Evidence analysis VET Quality Framework

Transcription

1 Evidence analysis VET Quality Framework ORGANISATION DETAILS Organisation s legal name Kirana Training Pty Ltd Trading name/s Kirana Training Pty Ltd RTO number (if any) REVIEW DETAILS Type of review Reconsideration Audit number Date evidence received 28/10/2015 Date review conducted 20/11/2015 REVIEW TEAM Reconsideration officer Review officer Technical adviser/s n/a Bert Hese n/a SCOPE OF REVIEW Code Training Product Mode/s of delivery/assessment* BSB50215 Diploma of Business mixed and online CHC30113 CHC50113 Certificate III in Early Childhood Education and Care Diploma of Early Childhood Education and Care mixed mixed CHC30212 Certificate III in Aged Care mixed SIR30212 Certificate III in Retail Operations mixed SIR40212 Certificate IV in Retail Management mixed TLI21210 Certificate II in Driving Operations mixed TLI31210 Certificate III in Driving Operations mixed TLI21610 Certificate II in Warehousing Operations mixed TLI41810 Certificate IV in Warehousing Operations mixed *Apprenticeship, Traineeship, Face to face, Distance, Online, Workplace, Mixed, Other (specify) FINDING FOLLOWING EVIDENCE REVIEW Finding as at 23/11/2015: Compliant The level of non-compliance considers the potential for an adverse impact on the quality of Page 1 of 28

2 training and assessment outcomes for students. If non-compliance has been identified, this analysis describes evidence of the non-compliance. Clause 1.1 FINDING: Compliant Outstanding non-compliance: The RTO provided the following evidence: o training and assessment strategies for the following qualifications: BSB40315 Certificate IV in Customer Engagement BSB50215 Diploma of Business BSB41415 Certificate IV in Work Health and Safety CHC30113 Certificate III in Early Childhood Education and Care CHC50113 Diploma of Early Childhood Education and Care CHC30212 Certificate III in Aged Care SIR30212 Certificate III in Retail Operations SIR40212 Certificate IV in Retail Management TLI21210 Certificate II in Driving Operations TLI31210 Certificate III in Driving Operations TLI21610 Certificate II in Warehousing Operations, and TLI41810 Certificate IV in Warehousing Operations. o Employer Handbook: Handbook to being an Effective Workplace Coach The RTO provided training and assessment strategies for the on-line delivery mode of the following qualifications: o BSB50207 Diploma of Business o CHC30113 Certificate III in Early Childhood Education and Care, and o CHC Diploma of Early Childhood Education and Care The unsupervised activities component forms a significant part of the courses. The training and assessment strategies do not provide a sufficiently detailed framework for the unsupervised activities component for the following courses: o BSB50215 Diploma of Business o CHC30113 Certificate III in Early Childhood Education and Care o CHC50113 Diploma of Early Childhood Education and Care o CHC30212 Certificate III in Aged Care o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Management o TLI21210 Certificate II in Driving Operations o TLI31210 Certificate III in Driving Operations o TLI21610 Certificate II in Warehousing Operations, and o TLI41810 Certificate IV in Warehousing Operations. The RTO provided modified training and assessment strategies for BSB50215 Diploma of Business, SIR30212 Certificate III in Retail Operations, SIR40212 Certificate IV in Retail Management to include the following activities for unsupervised activities : Students are encouraged to devote at least? hrs/day,? days/wk to do task/tasks listed below (exact number of hours and days are reflected in each training and assessment strategy: Regular work duties incorporating skills and knowledge acquired from the course Self-paced reading, highlighting of important details Complete written assessment tasks Internet research Complete assigned projects Review notes taken during lectures Replay taped lectures and discussions Page 2 of 28

