customer complaints satisfactorily.
4. Initiative and enterprise
This involves being able to see innovative ways of doing things, seizing
opportunities, and taking initiative. It may involve a newer way of looking
at a situation or the addition of a new idea to improve or streamline an
existing process.
You've developed your initiative and enterprise skills if you've taken on
leadership roles or brainstormed new ways of doing things.
Skills in initiative and enterprise are demonstrated by:
• adapting to new situations
• developing a strategic or long-term vision
• identifying opportunities not obvious to others
• translating ideas into action
• generating a range of options
• initiating innovative solutions.

16 © Commonwealth of Australia 2016

 5. Planning and organising
This involves the ability to identify what is required in a given situation
and to manage people and resources effectively to achieve results. It
also involves being able to manage time efficiently and priorities what
tasks need to be done to achieve an overall goal.
You've planned and organised when you decided what courses to take
at University, devised a study schedule for exam time, or managed work
and school commitments simultaneously.
Examples of Planning and Organising include:
• managing time and priorities
• establishing clear project goals and deliverables
• allocating people and other resources to tasks
• time management
• collecting, analysing and organising information.
6. Self-management
This skill refers to the ability to take responsibility for your own actions
and life direction, and to set goals and successfully achieve them. It
involves setting achievable goals and using your time and resources
effectively to achieve them.
If you've worked independently on a project, thought about your career
goals and researched how to achieve them, or used a diary to plan your
semester, you've demonstrated self-management skills.
Self-management skills are demonstrated by:
• planning ahead and having a personal vision and goals
• evaluating and monitoring one's own performance
• taking responsibility
• articulating one's ideas and vision.
7. Using technology
This involves being able to keep abreast of current technology and apply
it to problems, as well as the ability to embrace life-long learning in the
field of technology.
If you regularly use technology or have learned to use new programs or
equipment, you've demonstrated skills in using technology.
Skills in using technology are demonstrated by:
• having a range of basic IT skills
• being willing to learn new IT skills

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 • having the occupational health and safety knowledge to apply new
technology
• selecting the appropriate technology for a given task.
8. Learning
This skill refers to your ability to manage your own learning and
contribute to ongoing improvement and expansion in your own
knowledge and skill set. This also refers to your ability to learn
workplace skills and expectations specific to your organization.
If you actively seek to learn new things in lectures, have taken courses
to develop specific hobbies or skills or have successfully fit into a new
work environment, you've used your lifelong learning skills.
Skills in lifelong learning are demonstrated by:
• being open to new ideas and techniques
• contributing to the learning community at the workplace
• actively seeking a range of mediums to learn-- mentioning, peer
support, workshops or networking
• having enthusiasm for ongoing learning
• being willing to learn in any setting; on and off the job
• being prepared to invest time and effort into learning new skills.
Source: https://careers.anu.edu.au/employabilityskills

18 © Commonwealth of Australia 2016

 Activity

1. Employability skills
Match each employability skill to its matching example by drawing a line
between the two.

Skills Examples

Communication coming up with creative ideas

Teamwork being open to new ideas and techniques

Problem Solving taking responsibility

Initiative and Enterprise getting along with customers

Planning and Organising using a computer

Self-management meeting deadlines

Learning working with others

Technology helping out where needed

2. Problem Solving
The following skills may all be part of problem solving.
Match each problem solving skill to its matching definition by drawing a
line between the two.

Skills Definitions

Decision Making questioning arguments and conclusions

before making a judgement

Customer Centricity making choices from possible

alternatives

Critical Thinking methodically breaking down complex

problems into manageable components

Analytical Thinking using customer feedback to direct

improvements to customer service

Note: If you want to check your answers refer to Appendices: Answers

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 Case study – Claudia

Hi, I’m Claudia. I work for an underground mining company that employs
graduates who have completed competency based training and
assessment qualifications.
It is essential that the graduates I employ have a high level of technical
knowledge to do the job, but just as important, that they have the skills to
be able to work with others in my company.
Some of the skills that I need employees to have are communication;
teamwork; planning; problem solving and using technology. I need to
know I can trust teams of workers to identify potential problems and sort
them out ahead of time. That might involve moving people onto different
machinery and negotiating with others to prioritise getting a task
completed.
For example, when a production process is down for maintenance, these
skills can make a large difference in the profitability of a job. Employees
are required to be punctual and well-prepared for the task and they
therefore use planning and problem solving skills. They need to ensure
that they have identified all work requirements and completed all reports
and hand-over requirements which is an example of the communication
and teamwork skills essential to the successful completion of the task.
I think the skills which graduates get when they complete qualifications
through the competency based system, means they are better workers
for my company. They are more adaptable to whatever possible
situations may arise and are job ready from day one.

