CBT Assessment Models

\
Assessment Models appropriate for ' 5
Competency -Based Training and their

. Relationship to Teaching and Learning Approaches
4
T,:I xG.L.1-'
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ESEARCH AND DEVELOPMENT DIVISION. OFFICE OF VOCATIONAL EDUCATION, TRAINING AND EMPLOYMENT COMMISSION, QUEENSLAND
December 1991
Assessment Models appropriate for
Competency -Based Training and their
Relationship to Teaching and Learning Approaches
RESEARCH AND DEVELOPMENT DIVISION, OFFICE OF VOCATIONAL EDUCATION, TRAINING AND EMPLOYMENT COMMISSION, QUEENSLAND
December 1991
il Jjr
Q
.
This report has been prepared by John Whiteley (Educational
Research Branch) of the Office of Vocational Education, Training
and Employment Commission. The paper reports the major
findings of a national competency -based training pilot project
jointly funded by the Department of Employment, Education and
Training and the Office of Vocational Education, Training and
Employment Commission, Queensland.
/111
_
Acknowledgements
The author would like to acknowledge the contributions of the

following organisations and individuals in conducting this research
project:
Australian Paper Manufacturers, Petrie, Queensland;
Box Hill College of TAFE, Melbourne, Victoria;
Kellogg's, Sydney, New South Wales;
Marine Engineering Training Research Centre, Williamstown,
Victoria;
Richmond College of TAFE, Richmond, Victoria; and
Stanwell Skills Development Programme, Rockhampton,
Queensland.
The project's steering committee provided invaluable advice and

practical support. The committee members were:
Ms Leanne Kruger (Chairperson)
Director, Training Standards Section
Vocational Education & Training Division
Department of Employment, Education and Training
Ms Susan Christophers
Director, Accreditation Secretariat
State Training Board of Victoria
Mr Neil Costa
Manager
Educational Research Branch
Vocational Education, Training and Employment Commission
Mr David Fitzgerald
Training Manager
Queensland Confederation of Industry
Mr David Harrison
Assistant State Secretary
Metals and Engineering Workers' Union
Mr John Dungan of the Office of VETEC provided constant advice

and guidance throughout this project and his help in preparing the
final draft of this report is particularly acknowledged.
The report was typed by Ms Sharon Ablett and desktop
published by Ms Dianne Wright.
-
-
Table of Contents
Executive Summary 9
Section 1 Introduction 13
Section 2 Assessment and CBT: Some Emerging

Issues in the Research Literature 17
Section 3 Case Studies: Assessment and CBT in

Action 30
Australian Paper Manufacturers, Petrie, Qld 31
Box Hill College of TAFE, Melboume,Victoria 35
Marine Engineering Training Research Centre,
Williamstown, Victoria 39
Richmond College of TAFE, Richmond,Victoria 43
Stanwell Skills Development Programme,
Rockhampton, Queensland 47
Section 4 Conclusion: Discussion of Findings 51
Section 5 Some Assessment Guidelines

Appropriate for CBT 55
References 59
Appendices 61
Appendix 1 Detailed instructions should be prepared which

specify clearly the performance, conditions and
standards required for students to be assessed as
competent. 63
Appendix 2 Assessment practices in CBT should be valid,

reliable and efficient. 65
Appendix 3 A 'holistic' approach to assessment in CBT should

be adopted. 67
Appendix 4 Competence should be recognised no matter how,

where or when it was acquired. 69
Appendix 5 A system of recording assessment information

should be adopted that is easy to manage and
access. 72
Appendix 6 Assessment practices should match, as closely as

possible, what happens on-the-job. 77
Appendix 7 Students should be encouraged to monitor their

own learning in CBT. 79
Appendix 8 Assessment practices should be in harmony with

the broad teaching and learning approaches
employed in CBT. 81
Appendix 9 Assessment practices in CBT should be just and

equitable. 83
Cr
n
Executive Summary
This paper is the final report of the national competency -based

training pilot project Assessment Models Appropriate for
Competency -Based Training and Their Relationship to Teaching
and Learning Approaches. The paper highlights the key findings
and emerging issues from research carried out into assessment
practices in competency -based training (CBT). The paper reviews
the research literature on assessment and CBT, examines the
implementation of assessment and CBT within several practical
contexts and identifies some broad guidelines regarding good
assessment practices within CBT.
RESEARCH METHODOLOGY Three major research strategies were adopted in this pilot project
with the aim of merging the theory and practice of teaching,
learning and assessment in CBT. The first strategy was a review of
recent published and unpublished research literature in the area of
teaching, learning and assessment practices in CBT. This literature
review highlighted important issues relating to CBT and
assessment, and these issues were developed and brought together
within a theoretical framework.
The second research strategy involved the undertaking of a
series of short case studies which examined CBT and assessment
issues in `real life' contexts. These contexts included public and
enterprise providers of training, where CBT had been operational
for some time. The Project Officer visited various organisations in
Victoria, New South Wales and Queensland to observe CBT and to
consult with key personnel in these organisations regarding the
implementation and management of CBT. From these
organisations a cross - section of public and enterprise providers
were selected as case study sites, so that a broad view of CBT
issues could be achieved. Case study sites selected were:
Associated Pulp and Paper Mills, Petrie, Queensland;
Marine Engineering Training and Research Centre, Melbourne,
Victoria;
Richmond College of TAFE, Melbourne, Victoria; and
Queensland.
The case study approach enabled specific practical issues to be
studied ìn the field' and allowed the reported observations of a
wide range of parties involved in CBT to be taken into
consideration.
The final research strategy involved merging the major issues
emerging from the literature review and the case studies into a
model focusing on good assessment practices within CBT. This
model consists of a series of guidelines together with some
suggested good practices and specific examples regarding
assessment and CBT.
9
FINDINGS Major recommendations made in the paper are as follows:
Recommendation 1 Further research be carried out into the exact nature of CBT and
extent to which CBT is being adopted both on- and off-the-job.
Recommendation 2 The NTB be requested to review its definition of `competence' to

help clarify this fundamental issue.
Recommendation 3 The concerns of employers and students in having excellence

acknowledged and recorded should be addressed in further
research.
Recommendation 4 The feasibility of adopting some form of student profiling as a

systematic procedure for recording student attainment should be
the subject of further research.
Recommendation 5 Further research should be undertaken into the feasibility of

implementing a system for moderating the assessment practices of
on-the-job assessors.
SUMMARY OF EMERGING The project also identified several other emerging issues. These
ISSUES include:
identifying assessment practices that are just and equitable to all
parties involved in assessment practices;
defining the competence required by on-the-job assessors to
perform their tasks.
assessing students according to industry standards using
activities that are work -based;
recognising prior learning no matter how, where or when it was
acquired;
developing assessment practices which are in harmony with the
broad teaching and learning approaches;
developing efficient mechanisms for recording and storing
assessment information and issuing certification of student
achievement;
encouraging students to engage in their own self - assessment;
developing valid, reliable and efficient assessment procedures;
setting clear guidelines for all written assessment practices in
CBT; and
specifying clearly to all parties involved in the assessment
process, the performance, conditions and standards required in
assessing competence.
10
CONCLUSION Some Assessment Guidelines Appropriate for CBT
After considering the implications of these issues, the following
guidelines regarding good assessment practice in CBT were drawn
together.
Guideline 1:
Detailed instructions should be prepared which specify clearly
the performance, conditions and standards required for students
to be assessed as competent.
Guideline 2:
Assessment practices in CBT should be valid, reliable and
efficient.
Guideline 3:
A `holistic' approach to assessment in CBT should be adopted.
Guideline 4:
Competence should be recognised no matter how, where or when
it was acquired.
Guideline 5:
A system of recording assessment information should be adopted
that is easy to manage and access.
Guideline 6:
Assessment practices should match, as closely as possible, what
happens on-the-job.
Guideline 7:
Students should be encouraged to monitor their own learning in
CBT.
Guideline 8:
Assessment practices should be in harmony with the broad
teaching and learning approaches employed in CBT.
Guideline 9:
Assessment practices in CBT should be just and equitable.
The paper also details some suggested practices within each

guideline which are drawn from specific examples of good practice
identified at the sites visited.
11
Section 1 Introduction
This paper is the final report of the national competency -based

training pilot project Assessment Models Appropriate for
Competency -Based Training and Their Relationship to Teaching
and Learning Approaches. The paper highlights the key findings
and emerging issues from research carried out into assessment
practices in competency -based training (CBT). The paper reviews
the research literature on, assessment and CBT, examines the
implementation of assessment and CBT within several practical
contexts and identifies some broad guidelines regarding good
assessment practices within CBT.
RESEARCH METHODOLOGY A full time Project Officer was seconded to the Office of
Vocational Education Training and Employment Commission
(VETEC), Queensland for six months to undertake this Project.
Three major research strategies were undertaken in this pilot
project with the aim of merging the theory and practice of teaching,
learning and assessment in CBT. The first strategy was a review of
recent published and unpublished research literature in the area of
teaching, learning and assessment practices in CBT. This literature
review highlighted important issues relating to CBT and
assessment, and these issues were developed and brought together
within a theoretical framework.
The second research strategy involved the undertaking of a
series of short case studies which examined CBT and assessment
issues in `real life' contexts. These contexts included public and
enterprise providers of training, where CBT had been operational
for some time. The Project Officer visited various organisations in
Victoria, New South Wales and Queensland to observe CBT and to
consult with key personnel in these organisations regarding the
implementation and management of CBT. A visit to key sites in
Victoria was undertaken with personnel from two Queensland
Colleges of TAFE and with a colleague from the Educational
Research Branch of the Office of VETEC.
Consultations occurred with personnel from the following
organisations:
Batman Automotive College of TAFE, Victoria;
Box Hill College of TAFE, Victoria;
Kellogg's, Sydney, New South Wales;
Victoria;
Maryborough College of TAFE, Queensland;
Outer Eastern College of TAFE, Victoria;
Richmond College of TAFE, Victoria; and
Queensland.
As well as investigating assessment practices in relation to CBT,.
these consultations also focused on:
physical locations;
resources used;
13
teaching and learning approaches;
curriculum design;
on- and off-the-job delivery;
competency standards development
accreditation issues relating to training programs; and
articulation issues.
Visits allowed for direct observation of CBT, as well as
discussions with employers, employees, administrators, teachers
and students.
A cross - section of public and enterprise providers were
selected as case study sites, so that a broad view of CBT issues
could be achieved. Case study sites selected were:
Victoria;
Richmond College of TAFE, Melbourne, Victoria; and
Queensland.
The case study approach enabled specific practical issues to be
studied ìn the field' and allowed the reported observations of a
wide range of parties involved in CBT to be taken into
consideration.
The final research strategy involved merging the major issues
emerging from the literature review and the case studies into a
model focusing on good assessment practices within CBT. This
model consists of a series of guidelines together with some
suggested good practices and specific examples regarding
assessment and CBT. These guidelines are highlighted in Section
Five of this paper.
As well as the three major research strategies described above,
the Project Officer engaged in consultations with a range of other
officers with professional expertise in CBT. These discussions
consisted of sharing and exploring ideas and research literature and
provided valuable assistance in planning and implementing this
project. In particular, the Project Officer consulted with:
ACT Vocational Training Authority, Canberra;
Broadmeadows College of TAFE, Melbourne;
Department of Employment, Education and Training, ACT;
Department of Employment and Training, Perth;
National Food Industry Training Council Ltd. Brisbane;
Sir John Monash Business Centre, Melbourne;
State Training Board of Victoria, Melbourne;
TAFE National Centre for Research and Development, Adelaide;
and
various officers employed by the Office of VETEC.
14
Finally, a tripartite project steering committee chaired by a senior
Department of Employment, Education and Training (DEET)
officer, oversaw the broad implementation of this project. This
committee assisted in the planning of the Project and the
identification of suitable case study sites and provided feedback on
early drafts of project papers.
15
1
,
Section 2 Assessment and CBT:
Some Emerging Issues in
the Research Literature
Throughout the past decade a number of reports examined the
capacity of the training system to meet the needs of industry. The
notion of CBT was explored as a possible solution to the problems
being encountered. Interest in CBT increased until, at a Special
Ministerial Conference on Training in April, 1989, State and
Commonwealth Ministers endorsed CBT in principle,
recommending that it should proceed with some urgency. On 2
November, 1990, a special Minister's Conference on Training
endorsed a national strategic framework. This strategy aims at
making substantial progress towards CBT implementation by 1993.
Consequently, CBT is currently the focus of much activity and
interest within vocational education and training. At present,
competency -based assessment is at a developmental stage. There
is a paucity of research in this field and there is a great need for
more work to be undertaken. In 1990, the TAFE National Centre
for Research and Development (1990) identified the area of
assessment in CBT as one of considerable weakness, a view shared
by the Commonwealth and State Training Advisory Committee
(COSTAC)(1990). Indeed, COSTAC noted that further research
endeavours in this area would be most timely. As a result, funding
has been made available to pilot projects recommended by the
Vocational Education, Employment and Training Advisory
Committee (VEETAC) which has replaced COSTAC. These pilot
projects aim at:
providing information and examples to support the advancement
of the implementation of CBT by its practical testing and
application in the vocational training and work environment.
(1991b, pl)
This pilot project is one such CBT pilot project currently being
funded under these guidelines.
WHAT IS COMPETENCY - A cross - section of definitions of CBT from the literature

BASED TRAINING? (Confederation of Australian Industry, 1991; State Training Board
of Victoria, 1991; New South Wales Department of TAFE, 1990)
shows that there is a remarkably high level of agreement from
major groups in defining CBT. A representative definition taken
from the Confederation of Australian Industry describes CBT as:
a way of approaching vocational training that places primary
emphasis on what a person can do as a result of training (the
outcome), and as such represents a shift away from an emphasis
on the processes involved in training (the inputs). It is concerned
with training to industry specific standards rather than an
individual's achievement relative to others in a group. (1991, p1)
The definition shows that CBT focuses on the outcome of training

to a standard of performance required in employment. This is
different from traditional training methods.
Implementation of CBT will require changes to present
arrangements for the delivery, assessment and certification of
training. National competency standards developed by industrial
parties and endorsed by the National Training Board (NTB) will
underpin the implementation of CBT in Australia.
17
WHAT IS COMPETENCE? While there is general agreement about the broad nature of CBT
there are some difficulties expressed about achieving a satisfactory
definition of the term `competence' (Thomson, 1990). Indeed,
definitions of competence abound and these can be categorised
broadly into three groups, as follows:
referring to a combination of cognitive, psychomotor and
affective skills;
equating the term as being synonymous with behavioural
objectives; and
referring to competence as a standard of performance.
Hall (1990), in his summary of the 1990 Conference 'Assessment

and Standards in Vocational Education and Training', notes that the .
diversity of definitions of 'competence' leads to confusion.
Consequently, he calls for an agreed national definition that defines
competence which:
relates to knowledge, skills and performance; and
provides evidence about the components of competence, in terns
of routine and non -routine skills, standards of performance and
conditions under which the task is conducted.
This is important since, as Thomson also notes, it is critical for key
terms like competence to be used in similar ways. Without
consensus on a common definition of competence, individuals and
groups could be pursuing divergent paths while wrongly assuming
that everyone is working towards the same goal. The issue of
whether a more universally acceptable definition of competence
can be achieved will be addressed as part of this research project.
Until that time, however, a definition of competence,
developed by the NTB, will be used as the starting point for
discussion. This definition states that a competency comprises:
the specification of the knowledge and skills and the application
of that knowledge and skills within an occupation or industry
level to a standard of performance required in employment.
(1991, p7)
This definition signifies the underlying characteristics of

competence and indicates the way in which competence should be
assessed. These are two issues that will be developed in greater
detail later in this paper.
The Characteristics of When compiling statements about competence there is general