3 Review facts related to course Watch course related DVDs Practice knowledge and skills required for this program to master the skill Request for trainer support Request for admin/student support services. However, there is not sufficient evidence of the framework for the self-paced reading, internet research and course related DVDs. Furthermore, the training and assessment strategies do not indicate that the lectures and discussions are to be taped and that the tapes are available for students to replay. It is not clear as to the distinction between regular work duties incorporating skills and knowledge acquired from the course and practice knowledge and skills required for this program to master the skill. It is not clear the distinction between review notes taken during lectures and review facts related to course. The RTO provided modified training and assessment strategies for CHC30113 Certificate III in Early Childhood Education and Care, CHC50113 Diploma of Early Childhood Education and Care, CHC30212 Certificate III in Aged Care, TLI21210 Certificate II in Driving Operations, TLI31210 Certificate III in Driving Operations, TLI21610 Certificate II in Warehousing Operations and TLI41810 Certificate IV in Warehousing Operations to include the following activities for unsupervised activities : Students are encouraged to devote at least? hrs/day,? days/wk to engage in independent study and do task/tasks listed below (exact number of hours and days are reflected in each training and assessment strategy: Self-paced reading, highlighting of important details Complete written/online learning and assessment tasks Internet research Complete assigned projects Review notes taken during lectures Replay taped lectures and discussions (not included in CHC50113 Diploma of Early Childhood Education and Care TAS) Review/Memorise facts related to course Watch course related DVDs (and /online clips ie NQS-PLP e-learning videos) [for CHC30113 and CHC50113] Practice course relevant skills Request for and engage with trainer support Request for and engage with admin/student support services. However, there is not sufficient evidence of the framework for the self-paced reading, internet research and course related DVDs. Furthermore, the training and assessment strategies for CHC30113 Certificate III in Early Childhood Education and Care, CHC30212 Certificate III in Aged Care, TLI21210 Certificate II in Driving Operations, TLI31210 Certificate III in Driving Operations, TLI21610 Certificate II in Warehousing Operations and TLI41810 Certificate IV in Warehousing Operations do not indicate that the lectures and discussions are to be taped and that the tapes are available for students to replay. It is not clear the distinction between review notes taken during lectures and review/memorise facts related to course. In addition, it is not clear which activities are for the classroom based learning and which are for the unsupervised activities. For example, in relation to the training and assessment strategy for CHC30212 Certificate III in Aged Care, a number of DVDs are listed in the training activities of the weekly schedule for the classroom learning. It is not clear if the DVDs listed are for the unsupervised activities that includes watch course related DVDs or whether there are additional DVDs to be watched. The on-the-job and workplace learning/coaching components form a significant part of the courses. The training and assessment strategies do not provide a sufficiently detailed framework for the on-the-job and workplace learning/coaching components for the following courses: o BSB40315 Certificate IV in Customer Engagement, and o BSB41415 Certificate IV in Work Health and Safety. For example, it is not clear if it is a requirement for the on-the-job learning to develop a Page 3 of 28

4 professional network as the training and assessment strategies specify that it is encouraged. The training and assessment strategies do not include a clear framework on how the experiencebased learning activities such as job tasks and practice, projects, meetings workshops, reading organisational documents and online resources meet the training package requirements for the relevant qualifications. It is not clear if it is a requirement for the on-the-job learning to do the projects listed as the training and assessment strategies specify that projects could include. Furthermore, it is not clear how the projects meet the training package requirements for the relevant qualifications. It is not clear if it is a requirement for the workplace coaching to identify key colleagues who will likely influence the work that they do and be support for their development as the training and assessment specify that students should. Although the RTO provided an Employer Handbook: Handbook to being an Effective Workplace Coach, the Handbook is a general document and the RTO does not provide a sufficient framework for how students engaged in the workplace learning/coaching component of the course meet the training package requirements for the relevant qualifications. The training and assessment strategies for the following qualifications have been amended to include the resources required by the relevant training package: o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Management o TLI21610 Certificate II in Warehousing Operations o TLI41810 Certificate IV in Warehousing Operations o TLI21210 Certificate II in Driving Operations, and o TLI31210 Certificate III in Driving Operations. The training and assessment strategies for TLI21210 Certificate II in Driving Operations and TLI31210 Certificate III in Driving Operations include, as an entry requirement, that students must hold the relevant licence. The training and assessment strategies for the following qualifications have been amended to list the correct trainers and align with the trainer matrix: o BSB40315 Certificate IV in Customer Engagement o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o CHC30113 Certificate III in Early Childhood Education and Care o CHC50113 Diploma of Early Childhood Education and Care o CHC30212 Certificate III in Aged Care o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Management o TLI21210 Certificate II in Driving Operations o TLI31210 Certificate III in Driving Operations o TLI21610 Certificate II in Warehousing Operations, and o TLI41810 Certificate IV in Warehousing Operations. The training and assessment strategies and practices, including the amount of training they provide, for the following qualifications are not consistent with the requirements of training packages and do not enable each learner to meet the requirements for each unit of competency in which they are enrolled: o BSB40315 Certificate IV in Customer Engagement o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o CHC30113 Certificate III in Early Childhood Education and Care o CHC50113 Diploma of Early Childhood Education and Care o CHC30212 Certificate III in Aged Care o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Management o TLI21210 Certificate II in Driving Operations o TLI31210 Certificate III in Driving Operations o TLI21610 Certificate II in Warehousing Operations, and Page 4 of 28