20 © Commonwealth of Australia 2016

 Now I know what
competency-based training
and assessing is but I can see
I still have a lot to learn.

© Commonwealth of Australia 2016 21

22 © Commonwealth of Australia 2016
 3 │ Your training
environment

If my manager is happy
with the training programs
I run, isn’t that all I need
to worry about?

© Commonwealth of Australia 2016 23

 The TVET sector

As a trainer and assessor within the TVET sector, you need to be aware
of the many broad social and education trends and changes currently
impacting on the TVET environment.

Activity

There are currently a range of changes impacting on the TVET Sector.

Examples include:
• policy changes
• technological changes
• cultural changes
• socio-economic changes
• changes to relevant policies, codes of practice and national standards
• industry national competency standards relevant to area
• current national quality assurance arrangements for training
organisations and assessing bodies.
Think about your role as a trainer/assessor and make notes on how
these changes might impact you.

24 © Commonwealth of Australia 2016

 Note: You will apply this information in more detail when you complete
the TVETC001 Trainer Course and TVETC002 Assessor Course.

© Commonwealth of Australia 2016 25

 Your organisation

To be effective in your role as a trainer and assessor, you will need to

know and understand any organisational policies and procedures that
may impact on your training program.
You will need to know where these are kept and how you can access
them. They may be stored as hard copy documents or electronically,
perhaps on an intranet.
Although your organisation may deliver the same service or sell the
same products as others, they will have unique ways of doing things and
you will need to design your program within this context.

Learn with Dan

“ I know my organisation has the following policies and procedures,

but how are they relevant to my training and assessing? ”

Organisational quality assurance policies and procedures

Dan would need these to understand how the evidence he gathers for his
training and assessment, needs to be documented, reported and stored.
It will also cover the requirements for continuous improvement procedures
such as learner feedback, validation and moderation requirements.
Complaints, grievances and appeals policies and procedures
Dan needs to understand what to do if a learner makes a complaint or
wants to appeal against an assessment decision he's made.
He also needs to know what to do if one of my learners behaves
inappropriately in class. Learners have rights and responsibilities but
what are the consequences if they don't abide?
Access and equity policies and procedures including social
inclusion and anti-discrimination
These will guide Dan in how to ensure all of his learners feel welcomed
and safe in the training environment.
He may need to consider learners' race, gender, religion or special
needs and provide reasonable adjustments to their training and
assessments.

“ I will have to have a close look at these policies and procedures.

They will certainly be useful in guiding me in my training and
assessing.”

26 © Commonwealth of Australia 2016

 Your clients

As a trainer and assessor, you need to consider the industry clients who
will employ your TVET program graduates. What skills and knowledge
will these employers expect the graduates to have?
You also need to ensure your learners are getting what they need and
expect from your training program so they are work-ready.

Activity

Think about the industry clients who may employ your graduates.
Record the ways you are or could ensure you are teaching the skills and
knowledge these industry clients expect.
Industry clients

© Commonwealth of Australia 2016 27

 Now record the ways you are or could ensure you are teaching the skills
and knowledge your learner clients expect to have when they graduate
and gain employment.
Learner clients

Note: You will apply this information in more detail when you complete
the TVETC001 Trainer Course and TVETC002 Assessor Course.

28 © Commonwealth of Australia 2016

 I hadn’t thought about these
aspects of my training before,
but I now see how important
the bigger picture is.

© Commonwealth of Australia 2016 29

30 © Commonwealth of Australia 2016
 4 │ TVET
Terminology

The TVET sector uses a lot

of jargon. I wonder if I really
need to understand all these
terms and acronyms?

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 Glossary terms

All Industries have their own unique vocabulary including jargon,

technical terms and acronyms that workers must understand.
As a trainer and assessor you will need to know and understand
terminology relevant to the TVET sector.
Review the Appendices: Glossary and then complete the activity.

Activity

Choose the correct terms or acronyms from the ‘Wordbanks’ to complete

these definitions.

1 Wordbank Validation Credit Evidence Moderation Assessment

______________________________ is information gathered to support a

judgement of competence against the specifications of the relevant unit
or units of competency.

______________________________ is a process for confirming the correctness

or soundness of information or findings.

______________________________ is an assessment process of establishing

comparability of standards of learner performance across courses,
institutions or organisations, to ensure validity, reliability and fairness.

Qualification Unit of
2 Wordbank CBT RESK
Framework Competency

________________________________________________ is an assessment process

that involves assessment of the individual’s relevant prior learning to
determine the credit outcomes of an individual application for credit.