Competence agreement that the broad concept of competence should be:
identified clearly in terms of skills and knowledge;
expressed as outputs rather than inputs; and
capable of being observed, demonstrated or reflected upon
(Foyster 1990).
The NTB is presently endorsing national standards, developed by

industry, for the competencies required for effective performance
in employment. The NTB defines each unit of competency as a
discrete product. Units of competency consists of a concise,
18
accurate title, written in output terms. These units are split into the
elements of competency together with their associated performance
criteria. Performance criteria are crucial in assessment since they
are the statements by which an assessor ultimately assesses
competence (see Fig 1).
Figure 1: An Example of a Unit of Competency
Industry: Tourism (Kitchen Stream)
Unit: Clean and maintain equipment and premises

Element Performance criteria
Clean and store equipment Chemicals correctly selected and

used according to health
regulations for cleaning crockery,
cutlery, pots and machinery.
Equipment cleaned according to
manufacturer's instructions and
without damage.
Cleaning chemicals stored
correctly, safely and according to
health and safety regulations.
Equipment stored safely and
correctly in position to industry
standard.
Source: The National Training Board Ltd, National Competency

Standards: Policy and Guidelines. (1991).
Competency is also described as being comprised of a number of

interrelated components:
competence on -the -job;
competence in a range of transferable core skills; and
ability to transfer skills and knowledge to new situations.
Consequently, it is accepted in the literature that individual

competencies should be assessed under conditions which are as
close as possible to those experienced on -the -job.
While highlighting these areas where there is general
agreement in the literature concerning competence, consensus on
all aspects is not universal.
One such issue concerns the balance between skills,
knowledge and affective skills, including attitudes, in defining
vocational competencies. Writers with a view of competence that
favours the behavioural objectives movement prefer to assess
performance objectives which emphasise direct and measurable
observations. This results in conceiving competence in terms of
lower level observable skills. Since higher order learning is often
unobservable and competency statements about the unobservable
are difficult to phrase, under the behavioural model such
19
competency statements are not attempted. Thus, by emphasising
performance skills, a learner's attitudes, or what Scott (1991) calls
'stance', is not fully taken into account.
The temptation then, is to focus on the trivial at the expense of
the important. This must be avoided. As Scott goes on to show,
what is needed is a broader view of competence, where workers are
encouraged to think in creative ways and be comfortable with
unpredictable aspects of daily work. Without this, the
underpinning strategy of CBT, in moving Australia towards the
`clever country', will not be achieved.
The use of performance objectives is essentially a reductionist
approach. Large 'chunks' of behaviour are broken down into
smaller and more detailed descriptions of behaviour. By focusing
the student's attention on sub- behaviours, the impression is given
that the total of sub - behaviours equals the desired larger behaviour.
Often this is not the case. For example, as Schatten (1989) shows,
a mechanic who repairs cars will be expected to isolate faults and
fix them. Although cars are very complex machines, it is relatively
easy to break them down into their component parts which can be
studied in isolation. But fault finding in cars is often ambiguous.
As a result, the chances of the student being able to isolate a
problem if he has never worked on a car, but only on components
in the workshop, will be severely limited. In this way, breaking
down learning activities into smaller and smaller units eventually
becomes degenerative, and the holistic goal of training is lost.
It is noted by Hall (1990) that behavioural objectives have
failed in the past because they were pedantic and stultifying. To
overcome this, holistic goals need to be set and assessment
methods devised which determine, if students have reached them.
This is an important issue, with implications for sound and
efficient assessment practices in CBT. Consequently, the extent to
which this holistic approach occurs in practice will be examined in
the case studies.
Defining the elements of competence is tied to the further
issue of which competencies need to be assessed. One model,
which is frequently used (see Fig. 2), introduces the concept of
defining essential and desirable competencies. This broad view of
defining competence has been adopted by the Western Australian
Department of Employment and Training in NATAS (1989) and it
is also being used in the National Broad Based Metal Modules.
Figure 2. A conceptual model of 'COMPETENCE'
Source: D J Rumsey & G A Hawke - Competency Based Testing - A

TAFE Approach. (1988).
20
In contrast to this model, as shown by Rumsey and Hawke (1988),
there is a widely -held view that only competencies that are
essential should be identified, and that to do otherwise is simply to
cloud the assessment process. This approach is similar to the
American focus on 'minimum competence' and appears to be the
stance taken by the NTB.
This raises several important issues:
how many competencies should á task be broken up intó?
which competencies need assessing? and
should desirable competencies be defined at all, dó they serve an
indispensable purpose, or do they merely serve to complicate the
competence issue?
if desirable competencies are used, what percentage Of desirable
competencies is it essential to have?
The issue surrounding which aspects of competence should be

included in the assessment process is contentious and will be
addressed in this study.
WHAT IS ASSESSMENT? Assessment is an integral component of education and training. It

assists the learning process by providing feedback to students and
educators, and facilitates quality assurance. Assessment provides
the means by which education and training can be attuned to the
needs of the individual, industry and the wider society.
However, as pointed out by Thomson (1986), assessment can
be a confusing term because it is often used to stand for other
similar terms such as 'evaluation', 'test' or judgement'. While these
terms are similar, they do not capture the essential educational
meaning of assessment, namely that it has to do with teaching
practices and the learning of individual students.
A definition that highlights this special quality of assessment
is provided by Rowntree (1987) when he notes that assessment
... can be thought of as occurring whenever one person, in some
kind of interaction, direct or indirect, with another, is conscious
of obtaining and interpreting information about the knowledge
and understanding or abilities or attitudes of that person. (1987,
p 4)
Thus, assessment can be carried out in a formal way, for example
through the use of tests and examinations, but it can also be carried
out in more indirect ways, such as engaging in observation or using
checklists.
Historically, an important assumption underlying assessment
practices is that they provide a representative sample of the skills
and behaviours of the person being assessed. Teachers in the past
have used assessment to make inferences about a person's
achievement, ability, aptitude, intelligence, attitudes, motivation
and personality. As Blackmore (1988) shows, traditionally the
results of assessment have been used in a variety of ways.
Principally, these uses include:
'passing' or 'failing' a student;
21
grading or ranking a student in relation to a group of peers;
diagnosing a student's strengths or weaknesses;
providing feedback to students /educators;
motivating students /educators;
measuring a student's psychological characteristics; and
predicting success in future courses /employment.
From these points, it can be seen that assessment has not always
been used to the student's best advantage.
Assessment and CBT Assessment in CBT has a much narrower focus and it is not
concerned with meeting all of the above mentioned goals. In the
context of CBT, assessment is defined by the National Training
Board (1991) as:
the process of judging competency against prescribed standards
of performance. The process involves both the recognition of
prior learning and formal assessment related to accredited
training programs. (1991 , p 7)
As such, the underpinning role of assessment under CBT, as

succinctly expressed by Foyster (1990), is the process of:
gathering evidence; and
making a judgement about competence.
As a crucial final decision - making process, assessment is arguably
the most important element in CBT and for this reason it is critical
to ensure that assessment practices are of the highest possible
standard.
PRINCIPLES OF GOOD It is acknowledged, by the South Australian Department of

ASSESSMENT Education (1989), that there is no assessment method or technique
which suits all situations, purposes or groups of students. All
assessment methods, even when perfectly administered, have
deficiencies, limitations and some degree of in -built error. There
are, nevertheless, general principles of good assessment practice
which can be identified that should guide the development and
implementation of sound assessment programs and practices for all
students. These guidelines, as defined by the Queensland
Department of Education (1990), show that assessment should:
be purposeful;
be beneficial to the student;
be useful and practical in assisting students with life goals;
be in harmony with the goals and objectives of the curriculum;
be supportive of and helpful for students to guide and assist their
further learning;
be an efficient process;
be open for the consideration and scrutiny of the students and
others;
develop the student's capacity to be an active and effective self
assessor,
22
1
involve tasks and activities which serve the technical

requirements of validity and reliability; and
be in harmony with the principles of social justice and equity.
In addition to the broad guidelines, it is also important that

assessment is:
flexible;
timely;
relevant;
manageable;
balanced; and
valid, reliable and efficient.
From these principles of desirable assessment practice and from

the issues raised to date, and mentioned in the literature, a set of
principles relating to good assessment practice in CBT can be
identified.
Principles of Good Assessment While acknowledging that assessment can never be perfect,
Practice in CBT guidelines can be drawn together which will assist in keeping the
deficiencies and limitations of assessment in CBT to a minimum.
These principles of good assessment practice consist of:
developing criterion- referenced assessment practices;
developing a holistic approach to assessing competence;
specifying competency and accompanying standards clearly;
assessing according to industry standards using activities that are
work -related;
recognising competence no matter how, when or where it was
acquired;
ensuring assessment practices are in harmony with broad
teaching and learning approaches;
maintaining accurate, reliable and effective assessment records;
selecting valid, reliable and efficient assessment procedures; and
ensuring that assessment practices are just and equitable.
These principles of good assessment practice will now be

considered in more detail.
Criterion- Referenced Assessment

One issue raised in the COSTAC (1990) definition of competence
is the type of assessment suitable for assessing competence. The
definition particularly mentions criterion- referenced assessment as
the preferred form of assessment. It is therefore important to
consider why criterion- referenced assessment is considered more
suitable for assessment in CBT than its norm- referenced
counterpart.
Glasser (1971) shows that criterion- referenced assessment
(CRA) is deliberately constructed to yield measurements that are
directly interpretable in terms of specified performance standards.
23
Campbell and Allender (1987/8) demonstrate that CRA is
beneficial to both on- and off-the-job assessment because it can be
used to assess student competence, as well as program
effectiveness. They sum up the strengths of CRA as follows:
distinguishing between students who can meet standards when
performing a job and those who cannot;
providing a more objective, reliable and valid measure of the
student's ability to perform a task than can be obtained by any
other means;
indicating whether the instructional program is successful in
producing workers whose performance meet job requirements; and
próviding authoritative information on the maintenance, over
time, of quality instruction.
In contrast to this, within norm- referenced assessment, the

learner's performance is determined relative to the performance of
others in some well - defined comparison or norm group.
Martuza (1977) shows that norm- referenced assessment has
limitations in the areas of:
diagnosing a student's learning difficulties;
assessing the level of a student's knowledge within a well-
defined content area; and
evaluating the strengths and weaknesses of a program.
However, it should be noted that the adequacy of none- referenced
assessment as compared with criterion- referenced assessment is an
on -going debate. Criticism levelled against CRA in the 1970's
(Ebel 1971, Wilsón 1972) indicate that CRA:
has an unduly narrow focus;
has difficulty in obtaining sound measurements that are valid;
and
is only practical for testing basic skills.
If CRA is to be used with any confidence, these criticisms must be

addressed. Certainly, they can be addressed provided that
assessment focuses on knowledge and skills, and does not fall into
the trap of only concentrating on the aspects of assessment which
are easiest to administer. It should be noted that it is not possible
to assess attitudes. Any such 'assessment' becomes a subjective
judgement, at best.
It is the importance that CRA places on practical
demonstration of skills, and the requirement for students to reach
specified standards, that makes it the most suitable for meeting the
intentions of the vocational education and training focus of CBT.
This should result in training a workforce that is more:
flexible;
versatile;
responsible for its performance; and
self- directed.
The TAFE National Centre for Research and Development (1990)

reports that CRA is used in 88 per cent of TAFE courses surveyed.
24
With no other data available it will be useful to examine the extent
to which CRA is currently adopted in on-the-job assessment.
Holistic Approach to Assessing Competence

Sampling of student performance plays an important role in the
assessment of competency. No matter what form of assessment is
employed, the full range of knowledge, skills and attitudes
associated with an occupation can never be fully assessed. Not
only do cost and time prohibit it, but it is important to see that
vocational education and training is devoted to more than just test
taking. While performance is to be the basic criterion for
assessment, as shown earlier in this paper, it is essential that
competence be assessed in a holistic way rather than as a series of
competencies assessed in isolation from each other.
Specifying Competency and Accompanying Standards

Clearly
The NTB's work in endorsing industry standards is still at a
formative stage of development, although standards should become
less of a problem as the work of the NTB gathers momentum.
However, as noted by Murphy (1990), it is unlikely in the short- to
medium - term that standards developed by industry and endorsed
by the NTB will be detailed or precise enough for the purpose of
assessment. Indeed, the need for unambiguous definitions of
standards is highlighted in the Commonwealth/State Joint Project
Final Report (1991) of the Western Australian New Apprenticeship
Scheme and Assessment System (NATAS), as a crucial challenge
which must be addressed as a matter of urgency.
Assessing to Industry Standards Using Work -Based

Activities
With the changing focus of assessment in CBT, the question of
who is responsible for the assessment of competence will have to
be resolved. There are two main groups that can be identified as
having significant input into assessment in CBT - teachers/trainers,
and on-the-job supervisors.
Teachers and Trainers

In formal situations, instructors will continue to be the assessors.
However, in their role as teachers important changes can be
expected. As Thompson (1990) shows, a major component of
the CBT process is the relationship between the learner and the
resource person. A resource person in a CBT program is not an
instructor, but is genuinely a facilitator of learning. Thompson
goes on to demonstrate that an effective relationship between the
learner and facilitator greatly assists the assessment process since
assessment should be seen as a cooperative process. Together
they decide when assessment should be conducted and what
preparation is needed. Negotiation is also required to decide on
remedial strategies, if required. Therefore, the assessment
process is seen as a consultative process between the student and
the facilitator.
25
For some instructors new to CBT, this may require a change in
teaching role, both in their delivery and assessment practices.
Such changes may be required to ensure that assessment
methods are practical, valid, reliable and efficient.
On- the -Job Supervisors

Assessing students in the work place raises the issue of who is
responsible for assessment on-the-job. It also highlights the need
for able and willing on-the-job training supervisors to be
involved in the assessment process.
The input of workplace supervisors to student assessment is
vital, since they are in close and continuous contact with students
on-the-job. Different solutions to on-the-job assessment are
likely, but assessment is most likely to be carried out by one of
the following:
a person responsible for one -to -one instruction;
a team leader or team member, or
a panel of assessors.
However, as noted by Murphy (1990), agreed processes will be

necessary to ensure that assessors themselves are competent,
both in the competencies they assess and in the process of
assessment. Otherwise difficulties may arise with on -the -job
assessment caused by:
varying standards by which student performance is assessed,
due to uncertainty of acceptable standards;
assessing in such a way that it does not affect the student's
chances of 'passing' and does not reflect negatively on the
assessor, and
difficulties in ensuring a supervisor is directly involved in
observing a student.
Foyster (1991) suggests that the present skill level of on-the-job

assessors is inadequate and there is a need for more and better
training.
Recognising Competence No Matter How, When or