5 o TLI41810 Certificate IV in Warehousing Operations. The RTO is not compliant with Clause 1.1. Analysis of evidence: The organisation provided the following evidence as part of the reconsideration application : BSB50215 Diploma of Business (Note: not BSB50207 Diploma of Business) Training and Assessment strategy for BSB50215 Diploma of Business version 5 Classroom based delivery. Training and assessment strategy for BSB50215 Diploma of Business version 2 Online delivery. CHC30113 Certificate III in Early Childhood Education and Care Training and Assessment Strategy CHC Certificate III in Early Childhood Education and Care Online delivery Version 2. Training and Assessment Strategy CHC30113 Certificate III in Early Childhood Education and Care Mixed mode of delivery. Version 5.1. CHC Diploma of Early Childhood Education and Care Training and Assessment Strategy for CHC50113 Diploma of Early Childhood Education and Care Online delivery version 3.1. Training and Assessment Strategy CHC50113 Diploma of Early Childhood Education and Care Mixed mode of delivery Version 5. CHC30212 Certificate III in Aged Care Training and Assessment strategy for CHC30212 Certificate III in Aged Care mixed mode of delivery Version 5 current. SIR30212 Certificate III in Retail Operations Training and Assessment strategy for SIR30212 Certificate III in Retail Operations Employment based delivery Version 5 current. SIR40212 Certificate IV in Retail Management Training and Assessment strategy for SIR40212 Certificate IV in Retail Management, Employment based delivery Version 4 current. TLI21210 Certificate II in Driving Operations Training and Assessment strategy for TLI21210 Certificate II in Driving Opertions (Medium Freight Stream) mixed mode of delivery Version 5 current. TLI31210 Certificate III in Driving Operations Training and Assessment strategy for TLI31210 Certificate III in Driving Operations, mixed mode of delivery Version 5 current TLI21610 Certificate II in Warehousing Operations Training and Assessment strategy for TLI21610 Certificate II in Warehousing Operations mixed mode of delivery Version 5 current. Page 5 of 28

6 TLI41810 Certificate IV in Warehousing Operations Training and Assessment strategy for TLI41810 Certificate IV in Warehousing Operations mixed mode of delivery Version 5 current. BSB40312 Certificate IV in Customer Contact Training and Assessment strategy for BSB40315 Certificate IV in Customer Engagement, Employment based delivery Version 5 current. BSB41412 Certificate IV in Work Health and Safety Training and Assessment strategy for BSB41415 Certificate IV in Work Health and Safety Employment based delivery Version 5 current. The reconsideration evidence provided by the organisation demonstrated compliance against the requirements of this clause. Clause 1.3 FINDING: Compliant Outstanding non-compliance: The RTO provided the following evidence: o Training and assessment strategy for BSB41412 Certificate IV in Work Health and Safety o Sample of learning materials for BSB40312 Certificate IV in Customer Contact o Training Services Contract with Cubic Transportation Systems (Australia) Pty Ltd (Cubic) for BSB40315 Certificate IV in Customer Engagement signed and undated o Workplace Resource Checklist with Stationery Wholesalers for BSB40315 Certificate IV in Customer Engagement, signed and dated 23/6/2015 o Training Services Contract with Ravese Pty Ltd (Kindalin) for CHC30113 Certificate III in Early Childhood Education and Care, signed and dated, 30/3/2015 o Work Placement Agreement with The Learning Tree for CHC30113 Certificate III in Early Childhood Education and Care, signed and dated by RTO 18/5/2015 o Work Placement Agreement with Bass Hill Early Learning Centre for CHC50113 Diploma of Early Childhood Education and Care, signed and dated 18/2/2015 o Workplace Resource Checklist with NBCA-Cooinda for Early Childhood Education and Care qualifications, signed and dated 16/7/2015 o Workplace Resource Checklist with Uniting Care Mirinjani for CHC30212 Certificate III in Aged Care, signed and dated 14/7/2015 o Industry Engagement policy and procedure The RTO did not provide any learning materials for the following qualification: o BSB41412 Certificate IV in Work Health and Safety Although the RTO advised in the rectification response that it has no current employment based enrolments (traineeships), the RTO is required to have learning materials. The resource list in the training and assessment strategy includes a Learner Guide. No learner guides or any training material has been submitted. The RTO provided learning materials that have been contextualised to meet the requirements of students employed by Cubic Transportation Pty Ltd for the following qualification: o BSB40312 Certificate IV in Customer Contact The RTO provided a signed Training Services Contract with Cubic Transportation Systems (Australia) Pty Ltd (Cubic) to demonstrate that the RTO has access to the facilities, equipment and resources to meet the relevant training package requirements for the following qualification: o BSB40315 Certificate IV in Customer Engagement The RTO provided a signed Work Placement Agreement with The Learning Tree to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package Page 6 of 28

7 requirements for the following qualification: o CHC30113 Certificate III in Early Childhood Education and Care The RTO provided a signed Work Placement Agreement with Bass Hill Early Learning Centre to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package requirements for the following qualification: o CHC50113 Diploma of Early Childhood Education and Care The RTO provided a signed Workplace Resource Checklist with Uniting Care Mirinjani to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package requirements for the following qualification: o CHC30212 Certificate III in Aged Care The RTO provided a revised Work Placement Agreement template that requires the RTO to ensure that all the necessary resources are available/accessible during the placement (page 4) and the RTO s signed declaration to verify that the training and assessment resources are available (page 9). The RTO also provided an Industry Engagement policy and procedure in relation to ensuring the availability of resources. The RTO advised in its rectification response that it has no current employment based enrolments (traineeships) for the following qualifications. : o BSB41415 Certificate IV in Work Health and Safety o SIR30212 Certificate III in Retail Operations, and o SIR40212 Certificate IV in Retail Management Consequently, it does not have any workplace agreements in place to be able to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package requirements. The provider did not demonstrate that it has learning resources to meet the requirements for each unit of competency for the following qualification: o BSB41412 Certificate IV in Work Health and Safety. The RTO is not compliant with Clause 1. Analysis of evidence: The organisation provided the following evidence as part of the reconsideration application : BSB41412 Certificate IV in Work Health and Safety Training Services contract Precision Industries. Training contract for Pharmacy 4 Less Pty Ltd. BSBWHS405 Contribute to implementing and maintaining WHS management systems Learner Guide. BSBWHS406 Assist with responding to incidents Learner Guide. The reconsideration evidence provided by the organisation demonstrated compliance against the requirements of this clause. Clause 1.4 FINDING: Compliant Outstanding non-compliance: The training and assessment strategies are not consistent with the requirements of the relevant training packages as detailed in Clause 1.1 of this audit report for the following qualifications: BSB50215 Diploma of Business Assessment does not meet the requirements of the relevant training packages and is not conducted in accordance with the principles of assessment and rules of evidence for the following qualifications: Page 7 of 28