________________________________________________ is the policy framework

that defines all qualifications recognised nationally in post-compulsory
education and training.

________________________________________________ is training which develops

skills, knowledge and attitudes required to achieve competency.

32 © Commonwealth of Australia 2016

 Competency Employability
3 Wordbank Qualifications
standards skills

______________________________________________________ are the standards of

performance an individual must achieve when carrying out a function in
the workplace, together with the knowledge and understanding they
need to meet that standard consistently.

______________________________________________________ are sets of

competency standards together with the educational, training and other
criteria required to perform a job role.

Note: If you want to check your answers refer to Appendices: Answers

The glossary is very

helpful. I’ll save a copy for
future reference.

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34 © Commonwealth of Australia 2016
 5 │ Where to now?

I now understand something

of the TVET sector and CBT&A
but I feel I need to learn more.
What can I do?

© Commonwealth of Australia 2016 35

 Summary

This module introduced you to basic skills and knowledge you will need
as a competency-based trainer and assessor within the TVET sector.
You had the opportunity to think about how this information relates to
your own workplace.

Further study

This module is the first in a series of five that make up the course
Introduction to International Training and Assessment Courses (ITAC).
This course is an introduction to the TVETC001 Trainer Course and the
TVETC002 Assessor Course. Completing these courses will enable you
to study the concepts covered in more depth and allow you to practise
applying them in a workplace environment.

This is the end of this module.

I hope you have enjoyed the
experience as much as I have.
I look forward to studying
this subject further.