Where It Was Acquired
The recognition of prior learning (RPL) is:
a process of recognising the full range of an individual's skills
and knowledge, expressed as competencies, held as a result of
training, work experience or other life experiences. (Costa,
1991).
Recognising prior learning in terms of competencies held makes

the distinction between formal and informal training unnecessary.
This raises questions concerning who is to conduct the assessment,
what qualifications assessors should possess, the nature of the
assessment process and who should develop assessment
instruments, access and support. Some work has been carried out
in this area, for example the Broadmeadows College of TAFE
Ford/TAFE Articulation Project (1990).
26
RPL is seen by VEETAC (1991a) as underpinning the system of
CBT and as such should be available to all students as an integral
part of the assessment process. Consequently, further research
identifying solutions to the practical considerations of adopting
RPL on-the-job would appear important.
Record Keeping and Issuing Certificates
Certification of student achievement is a process that is subject to
industrial relations sensitivities. To ensure fair and efficient credit
transfer it will be necessary to record attainment of competencies
in all modules of training as they occur.
A key issue in devising a record keeping system is
determining the smallest unit of competence to be certified and
recorded. If these are to be the NTB's 'Unit of Competence' these
would correspond approximately to TAFE's present record
keeping system. If, however, records include the 'Elements of
Competence' this would require approximately a four -fold increase
in storage capacity. The level of Performance Criteria' would
require a five -fold increase again. The cost of establishing and
maintaining the data bank would be substantial.
Responsibility for long -term storage and access to these
records in a cost effective way is clearly an important issue, but to
date it has not been widely addressed.
Attainment Statement
A second issue of certification entails the presentation of a
formal statement of attainment. There is a danger of issuing
statements of attainment in terms of being simply 'competent' or
'not yet competent'. Such statements give scant recognition to
the skills that have been attained by the student. One solution
suggested by Nixon (1990) is to incorporate some form of
student profiling into an achievement statement to paint a much
clearer picture of student accomplishment.
Profiling
Profile reporting is a systematic procedure for recording student
development and achievement. The aim of the profile document
is to describe accurately, but succinctly, the range of knowledge,
skills and experiences of an individual in relation to a particular
curriculum. Profiles attempt to provide a more broadly -based
and balanced portrait of the student over time, referring to
personal qualities as well as skills. They can serve to overcome
the deficiencies of more traditional forms of assessment (e.g.
tests), while taking into account the many qualities and skills
esteemed in the workplace.
Although profiles would appear to have potential in respect of
recording on-the-job assessment, profiles have received little
attention in the literature in relation to assessment and CBT.
Student Self- Assessment

Students are key participants in the assessment process and should
be encouraged to engage in continuous self appraisal, reflection
and on -going professional self development. 27
Validity, Reliability and Efficiency Issues
Validity
Validity refers to the extent to which a test or assessment item
measures what it claims to measure.
To achieve validity, appropriate observations and critical
experiences have to be sampled as part of the assessment
process.
In the context of on -and off-the-job assessment this would
involve:
being explicit about the conditions under which observations
are made;
identifying factors that constrain thé assessor's interpretation
of a student's work; .
describing the intentions behind a particular assessment item;

verifying with others involved in the assessment process the
evidence on which the assessment is made;
offering a clear rationale for generalising aboUt a student's
competence based on a sample of observed performance; and
encouraging students to reflect on, and participate in, the
assessment of their competency and provide them with full
access to the assessment information.
While validity is likely to be enhanced by making assessment
tasks resemble those encountered in day - -day practice, on-the-
job assessment should not be considered as the only form of
assessment capable of providing valid information about
competence.
Reliability
Reliability refers to the consistency with which an assessment
instrument or activity will produce the same result over time, or
in different locations, or if administered by different assessors.
Reliability can be achieved by:
providing unambiguous descriptions of performance criteria
for assessors;
ensuring assessors have the necessary skills to enable them to
collect and weigh evidence;
ensuring assessors agree on what candidates have to do to
demonstrate their competence;
ensuring that an assessment item enables all assessors to
measure performance consistently;
collecting evidence over time and in a range of contexts; and
combining assessment information from different assessors to
produce a weighted assessment of a learner's performance.
To achieve reliability there is a need to adopt standardised
procedures for gathering and recording information, to document
how conclusions were drawn and encourage reflection on
assessment practices by assessors. In this way, replication can
be achieved and hence reliability improved.
28
In the case of CBT; once assessment criteria have been
identified, agreed And specified, there is some claim to
objectivity and some base for comparability and hence
reliability. Nonetheless; the difficulty of ensuring reliability
should not be underestimated and taken for granted.
Efficiency
While trying to achieve validity and reliability, assessment
procedures also have tó be free from bias, provide quality
assurance; on -going validation of skills and they must be
Organised in such a way as tò avoid the fragmentation Of skills.
Importantly, assessment must be practical, cost effective and
create minimum disruption in the work place.
Just and Equitable Assessment Practices

Little has been written on the effects of CBT on teachers and
students. Consequently; there are few papers which address the
notion that assessment practices within CBT should be fair and
equitable to all parties concerned. However, there are issues which
should be addressed and these include:
ensuring that assessment is appropriate for the skills and
knowledge being assessed;
using assessment that assists students in achieving their full
potential;
using cut -off scores that are not arbitrarily set, but reflect the
skills and knowledge being taught; and
utilising assessment to enhance student motivation.
ASSESSMENT AND CBT: This paper highlights several issues relating to assessment that
SOME EMERGING ISSUES: need further investigation. These include:
identifying an acceptable definition of competence;
determining elements of competence that should be defined and
assessed;
investigating the extent to which criterion- referenced assessment
is used on-the-job;
investigating the degree to which competence is measured in a
holistic way;
devising ways of ensuring a substantial measure of validity and
reliability in assessment;
highlighting the best person or persons to undertake the
assessment of individuals in given situations;
identifying assessment methods that are just and equitable to all
parties involved in assessment
investigating how recognition of prior learning can be
implemented;
examining methods of student profiling;
confirming standards of on -the -job assessment and
defining competence of on -the -job assessors to perform their
task.
29
Section 3 Case Studies: Assessment
and CBT in Action
30
CASE STUDY Australian Paper
Manufacturers (APM)
Petrie
SETTING THE SCENE
Petrie Mill is situated on the banks of the North Pine River, 30

kilometres north of Is specialises in the production of
cättóntóárdtfiatis::us.in the packaging of a wide e of consumer .
goods It is Australia's only coated cartonboard manufacturer, and one

of six mills operated by APM. The mill opened in 1957 with an annual
output of 25000 tonnes but today produces 115000 tonnes
Approximately 75 per cent of the material used at the mill is recycled
industrial, office and household paper products, while 75 per cent of
the water is also recycled. The mill currently has a workforce of 400:
FOCUS: THE CERTIFICATE The Certificate of Pulp and Papermaking Technology is offered in a CBT
OF PULP AND format at Petrie Mill. This is an accredited TAFE course that has been
PAPERMAKING designed and written by the Box Hill College of TAFE, in Melbourne.
TECHNOLOGY There are presently 250 students, from 8 different industrial sites, enrolled
in this course Australia -wide. This case study focuses on how the
Certificate of Pulp and Papermaking Technology is implemented at Petrie
Mill.
CONTEXT The Certificate of Pulp and Papermaking Technology was piloted with 12
employees at the Petrie Mill in August 1990. A second group of 15
employees started the course in 1991. The Certificate of Pulp and
Papermaking Technology forms a quarter of the training that has to be
undertaken by an operator at Petrie Mill wishing to move from a level 1
operator (equivalent to a National Metals Award level C14) to a level 5
operator (equivalent to a National Metals Award level C10). This training
has been introduced as part of an industry career path recently negotiated
with unions under an award restructuring agreement.
CHALLENGE Employees are trained not only in the skills required to be proficient
machine operators, but also to acquire the depth of knowledge to be able
to `trouble shoot' problems as they arise.
.................................................................................................... ...............................
"The aim 'o the training program operating at Petrie Mill is to
progress from simply training machine operators to giving <;
employees the skills to be good aper makers - Training Officer
................................. ............................... ..... ............................... .....................
RESPONSE The Certificate of Pulp and Papermaking Technology was incorporated

into the training programme at Petrie Mill to broaden the workforce's
general knowledge base of the pulp and paper industry. A more global
understanding of the paper making process was seen as a way of
improving the problem - solving abilities of plant operators.
Course This course is designed for operators and supervisors in the pulp and
paper making industry and for those associated with the industry. It is
recognised by the Australian Pulp and Paper Industry Training
Organisation and the Pulp and Paper Manufacturers Federation and is an
accredited certificate course in accordance with the Register of
31
Australian Tertiary Education guidelines. The course covers a wide range
of topics within the pulp and paper industry and students are expected to
be able to relate their studies to their workplace. The course is designed
for external studies with flexible entry and exit points. It has a self -paced
format with no specific time limits imposed on students to complete the
course. At Petrie Mill students start the course in groups at fixed times
throughout the year. Throughout the course students also receive support
from the Training Officer on site.
STRATEGIES
Program Development The course is divided into five modules, with each module consisting of
an average of six units. Two modules of study per semester is considered
to be the norm. Content covers the generic processes and issues of the
pulp and paper industry in Australia and consequently does not deal with
the specific processes or issues that are unique to the Petrie Mill.
However, the management of the Petrie Mill have input into the course
content through an educational review committee that oversees the on-
going development of the course.
Teaching There are two different teaching systems operating at Petrie and students
can elect to study under either system.
The most popular is a tutorial system where students move through
units of study as a group. Members of the tutorial group decide on the
length of time they will take over each unit, when they will undertake
assessments, and when they will begin subsequent units. Presently,
there are four tutorial groups at the Petrie Mill.
Students can also elect to work at their own pace, independent of
tutorial groups. Only two students have elected to study in this way,
one student who wanted to work more quickly than the tutorial group
and one who wanted extra time to complete tasks. Both students
appear to find it difficult to maintain their commitment to study in this
independent mode.
.............
............
............. ...........................................
............. ........................................ ...............................
...............................
....................................... ...............................
`The course has some of the problems of distance: educi but
because of the on-the-job support dropout rates are not as::.:. h as
would normally be expected." : - Instructional Designer, Box Hill
College of TAFE
At the beginning of each unit, students are given an introductory lecture

by a supervisor who provides an overview of the subject matter to be
covered in the unit. Students perceive the value of these lectures as
variable. However, there are plans to address this issue by experimenting
with different lecture formats with a pilot group.
Learning Once deadlines have been set by the tutorial groups, individual learning
within the unit is self- paced. Some students form loosely knit study
groups to discuss assignment work and help each other with preparation
for tests. Students appear to have little problem with text -based materials,
although it was reported by students that some units were `too academic'
in their focus. Assignments pose more of a problem for students.
Assignments are thought to have value if directly related to the students'
workplace and students question the value of assignments which deal
with indirect concepts. This indicates that students do not really
appreciate, at the moment, how a global view of pulp and paper making is
likely to improve their on-the-job performance.
Assessment Process Each module has two types of assessment: unit tests and assignments. If
students feel they already have the knowledge covered in a particular unit
they may attempt a challenge test at any time.
Theory testing All modules are divided into units and students have to undertake a
written theory test for each unit studied. A variety of test formats are
used, including; true or false, missing word, labelling diagrams and short
32
answer test formats. A minimum 'score' of 80 per cent is required for
each unit undertaken to be assessed as `competent'. Students who do not
reach the 80 per cent 'pass' mark are given feedback in the areas in which
they have had difficulty. Students are then directed to further study.
When they feel confident, they are allowed to resit the questions they
answered incorrectly at the first attempt.
This process is not fully understood by students who consistently
pass tests at the first attempt and they object to the current procedure
allowing students to resit the same test items.
..........................
.......................
........................
.......................
"Now if you l.; a; you haire to do is to learn :the a:. nsve:. r.s. That
slo that you understand what it's about - S
doesn't show dént:;:;;;
t.;:u:
Allowing students to resit the same specific, written test items is neither a
valid nor reliable method of assessing competence. This is an important
issue that could be addressed quite easily. A bank of suitable test items
should be made available for each test. These could then be administered
to students needing to resit a test. This would increase the confidence of
all parties in the fairness and reliability of the assessment process.
In the future, students who achieve a 80 to 90 per cent score in tests
at their first attempt will receive a `Credit'. If they receive more than 90
per cent they will receive an `Honours' grade. Students who have to resit
tests must still achieve at least 80 per cent, although they are only going
to be awarded a 'Pass' grade. Although this systems does not sit
comfortably with CBT, it will be interesting to investigate if these
changes address students' concerns.
Each test includes instructions for conducting and marking the test,
answers and background notes on each test item. As a result, marking of
tests across sites is consistent. Training Officers are also able to provide
feedback to students having difficulty with any particular topic. All tests
are designed to be diagnostic. However, self -tests are also provided for
students which are designed to be motivational by showing students how
well they are progressing through the modules.
Students are deemed to be competent in a module when they have
achieved a 'score' of 80 per cent in each unit. Consequently, a final test
is not administered at the end of each module.
Assignments Assignments are intended to assess the material covered in a unit and
allow students to relate this material to their own particular work
situation. Assignments are marked at Box Hill College of TAFE by ex-
papermaking industry personnel. Students feel that giving all the
members of a study group the same 'Satisfactory' grade for assignments
is inequitable, when some students produce work that is clearly better
than others. They would prefer to have a grading system such as 'Pass',
'Credit' and 'Distinction'. Students understand the competency -based
system, however, they still feel that it is deficient in not catering for
student excellence.
This could be partially addressed by drawing up clearer guidelines
regarding the requirements of assignments. Criteria for allocating
particular levels of achievement for assignments should be determined as
for other forms of assessment. Marking of assignments can then be
related to whether competence has been demonstrated in accord with the
criteria. This would make it easier for students to understand the marking
system and result in more equitable assessment practices.
OTHER CONSIDERATIONS All parties noted that gaining consensus on determining acceptable
standards for levels of student achievement was a problem that should
be addressed. This was particularly a problem with assignments and
resitting tests.
Moderation has not been attempted and so there is a potential problem
with assessment markers not being able to work to a common standard.
It is planned by Box Hill College of TAFE to develop moderation
procedures in the future. 33
This course appears most successful when there is on -the -job help
available to the students. Clearly, quality on- the -job teaching is an
important adjunct to this kind of training. The training observed at the
Petrie Mill was certainly aiming for this ideal.
It was felt that there was a need for more accurate writing of course
content in the notes provided to students. This would require a wider
range of industry personnel taking part in the curriculum development
process to view and validate course content.
There are several incentives for workers to undertake training now that
it is part of award restructuring negotiated at the Petrie Mill. Training
is required for a worker to be promoted within the company. This in
turn means that training is linked to financial rewards. While these are
powerful incentives to undertake training, workers reported that they
did not find it easy to return to study. However, they generally felt it
was valuable for them to undertake this course.
Students commented about the need for quality input into any lectures
organised by the Training Officer. Clearly, an important component in
the success of this program is the Training Officer with the ability to
organise specialists who can share their expertise with students.
The Certificate of Pulp and Papermaking Technology would be
improved by including broad electives which could be integrated into
the existing training program. This would cater for the specific needs
of the workforce at various mills and make their training more relevant.
EMERGING ISSUES Several key issues emerge from this case study:,
There is a need for valid and reliable assessment practices to be
developed for students who do not achieve the required level of
competence at their first attempt.
Where assignments are used to assess student learning, clear guidelines
have to be prepared that state the criteria which determine a competent
level of achievement. Moderation should be built in to the assessment
process.
It is necessary for students to understand fully how competency -based
training and assessment are different from traditional training methods
and for them to understand how these changes will affect the way they
are trained and assessed.
With the move to a more structured and formal training programme in
the workplace, there is a real need to keep employees fully informed
and constantly updated on the role training is playing in their career.
Support for students involved in on- the -job training is important. It
would appear that the quality of support students receive is reflected in
their overall level of achievement.
Students feel that student excellence should be recognised and
acknowledged.
It is necessary to decide how excellence in student achievement is
going to be recognised since this is an important motivational factor in
the learning process.
34
CASE STUDY Box Hill College of TAFE
Animal Studies Department
ENE'''
S ETTIN G .:;THE SCENE
:
Box Hill College of TAFE is situated in the eastern suburbs of

öx
Melbourne, Victoria, approximately 12 kilometres from the Central
Ï> >
District. The Animal Studies Department at:;Box::Hill:i:Cóllege;o#;;;TAFE ::::::::: ':
has been offering recognised training for Veterinary Nurses since
1975. It is the only TA.;. :.:.F coll
. :.:
i Victori a to óf:.:fe r the Adván.: ce.:: d
[.::o::.r..:. ìa<:.:..;:t.
Certificate ó Veterinary Nursing either internally or externally.