8 BSB50215 Diploma of Business BSBCUS501 Manage quality customer service The RTO is not compliant with Clause 1.4. Analysis of evidence: The organisation provided evidence as part of the reconsideration application, that demonstrated compliance against clauses 1.1 and 1.8 for this qualification. The reconsideration evidence provided by the organisation demonstrated compliance against the requirements of this clause. Clause 1.5 FINDING: Compliant Outstanding non-compliance: The RTO provided the following evidence: o Industry engagement policy and procedure o Industry Consultation meeting form for Access rentals, signed and dated 28/5/2015 o Industry Consultation meeting form for Liebhern-Australia Pty Ltd, signed and undated o Industry Consultation meeting form for Liftrite Hire and Sales for Certificate IV in WHS, signed and undated The RTO provided evidence that it had engaged with industry representatives regarding its training and assessment practices for the following qualifications: o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o TLI21210 Certificate II in Driving Operations, and o TLI31210 Certificate III in Driving Operations. The RTO did not provide evidence to demonstrate that it had engaged with industry representatives regarding its training and assessment practices for the following qualifications: o CHC30113 Certificate III in Early Childhood Education and Care, and o CHC50113 Diploma of Early Childhood Education and Care. The RTO is not compliant with Clause 1.5. Analysis of evidence: The organisation provided the following evidence as part of the reconsideration application: CHC30113 Certificate III in Early Childhood Education and Care, and CHC50113 Diploma of Early Childhood Education and Care. Meeting minutes Early Childhood Education and Care Faculty Workshop Day 1 Wed 11 th May Meeting minutes Early Childhood Education and Care Faculty Workshop Day 2 Wed 12 th May Meeting minutes Early Childhood Education and Care Faculty Workshop Day 3 13 th May ECEC Faculty Workshop Action Plan May ECEC Faculty Workshop May 2015 Early Childhood Australia Membership certificate. ECEC Industry form Dr Fay Harding Macquarie Univesrsity Institute of early childhood. ECEC industry Form. Cassie Blair Browns Plains Village Square Child Care Centre plus. Numerious ECEC industry forms and ECEC record of conversationwith industry covering a range of topics relation to ECEC. Page 8 of 28

9 The reconsideration evidence provided by the organisation demonstrated compliance against the requirements of this clause. Clause 1.6 FINDING: Compliant Outstanding non-compliance: The RTO provided evidence that it had engaged with industry representatives for the following qualifications: o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o TLI21210 Certificate II in Driving Operations, and o TLI31210 Certificate III in Driving Operations The RTO did not provide evidence to demonstrate that it implements a range of strategies to ensure the industry relevance of its trainers and training and assessment practices, strategies and resources for the following qualifications: o CHC30113 Certificate III in Early Childhood Education and Care, and o CHC50113 Diploma of Early Childhood Education and Care. The RTO is not compliant with Clause 1.6. Analysis of evidence: The organisation provided the following evidence as part of the reconsideration application : CHC30113 Certificate III in Early Childhood Education and Care, and CHC50113 Diploma of Early Childhood Education and Care. Meeting minutes Early Childhood Education and Care Faculty Workshop Day 1 Wed 11 th May Meeting minutes Early Childhood Education and Care Faculty Workshop Day 2 Wed 12 th May Meeting minutes Early Childhood Education and Care Faculty Workshop Day 3 13 th May ECEC Faculty Workshop Action Plan May ECEC Faculty Workshop May 2015 Early Childhood Australia Membership certificate. ECEC Industry form Dr Fay Harding Macquarie Univesrsity Institute of early childhood. ECEC industry Form. Cassie Blair Browns Plains Village Square Child Care Centre plus. Numerious ECEC industry forms and ECEC record of conversationwith industry covering a range of topics relation to ECEC. The reconsideration evidence provided by the organisation demonstrated compliance against the requirements of this clause. Clause 1.8 FINDING: Compliant Outstanding non-compliance: BSB40315 Certificate IV in Customer Engagement BSBCUS402 Address customer needs Note: the superseded unit of competency, BSBCUS402B Address customer needs, was audited. However, the RTO was requested to provide assessment tolls for the current unit of competency, BSBCUS402 Address customer needs. The RTO provided the following evidence: BSBCUS402 Address customer needs assessment booklet Page 9 of 28