36 © Commonwealth of Australia 2016

 Appendices
Glossary
Assessment
The process of collecting evidence and making
judgements on whether competency has been
achieved, to confirm that a learner can perform
to the standard expected in the workplace, as
expressed by the relevant endorsed
industry/enterprise competency standard.
Assessment methods
The particular technique/s used to gather
different types of evidence.
May include methods or techniques such as:
• questioning
• direct observation
• structured activities
• third party feedback
• portfolios
• review of products.
Assessment system
A controlled and ordered process designed to
ensure that assessment decisions made in
relation to many individuals, by many
assessors, in many situations are consistent,
fair, valid and reliable.
May include:
• grievances and appeals process
• validation systems and processes
• reporting/recording arrangements
• acquisition of physical and human
resources
• administrative procedures
• roles and responsibilities
• partnership arrangements
• quality assurance mechanisms
• risk management strategies
• documented assessment processes.
© Commonwealth of Australia 2016
Assessment tool
Documentation covering the assessment
required for one or more unit of competency.
The tool includes:
• the performance criteria to be assessed
• the target group, context and conditions for
the assessment
• the tasks to be administered to the learner
(observation of practical skills; scenario and
questions; project steps). These may be
referred to as the “Assessment
instruments”
• an outline of the evidence to be gathered
from the learner
• the evidence criteria used to judge the
quality of performance (i.e. the assessment
decision-making rules)
• the administration, recording and reporting
requirements
• the evidence of how validity and reliability
have been tested and built into the design
and use of the tool.
Assessor
An individual or organisation responsible for
the assessment of units of competency in
accordance with the qualification framework
Authenticity
One of the rules of evidence. Relates to
ensuring the evidence is from or of the learner
and not another person, in other words, the
assessor needs to be satisfied that the
evidence gathered is the learner's own work.
Benchmarks for Assessment
The criterion against which the learner is
assessed which may be a competency
standard/unit of competency, assessment
criteria of course curricula, performance
specifications, product specifications.
37
Client
A learner or an organisation, that uses or
purchases training and/or assessment services.
Clustering
The process of grouping competencies into
combinations which have meaning and
purpose for learning, assessment or work
related needs.
Coaching
A technique used to facilitate and support
individual learning through one-on-one guided
learning activities and skills acquisition in either
a formal or informal process. See also
Individual facilitation.
Code
The unique alpha-numeric identifier allocated
to the unit of competency and Qualification
Code of Practice for Assessors
A code of practice based on an international
code of ethics and practice, developed by the
National Council for Measurement in Education
(NCME).
Competency
The ability to perform tasks and duties to the
standard expected in employment.
Competency Based Assessment (CBA)
The gathering and judging of evidence in order
to decide whether a learner has achieved a
standard of competence.
Competency Based Training (CBT)
Training which develops the skills, knowledge
and attitudes required to achieve competency
standards.
Competency standard
An industry-determined specification of
performance which sets out the skills,
knowledge and attributes required to operate
effectively in employment.
38
Competency standards are made up of units of
competency also may be referred to as
National Occupational Standards (NOS), which
are themselves made up of elements of
competency, together with performance
criteria, a range of variables, and an evidence
guide. Competency standards are an endorsed
component of a qualification
Contextualisation
The addition of industry or enterprise-specific
information to a unit of competency to improve
the standards' relevance to industry.
Contingency management skills
One of the four Dimensions of Competency
and involves the requirement to respond to
irregularities and breakdowns in routine.
Core Skills
These are essential communication skills
required for participation in the workplace, the
community, at home and in TVET. These skills
are learning, reading, writing, oral communication
(listening and speaking skills) and numeracy.
May also be referred to as Generic Skills.
Credit
The value assigned for the recognition of
equivalence in content and learning outcomes
between different types of learning and/or
qualifications which reduces the amount of
learning required to achieve a qualification.
Credit Transfer
A process that provides learners with agreed
and consistent credit outcomes based on
identified equivalence in content and learning
outcomes between matched qualifications.
Currency in assessment
One of the rules of evidence and relates to the
age of collected evidence. Competency
requires demonstration of current performance
– therefore the evidence collected must be
current/very recent.
© Commonwealth of Australia 2016
Currency in practice
Keeping up-to-date with:
• the technical area of work which is the
focus/subject area of delivery/assessment
• developments in training/assessment/VET
practice.
Delivery method/s
The particular techniques used to guide,
facilitate and support the learning process.
Delivery mode/s
The medium used to deliver the training/
facilitate the learning and may be face-to-face,
via technologies, distance resource based,
blended.
Delivery strategy
Forms part of the learning strategy and
involves developing and documenting:
• the focus of delivery
• the context of delivery
• the mode of delivery
• delivery methods.
Dimensions of Competency
Dimensions are part of the broad concept of
competency, which includes all aspects of work
performance as represented by:
• Task skills
• Task management skills
• Contingency management skills
• Job/role environment skills.
Direct observation
An assessment method which involves
opportunities to view real work/real time
activities in the workplace or work activities in a
simulated workplace environment.
Distance learning
Involves a learner-managed learning process
that is supported by the provision of learning
© Commonwealth of Australia 2016
resources and learning materials supplied by
trainer/ facilitator who guides the learner through
completion of the materials to achieve the
desired competency standards/learning
outcomes.
e-Learning
Involves learning processes which use available
electronic media as the mode of delivery to
provide flexible options that suit differing client
needs. It covers any learning that is assisted by
information and communications technology (ICT).
This mainly includes computer-based online