:..
FOCUS: ADVANCED The Advanced Certificate of Veterinary Nursing (External Studies) was
CERTIFICATE OF piloted at Box Hill College of TAFE in 1990 with 6 students. In 1991 it
VETERINARY NURSING was offered as a course in its own right and currently has an enrolment of
(EXTERNAL STUDIES) 56 students. This case study examines an external study course with on-
the -job competency -based training (CBT) and assessment.
CONTEXT The Animal Studies Department has been operating at Box Hill College
of TAFE since 1975, training an average of 45 veterinary nurses each
year over the last five years. This Department currently employs four full
time and five part time teachers. Since Box Hill College of TAFE is the
only TAFE college in Victoria to offer the Advanced Certificate of
Veterinary Nursing, it was considered that an external course of study in
this field should be offered.
CHALLENGE The Animal Studies Department wanted to devise a course that:

allowed geographically disadvantaged students to complete a
recognised veterinary nursing qualification;
recognised the prior knowledge of experienced veterinary nurses who
had previously been unable to undertake a formal TAFE course;
enabled external students to receive practical tuition and support from a
suitably qualified supervisor.
allowed external students to demonstrate their practical knowledge and
skills as part of the assessment process.
RESPONSE It was decided that the most appropriate way of meeting these training
requirements was to adapt the existing internal Advanced Certificate of
Veterinary Nursing course, which was being written into a modular
format, into an external course. The external course has flexible entry and
exit points and is totally self- paced. Any student wishing to do this
course must have access to a suitably qualified training supervisor who is
willing to act as the assessor, trainer and mentor for the practical
component of the course.
Course The Advanced Certificate of Veterinary Nursing is offered internally and

externally. The external studies course has been designed for
geographically disadvantaged students, or for those students who are
35
unable, or do not wish, to study on campus. Of the 56 external students
currently enrolled in the course most reside in Victoria, with other
students coming from Tasmania, New South Wales, South Australia and
the Northern Territory.
All students are required to have been in paid employment as a
veterinary nurse for three months prior to enrolment in the course and to
complete 2500 hours of paid employment as a veterinary nurse prior to
graduation. External students complete the same subject content as
internal students. However, external students must have a practice
supervisor to assist the student in their studies, to liaise with the College,
and to supervise written and practical assessment activities. The
supervisor may be a veterinarian or a senior nurse who has completed the
Advanced Certificate of Veterinary Nursing.
STRATEGIES
Program Development The Advanced Certificate of Veterinary Nursing is divided into 15
modules. Modules are broken into three levels, with some modules acting
as prerequisites for other modules. Each module is divided into three
units. The course has flexible entry and exit points, so that students can
start the course at any time of the year that suits them.
There are two means by which the students can undertake their
external study:
College Assisted Training:

Within this method students attend block releases which are scheduled
at Box Hill College of TAFE every 12 weeks. Students decide which
blocks they will attend and which modules they will study. Assessment
for each module involves several short tests, assignments and practical
on -the -job activities. Students must also complete a final test which
covers all the practical and theory aspects of a module.
Students reported that block releases were generally valuable, and
a useful adjunct to the course.
...........
It ,s good to ...: block release when I need reassurance: or
revision." - Student
................................. .........
............................................
...........................................
Challenge Testing:
Using this path students do not attend block release at the College.
Assessment consists of practical on -the -job assessment and end -of-
module testing.
This is particularly useful for students who cannot attend College
because of distance - related problems, or for students who feel their
prior experience makes block releases unnecessary.
Teaching The strength of this course lies in the teaching methods employed. The
College provides good quality external study notes which the students
found satisfactory for their needs. However, the support that they receive
from their practice supervisor enables students to mesh theory and
practice in a meaningful way. All students surveyed described the help
that they received from their supervisors in glowing terms.
Learning Learning is self -paced and students can work at a unit until they feel
confident enough to undertake the necessary assessment activities.
Learning is structured to link theoretical and practical aspects of the
course and the assessment processes favour the demonstration of practical
skills, where possible.
As noted earlier, it is a prerequisite for students to have worked in a
veterinary practice for three months and it is suggested that students
should have completed Year 12 biology. Students indicated that they felt
these were absolute minimum requirements and that without attaining
them the course would prove to be unnecessarily difficult.
36
Assessment Process Assessment for each module takes several forms:
self evaluation tests, which are designed to give students feedback on
their progress through module units. These tests do not contribute to
the `final mark'.
sub - tests, which are spaced every few units and are designed to assess
students' progress through a module. There are three sub -tests in each
module, with each sub -test covering all of the preceding work in the
module. These are marked by staff from the Animal Studies
Department.
a final test, which is attempted at the completion of a module. This is
also marked by staff from the Animal Studies Department.
an assignment, which requires the integration of practical and
theoretical aspects of the course. Assignments focus on topics that are
not suited to practical on -the -job assessment. Assignments are not used
for all units.
practical on- the -job assessment, which is undertaken throughout the
modules. Students are given details of the test prior to attempting the
assessment. This assessment is conducted by the supervisor using a
checklist developed by the College. Students are assessed as
'competent' or 'not yet competent'. If assessed as 'not yet competent'
students are allowed to attempt the practical assessment again at a later
stage.
Some students reported that they were over - assessed: The final test was
felt to be merely a replication of the third sub -test and, as such,
unnecessary.
Although the practical on-the-job assessment is competency- based,
the theoretical aspects of the course are still graded on a pass, credit and
distinction format. Although this does not sit comfortably with a
competency -based training system, it is being retained as employers,
students and staff relate to this system.
Some checklists have been developed by the College to help
assessors mark assignments. Where these checklists have not yet been
developed the professional competence of the marker is used. The work
is marked as satisfactory or unsatisfactory, based on the objectives written
for a unit. Students are given feedback in a written report. This is seen as
an improvement on the assessment practices used for the internal course,
which operates totally without checklists.
OTHER CONSIDERATIONS Course objectives are not written in terms of performance, standards and
conditions as this is considered too difficult in the veterinary nurse field.
Indeed, it was noted that since there is no Federal regulating body for
veterinary practices there are no written industry standards and
consequently, standards vary from veterinary practice to practice. This
was a point that some of the students found confusing, particularly when
standards varied between the College and different veterinaries operating
in the same practice.
............................................. ...............................
"Each of the ;d fferent vëls;in; nay ;pract tell me to do the same
thing in different ways" - Student
It was felt that standards are less of an issue with external students than
internal students since external students are exposed to a range of
assessors both on-the-job and through different College supervisors.
Students reported that they were over - assessed. There are three tests
per module, as well as a final module test. The second and third unit tests
assess work covered in prior tests, while the final test is seen as a
repetition of the third test. As such, the final test seems to be
unnecessary, simply subjecting students to additional pressure.
There is no difficulty in using a competency -based system in both
on -the -job training and assessment. Indeed this is the real strength of the
external studies in the Advanced Certificate of Veterinary Nursing.
37
However, the apparent need to allocate a final grading to students would
appear to be at odds with the spirit of CBT.
EMERGING ISSUES Several key issues emerge from this case study:
The case study reveals that external study that incorporates on -the -job
training and assessment is highly valued by students and employers.
The employer is made aware of the training undertaken by the student
and, as a result, is confident about the standard of performance attained.
It is questionable whether there is a need for the extensive off-the-job
assessment that is evident in this course. Over - assessing is
unnecessary, inequitable, highly cost - ineffective and causes students
unwarranted stress.
Further research should be conducted to discover how quality on -the-
job assessment can be used to reduce the amount of off -the -job
assessment within specific courses.
This course highlights that although employers and students are happy
with on- the -job training and competency -based assessment, they still
feel grades are necessary to reward student excellence in off - the -job
assessment.
38
CASE STUDY Marine Engineering
Training Research Centre
(METRO)
SETTING
....
THE SCE
......................................
.....................................
Australian Marine Engineering Consolidated Limited ( AMECON) is'a

marine and heavy engineering company presently undertaking
Australia's largest ever defence project, involving the construction of
MEKO class ANZ To meet its training needs, AMECON has
established the Marine Engineering Training Research Centre
( METR..C). METRC s situated at AME headquarters at
tres; >f::<::.:: >;
WìlliárnstóVirriönPörtPlüllip Bay, 10 kilometres from Melbourne'ss,..,.:::::
Central Business District.
FOCUS: SHIPBUILDING The Shipbuilding Technology Program has been developed to meet the
TECHNOLOGY PROGRAM training needs of AMECON employees engaged in the ANZAC Ship
Project which involves the construction of frigates for the Australian
Navy. There are presently 18 trainees enrolled in this course at METRC.
This case study focuses on a CBT course in the area of middle
management.
CONTEXT METRC is an industry training centre established by a deed of agreement

between Australian Marine Engineering Consolidated Limited
( AMECON) and the State Government of Victoria, through the Office of
the State Training Board of Victoria. METRC is primarily designed to
provide training and research to AMECON and to the marine engineering
industry. It presently employs seven full time staff involved in several
training programs, including skills enhancement, computer training and
the Shipbuilding Technology Program.
CHALLENGE The main aims of METRC are to

provide high quality training which is recognised by the marine and
heavy engineering industry;
assist AMECON's employees to develop the necessary skills to
establish a viable marine and heavy engineering industry in Australia;
provide a focal point for on -going research and development in marine
and heavy engineering industry in Australia and overseas; and
provide state -of- the -art computerised training in the marine and heavy
engineering industries.
RESPONSE AMECON have many employees in management positions and METRC

have the responsibility of training people in areas such as project
management, project planning, quality control, ship construction, ship
design, marine engineering and computer applications. All of these areas
are included within the Shipbuilding Technology Program presently being
developed by METRC.
AMECON encourage their tradespeople to progress through
enterprise training into the Shipbuilding and Technology Program. They
prefer that for some management positions, for example: project planning,
39
Trainees come from the shop floor since they have some experience of
what happens on-the-job. AMECON has negotiated an industrial
agreement that links skills to classification levels up to Tradesperson
Level A, the highest classified tradesperson at AMECON. Employees
receive further remuneration if they are undertaking the Shipbuilding
Technology Program. In this way, career paths and financial rewards are
linked.
Course The Shipbuilding Technology Program is designed to replace existing

modules within current TAFE accredited courses with modules that are
relevant to the shipbuilding industry. Pending accreditation, there are a
total of 60 modules in the Shipbuilding Technology Program which can
be studied in conjunction with core modules from existing TAFE courses
to allow a qualification at the level of:
Advanced Certificate, e.g. Advanced Certificate in Engineering;
Associate Diploma, e.g. Associate Diploma of Engineering; or
Diploma.
The Shipbuilding Technology Program is designed to have flexible entry

and exit points. If trainees can demonstrate skills, or have qualifications
in associated areas, this prior learning is recognised.
The Shipbuilding Technology Program has a modular format and
modules can be studied independently or grouped together to suit the
individual training requirements of trainees in the shipbuilding and
project management areas.
STRATEGIES
Program Development Modules have been developed using the National Metals and Engineering
Curriculum. A major part of this curriculum development is validation of
content. All module descriptors are written in a CBT format, to allow
flexible learning and ensure trainees have key on-the-job skills.
MT is coiti plex, il means we have to analyse carefully what

e are attempting to achieve and how we will do ':- Training and
Educational Services Manager
METRC does not duplicate services that are already provided by the State
training system and METRC are currently examining how the
Shipbuilding Technology Program will articulate with TAFE accredited
courses.
Teaching The Shipbuilding Technology Program aims to develop both knowledge

and practical skills within the shipbuilding industry. The curriculum and
assessment program reflect these requirements.
Teaching materials for each module are developed by METRC and
placed into a 'stand alone' package. Each training package consists of the
following printed and audio - visual materials:
workbook;
assignment book
cassette tape;
video tape, if required; and
special work project.
Trainees have generally found these training packages to be well-

developed although trainees involved in the pilot program encountered
some problems with these packages. However, these problems have been
largely rectified in the latest editions of the training packages.
Learning Learning throughout the program is self- paced, with all modules having
flexible entry and exit points. Interest in learning is stimulated by the use
of a variety of educational media, including video and audio materials.
40
Some modules also incorporate computer -based learning activities.
Although students are engaged in self -paced learning, they are not
expected to learn in isolation. All trainees become part of a support
network made up of:
peer support;
METRC's training support;
technical experts on site; and
external consultants.
This network is designed to help students complete the modules and

provide assistance and encouragement as required.
`Modules allow ................ ents:

_...... ... to work at their own pace to achieve
..............
..............
...................
...............
competence. w ever;_
.........:...... still have support from the support
;.:::.::......................
............:.
..........:
group and interaction
..... ....................between
..............
........................................... the learning package
...................................................................... ............... and what
..................
ppens in the workplace
..........: .........:..............: at
.................................
- Training and
Services Manager
While trainees acknowledged the importance of the support given by
AMECON in providing work - release to attend METRC, nearly all
trainees noted that they would prefer to study with a teacher rather than in
the external mode.
ittijself pacing;:: if you get off the track it can take you a Ion,
;;::::>
time to get back on
'You can discuss with a teacher, but you óu.ca.... can'tt argue
.::::::::::.:::::::..:........... .................... ................. ... ............. ...
with a book.'
........ ...........
Trainee:;;:.
There was general consensus that trainees found external studies to be

both demanding and frustrating and that they went through a difficult
transition period while they adjusted to this form of study.
Assessment A variety of assessment methods is used to determine trainee learning,

including:
Assignments
Modules are divided into several topics, with each topic having its own
'assignment' package. This takes the form of short answers and multiple
choice questions which are meant to reinforce the content covered in the
notes. Assignments are corrected mostly by the Training Officer. They
do not count towards the final competency grading, but serve as feedback
to trainees throughout the module.
Project
There is a special project for each module which aims to bring together
the main features of the workbook and the content of the module. It
consists of two parts: a series of short answers and a task. For instance, in
a project planning module, data and materials from part of an actual
project may be supplied for completion. The student has to complete the
project within a broad time- frame, usually about eight hours. In order to
be deemed competent in this activity the trainee must achieve a 'mark' of
85 per cent. This counts as half of the final assessment.
Module Test
The remaining half of the final assessment is a 'final examination' which
is conducted under examination conditions. Trainees must also achieve a
mark of 85 per cent in this assessment to be deemed competent. While it
is recognised by METRC that while this testing is not entirely in the spirit
of CBT, it is considered necessary to maintain the high overall standard
expected in the Program.
To be deemed competent in a module, the students have to achieve a

score of 85 per cent in the project and the module test. The organisation
41
believes such standards are necessary to maintain a high quality
workforce. While trainees did not argue with the need to develop a high
quality workforce, they thought that this was a very high pass mark and
noted that setting such a high mark had certain side - effects. Particularly
trainees noted that they were:
spending much longer on each module than the estimated time for
completion to ensure they achieved the necessary standard; and
allocating time on assessment activities at the expense of time spent on
absorbing content.
While trainees noted that the module test was a useful revision exercise,
they were concerned that they were regarding assessment activities as
more important than learning experiences.
OTHER CONSIDERATIONS All trainees thought that studying the Shipbuilding Technology Program
Advanced Certificate level at METRC was good, particularly since it was
designed to meet the specific requirements of their workplace. Trainees
felt they were being given a real chance to progress from the shop floor
into managerial areas. So far these initial expectations appear to be
justified.
A CBT course in a modularised format was regarded as useful by
both trainees and trainers since it gave trainees the opportunity to study
single modules from a particular course without having to take on a
complete course of study.
Employees at AMECON work in an industry that has specific
Australian standards that are regularly monitored. AMECON has a
working environment where there are no doubts about the competence
levels that are required and hence the standards required for the product.
As a result, trainees could appreciate the high expectations that the course
demanded; however, they felt that clearer guidelines should be adopted
which specify exactly how these standards may be achieved.
Assessment in a unit of study should not be so intense or time
consuming that it becomes the major object of the unit.
In developing written assessment activities, program developers should
take into account the amount of time students will have to spend on a
task to achieve the required standard.
Guidelines for written assessment activities should detail the
performance, conditions and standards required and offer trainees
detailed guidelines for their completion.
Teaching, learning and assessment should, where possible, reflect work
conditions. For example, if an operation is computerised on- the -job,
being taught and assessed on a manual system would disadvantage the
trainee and ultimately the employer.
42
CASE STUDY Richmond College of TAFE
SETTING THE SCENE

<:
;
Richmond College of TAFE is 'located 2 from :..
Central Business District. The began delivering vocational

training courses in::á;:competeisy-básed,irá,n..ng;(.C..,;
;.: ;:.. j mode with
student sett -paced learning m 1975. By 1981, all apprentice courses at 4;
Richmond were being delivered in the CBT node The College was :
made the National Centre for Competency -Based Training tn 1990
FOCUS: MOTOR VEHICLE Richmond College has a long history of teaching motor vehicle
MECHANICS mechanics that stretches back to the 1930's. Over the last 4 years, an
APPRENTICESHIP COURSE average of 650 motor vehicle mechanics per year have graduated from the
(LIGHT STREAM) College. The motor vehicle mechanics apprenticeship course is a four
year traditional time -served apprenticeship that requires the student to
attend college for an equivalent of 120 days of study. Because the
College operates on a competency -based training (CBT), student self -
paced learning system, students may complete their off -the -job training in
less than the required time. However, early release from off - the -job
training cannot be approved until three and a half years have elapsed.
This case study focuses on a traditional time -serve apprenticeship system
using off -the -job CBT and assessment.
CONTEXT The Motor Vehicle Mechanics Apprenticeship has three streams:
STREAM DESIGNATED COLLEGE

General Any Victorian college of TAFE offering Motor Mechanics
Light Richmond College of TAFE
Heavy Batman College of TAFE
The light stream is broken into three levels:
LEVEL COURSE CONTENT

1 Function and Identification of Systems
2 Operations - Dismantle and Reassemble
3 Diagnosis
Level 1 is a core for the general, light and heavy streams of this course
and can be studied at any TAFE college. However, Levels 2 and 3 of the
light stream must be studied at Richmond College of TAFE.
CHALLENGE Richmond College of TAFE offers apprenticeship training using CBT and
student self -paced learning. This represents the governing philosophy for
all of the teaching and management of the entire College.
43
RESPONSE The College has adopted the following practices to enable CBT courses,
(with student self -paced learning), to be managed and taught
.continuous, or rolling, enrolment practices arranged to keep student and
teacher ratios at an efficient level;
.student records and their daily activities managed on a computerised
system; and
.teaching departments organised to manage most of their own day -to -day
requirements.
STRATEGIES
Program Development Richmond College have developed their Motor Vehicle Mechanics
Apprenticeship Course so that all modules are competency -based and
self- paced. Students are therefore able to:
pace their learning to match their own abilities, rather than those of the
class or group;
enter and complete courses at any time;
learn skills without having to wait for a specific class to be established;
attend College at times which suit employers;
monitor their own performance;
have relevant prior learning recognised;
measure retention of previously learnt skills or knowledge;
resume learning at the point they had reached prior to periods of
absence from College;
arrange learning programs to match the needs of a particular employer;
and
evaluate their own performance.
The motor vehicle apprenticeship course was developed in accordance

with a CBT model. Initially the job of motor mechanic was analysed into
sub - skills, knowledge and attitudes. Performance objectives specifying
the desired performance, condition and standards were then written.
Teaching Since teaching modules are written using student self -paced learning
practices, students progress through the course at their own pace. The
majority of students complete their courses in the student self -paced
learning style, to the required standard, in a much shorter time than in a
traditional classroom -based environment with group instruction. Students
who do not complete this course in the 120 days must pay seven dollars
per hour for the additional time spent studying at the College to complete
their course.
Under this student self -paced system, the role of the teacher has
changed from the traditional lecturer /presenter to that of the `learning
manager'. Teaching occurs on a òne- to -one' basis so that teachers can
assist learners with individual learning difficulties.
Progress through the course is recorded on a computerised student
management system. This provides students with an up -to -date record of
their progress. At the completion of each module they are given a record
of the modules they have completed and those they have still to
undertake. Students are also given a record of the time they have spent on
their training, which notes whether they are ahead or behind schedule.
Learning Learning at Richmond College is driven by performance objectives. All

performance objectives have three distinct parts identified for students
and teachers.
PERFORMANCE: which is a statement describing the task and the
behaviour required to show that the student has learnt the skills and
knowledge described in the behaviour.
CONDITION: which is a statement describing the conditions under
which the performance is to be done.
44
STANDARD: which lists all of the key performance indicators used to
check a performance.
Students progress through self - instructional learning units, produced in a

variety of formats. Modules are designed to incorporate a variety of
media to maintain student interest.
Teachers produce most of the instructional units for the course.
However, the College has its own Industrial Design Department which
facilitates the development and evaluation of materials for the modules.
Assessment Process At the completion of each student self -paced learning unit, students are
assessed to determine whether they have achieved the criterion standard
stated in an objective. If they have reached the standard stated, they
receive a 'pass' and proceed to the next objective. If the standard has not
been achieved, students undertake different training and are then retested.
All students undergo a computer readiness test prior to assessment,
and test results are recorded on their assessment record cards. Computer
tests must be completed satisfactorily before students are allowed to be
assessed by the teacher. These tests therefore, assist students in
monitoring their own achievement and stop students from seeking
assessment before they are ready. Consequently, they save time for both
teachers and students. Computer tests are being improved constantly,
with the use of better graphics and voice synthesisers. However, their
development is a time consuming process. Students are also randomly
retested by the computer throughout their course on units they have
completed as a form of retention testing.
Although there are no written guidelines on testing, teachers refer to
computer tests as a guide to the depth of questioning they should carry out
students. As a general rule, students who achieve a 100 per cent score on
a computer test will receive less oral questioning by a teacher than
students who pass with the bare minimum.
Assessment involves virtually no written work for students. Almost
all assessment is teacher - centred. This usually involves a teacher
watching a student conduct a practical demonstration and orally
questioning the student throughout the demonstration. However, there are
no set questions written for this assessment. No question banks are used
and teachers are not provided with sample questions or given any set
guidelines on the number of questions that should be asked. Instead, all
assessment is based on a questioning technique developed by the
individual teacher. Teachers new to the College or new to a competency-
based system are taught this assessment method by `shadowing' a teacher
for a week.
This assessment method, while meeting the requirements of the
course, has it drawbacks.
............. ...............................
............ ...............................
'l's a reat s stem
.........................
; It allows me to "ro; res
....................................................
àt my own rate, and
..............................
m already 15 days ahead. The only rouble ...............................
.................................................................................
...........................
s ...............................
............................................................
having to pant
and waiting for a teacher to assess you. ometimes you ca
waste a few hours in a day just waiting." Student
Because teachers have to assess orally, as well as check students' work as

they progress through modules, bottlenecks of students waiting for a
teacher are not uncommon. Students identified the time spent waiting for
teachers as their biggest criticism of the system.
Records are held in various ways so that students and teachers
always have ready access to a student's progress within a module or the
course. These records are kept in:
the front of each student's module booklet;
a master record, held in a central control room which is updated at the
completion of each module;
a database held on a central computer; and
a centrally -held student file.
45
Any query about a student's location or progress can be answered
immediately. This can be particularly valuable when responding to
inquiries about students from employers.
While there is no actual on-the-job assessment in this apprenticeship,
the College has a system which partially addresses this issue. At the end
of each block release, a list of the competencies gained by students are
sent to their employers. The employer can then check if students are able
to perform tasks on- the -job. If there is a problem with a student not being
competent on-the-job, the College and the employer meet to discuss
where the problem has arisen.
Standards in some of the modules are written in a subjective form. In

OTHER CONSIDERATIONS these cases, the students and teachers are not completely certain what is
expected of them in the assessment process. Some students can use this
uncertainty to pressure teachers to `pass' them when there may be some
doubt about the student's competence. This should not happen if
standards are clearly identified.
CBT at Richmond College used the teacher as the assessment expert.
However, the shadowing system used to induct new teachers into the
student assessment method employed at Richmond College, would appear
to have potential problems. The main problem is that while this system
can teach good assessment techniques, it can also perpetuate poor
assessment practices. While not totally abandoning the shadowing
system, the College should investigate other ways to induct teachers.
CBT at Richmond College allows students to progress through their
training at their own pace. However, on- the -job they are still working
with a time -based system. Consequently, apprentices' pay is still linked
to the time they have served rather than to their abilities on- the -job.
CBT at Richmond College works well and the staff and students
appeared generally happy and enthusiastic with the training, learning and
assessment system.
Several key issues emerge from this case study:

EMERGING ISSUES Where off - the -job assessment is totally teacher - centred, it is possible
that students will have to spend long periods of time waiting to be
assessed. This can be both time consuming and frustrating for students
unless alternative teaching activities can be devised.
Teacher - centred, off -the -job assessment requires a moderation system to
confirm that assessment standards between teachers are being maintained.
Standards should be written so as to be easily understood, precise and
unambiguous. In this way the students and teachers can be certain
what is expected of them in the assessment process.
Training teachers to assess solely under a shadowing system has limitations
that need to be overcome by using additional forms of training.
A computerised management system is a valuable and efficient method
of recording and monitoring a student's progress through a modularised
CBT course.
A CBT student self -paced learning system should encourage students
to monitor their own achievement. Computer managed learning
systems can help in achieving this goal.
46
CASE STUDY The Stanwell Skills
Development Programme
(SSDP)
ETTING THE SCENE
Siaowe;Power:Station.is situated 28 kilometres west of Fiockhäm

Queensland. The station is reserü under a ;"'rïïiiörï>sc#edü
which will achieve cómmercia load in It is currently
largest
!g.;:.:;::.;:industrial with a .::::;;;;:;:.;:;;<;;:.;:.:::.:.:
;::..:.:;:;:..;: :;P;1>: :..;;
work;;:.:
<:::>::::<!:;::: ::::::;;:;:: ;:.:<:::;;::.::. .:.:...:.:.:.:;::...:;:.:
t.h..at:;is:;expected.t..o..;p.e..ak:;n. i.9..92.:at;'a.n..::estimated;;9Oßaiörkersï:;:;Tti<
station ts expected to become fully operational in 1996; when it wil be
capable of producing 1400 megawatts of electricity
FOCUS: CONSTRUCTION The construction formwork apprenticeship course (CN 208) was first run
FORMWORK at Stanwell in 1990 with 10 apprentices. The first apprentice graduated 8
APPRENTICESHIP COURSE months later. This case study examines how this course, featuring on-
(CN208) and off - the -job competency -based training (CBT) and assessment
developed and discusses the assessment practices employed.
CONTEXT The Stanwell Skills Development Programme (SSDP) is a tripartite

organisation established to provide training for the construction workforce
at the Stanwell Power Station and for workers in the local community.
Membership consists of representatives from unions, contractors, local,
State and Federal governments, Technical and Further Education,
Training and Employment, Queensland (TAFE.TEQ), the Capricornia
Training Company (CTC) and the Queensland Electricity Commission.
Apprentices are employed by the CTC, with their training being co-
ordinated by the SSDP. The SSDP was incorporated in 1989 and the first
course commenced in February 1990.
CHALLENGE The aim of the SSDP is to design training programs that can meet all of
the training requirements identified at the Stanwell site. These
requirements include:
upgrading the skills of workers at the Stanwell Power Station;
upgrading the skills of workers in the local communities;
assisting unemployed in the local communities with job opportunities
by helping them attain new skills;
assisting with award restructuring and workplace reform at Stanwell;
and
co-ordinating the development and implementation of appropriate
educational materials and training strategies.
RESPONSE The SSDP decided that the most appropriate way of meeting the training
requirements of a workforce that had a range of workplace skills and
experience was to adopt student self -paced learning. CBT, incorporating
recognition of prior learning, was also adopted. This approach to training
is reflected in the construction formwork apprenticeship course.
47
Course The construction formwork apprenticeship course features on- the -job
training and assessment on site at the Stanwell Power Station. While
undergoing training, apprentices rotate through the various contractors on
the power station site to enable them to gain all the required
competencies.
Under a time serve system, the construction formwork
apprenticeship course is of two years duration. However, with the student
self -paced learning CBT format adopted by the SSDP, the time taken to
complete the course now varies according to the individual rates of
progression of apprentices.
STRATEGIES
Program Development The construction formwork apprenticeship course (CN 208) developed by
SSDP varies from the existing TAFE.TEQ course since it links on- and
off -the -job training and assessment. Skills are developed within a
theoretical and practical framework using both on- and off -the -job
training. Training is linked to assessment and students have to
demonstrate competence in the off - and on-the-job components of the
course. Course notes and materials were taken from available CN 208
modules, but were modified to meet the specific requirements of the
Stanwell site. The contractors appear pleased with the way the course
operates.
......... ................. ....... ....
;.:.:ep
SSDP have got the right io.:.::.:/C with otherwise we wouldn't;:::
have taken it on. ,
The scheme has worked well, we would only have a problem with
ess than ten per cent of apprentices."- Contractor
Teaching A feature of Stanwell is that off -the -job training is offered on site at the
specially constructed ` Stanwell Skills Centre'. This allows apprentices to
move easily between on- and off - the -job training. Apprentices are
released by the contractors to attend the Centre for a maximum of two
hours a day, twice a week, should the students feel they require
assistance.
Teachers at the Stanwell Skills Centre describe their teaching role as
different from their previous professional experiences. They describe
their new role as that of a facilitator /mentor. Their responsibility is to
support individual students in a student self -paced learning system and
assist them if they have difficulties.
Training on -the job is usually carried out by a tradesperson working
with the apprentice, with some supervision from a leading -hand or
foreperson.
Although Rockhampton TAFE teachers have sole responsibility for
assessing the theory component of training, they do have access to the
students on site and are able to discuss students' progress with workplace
instructors and employers. These teachers are accepted on site and feel
they can play an active role in the on- the -job assessment process.
The TAFE teachers, apprentices, representatives from industry and
the CTC indicate that the SSDP has an excellent teaching system, with
TAFE teachers responsible for high quality theory input and industry
responsible for maintaining acceptable industry standards. This system
produces employees who can work to accepted industry standards.
is responsible for standards. -:.Here at Stanwell,