10 The assessment tools do not meet the requirements of the training package. Specifically: The assessment tasks do not gather evidence of the learner s ability to demonstrate oral communication and interpersonal skills associated with Performance Criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, and 3.2. The assessment tasks do not gather evidence of the learner s ability to demonstrate skills associated with the Performance Evidence which require evidence of the learner s ability to: Communicate effectively with customers Develop and maintain networks to support meeting customer needs and Identify potential difficulties in meeting customer needs and taking appropriate action The assessment tasks do not meet the assessment conditions which require assessment to allow demonstration of consistent performance in an environment that has the noise levels, production flow, interruptions and time variances that are typical of those experiences in the customer service field of work. It is not clear how these conditions will be met as the assessment tasks do not include practical tasks. The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: The assessment tasks do not gather sufficient evidence of oral communication and interpersonal skills required by the unit as they assess practical skills through written questions and activities that require the learner to theorise or describe strategies they would employ to communicate with others, rather than requiring the learner to demonstrate their ability to communicate with others. For example, Assessment Strategy 1 Questions Question 2 asks learners to write a list of the questions they would ask a customer to identify their needs, rather than requiring the learner to demonstrate their ability to communicate with customers to ascertain their needs. Furthermore, the only direct observation of practical skills is undertaken by the supervisor in the third party report, which is not sufficient, as third party reports are to be used as supplementary evidence only. It is not evident that the assessment tasks will gather sufficient evidence of competency appropriate to the AQF level of the qualification. For example, Assessment Strategy 6 Project 2 Question 2 asks learners to list examples of customer service situations they have encountered. The accepted answers for this question are dot points, which do not provide sufficient evidence to demonstrate a level of competency that is consistent with the skill requirements of an AQF level 4. BSBCUS403 Implement customer needs Note: the superseded unit of competency, BSBCUS403B Implement customer needs, was audited. However, the RTO was requested to provide assessment tolls for the current unit of competency, BSBCUS403 Implement customer needs. The RTO provided the following evidence: BSBCUS403 Implement customer needs assessment booklet The assessment tools do not meet the requirements of the training package. Specifically: The assessment tasks do not gather evidence of the learner s ability to demonstrate oral communication and interpersonal skills associated with Performance Criteria 2.1 and 2.4. Furthermore, the tasks do not gather evidence of interpersonal skills, as required by Performance Criteria 1.2, The assessment tasks do not gather evidence of the learner s ability to demonstrate skills associated with the Performance Evidence which require evidence of the learner s ability to: Access, interpret, apply and monitor customer service standards Demonstrate compliance with customer service system and standards Page 10 of 28

11 make contributions to improving or adapting customer service standards to better meet the needs of the organisation and the customers make adjustments to improve customer service procedures, including communicating with and encouraging staff coordinate and manage delivery of services and products to meet standards including: planning and implementing team work activities managing resources The assessment tasks do not meet the assessment conditions which require assessment to allow demonstration of consistent performance in an environment that has the noise levels, production flow, interruptions and time variances that are typical of those experiences in the customer service field of work. It is not clear how these conditions will be met as the assessment tools do not include practical assessment tasks. The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: The assessment tasks do not gather sufficient evidence of oral communication and interpersonal skills required by the unit as they assess practical skills through written questions and activities that require the learner to theorise or describe strategies they would employ to communicate with others, rather than requiring the learner to demonstrate their ability to communicate with others. For example, Assessment Strategy 1 Questions Question 8 asks learners to describe strategies they would employ to communicate information rather than requiring the learner to give a practical demonstration of their communication skills. Furthermore, the only direct observation of practical skills is undertaken by the supervisor in the third party report, which is not sufficient, as third party reports are to be used as supplementary evidence only. BSB50215 Diploma of Business BSBCUS501C Manage quality customer service Note: the superseded unit of competency, BSBCUS501C Manage quality customer service, was audited. However, the RTO was requested to provide assessment tolls for the current unit of competency, BSBCUS501 Manage quality customer service. The RTO provided the following evidence: BSBCUS501 Manage quality customer service assessor s guide The tools included written questions (Assessment Strategy 1) and 3 project tasks (Assessment Strategy 6) Validation, M Dunham, 15/1/2015 Single assessor tool The assessment tools do not meet the requirements of the training package. Specifically: The assessment tasks do not gather evidence of the learner s ability to demonstrate skills associated with Performance Criteria 1.1, 2.1, 2.2, 2.3 and Element 3. The assessment tasks do not gather evidence of the learner s ability to demonstrate skills associated with the Performance Evidence which require evidence of the learner s ability to: implement policies and procedures to ensure quality customer service monitor and assist teams to meet customer service requirements develop, procure and use human and physical resources to support quality customer service delivery The assessment tasks do not meet the assessment conditions which require assessment to allow demonstration of consistent performance in an environment that has the noise levels, production flow, interruptions and time variances that are typical of those experiences in the customer service field of work. It is not clear how these conditions will be met as the assessment tasks do not include practical tasks. Page 11 of 28