learning, but also covers interactive CD-ROM,
video, handheld computers, mobile phones,
teleconferencing and video conferencing.
Element/s of competency
Part of the format of competency standards.
They are the basic building block of the unit
specifying the critical outcomes to be achieved in
demonstrating competence.
Employability Skills
These critical skills are important not only for
gaining and maintaining employment, but also
for operating effectively in personal and
community contexts. These skills include
decision making, planning and organising,
customer centricity, problem solving, analytical
and critical thinking. May also be referred to as
Professional Skills.
Entry requirements
Specified prior knowledge, skill, and experience,
expressed in terms of competency. May include
licensing or industry recognised standards.
Where entry requirements are identified, these
are mandatory.
Equity
Equity means fairness or social justice. In
TVET, equity policy incorporates measures to
improve access to, participation in, and
outcomes of vocational education and training
for those who may be disadvantaged or have
traditionally been under-represented.
39
Evaluation
Forms part of the quality management of the
training/assessment organisation in relation to
the services it provides. Evaluation is a
systematic and objective process measured
against specified criteria using established
evaluation methods. The focus of the
evaluation may include aspects such as risk,
quality/quality improvement, professionalism,
efficiency, client satisfaction and compliance
with legal requirements. It may take the form of
an audit (compliance evaluation), self-
assessment process, benchmarking or client
focused evaluation.
Evidence
Information gathered to support a judgement of
competence against the specifications of the
relevant unit or units
Evidence gathering techniques
The particular technique/s used to gather
different types of evidence. May include
methods or techniques such as:
• questioning
• direct observation
• structured activities
• third party feedback
• portfolios
• review of products.
May also be referred to as Assessment
methods.
Evidence gathering tool
A complete set of documentation used to
assess one or more units of competency.
The tool includes:
• 2–3 assessment instruments that each
support different methods of assessment
(e.g. observation checklist and questioning)
• the administration, recording and reporting
requirements
40
• the context and conditions of assessment.
May also be referred to as Assessment tool.
Evidence guide
Part of the format of a competency standard and
provides advice to inform and support
appropriate assessment of the unit including
assessment of required/ underpinning
knowledge, skills, and Employability/Professional
Skills necessary for competent performance. The
evidence guide identifies critical/specific
evidence requirements, assessment resource
implications and other relevant information.
Evidence plan
Forms part of the documented Assessment
tool. Documents the evidence requirements of
the competency standard, information
regarding who will collect the evidence and the
time period involved.
Fairness
One of the Principles of Assessment. Fairness
in assessment requires:
• consideration of the individual learner's
needs and characteristics and any
reasonable adjustments that should be
applied
• clarity of communication between the
assessor and the learner to ensure the
learner is fully informed, participates in and
consents to the assessment process
• opportunities that allow the learner being
assessed to challenge assessments
• provision for reassessment are provided.
Flexible learning
An approach to vocational education and
training which allows for the adoption of a
range of learning strategies in a variety of
learning environments to cater for differences
in learning styles, learning interests and needs,
and variations in learning opportunities
(including on-line).
© Commonwealth of Australia 2016
Generic Skill achieved and the structure and logistics of the
learning relationship.
Essential communication skills required for
participation in the workplace, the community, at Instructional design
home and in TVET. These skills include learning,
The design and development of instructional
reading, writing, oral communication (listening
materials and learning activities to meet
and speaking skills) and numeracy. Also referred
learning needs.
to as Core Skills.
Instructional design principles
Hazard
The set of principles relating to instructional
Referring to work health and safety; a source
methods, learner characteristics, learning
or situation with a potential for harm in terms of
environments and outcomes.
human injury or ill health.
Integrated assessment
Hierarchy of control
Means an approach to assessment that covers
Referring to work health and safety; means the
the clustering of multiple units/elements from
preferred priority for risk control, emphasising
relevant competency standards. This approach
hazard elimination. Where this is not possible,
focuses on the assessment of a 'whole of job'
risk minimisation through the following means
role or function that draws on a number of
should be initiated: substitution with a lesser
units/elements of competence. This assessment
hazard, isolation of the hazard from personnel
approach also integrates the assessment of the
and clients at risk, engineering controls,
application of knowledge, technical skills,
administrative means (e.g. safe work practices,
problem solving and demonstration of attitudes
procedures and training) use of personal
and ethics. See also Clustering.
protective equipment.
Knowledge
Inclusivity
Conceptual and procedural forms of knowledge
Behaviours which actively acknowledge,
and the values and attitudes that underpin
respect and build on individual differences, and
them. Conceptual knowledge - facts,
individual needs to create a positive and
information, propositions, assertions and
inclusive learning culture and environment.
concepts that range in levels of increasing
Individual facilitation complexity. Procedural knowledge –techniques,
skills and the ability to secure goals.
The application of techniques that centre on
the development of interpersonal relationships Knowledge and Understanding
between the trainer and the learner, focusing
Statements which together specify the
on the learning and goals, the learner's
technical, generic, professional and
learning style and the learning context. Key
organisational-specific knowledge that a
techniques in individual facilitation are
learner needs in order to perform to the
coaching and mentoring.
required standard.
Individualised learning plan
Language, Literacy and Numeracy (LLN)
The plan developed between the trainer/facilitator
Taken collectively, these are the skills to
and the individual learner, in a learning/facilitation
communicate in oral and written form. Includes:
relationship, to meet the individual's learning
needs. This plan contains the learning goals to be • reading and use of written information