;::..:;:.;...
irenúces move between employers, there are cross checks on an
rentice's standard all the way through their training This -
zns the assessment process is reliable. Although the leading
on_ `v:; =: pet
hand is responsible for on-the-job 1:.¡ sessme a c mp te:..race: rs. not
rated until the employer signs it off too Since the employer is
ly to receive }tack' from other employers {fan apprentice s!
lousiy not competent after being signed off, this rs a further
.:.::,:::
check that standards are maintained " - Officer
48
Learning Learning is fully self -paced in the on- and off -the -job components of the
course. Recognition of prior learning takes place and apprentices who
can demonstrate they have the skills included in a particular unit of work
can undertake assessment for that unit at any time. The assessment can
take place both on- or off - the -job in consultation with the employers.
Modules are structured to relate theory and practice so that on- and
off -the -job learning experiences complement each other.
Assessment The construction formwork apprenticeship course is divided into 16

modules with each module being allocated a percentage value of the total
apprenticeship.
Construction Formwork Apprenticeship Course:

Modules and Percentage Value
Materials & Equipment 10 Ground & Sub -ground 10
Suspended Slabs 5 Suspended Beams 5
Scaffolding 9 Welding 9
Static Power Machines 4 Safety 5
Concrete Columns 5 Concrete Walls 5
Concrete Stairs 10 Slipforming 10
Explosive Power Tools 4 Levelling 4
Formwork Excavation 3 Working at Heights 2
Students are assessed on both theoretical knowledge and practical skills

but they are not credited with theory until the related practical
competencies have been demonstrated. Assessment of theoretical
knowledge has an 80 per cent 'pass' mark, while students' practical skills
are assessed as being either 'competent' or 'not yet competent'.
Students are encouraged to undertake self- assessment and to request
assessment when they feel confident that they are competent in a given
module.
is more than ; 'time .................

"CBT....................................:................::........ serve'. i In our :ó industry
:......... :...
iuzks that the student who has completed the training under C
is better qualified and highly empló Practical on- the -job <>
assessment and off- the job theoretical assessment are seen as being
a positive move towards ensuring that an apprentice receives the
best.....................................:.............:..:...
......: possible tatning" - CTC..........
..................................................................
Field Officer
:................ :...
...............................
The SSDP has a system that financially rewards excellence and prior
learning. Apprentices progress through training and assessment at their
own pace and they receive pay increases that reflect their efforts and
abilities. Overall, students have progressed through their training more
quickly than under normal time serve arrangements. With his prior
learning being recognised, the first student took eight months to complete
his training. The student who took the longest time completed his
training in eighteen months.
The money reward is a good incentive to move through the course

icklp , - : : Student
use
Assessment Committee The assessment committee consists of members from industry, unions,
SSDP, TAFETEQ and the State Training Authority. This committee:
decides if a student has the required competencies to move between levels;
acts as a mentor for students; and
arbitrates on training disputes if problems arise.
There are four levels in the apprenticeship with apprentices receiving pay
increases as they progress through the levels. Students begin at level 1
and can seek to move to the next level when they have theoretical and
practical competence in modules to the value of 25 per cent. However, a
change in levels is not automatic. When an apprentice achieves these
prerequisites, the assessment committee meets with the apprentice,
instructors and employers to discuss progress, and to confirm whether the
apprentice should progress to the next level. 49
OTHER CONSIDERATIONS With the many parties involved within the teaching, learning and
assessment process in the construction formwork apprenticeship course, it
was not surprising that there was diversity in the opinions expressed about
related issues. This section draws together some of these opinions.
On- the -job assessors need to be clear about the performance, conditions
and standards of all assessment practices they design and implement. In
this way, they should only equate competency standards with performance;
not with particular student personality characteristics.
Competencies need to be specified in a way that allows for no
misunderstanding of standards and conditions between assessors and
contractors.
On- the -job assessors should receive some training in how to conduct
valid, reliable and efficient on -the -job assessment practices.
All parties agreed that initially some older tradespersons treated the
CBT system with contempt, particularly when students were seen as
'fast tracking' through training. These attitudes appear to be changing,
however, as the workforce learn more about CBT and work with people
who have completed this form of training.
While the contractors view training as benefiting the construction
industry, apprentices are not a major consideration for contractors.
One outstanding feature of this study is the almost universal approval of the
CBT system at Stanwell, as expressed by all the interested parties surveyed.
The SSDP have developed a training program that employers, unions, the
CTC and students feel is meeting their needs in producing well - trained,
competent tradesperson. Generally, the SSDP has produced qualified
tradespersons more quickly than under the normal time serve apprenticeship
arrangements. However, the real issue is that the SSDP is able to produce a
tradesperson who is considered competent in all aspects of the course.
Industry feels certain that the apprentice who completes this program will be
confident and competent to undertake work in all aspects of construction
carpentry covered in this apprenticeship.
The strength of the program lies in the system of integrating training
and assessment. Theoretical and practical knowledge and skills are linked
and taught in the most appropriate conditions. Assessment methods
selected are the most suitable for the knowledge and skills being assessed.
There is still a need to address the issue of how standards are conveyed
to students, on -the -job assessors and contractors. At the moment, the
apprentice log book does not specify clearly the standards, conditions
and level of performance under which an apprentice is being assessed.
It is important that these aspects of assessment are clearly spelt out to
all the parties involved in the assessment process. In this way, there is
less likely to be dispute about whether correct competency levels have
been achieved by an apprentice. Such a change would further
strengthen what is already a very promising training program.
At the moment, tradespersons supervising apprentices do not have any
training as teachers or as assessors. However, with the increased
responsibility being afforded to on -the -job trainers, as both teachers
and assessors, there is a need to address the minimum qualification
requirements that are necessary to carry out these tasks.
50
Section 4 Conclusion: Discussion of
Findings
This section brings together major findings and emerging issues
detailed in the literature review and case studies. Major findings
are discussed and, where relevant, recommendations are made for
dealing with these findings.
NATURE OF COMPETENCY - This project has found that CBT is currently being implemented in
BASED TRAINING a variety of ways. Diverse teaching, learning and assessment
methods were used across the various case study sites, which
suggest that CBT presently means different things to different
people. This raises the question of the exact nature of CBT. This
issue could be explored in future research.
Recommendation 1 Further research be carried out into the exact nature of CBT and
extent to which CBT is being adopted both on- and off-the-job.
DEFINING `COMPETENCE' As highlighted in the literature review, it is not easy to achieve a

universally acceptable definition of the key term `competence'.
The definition that is offered by the NTB has not found widespread
acceptance and, consequently, it is of concern that such a
fundamental term cannot be agreed upon. One problem with the
NTB's definition is that it is too narrow in its focus. The definition
only makes mention of knowledge and skills as being essential
components of competence, while making no reference to
`performance' or àttitudes' that fall within the affective domain.
These are important considerations that should be addressed.
The issue of how competence is to be assessed will remain
clouded while national bodies, such as the NTB, continue to work
with inadequate definitions. It would appear pointless for this
report to offer yet another definition of competence as a solution to
this problem. In the light of the current inadequacies in the NTB's
definition of `competence', a review of this definition by the NTB
would appear to offer users of CBT the potential for long -term
benefits.
Recommendation 2 The NTB be requested to review its definition of `competence' to

help clarify this fundamental issue.
A HOLISTIC APPROACH TO While there may be concern expressed about the definition of
ASSESSING COMPETENCE `competence', the NTB's method of breaking a unit of competence
into elements of competence and performance criteria is widely
accepted. However, the way in which elements of competence and
their related performance criteria should be assessed is not made
apparent. Several questions concerning assessment practices can
be raised, including:
what aspects of a unit of competence should be assessed -
elements of competence or each performance criteria;
how many times should assessment take place to demonstrate
competence;
over what length of time should assessment take place; and
in what context should assessment take place?
51
It is apparent, both from the literature and from the research
conducted in the case studies, that there are several underlying
principles that can guide any solutions offered to these questions,
for example:
assessment practices have to be effective and efficient and
assessment should be an integral part of the teaching and
learning process, but should not dominate this process.
If assessment practices are going to meet these principles then a
'holistic' notion of competence must be adopted. From the
research undertaken in this project, a `holistic' approach to
assessment works best when assessment focuses on students
demonstrating they are competent in entire elements of
competence. It is not necessary to assess every performance
criteria within an element of competence, as this is clearly
inefficient. Moreover, assessing each performance criteria
independently may paint a misleading picture of an individual's
competence.
CRITERION- REFERENCED As shown in the literature review, criterion- referenced assessment

ASSESSMENT (CRA) is the recommended form of assessment in CBT. The case
studies showed that CRA is particularly favoured for assessing
competence on-the-job using practical assessment methods.
However, CRA is not the preferred form of assessment in all
situations. For example, there is a preference for norm -based
`grading' to be adopted within written assessment practices. The
reason for this preference appears to be three -fold:
students wish to have excellence in 'written work'
acknowledged;
employers want to have some basis for comparing students for
employment purposes; and
students want certification that shows more than simply
'competent'.
It would appear that CBT cannot fully take account of these
concerns. Consequently, these concerns should be addressed
within further research.
Recommendation 3 The concerns of employers and students in having excellence

acknowledged and recorded should be addressed in further
research.
STUDENT PROFILES As mentioned in the literature review, student profiles are one way
of addressing the issue of providing students with a comprehensive
record of their attainments throughout a course of study. Student
profiles can provide a more balanced picture over time of student
progress through a course of study than is currently provided by
attainment statements.
Recommendation 4 The feasibility of adopting some form of student profiling as a

systematic procedure for recording student attainment should be
the subject of further research.
52
MODERATION SYSTEM With the movement to greater on-the-job training, learning and
assessment there will be a need for a moderation system to be
implemented. This will be required to confirm that standards
between assessors at different sites are being maintained.
However, currently there are a number of practical issues that
remain unanswered about such a system, for example:
how much will it cost;
who will meet the cost of implementing this system;
who will control the moderating body; and
what powers will this moderation body possess?
These issues should be the subject of on -going research.
Recommendation 5 Further research should be undertaken into the feasibility of

implementing a system for moderating the assessment practices of
on-the-job assessors.
SUMMARY OF EMERGING The project has also identified several other emerging issues.
ISSUES: These include:
identifying assessment practices that are just and equitable to all
parties involved in assessment practices;
defining the competence required by on-the-job assessors to
perform their tasks;
assessing students according to industry standards using
activities that are work -based;
recognising prior learning no matter how, where or when it was
acquired;
developing assessment practices which are in harmony with the
broad teaching and learning approaches;
developing efficient mechanisms for recording and storing
assessment information and issuing certification of student
achievement;
developing valid, reliable and efficient assessment procedures;
setting clear guidelines for all written assessment practices in
CBT; and
specifying clearly to all parties involved in the assessment
process, the performance, conditions and standards required in
assessing competence.
53
Section 5 Some Assessment
Guidelines Appropriate for
CBT
SOME SUGGESTED After considering the implications of the issues, raised in the
GUIDELINES FOR GOOD literature and emerging from the case studies, a series of guidelines
ASSESSMENT PRACTICE IN regarding good assessment practice in CBT have been drawn
COMPETENCY -BASED together. Some suggested practices are included within each
TRAINING (CBT) guideline which are drawn from specific examples of good practice
identified at the sites visited.
Guideline 1: Detailed instructions should be prepared which specify dearly

the performance, conditions and standards required for
students to be assessed as competent.
Some suggested good practices:
Specify exactly the performance, conditions and standards
required for al assessment practices. This leaves the assessor
and student in no doubt as to the required standard that has to be
achieved to be considered competent.
Establish moderation systems to help ensure that assessment
standards are being maintained.
Allocate realistic periods of time to allow students to complete
assessment tasks.
Write standards in an objective form in order to state with
certainty what is required in the assessment process.
Provide detailed guidelines for written assessment practices for
students. This can help to prevent students from allocating
inappropriate lengths of time to written assessment activities.
Specific Example: Appendix 1.
Guideline 2: Assessment practices in CBT should be valid, reliable and

efficient.
Enhance validity by making assessment tasks duplicate those
encountered on-the-job.
Provide detailed assessment guidelines to assist assessors in
implementing assessment practices consistently over time.
Enhance efficiency by standardising procedures for collecting
and recording assessment information.
If students, having completed a written assessment, are found to
be `not yet competent', do not retest them using items employed
in previous tests.
Guideline 3 A `holistic' approach to assessment in CBT should be adopted.