12 The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: The assessment tasks do not gather sufficient evidence of oral communication and interpersonal skills required by the unit as they assess practical skills through written questions and activities that require the learner to theorise or describe strategies they would employ to communicate with others, rather than requiring the learner to demonstrate their ability to communicate with others. For example, Assessment Strategy 6 Project, Task 2.b asks learners to write a report describing how they would communicate with others, rather than giving a practical demonstration of these skills. BSB41415 Certificate IV in Work Health and Safety For BSBWHS405 Contribute to implementing and maintaining WHS management systems and BSBWHS406 Assist with responding to incidents the RTO provided the following clustered assessment tools: Assessor s Guide BSBWHS405 Contribute to implementing and maintaining WHS management systems The assessment tools do not meet the requirements of the Training Package. Specifically: The assessment tools do not gather evidence of Performance Criteria 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2 The assessment tools do not gather evidence of the learner s ability to demonstrate skills required by the Performance Evidence such as: planning the Work Health and Safety management system (WHSMS) to incorporate return-to-work and injury management procedures and other elements relevant to the work area communicating and explaining WHS policy and the WHSMS to others to facilitate their contribution in developing, implementing and evaluating the systems implementing the plan evaluating WHS performance and communicating the outcomes reviewing and improving the WHSMS. BSBWHS406 Assist with responding to incidents The assessment tools do not meet the requirements of the Training Package. Specifically: The assessment tools do not gather evidence of Performance Criteria 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2 The assessment tools do not gather evidence of the learner s ability to demonstrate skills required by the Performance Evidence such as: communicating relevant WHS requirements clearly and accurately to individuals and parties providing first aid according to workplace procedures and processes reporting, notifying and documenting incidents, and meeting legislative requirements obtaining information about incidents using appropriate data collection techniques including: - information about actions and events leading up to, occurring during or after, an incident from those involved - identifying and accessing additional data investigating incidents including: - providing information and other assistance to investigators - using appropriate techniques to undertake inspections, interviews, simulations and timelines of actions and events as required - reviewing reports on incidents, injuries and illnesses - contacting relevant persons and authorities as required Page 12 of 28

13 - communicating and implementing recommendations from investigations. BSBWHS405 Contribute to implementing and maintaining WHS management systems and BSBWHS406 Assist with responding to incidents The assessment tools do not present as reliable, as they include incorrect information or insufficient information to enable assessment to be conducted consistently and reliably. For example: o The assessor instructions state this activity must be facilitated. Responses will vary considerably. Participants should be encouraged to present ideas and discuss their own work experience (p.18) and the learners are required to deliver a short presentation (p.19) which describe verbal components of the task, however, the task instructions on p.15 advise that the learner is required to write their response in the space provided. Furthermore, there is insufficient information available to assessors to assist with facilitating the assessment should there be a verbal requirement to the task. o Assessment Strategy 3 Activity states that the learner is required to work in small groups, where possible or in a simulated workplace. It is not clear what the intention of this instruction is or how the situation of working in a small group can be substituted for a simulated workplace. o The instructions for Assessment Strategy 3 Activity state that the task may be completed in small groups, but the instructions to the assessor do not provide sufficient information in regards to how a group assessment situation will ensure each learner will be determined competent on their own merits. o The trainer instructions state that the trainer can substitute the information session in Assessment Strategy 3 Activity for a role play, but there is no information provided to either the trainer or learner to support and adequately advise of the requirements of a role play should the trainer elect to use this alternative method of assessment. o There is no task defined for Assessment Strategy 5 Assessor Observation. o There is no assessment outcome recording instrument (such as an observation checklist) to record the outcomes of the presentations/role-plays of Assessment Strategy 3 Activity. The assessment tasks do not present as fair as they do not provide learners with all the necessary information to enable them to meet the requirements of the assessment. For example, there is no specified timeframe provided for the length of the presentation and the timing and delivery methods of the presentation are at your discretion as a trainer. The assessment tasks do not gather sufficient evidence of learner competency as they do not require learners to consistently provide practical demonstrations of skills required by the units. CHC30113 Certificate III in Early Childhood Education and Care and CHC Diploma of Early Childhood Education and Care For CHCECE005 Provide care for babies and toddlers and CHCECE007 Develop positive and respectful relationships with children the RTO provided the following evidence: Assessor s guide (clustered assessment with CHCECE003 Provide care for children) Photographic evidence of the ACT Early Childhood centre room CHCECE005 Provide care for babies and toddlers The assessment tools do not meet the requirements of the training package. Specifically: The assessment tools do not gather direct evidence of the learner s ability to demonstrate the skills required by the Performance Criteria. Rather, the tasks require learners to provide written responses outlining the methods and/or strategies they would employ to provide care for babies and toddlers, rather than provide a practical demonstration and the only direct observation of skills is recorded through third party evidence. The assessment tools do not meet the requirements of the Performance Evidence which require demonstrated evidence that the candidate has: Page 13 of 28