© Commonwealth of Australia 2016 41

• the ability to write appropriately and in a
range of contexts
• the integration of speaking, listening, and
critical thinking with reading and writing
• numeracy, such as the recognition and use
of numbers and basic mathematical signs
and symbols within text.
Learner styles
The different ways in which individuals receive,
respond and process information in order
acquire and develop knowledge, skills and
competence. Learner styles may be: auditory,
visual, kinaesthetic, tactile, left/right brain,
global/ analytical, theoretical, activist,
pragmatist, reflective.
Learner support needs
The needs of learners which require specific
and/or additional attention. Support needs may
be determined by: physical, psychiatric;
intellectual or sensory disabilities, learning
difficulties; culture, gender, age, language and
background.
Learner support strategies
The strategies used to address learner support
needs. These may include: providing referrals
to internal and/or external services such as
language, literacy and numeracy support,
disability support services, counselling support,
incorporating techniques such as,
modelling/demonstrating, chunking, providing
opportunities to practise and drawing on range
of resources from first language, including peer
support.
Learning
An active process which is influenced by
external contributions but ultimately determined
and regulated by individuals. The learning
process occurs with the integration of
intellectual development and experience.
42
Learning activities
Activities used to support learning. Learning
activities convey content, create meaning, and
support the development and transfer of
skills/knowledge through practice and
experience. Learning activities take many
forms and may include group-based activities,
role plays, written activities, case studies,
simulations, audio or visual activities, practice
or demonstration, individual or group projects,
workplace practice and research.
Learning and assessment pathway
A pathway to achievement of competencies/
qualifications that involves participation in a
structured and sequenced learning process
that provides relevant learning experiences
and which combines formative assessment
and summative assessment to determine
competence.
Learning characteristics
Learner characteristics are the many aspects
that may influence how and what learners are
able to learn. Learner characteristics can be
broadly grouped into four categories: Personal;
academic; social/emotional and cognitive.
Learning culture
An environment in which opportunities for
learning are openly valued and supported and
are built, where possible, into all activities.
Learning materials
The tools used to support learning activities.
Examples include: workplace practice,
worksheets, workbooks, prepared case
studies, prepared task sheets, prepared
topic/unit/subject information sheets, prepared
role plays, prepared presentations and
overheads, prepared scenarios, projects,
assignments, materials sourced from the
workplace, e.g., workplace documentation,
operating procedures, specifications and
prepared research tasks.
© Commonwealth of Australia 2016
Learning needs
An observable gap between a learners’ or
group of learners’ between the required
knowledge and skills to be able to complete a
specific job or task.
Learning outcomes/objectives
Evaluative statements which specify what is to
be learned and assessed. In a competency
based training system, learning outcomes are
derived from competency standards.
Learning pathway
A path or sequence of learning or experience
that can be followed to attain competency.
Learning plan
Provides a context-specific plan for
implementing the learning program and
includes session plans, formative assessment
opportunities, location of training delivery, the
number of learners, activities to be used,
resources to be used, any additional
requirements to meet special needs of
learners and Work Health and Safety (WHS)
considerations.
Learning principles
Conceptual tenets drawn from learning theory,
research and practice that guide teaching and
learning practices. See also Adult learning
principles.
Learning program
A document that provides definition and
structure to the learning process, providing the
learner with a cohesive and integrated range of
learning experiences and the trainer/facilitator
with guidance and direction in facilitating these
learning experiences. A learning program sets
out learning outcomes/objectives, outlines the
content to be addressed in learning
experiences, the sequence of that content and
the delivery methods and assessment methods
(where relevant). A learning program can
© Commonwealth of Australia 2016
address a discrete area of learning/training
need or may form a subset of a learning
strategy, adding detail and definition to the
content areas outlined in the learning strategy.
Learning resources
Products designed to enhance and support the
effectiveness of the learning process, providing
an integrated approach that commonly combines
guidance, materials, activities, and relevant
information to support delivery/ facilitation,
learning and/or assessment.
Learning theories
The diverse range of propositions or systems
of ideas, based on educational psychology,
which provides explanations of how learning
occurs. While there are many different
approaches to learning theories, some
examples include: behaviourist, social learning,
discovery learning, cognitive, constructivist,
situational, humanistic.
Mentoring
A technique used to facilitate and support
individual learning through one-on-one guided
learning activities and skills acquisition in a
formal, agreed and documented process
between the mentor and mentee. See also
Individual facilitation.
Moderation
A process used in validation which involves
assessors in discussing and reaching
agreement abut assessment processes and
outcomes in a particular industry or industry
sector. This enables assessors to develop a
shared understanding of the requirements of
specific units, including the relevant
competency standards and assessment
guidelines, the nature of evidence, how
evidence is collected and the basis on which
assessment decisions are made.
43
National Occupational Standards (NOS)
Standards which define the competencies
required for effective performance in the
workplace. A competency comprises the
specification of knowledge and skill and the
application of that knowledge and skill at an
industry level, to the standard of performance
required in employment. May also be referred
to as Units of competency.
Qualification Framework
A policy framework that defines all
qualifications recognised nationally in
vocational education and training
Occupation
A set of job roles which perform a
similar/related set of functions in an industry.
Competency Standards
The standards of performance a learner must
achieve when carrying out a function in the
workplace, together with the knowledge and
understanding they need to meet that standard
consistently.
Organisational Context
The way the organisation is structured and how
it operates, including the extent of operative
knowledge managers have of their relevant
areas of responsibility.
Organisational training profile
A document which sets out the areas of current
and future training/development and training
priorities linked to industry/organisational training
needs analysis and reflective of:
• workforce composition (occupational
groups, formal education and training
backgrounds, employment status, age,
language and cultural backgrounds, gender)
