Assessment in Vocational Education and Training Aligned to the Intent of Underpinning Units of Competency -An Australian Application Overview and Use Case to Competency Based Training

Richard Skiba (1)

1 LRES Training Management

This article explores approaches to assessment of competence against nationally recognized units of competency and considers these approaches with regard to the intent of the underpinning units of competency and the notion of compliance with the Standards for Registered Training Organizations (RTOs) 2015, in particular Clause 1.8. Specifically, the review investigates whether components of units of competency, such as performance criteria and performance evidence should be used as observation criteria for performance assessment tasks used to determine competence. The article concludes that the intent of a unit of competency is embodied in its components, and that units of competency outline competency standards. Given that units of competency provide a benchmark for assessment, they should be used as such. The benchmark can then be used for consistent approach to assessment and any assessment tool review or validation activities and can thus potentially limit the amount of non-compliances experienced in the vocational education and training sector. In order to do so, assessment tools should, for practical observation tasks include observation criteria that duplicate the performance criteria and performance evidence of a unit of competency together with robust task definitions. Using common benchmarks increases the likelihood that another Assessor would make the same judgement, based upon the same evidence.

Mots clés: vocational assessment; units of competency; observation criteria; assessment methods; performance assessment

Domaines: Sciences de l'Homme et Société

Richard Skiba. Assessment in Vocational Education and Training Aligned to the Intent of Underpinning Units of Competency -An Australian Application Overview and Use Case to Competency Based Training. Proceedings of IConSES 2020--International Conference on Social and Education Sciences, 2020, pp.48 - 54. ⟨halshs-02997214⟩