Allow students to demonstrate they are competent in each
element of a competency.
Students should not be required to demonstrate competence in
every performance criteria that is identified in an element of
competence. Demonstrating competence within a sample of
55
these performance criteria is considered sufficient, in most cases.
Do not assess performance criteria in isolation from each other.
Guideline 4 Competence should be recognised no matter how, where or

when it was acquired.
Students should not have to undertake parts of a course of stùdy
if they can demonstrate they already possess the necessary
competencies.
Allow students to attempt a challenge test to demonstrate they
have the necessary knowledge and skills prior to undertaking a
given module.
Specific Example: Appendix 4:
Guideline 5: A system of recording assessment information shoùld be

adopted that is easy to manage and access.
Computerised management systems can provide up-to-date
records of student progress through a course of study. These are
particularly valuable in a student self -paced learning
environment.
Give students their own hard copy record of current assessment
information detailing their progress.
Let students have ready access to the competencies they have
attained within a course of study.
Develop different methods of recording assessment information,
including computer -based records and individual student files.
Guideline 6: Assessment practices should match, as closely as possible, what

happens on-the-job.
Where possible, assess students on-the-job. This allows them to
demonstrate the practical knowledge, skills and attitudes that are
required in the workforce.
If it is not possible to assess on -the -job, select assessment
methods that most closely match on -the -job conditions. This is
achieved by using simulations or by undertaking projects that
reflect on-the-job tasks.
Do not use written assessment activities if practical assessment
methods are more appropriate.
56
Guideline 7: Students should be encouraged to monitor their own learning
in CBT.
Encourage students to engage in continuous self - appraisal and
self- development.
Make self- testing available to allow students to see how well
they are progressing through a unit of study.
Enable students to undertake readiness tests prior to undertaking
major assessment activities.
For students undertaking self -paced learning, assessment is a
consultative process between assessor and students. Together
they decide when assessment should be conducted and what
preparation is needed. This allows students to progress at their
optimum rate through a course.
A computer - managed system allows easy administration,
marking and recording of assessment information. It also
provides students with immediate feedback on their performance
and access to assessment records.
When using student self -paced learning, give students á flexible
time -frame for completing assessment activities.
Guideline 8: Assessment practices should be in harmony with the broad

teaching and learning approaches employed in CBT.
Assessment practices only examine competencies covered in a
unit.
Written assessment practices, such as assignments, allow
students to relate answers to their own work situation.
Assessment is an integral component of the teaching and
learning process providing students with timely and meaningful
feedback.
Assessors employ a variety of different assessment practices, not
only those which are easy to administer or those with which they
are familiar.
Assessment is a time- consuming process and students are not
encouraged to undertake assessment practices unless they are
prepared, since regular negative feedback only serves to
discourage students.
57
Guideline 9: Assessment practices in CBT should be just and equitable.
Assessors ensure that assessment practices are appropriate for
the skills and knowledge being assessed.
Assessors do not judge a student's personality but focus on what
students can do.
Cut -off `scores' determining competency are not arbitrarily set,
but reflect the skills and knowledge being taught.
Assessment practices are used to enhance student motivation.
Teachers listen to students' concerns about teaching, learning
and assessment and act on them where appropriate.
58
References
Australian Education Council Review Committee. (1991). Young People's

Participation in Post Compulsory Education and Training, Canberra, AGPS.
Blackmore, J. (1988), Assessment and Accountability. Geelong, Deakin University

Press.
Broadmeadows College of TAFE. (1990). Recognition of Prior Learning Ford/

TAFE Articulation Project.
Campbell, P.C. and Mender. B.R. (1988), Procedures for Constructing and Using
Criterion- Referenced Performance Tests in Canadian Vocational Journal, Vol 23,
No.3, Nov 1987 and No.4, Feb 1988.
CommonwealthlState Joint Project Final Report. (1991), Western Australian New

Apprenticeship Scheme and Assessment System (NATAS), WA Department of
Employment and Training.
Confederation of Australian Industry. (1991), The Australian Vocational Education

and Training System- January 1992, Confederation of Australian Industry.
Costa, N.A. (1991), Recognition of Prior Learning: Some Pertinent Issues BEVFET
(Unpublished).
COSTAC. (1990), A Strategic Framework for the Implementation of a

Competency -Based Training System, Canberra, AGPS.
Department of Education, South Australia. (1989), Student Assessment Adelaide.
Department of Education, Queensland (1990), P -10 Assessment Framework,

Brisbane, (unpublished).
Ebel, R.L. ( 1971), Criterion Referenced Measurement: Limitations School Review,

No 79.
Foyster, J. (1990), Getting to Grips with Competency -Based Training and

Assessment Adelaide, TAFE National Centre for Research and Development.
Foyster, J. (1991), Getting to Grips with On- the -Job Competencies. Adelaide,
TAFE National Centre for Research and Development
Glasser, R. (1971), A Criterion- Referenced Test in Popham, W.J. (ed.), Criterion -

Referenced Measurement. An Introduction. New Jersey, Education Technical
Publications.
Hall, W. (1990), Summary and Challenges in Assessment and Standards in

Vocational Education and Training. Adelaide, TAFE National Centre for Research
and Development
Industrial and Training Commission. (1990), Competency -Based Training: A

Proposal for its Introduction in South Australia.
Martuza. V.R. (1977), Applying Norm Referenced and Criterion- Referenced

Measurement in Education, Allyn and Bacon.
Murphy, M. (1990), Competency -Based Training: COSTAC Working Party Report

in Assessment and Standards in Vocational Education and Training. Adelaide,
TAFE National Centre for Research and Development.
59
National Training Board. (1991), National Competency Standards. Policy and
Guidelines, Melbourne, NTB.
Nixon, N.J. (1990), Assessment Issues in Relation to Experienced Based Learning

on Placement within Courses in Bell, C. (ed.), World Yearbook of Education 1990.
Assessment and Evaluation, London, Kogan Page.
Rowntree, D. (1987), Assessing Students: How Shall we Know Them? London,

Kogan Page.
Rumsey, D.J. and Hawke, G.A. ( 1988), Competency -Based Assessment - A TAFE
Approach. Sydney, NSW Department of TAFE.
Schatten, J.S. (1988), Critique of Competency-Based Training vs Traditional

Teaching. University of British Columbia, (unpublished Master of Education
Thesis).
Scott, G. (1991), How Clever Are We ... In the Way We Train Our Workers?
Training and Development in Australia, Vo1.18 No.2, June.
State Training Board of Victoria. (1991), Competency -Based Training: Strategy for
the State Training System. State Training Board of Victoria Discussion Paper.
TAFE National Centre for Research and Development. (1990), Competency -Based
Training in TAFE, Adelaide, TAFE National Centre for Research and
Development.
The Australian TAFE Teacher. (1990), Achieving Competence, The Australian

TAFE Teacher, 3rd Quarter, 1990.
Thomson, P. (1986), Student Assessment: A Handbook for TAFE Teachers,

Adelaide, TAFE National Centre for Research and Development.
Thomson, P. (1990), What is Competence? Australian TAFE Teacher, 1st Quarter,

1990.
Thomson, P. (1991), Competency -Based Training: Some Development and

Assessment Issues for Policy Makers. Adelaide, TAFE National Centre for
Research and Development
Thompson, R. (1990), What is Clever about Competency -Based Training? in

Assessment and Standards in Vocational Education and Training. Adelaide, TAFE
National Centre for Research and Development.
VEETAC. (1991), Report of VEETAC Working Party on Recognition of Training.
VEETAC. (1991b). Manual /Guidelines for the Proposal of Competency -Based

Pilot Projects.
WA Department of Employment and Training. (1989), Apprentice Training The

New Assessment Scheme, WA Department of Employment and Training.
Wilson, HA. (1972), A Humanistic approach to Criterion- Referenced Testing,

National Assessment of Educational Progress, Denver.
60
Appendices
The following section draws together specific examples of good

assessment practices drawn from sites visited as part of this
research program.
61
Table of Specific Examples of Good
Assessment Practice in Competency
Based Training
GUIDELINE SOURCE OF SPECIFIC EXAMPLE
Guideline 1 Richmond College of TAFE
Guideline 2 Box Hill College of TAFE
Guideline 3 Stanwell Power Station
Guideline 4 Kellogg (Aust) Pty Ltd
Guideline 5 Petrie Mill
Guideline 6 Stanwell Power Station
Guideline 7 Box Hill College of TAFE
The examples used here represent examples of good assessment practice drawn from a small number
of sites that are currently undertaking CBT. The reader may wish to update or add to the examples of
good practice selected. This table has been designed to allow for this option..
62
Appendix 1 Detailed instructions should
be prepared which specify
clearly the performance,
conditions and standards
required for students to be
assessed as competent.
SPECIFIC EXAMPLE:
The following example shows how assessment details within a

CBT course can be clearly stated. Performances, conditions and
standards, the latter in the form of a 'To Pass' statement, are used
to highlight the assessment activities that have to be undertaken,
how they have to be completed and to what standard. These details
leave students in no doubt as to what is required for them to be
assessed as 'competent'.
s example is taken from Richmond College of TAFE which is

:
located 2 kilometres from Melbourne's Central Business

The College began delivering:.
vocational training courses in a
competency -based training (CBT) mode with student self -paced
learning in 1975. By 1981, all apprenticeship courses
:..... ....
.
at Richmoni
;
were being delivered in the CBT mode.
63
Richmond College of TAFE
DEPARTMENT: DESCRIPTION:
SM 71 W/S CONICAL VESSEL
PERFORMANCES
1: Fabricate a conical vessel froth stainless steel sheet.
CONDITIONS
A fully dimensional drawing must be supplied; together with a

fully operational TIG welding machine, grinding and polishing
equipment and all necessary reference information. The stainless
steel sheet Used must be 1.2mm in thickness.
TO PASS
1. The completed vessel must be accurate to within +1- lmm.
2. All TIG welds must have 100% penetration.
3. The inner surface of the vessel must be groung flush and

polished to provide a matt finish.
4. The other surface of the vessel must be ground flush and

polished to provide a mirror finish.
5. The other surface must be free from hammer marks and weld
'pitting'.
Reprinted with kind permission of Richmond College of TAFE
64
Appendix 2 Assessment practices in
CBT should be valid,
reliable and efficient.
SPECIFIC EXAMPLE:
The following example shows how assessment is completed on-

the-job using a patient from a veterinary practice. This assessment
practice brings together what students have been taught in a
module into an activity they are expected to be able to undertake
on-the-job. The form used is a typical example of a form used on-
the -job.
.............................................................................................................. ...............................
............................................................................................................. ...............................
This example is taken from Box Hill College o TAFE whit,', is
situated in the eastern suburbs of Melbourne, Victoria,
,a ppröz ätely 12 kilometres
re.e from the Central Business` District.
The Animal Studies Department at Box Hill College of TAFE has
been offering recognised training for Veterinary Nurses since
1975. It is the only TAFE college in Victoria to offer the
Advanced Certificate of Veterinary
................ Nursing, either internally or¡
externally
65
Practical Activity
1
Each student is expected to perform a systematic examination of a
patient and complete a report form as provided below.
OWNER DETAILS
Name
Address
Telephone
PATIENT DETAILS
Name Species Breed
Age Sex Colour
Last Vaccination Last Wormed

Date Date
Details Details
MAJOR COMPLAINT
Major Problems 1 2
3 4
How long has the patient been ill?

Is the patient's problem changing (worse, same, better)?
RELEVANT MEDICAL HISTORY

Appetite N( ) Ab( ) Details
Drinking N( ) Ab( ) Details
Urination N( ) Ab( ) Details
Defaecation N( ) Ab( ) Details
PRELIMINARY EXAMINATION
Level of consciousness N( ) Ab( ) Details
Respiration (character) N( ) Ab( ) Details
Pulse (character) N( ) Ab( ) Details
Mucous Membrane Colour N( ) Ab( ) Details
CRT <1sec( ) 1 -2sec( ) >2sec( )
Skin Return N( ) Ab( ) Details
Respiratory Rate /min
Pulse Rate /min
Temperature °C
Auscultation
Heart N( ) Ab( ) Details
Lungs N( ) Ab( ) Details
DETAILED EXAMINATION
Head General N( ) Ab( ) Details
Eyes N( ) Ab( ) Details
Ears N( ) Ab( ) Details
Oral Cavity N( ) Ab( ) Details
Neck Superficial Palpation N( ) Ab( ) Details

Movement N( ) Ab( ) Details
Chest Superficial Palpation N( ) Ab( ) Details
Abdomen Superficial Palpation N( ) Ab( ) Details

Deep Palpation N( ) Ab( ) Details
Palpation Movement
Forelimb Shoulder N()Ab() N( ) Ab(.)
Elbow N( ) Ab( ) N( ) Ab( )
Carpus N()Ab() N()Ab()
Toes N()Ab() N()Ab()
Hindlimb Hip N()Ab() N( ) Ab( )
Knee N( ) Ab( ) N( ) Ab( )
Tarsus N( ) Ab( ) N( ) Ab( )
Toes N( ) Ab( ) N( ) Ab( )
Reprinted with kind permission of Box Hill College of TAFE

66
Appendix 3 A `holistic' approach to
assessment in CBT should
be adopted.
SPECIFIC EXAMPLE:
The following example shows how students can be assessed on-

the-job using the actual elements of competence that make up a
specific task. While all of the performance criteria for each
element of competence are not specified and individually assessed,
input from key people on -the -job, including students, ensure that
these performance criteria have been taught.
................
This example is taken from Statrwè owes Station whit is:` `<
situated 28 .kilo west of amptön, ueenslanç The
station is presently under a construction
.:
:
schedule w will,:
> > :: .:>;: ;, ;;ï :>:;:;
::> :;
achieve commercial load in 1993. It is currently
;
l industrial itii'ëct' with a construction ;

' that
<;;
is
..... .
expected g peak in 1992 at an estimated 1200 workers. The

ion is expected to become fully operational in 1996 when it will
be capable of producing 1400 megawatts of electricity
67
o
00
STANWELL SKILLS DEVELOPMENT PROGRAMME - CONSTRUCTION FORMWORK & APPRENTICESHIP COURSE (CN 208)
KNOWLEDGE OR SKILL Date(s) Events Mode of Training Date Competency COMPETENCY VERIFIED
Encountered Off-the-job On-the-job Recognised Learner's Employer's Trainees Training Consultant's
Initials Initials Initials Signature
Concrete loading to formwork

Interpreting formwork drawings
Formwork construction
methods - walls
Formwork construction
methods - columns
Calculations of formwork
materials
Construction of column
formwork
Erection of column formwork
Strutting bracing column
formwork
Construction of wall forms
Erection of wall forms
Strutting bracing wall forms
fitting tension ties form
Alignment of formworking
Reprinted with kind permission of Stanwell Skills Development Programme

Appendix 4 Competence should be
recognised no matter how,
where or when it was
acquired.
SPECIFIC EXAMPLE:
The following example shows how employees can demonstrate

that they have the required knowledge and skills to use through job
classifications without having to undertake additional training.
Assessment criteria are freely available and clearly specified to
employees prior to them undertaking any formal assessment.
is example is taken from Kellogg (Aust) Pty Ltd which is a

ajo producer of breakfast cer!ëi is It as. operated in Austr
since ;l 4 and moved to its present site in Botany, ydney it
1928. It presently has a workforce in Australia of more than 900
.
people.
........................
................
69
COMPETENCY BASED TEST - RAW MATERIAL
AIM - this test is to reclassify people from 11 to 11b. The test is only to be used to overcome a dispute in the
transitional classification system. The test will take place on the job and has been broken up into three main
areas of competency
AREA 1 RAW MATERIALS RECEIVING Time allowed -11/2 hours
Assessment Check List YES NO REMARKS
Identify raw material
Handle and store raw

materials
Identify where raw materials

are to be stored
Detect contaminated/
damaged materials
Match delivery dockets with

materials coming in
Match delivery dockets with

Pallet moving dockets
Systematic rotation
Conduct stocktake
AREA 2 SUPPLY RAW MATERIALS TO PROCESSING Time allowed -1 hour
Interpret production schedule
Determine priorities
Identify raw materials
Handle and store materials in

correct place in safe manner
Reprinted with kind permission of Kellogg (Aust) Pty Ltd