14 provided care to babies and toddlers developed a nurturing and securely attached relationship with at least three different babies and toddlers of varying ages supported the learning of at least three different babies and toddlers of varying ages; and performed the activities outlined in the performance criteria of the unit during a period of at least 120 hours of work The assessment conditions state that assessment must involve interactions with actual babies and toddlers under the age of 24 months under the supervision of an early childhood educator, but it is not clear how the assessment meets this requirement, as direct observation of skills is only recorded by the workplace supervisor and not the assessor. CHCECE007 Develop positive and respectful relationships with children The assessment tools do not meet the requirements of the training package. Specifically: The assessment tools do not gather direct evidence of the learner s ability to demonstrate the skills required by the Performance Criteria. Rather, the tasks require learners to provide written responses outlining the methods and/or strategies they would employ to develop relationships with children, rather than provide a practical demonstrate and the only direct observation of skills is recorded through third party evidence. The assessment tools do not meet the requirements of the Performance Evidence which require demonstrated evidence that the candidate has: communicated positively and respectfully and interacted effectively with at least three children assessed and responded appropriately to behaviours of concern encouraged children to respect similarities and differences between each other involved and encouraged children in decision-making and planning; and performed the activities outlined in the performance criteria of the unit during a period of at least 120 hours of work The assessment conditions state that assessment must be demonstrated in a regulated education and care service. It is not clear how the tools will ensure this requirement is met, as it is not evident that there is direct observation of skills by the assessor and that this observation is undertaken in the workplace. The assessment tools do not adhere to the principles of assessment and rules of evidence. Specifically: o The assessment tasks do not gather valid and sufficient evidence of learner competency for the practical application of skills required by the unit as learners are permitted to provide written responses rather than demonstrate practical skills. For example, Assessment Strategy 6 Project asks learners to write a reflection paper on instances where they have provided care to babies and toddlers rather than providing evidence of their ability to care for babies and toddlers through a practical demonstration. o The assessment tools do not present as reliable, as there is insufficient information to enable assessment to be conducted consistently and reliably. For example, Assessment Strategy 6 Project states that learners are required to provider care to at least three babies and toddlers of varying ages, suggesting that there is a minimum of six instances of care to be provided (eg. three babies and three toddlers), however the exact number is not clear. CHC30212 Certificate III in Aged Care CHCICS301B Provide support to meet personal care needs For CHCICS301B Provide support to meet personal care needs the RTO provided the following evidence: Observation checklist Car transfer of client CHCICS301B Provide support to meet personal care needs assessor observation V0114 Page 14 of 28

15 Fluid numeracy chart part 1 Shower observation checklist Feeding observation checklist Oral hygiene observation checklist Hoist transfer observation checklist Bed making observation checklist The revised assessment tools do not meet the requirements of the training package. Specifically, no evidence was provided that learners are assessed on their ability to demonstrate the skills associated with Performance Criteria 3.4 which requires the learner to demonstrate their skills for bed bathing, toileting and use of continence aids. The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: It is not evident that the assessment tasks will ensure that the assessor gathers sufficient and valid evidence of the learner s practical demonstration of skills. For example, the Assessor Observation includes the instruction if a particular skill requirement cannot be met during the observation, please discuss the application of the skill with the student, by discussing how they would effectively demonstrate them using the behavioural examples listed below, suggesting that a learner verbally describing their skills and abilities is sufficient evidence for demonstration of competency. The assessments do not consistently include information regarding the context and conditions of assessment. For example, there is insufficient information for the fluid numeracy chart to advise if the task is an observation or if it occurs in a simulated or workplace environment. In addition, the task asks the learner to record time in a 24 hour time format, but these times have already been recorded on the sheet. The assessments do not consistently list task instructions. For example, the shower observation comprises a list of observable behaviours, but does not provide information for the learner or assessor on what the learner is actually required to do. The assessment instruments are not reliable recording tools. For example, the fluid numeracy chart does not record the assessor s name or provide information to assessors to advise on what the learner is required to be considered satisfactory. The RTO did not provide sufficient evidence that it implements an assessment system that ensures that assessment is conducted in accordance with the Principles of Assessment and the Rules of Evidence. Specifically, the RTO did not provide evidence to address the noncompliances concerning the reliability and sufficiency of completed learner assessments sampled at audit. CHCICS302B Participate in the implementation of individualised plans For CHCICS302B Participate in the implementation of individualised plans the RTO provided the following evidence: CHCICS302B Participate in the implementation of individualised plans assessor observation V0114 PCA Observation checklist The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: It is not evident that the assessment tasks will ensure that the assessor gathers sufficient and valid evidence of the learner s practical demonstration of skills. For example, the Assessor Observation includes the instruction if a particular skill requirement cannot be met during the observation, please discuss the application of the skill with the student, by discussing how they would effectively demonstrate them using the behavioural examples listed below, suggesting that a learner verbally describing their skills and abilities is sufficient evidence for demonstration of competency. The RTO did not provide sufficient evidence that it implements an assessment system that Page 15 of 28