• industry trends
• organisational strategies, business plans
and other relevant documents.
44
Outsourcing of training/assessment
services
May include partnering or contracting to
another training/assessment organisation to
provide training/assessment services.
Packaging
The process of grouping units of competency
into combinations that are meaningful in the
workplace and which receive recognition as a
qualification.
Performance Criteria
Are part of the format of a competency
standard and specify the level of performance
required to demonstrate achievement of the
Element.
Professional development
The process of extending and maintaining
knowledge, skill and expertise in a particular
profession or occupation through ongoing
learning. Professional development needs are
determined from the perspective of the
individual and his/her lifelong learning and
career needs, whether or not this is
immediately relevant to organisational
objectives. Professional development promotes
and maintains currency.
Professional Skills
These critical skills are important not only for
gaining and maintaining employment, but also
for operating effectively in personal and
community contexts. These skills include
decision making, planning and organising,
customer centricity, problem solving, analytical
and critical thinking. May also be referred to as
Employability Skills.
Qualification
Formal certification, issued by a relevant
approved body, in recognition that a person
has achieved learning outcomes or
competencies relevant to identified individual,
© Commonwealth of Australia 2016
professional, industry or community needs. In
the vocational education and training sector
qualifications are awarded for the achievement
of competencies.
Qualifications
The set of units of competency together with
the educational, training and other criteria
required to perform a job role. Each
qualification is assigned a unique code.
Quality
The ability of a set of inherent characteristics of
a product, system or process to fulfil
requirements of customers and other
interested parties.
Quality evidence
Evidence that meets the rules of evidence.
Reasonable adjustment
The process of adjusting or changing the
assessment process to meet the needs and
characteristics of the learners being assessed
and any equity requirements.
The determination of 'reasonableness'
requires judgement that must take into
account the impact on the organisation and
the need to maintain the integrity of the unit of
competency.
Reassessment
An assessment activity initiated as a result of
an appeal against the outcome of a previous
assessment.
Recognition of Existing Skills and
Knowledge (RESK)
An assessment process that assesses an
individual’s non-formal and informal learning
to determine the extent to which that individual
has achieved the required learning outcomes,
competency outcomes, or standards, for entry
to and/or partial or total completion of, a
qualification. Also may be referred to as
Recognition of Prior Knowledge (RPL)
© Commonwealth of Australia 2016
Recognition of Prior Learning (RPL)
An assessment process that involves
assessment of a learner's relevant prior
learning to determine the credit outcomes of
their application for credit. Also may be
referred to as Recognition of Existing Skills
and Knowledge (RESK)
Recognition processes
A term that covers Recognition of Prior
Learning (RPL), Recognition of Current
Competency (RCC) and Skills Recognition.
The term refers to assessment processes that
enable recognition of competencies currently
held, regardless of how, when or where the
learning occurred. This includes through any
combination of formal or informal training and
education, work experience or general life
experience. In order to grant recognition of
prior learning/current competency the
assessor must be confident that the candidate
is currently competent against the
competency standards. The evidence may
take a variety of forms and could include
certification, references from past employers,
testimonials from clients and work samples.
The assessor must ensure that the evidence
is authentic, valid, reliable, current and
sufficient. See also Assessment only pathway.
Records of assessment
The recorded information relating to the
assessment process and the assessment
outcomes of candidates learners that is stored
and retained by the organisation responsible
for issuing the nationally recognised
Statements of Attainment or qualifications.
Reliability
One of the Principles of Assessment and refers
to the consistency of the interpretation of
evidence and the consistency of assessment
outcomes. Reliability requires a standard
benchmark of assessor competence and
relevant vocational competence or access to
45
subject matter expertise, and can only be Skills
achieved when assessors share a common
Abilities to perform a particular activity which
interpretation of the unit/s being assessed.
may be developed by training or practice and
Risk management may be intellectual, manual, motor, perceptual
and/or social. Specified skills are identified in
The systematic application of management
part of each unit of competency and
policies, procedures and practices to the tasks
competence usually requires a combination of
of identifying, analysing, evaluating, treating
skills in the application of cognitive and
and monitoring risk.
psycho-motor functions.
Rules of evidence
Staff development
Closely related to the assessment principles
The process of developing new, maintaining
and provide guidance on the collection of
existing, and/or extending knowledge, skill and
evidence to ensure that it is valid, sufficient,
expertise in individual staff members to meet
authentic and current.
an organisation's human capital skill
Industry Skills Councils or also may be development and competency needs.
referred to as Sector Skills Councils (SSCs)
Technical and Vocational Education and
National bodies who develop and maintain Training (TVET)
nationally recognised training products such as
The sector responsible for developing the skills
qualifications and units of competency specific
and knowledge of learners for work. Includes
to the industry area(s) for which they have
education and training undertaken in
coverage and to accredit training affiliates and
industries, enterprises, government agencies,
assessment bodies.
and community and school settings.
Simulation
Technical Knowledge
A form of evidence gathering that involves the
The specific knowledge needed to accomplish
learner in completing or dealing with a task,
specific designated responsibilities.
activity or problem in an off-the-job situation
that replicates the workplace context. Trainee
Simulations vary from recreating realistic
Refers to a person undertaking a traineeship.
workplace situations such as in the use of flight
simulators, through the creation of role plays Traineeships
based on workplace scenarios to the Are regulated employment based approaches
reconstruction of a business situation on a to the gaining of a relevant recognised
spreadsheet. In developing the emphasis is not qualification involving a combination of work
so much on reproducing the external and structured training that is regulated
circumstance but on creating situations in through a training contract (also known as a
which learner are able to demonstrate: training agreement) between an employer and
• Technical skills an apprentice/trainee. See also
• Knowledge Apprenticeships.
• Employability/Professional skills such as
decision making and problem solving
• Core/Generic skills such as effective
communication.

