The analysis stage
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Learner group
We knew that the learner group did not have high level computer skills
and that in many cases they had a low level of English language proficiency.
So we needed to make sure we used plain English, used a lot of visual supports
and that the learners would connect with the materials.
Assessment context
The training package had a large practical component which could largely be covered in the face-to-face classes. The theoretical components could be handled by the Toolbox. It could also reinforce and revise learning that occurred in the classroom.
Current practice & existing resources
We looked at existing resources from all over Australia, but the difficulty we had was that the security legislation is so different from State to State. We had to take a very generalist approach. We relied very much on the teacher being involved in fine-tuning the Toolbox to suit the State environment.
Range and type of assessment
Because of the particular target audience we planned a range of assessment for different purposes. We needed:
- an assessment tool to check entry level computing skills,
- task-based assessment to check English language proficiency levels.
Some of these allowed for self-assessment and gave instant feedback to the learner.
We also wanted to provide opportunities for learners to build up evidence towards the final outcomes and accreditation which would be submitted to the teacher.