16 ensures that assessment is conducted in accordance with the Principles of Assessment and the Rules of Evidence. Specifically, the RTO did not provide evidence to address the noncompliances concerning the reliability and sufficiency of completed learner assessments sampled at audit. SIR30212 Certificate III in Retail Operations and SIR40212 Certificate IV in Retail Management SIRXRPK001A Recommend health and nutritional products For SIRXRPK001A Recommend health and nutritional products the RTO provided the following evidence: SIRXRPK001A Recommend health and nutritional products Assessor s Guide (SmallPrint Supplement) SIRXRPK001A Recommend health and nutritional products Trainer Assessor Guide (SmallPrint) The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: It is not evident that the tools will gather sufficient evidence of learner competency. For example: there is no task defined for the practical observation tasks in the Assessor s Guide (SmallPrint Supplement). Consequently, it is not evident how the assessment conditions will ensure that the learner is given the opportunity to demonstrate skills required by the checklist There is no task defined for AT3 Section 2 in the Trainer Assessor s Guide. The task instructions read your assessor will draw up and provide you, ahead of time, with a properly contextualised task list that will enable demonstration of the required skills and knowledge (p.48), but no task has been provided. The activities in Trainer Assessor Guide do not require the practical application of requirements from the unit. For example, Assessment Activity 7 (p.41) asks learner to describe how they would schedule appointments with complementary therapy consultants, rather than demonstrate that they have appropriate communication skills to coordinate these services. The assessment tools are not reliable, as the instructions in the Assessor s Guide (SmallPrint Supplement) contain inconsistencies and errors. For example: The assessment instructions on pages 3-4 are inconsistent with the instructions listed with each task. For example, the instructions for Assessment Strategy 4 state that the student must be observed over a period of at least 1 month, but the instrument does not have the provision to record multiple dates, or provide sufficient instruction allow the report to be completed consistently. Furthermore, the title of the assessment tasks in the instructions does not align with the task further in the document. For example, Assessment Strategy 1 is listed as Activity (p.3) but is later titled as Questions (p.10). The instructions for Assessment Strategy 1 Questions states examples of answers are provided in the Trainer/Assessor Guide (p.11) but no model answers have been provided. The instructions for the observation report for AT4 of the Trainer Assessor Guide state supervisor/third party/assessor to provide comment (p.49), but it is not clear who is actually required to complete the form. The assessment tools do not ensure that they will adhere to the principle of fairness, as the activities in the Trainer Assessor Guide do not consistently provide instructions as to the level of response required from learners. For example, Assessment Activity 3 Question 2 (p.36) lists seven paragraphs of text in the model answers, but the learner is not advised that an answer consistent with this length of response is required. SIRXMER303 Coordinate merchandise presentation Page 16 of 28

17 For SIRXMER303 Coordinate merchandise presentation the RTO provided the following evidence: SIRXMER303 Coordinate merchandise presentation (SmallPrint Supplement) The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: It is not evident that the tools will gather sufficient evidence of learner competency. For example: there is no task defined for the practical observation tasks in the Assessor s Guide (SmallPrint Supplement). Consequently, it is not evident how the assessment conditions will ensure that the learner is given the opportunity to demonstrate skills required by the checklist Assessment Strategy 1 Questions refers to a number of activities that the learner must complete from SmallPrint s Assessment Tool 1, however this assessment tool has not been provided. It is not clear how the assessment tools will ensure consistency across assessor judgments as the instructions state examples of answers are provided in the Trainer/Assessor Guide (p.9) but this guide has not been provided. TLI21610 Certificate II in Warehousing Operations TLIG2007A Work in a socially diverse environment For TLIG2007A Work in a socially diverse environment the RTO provided the following evidence: TLIG2007A Work in a socially diverse environment marking guide (SmallPrint) The revised assessment tools do not meet the requirements of the training package. Specifically: The assessment tasks do not gather evidence of Performance Criteria 1.3 and 2.2. The assessment tasks do not gather evidence of the practical application of Required Skills, such as: Promptly report and/or rectify any identified problems that may occur when working in a socially diverse environment monitor work activities in terms of planned schedule modify activities depending on differing operational contingencies, risk situations and environments and work systematically with required attention to detail without injury to self or others, or damage to goods or equipment The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically: The assessment tools do not provide clear instructions for assessment. For example, the task is not clearly defined for Assessment Strategy 5 Assessor Observation and Assessment Strategy 4 Supervisor Report. The tools are not reliable, as they do not include clear information. For example, Assessment Strategy 4 and 5 both include instructions referring to Assessment Method 3, but it is not clear what this means or what the purpose is for both the assessor and supervisor to observe the same activity. The assessment instructions on pages 4-5 are not consistent with the instructions listed with each task. For example, the instructions for Assessment Strategy 4 state that the learner must be observer over a period of at least 1 month (p.5). The instructions in the corresponding assessment task refer to the task being completed during 15 minutes. Furthermore, the instructions for Assessment Strategy 3 states that learners can complete the task at home (p.3), but the task instructions state that the learner has 15 minutes to complete the task, so it is not clear how this will be enforced if the task can be completed away from the assessor. TLIF2006A Apply accident emergency procedures Page 17 of 28