70
COMPETENCY BASED TEST - RAW MATERIAL
AIM - this test is to reclassify people from 11 to 11 b. The test is only to be used to overcome a dispute in the
transitional classification system. The test will take place on the job and has been broken up into three main
areas of competency
AREA 3 SUPPLY RAW MATERIALS TO PACKAGING Time allowed -1 hour
Interpret production schedule
Determine priorities
Handle and store materials in

correct place in safe manner
ELEMENT OF COMPETENCY PERFORMANCE CRITERIA ASSESSMENT CRITERIA
Transfer raw materials from the Raw materials transferred to Identify raw material
truck to inside storage designated location Handle and store raw
Faulty materials detected and materials
reported according to Identify places where raw
company procedure materials are to be stored
Paper work kept accurately Detect contaminated/
Rotation of stock according damaged materials
to storage plan Report faults
Stocktake is accurately Match delivery dockets with
completed pallet moving dockets
Systematic rotation
Conduct stocktake
Control of raw materials Raw materials controlled Interpret production schedule
within hygiene and company Determine priorities
requirements so they are
available according to
production schedule Handle and store materials in
requirements ensuing correct place in a safe manner
Materials are transferred and
held according to schedule
Materials are identified and
handled according to
company standards
71
Appendix 5 A system of recording
assessment information
should be adopted that is
easy to manage and
access.
SPECIFIC EXAMPLE:
Case studies highlight that computerised record keeping systems

are particularly well suited to handling student data. However, the
following example shows a section of a useful manual record -
keeping system that allows trainers and students to have an on-
going record of progress through the modules within a course.
s: eïámpi is rom:re. Mill iich is on'tl e

of the River 30 kilometres north of Brisbane.' It
péçíäisës iïï production of cartonboard that is used in the
packaging oif a wide range of consumer goods. Ìt is Austral
................
....................
....................
....................
....................
only coated ëärtoïtx manufacturer, and one of six mills:
operated by APM. The mill opened in 1957 w an annu output
of 5 U00 torales bnf today produs,es iIS 000 toriïi
::.....:.......
Approximately 75 r cent of the material used at the mill is
recycled industrial, office and household paper products. while 75
:: per of the wafer Is also recycled The mill cuire has a
orcë;o
72
CERTIFICATE IN PULP AND
PAPER MAKING TECHNOLOGY
STUDENT PROGRESS CHART
Name
Date
Training Officer
Mill
Reprinted with kind permission of Petrie Mill and Box Hill College
of TAFE
73
Certificate in Pulp and Papermaking
Technology
Student Progress Chart
Module 1 The Industry
1. The History of Paper Development 4. Resources
ASSIGNMENT UNIT TEST ASSIGNMENT UNIT TEST

Date Out Date Sat./ Date Mark % Date Out Date Sat./ Date Mark %
Returned Unsat. Returned Unsat.
C O M M E N T COMMENT C O M M E N T COMMENT
.......... .. ..... ......................

................... . ...............
2 Paper Products and Grades 5. The Envirorime

.............................................
..............................................................................
............................... .........................
.............. ..... ..................................
..................................
3. The Production Process 6. Health and Safety and Industrial
Relations
.........................
............................

74
Module 2 Resources
.................
.................
-:m::::::::::: : :::::::
1. Wood res:;Procuremen 4. Chemicals and Water Resources

Chipping
C O M M E N T COMMENT COMMENT COMMENT
2. Wood Fibres: Structure, Properties''

..........
...... ... : ...:
......... ........................
......................................
and a culat ons
.
..::....
............
.::::.
.
.. ....................
......... ......... .
......................::::
........
5. Energy: Types and Requirements

3. tJc- -Wood and Seron Fibres '6 Labour in the Industry

t::::::::$:;2%F::'t:Q:t/ .°:t>::::'i:%;;:;.:::
7. Production
ASSIGNMENT UNIT TEST

Date Out Date Sat./ Date Mark %
Returned Unsat.
C O M M E N T COMMENT
75
TRAINING OFFICER
VERIFICATION STATEMENT
To the best of my knowledge, the enclosed Student Progress Chart

is a true and accurate record of the performance of
in the Certificate in Pulp and Papermaking Technology.
Training Officer
Date
of TAFE
76
Appendix 6 Assessment practices
should match, as closely as
possible, what happens on-
the -job.
SPECIFIC EXAMPLE:
The following example shows that simulations and projects that

reflect on -the -job situations can be used to assess the students'
ability to perform tasks on -the -job. This allows students to become
competent in tasks that they would not normally have the
opportunity to practice on -the -job.
['his example is taken from Stanwell

tanwell P Station which i.
situated 28 kilometres west of Rockhampton, Queensland. The
station is presently under a construction schedule w will
achieve commercial load in 1993. It s;.cun?lltl;y Qi
largest industrial project, with a construction wor' that is
expected to peak in 1992 at an estimated 1200 workers. The
station is expected to become fully operational in 1996 when it will
:;:.::..:
of róüüciñ g. 4OQ me g
:>
be ca .
of
77
Stanwell Skills
Development Programme:
Construction Formwork
Apprenticeship Course
(CN208)
PCJ -332 FORMWORK- SUSPENDED SLAB & BEAM
Calculate the quantity of timber formwork required for the

structure as shown by the drawing below.
Construction will be the same as that shown in the drawing of
Question 19.
The slab area is to be 5000mm x 3000mm and you are
requested to estimate the quantities and cost of the Bearers, joists
and formply only, for both side beams and slab.
Bearers 125 x 75 1500mm max. c -c Cost $470.00/1001m

Joist 125 x 50 450mm max. c -c Cost $311.00 /1001m
Formply 3000 x 1200 x 20m Cost $112.00 /sheet
oow
--
` {
1 ]
r
Y $
1 ;st
WO
.
uc77ow
S000 RV i
-- -- - -
///
1
Aso Ow
/
20 marks
Total marks 80
Reprinted with kind permission of Stanwell Skills Development

Programme
78
Appendix 7 Students should be
encouraged to monitor their
own learning in CBT.
SPECIFIC EXAMPLE:
The following example shows how students can be encouraged to

engage in self - assessment throughout a course. This example
demonstrates how answers to self - assessment questions can be
written to play an important role in the learning process.
s example is taken from Box hill College of TAPE which is

situated in the eastern suburbs of Melbourne, Victoria,
proximately 12 kilometres from the Central Business District.
The Animal Studies Department at Box Hill College of TAFE has
been offering recognised training for Veterinary Nurses since
1975 It is the only TAFE college in Victoria to offer the
Advanced Certificate of Veterinary Nursing, either internally or.
externally.
79
Self Evaluation Test
Introduction to Pharmacology
Total Marks = 22 Pass = 19.5+
1. Please complete the following statements:
(a) the task of recommending restricted substances is referred to as
(b) the task of repackaging and labelling restricted substances is referred to as
(c) the chemical or scientific name of an agent is referred to as the

name
(d) the conditions or diseases in which an agent is used are referred to as the
(e) the conditions or diseases in which the use of an agent is not recommended are referred to as the
(f) adverse or undesirable effects which may occur as a result of administering an agent are
referred to as
2. Please define the following abbreviations:

(a) u.i.d.
(b) q.i.d.

(a) application of agents to surfaces is referred to as
administration
ro) administration of agents through the respiratory tract is referred to as
administration
(c) administration by injection is also referred to as
administration
(d) three (3) methods of injection are
1.
2.
3.
4. List two (2) advantages and two (2) disadvantages of administration by the routes listed:
ADVANTAGES DISADVANTAGES
oral 1. 1
2. 2
subcutaneous 1 1
2. 2
intravenous 1. 1
2 2

(a) the organ primarily responsible for transformation or detoxification of chemicals is the
(b) the organ primarily responsible for excretion of chemicals is the
80 Reprinted with kind permission of Box Hill College of TAFE

Appendix 8 Assessment practices
should be in harmony with
the broad teaching and
learning approaches
employed in CBT.
SPECIFIC EXAMPLE:
The following example is an assignment from the Pulp and

Papermaking Technology Certificate. This allows students to
relate concepts they have been taught in the course to their specific
work situations. In this way, students can make sense of ideas
which may otherwise have little value.
............................................... ...............................
............................................. ...............................
This example is en. front Petrie Mill...............................
.........................................
........................................ <wx ch s situated on the
...............................
.........................................................
.......................................................... ...............................
...............................
banks of the North Pine River, 30 kilometres
..................................................
............... ................................ nortl of ;Bris
...............................
...............................
................ .................................. ...............................
It
specialises in the dpçttoii of cartonboard
........................................:....... that s used <i
............................................................................:...:
................................................... ...............................
...............................
n the
kaging of a wide range of consumer goods ft is Australia's
y coated cartonboard manufacturer, and one of six m
rated by APM. The mill opened in 1957 with an am output
of 25 000 tonnes but today produces 115 000 tonnés
Approximately 75 per cent of the material used at hE mill is
recycled industria office and household paper products ;wh 75
per cent of the water is also recycled. The mill currently has a
workforce of 400
81
Assignment
1. What wastes does your mill discharge, and to where are they
discharged?
2. Describe briefly the overall effect of your mill on the

environment, including raw materials, noise, appearance, odour,
discharges.
3. List the complaints you have heard of from the local community
and give your opinion of whether or not they are justified.
4. What are the major steps taken by your mill to reduce the
discharge of pollutants?
5. Describe briefly, the licences and restrictions on the operation of

your mill with regard to the disposal of liquids, solids and
gaseous emission.
of TAFE
82
Appendix 9 Assessment practices in
CBT should be just and
equitable.
SPECIFIC EXAMPLE:
The following example shows how students' opinions and

concerns about a course can be sought through a questionnaire.
This is done in an effort to enrich the teaching practices and
learning materials and to improve the assessment process.
This example is taken.:..

from Petrie Mill which is situated on the
banks of the North Pine: River, :30 kilometres north óf Brisbane It
specialises in the production of cartonboard that is used in the
P.:::>
<
8 g of..a;wide;ráñe:ofcoitsüirier
packaging '
:>::«:
oods. f< :>::>
g<:: is
.::::::::::::::<;:;:;:<::::_::>::
:::»::;:::;::<:>
only coated cartonboard manufacturer, and one of s;x mill
a ,
ö` ìátëd b; Y
<ÄPM
APM. Thee;mill»Pe opened
e m ;; :;
óf 25 000 tonnes but today produces 115 000 tóYUVes:
äri:` ú oü
;> .
<:>::
<' Approximately 75 per cent of the material used at the mill is

;ï ;>;
recycled industrial, office and household paper products, while 75;<.
per
Pe cent of the: water is also recycled. The mill currently has a ;:.;.
::
.
workforce
.. of
..... 400.
... .....
..... ... .... .... ..........
....... ... ......
... ...
...... ..
........ . .....
.. . ....
.
.
....
...
......... ...
....................
83
Student Questionnaire
Module 1, Unit 5, The Environment
This questionnaire refers to the materials produced for the Certificate in Pulp and Papermaking Technology
Course. The aim of this questionnaire is to assist us in the development of the training materials. Please answer
all questions.
1. Did you find the objective statements in this unit: 10. The test questions in the unit test were:
(a) easy to understand O (a) very hard 0
(b) difficult to understand O (b) hard 0
(c) easy 0
2. Did you find the unit: (d) too easy O
(a) easy to read O
(b) difficult to read O 11. The unit test was:
(a) too long O
3. The amount of information contained in this unit is: (b) just right O
(a) too much 0 (c) too short O
(b) just right O
(c) not enough 0 12. On average, how many times did you attempt the unit test
before you obtained 80% mastery?
4. Did you find the work in this unit: (a) 1 0

(a) interesting p (b) 2 a
(b) uninteresting O (c) 3 t7
(d) 4 or more times 0
5. Generally, the unit was:
13. Please fist some of the positive points about this unit
(a) very boring O
(b) boring O
(c) interesting_ O
(d) very interesting O
14. Please fist some of the negative points about this unit.
6. How long did it take you to complete this unit? (hours) O
7. Did you attempt the challenge test? Yes O

15. Please suggest any improvements that can be made to this
No 0
unit.
8. Did you find the assignment:
(a) very difficult to complete O
(b) difficult to complete 0
(c) easy to complete O 16. Did the information contained in the unit relate to your work
environment? Yes 0
9. Did you find the self-help questions were: No p
(a) very difficult to understand 0 If not, state why?
(b) hard to understand 'J
(c) easy to understand 'J
Thank you for answering this questionnaire.
Reprinted with kind permission of Petrie Mill and Box Hill College of TAFE
V. R. Ward, Government Printer, Queensland -1991

84 130033 _

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Assessment Models appropriate for ' 5

Competency -Based Training and their

The author would like to acknowledge the contributions of the

The project's steering committee provided invaluable advice and

Mr John Dungan of the Office of VETEC provided constant advice

Section 2 Assessment and CBT: Some Emerging

Section 3 Case Studies: Assessment and CBT in

Section 4 Conclusion: Discussion of Findings 51

Section 5 Some Assessment Guidelines

Appendix 1 Detailed instructions should be prepared which

Appendix 2 Assessment practices in CBT should be valid,

Appendix 3 A 'holistic' approach to assessment in CBT should

Appendix 4 Competence should be recognised no matter how,

Appendix 5 A system of recording assessment information

Appendix 6 Assessment practices should match, as closely as

Appendix 7 Students should be encouraged to monitor their

Appendix 8 Assessment practices should be in harmony with

Appendix 9 Assessment practices in CBT should be just and

This paper is the final report of the national competency -based

Recommendation 2 The NTB be requested to review its definition of `competence' to

Recommendation 3 The concerns of employers and students in having excellence

Recommendation 4 The feasibility of adopting some form of student profiling as a

Recommendation 5 Further research should be undertaken into the feasibility of

The paper also details some suggested practices within each

This paper is the final report of the national competency -based

WHAT IS COMPETENCY - A cross - section of definitions of CBT from the literature

The definition shows that CBT focuses on the outcome of training

Hall (1990), in his summary of the 1990 Conference 'Assessment

This definition signifies the underlying characteristics of

The Characteristics of When compiling statements about competence there is general

The NTB is presently endorsing national standards, developed by

Industry: Tourism (Kitchen Stream)

Unit: Clean and maintain equipment and premises

Clean and store equipment Chemicals correctly selected and

Source: The National Training Board Ltd, National Competency

Competency is also described as being comprised of a number of

Consequently, it is accepted in the literature that individual

Source: D J Rumsey & G A Hawke - Competency Based Testing - A

The issue surrounding which aspects of competence should be

WHAT IS ASSESSMENT? Assessment is an integral component of education and training. It

As such, the underpinning role of assessment under CBT, as

PRINCIPLES OF GOOD It is acknowledged, by the South Australian Department of

involve tasks and activities which serve the technical

In addition to the broad guidelines, it is also important that

From these principles of desirable assessment practice and from

These principles of good assessment practice will now be

Criterion- Referenced Assessment

In contrast to this, within norm- referenced assessment, the

If CRA is to be used with any confidence, these criticisms must be

The TAFE National Centre for Research and Development (1990)

Holistic Approach to Assessing Competence

Specifying Competency and Accompanying Standards

Assessing to Industry Standards Using Work -Based

Teachers and Trainers

On- the -Job Supervisors

However, as noted by Murphy (1990), agreed processes will be

Foyster (1991) suggests that the present skill level of on-the-job

Recognising Competence No Matter How, When or

Recognising prior learning in terms of competencies held makes

Student Self- Assessment

describing the intentions behind a particular assessment item;

Just and Equitable Assessment Practices

SETTING THE SCENE