46 © Commonwealth of Australia 2016

Training agreement/contract
A written agreement between an employer and
the apprentice/trainee, which sets out the
regulated requirements of an apprenticeship/
traineeship employment contract.
Training Plan
A documented framework to guide and
structure the learning requirements and the
teaching/delivery and assessment
arrangements of a vocational education and
training qualification.
Unit(s) of competency
See Competency standard.
• Judgement of competence must be based
on sufficient evidence. Evidence should be
gathered on a number of occasions and in
a range of contexts, using different
assessment methods. The specific
evidence requirements of the units provide
advice relating to sufficiency.
Vocational Competency
Broad industry knowledge and experience,
usually combined with a relevant industry
qualification. A person who has vocational
competency will be familiar with the content of
the vocation and will have relevant current
experience in the sector.

Validation Work Health and Safety (WHS)

Validation has two meanings. Firstly, it Activities concerned with the prevention and
describes the consultation processes used to mitigation of work-related illness or injury
validate draft assessment tools to ensure they including illness or injury that may be of long
meet principles of assessment. This includes onset.
validating assessment methods/tools and
collected evidence, and the interpretation of
that evidence to make a judgement of
competence, in relation to the same unit/s of
competency.
This term also refers to a process involving
assessors working in collaboration to review,
compare and evaluate their assessment
process and their assessment outcomes
against the same competency standard. This
process also may be referred to as moderation.
Validity
This is one of the Principles of Assessment;
assessment is valid when the process
assesses what it claims to assess. Validity
requires that:
• Assessment against the units of
competency must cover the broad range of
skills and knowledge that are essential to
competent performance
• Assessment of knowledge and skills must
be integrated with their practical application

© Commonwealth of Australia 2016 47

Answers

Page 19 – Activity: Employability skills

1. Employability skills
Communication getting along with customers
Teamwork working with others
Problem Solving coming up with creative ideas
Initiative and Enterprise helping out where needed
Planning and Organising meeting deadlines
Self-management taking responsibility
Learning being open to new ideas and techniques
Technology using a computer

2. Problem Solving
Decision Making
Customer Centricity
Critical Thinking
Analytical Thinking
making choices from possible alternatives
using customer feedback to direct
improvements to customer service
questioning arguments and conclusions
before making a judgement
methodically breaking down complex
problems into manageable components

Page 32-33 – Activity: Glossary terms

1 Evidence is information gathered to support a judgement of competence against the

specifications of the relevant unit or units.
Validation is a process for confirming the correctness or soundness of information or findings.
Moderation is an assessment process of establishing comparability of standards of learner
performance across courses, institutions or organisations, to ensure validity, reliability, flexibility
and fairness.
2 RESK is an assessment process that involves assessment of the individual’s relevant prior
learning to determine the credit outcomes of an individual application for credit.
Qualification Framework is the policy framework that defines all qualifications recognised
nationally in post-compulsory education and training.
CBT is training which develops skills, knowledge and attitudes required to achieve competency.

48 © Commonwealth of Australia 2016

3 Competency standards are the standards of performance an individual must achieve when
carrying out a function in the workplace, together with the knowledge and understanding they
need to meet that standard consistently.
Qualifications are sets of competency standards together with the educational, training and
other criteria required to perform a job role.

Credits

Header photographs (LtoR)

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In the order photographs appear in this publication.

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© Commonwealth of Australia 2016 49

50 © Commonwealth of Australia 2016