Overview
Constructivist
Southwest Institute of TAFE in Victoria developed online training and assessment resources for the School Services Officer (SSO) Accredited Training Program. Here is an edited interview with Helen Bayne and Sandra Fitsgerald. |
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Main role in online assessment
Online assessment approach
Challenges
Success factors
Rear view mirror
Main roles in online assessment
Helen Bayne: My main roles in the project were Project Manager and Instructional Designer and my roles involve being responsible for the planning and analysis stages of projects.
Sandra Fitzgerald: I am the Registered Training Oorganisation (RTO) Network Manager for the SSO Accredited Training Program. I am also South West Institute of TAFE's SSO Program Coordinator. My main role in online assessment relates to the delivery and ongoing evaluation of the program.
Online assessment approach
A constructivist assessment approach was used with an active learning process, with learners constructing new concepts based on current or previous knowledge. Assessment was developed as an integral component of the training program and was industry specific and workplace based.
Challenges
Our major challenge was to develop a range of assessment approaches and
strategies to suit the requirements of each of the 54 units of competency
and at the same time to have a consistent approach throughout the program.
Other associated challenges included:
- Recognition of Prior Learning (RPL) - documentation required to support an RPL claim for some units in the program would contain confidential and personal information.
- Learning and assessment resources needed to be highly contextualised to suit the diverse needs and activities of SSOs in a wide range of school types.
- RTO teachers responsible for teaching and assessing some of the units in the SSO program would not have the necessary skills and knowledge necessary for the highly contextualised units (eg: management information systems such as financial systems and human resource systems).
- Designing assessment tasks based on real work tasks and situations.
- Satisfying client demand to be a ‘hands-on’ part of the development team.
Success factors
The factors that contributed to achieving the right assessment approach included:
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being clear on the needs and characteristics of the learner group
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being clear about the practical considerations in the delivery stage and remaining focused on developing achievable assessment tasks
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investigating possible opportunities in the workplace for evidence of assessment
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a high level of participation from the client in reviewing the training and assessment resources and in sourcing key experts to advise the content development team
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relying on our expertise in workplace training and assessment to ensure we developed practical solutions
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providing relevant assessment tasks involving existing work activities - tasks that can be used in the workplace and improve existing skills, knowledge and confidence
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establishing communication strategies for the RTOs in the network, teachers and learners
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adopting a team approach for the teaching and assessment process
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providing professional development for teachers
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establishing a system that tracks modifications made to the training and assessment resources.
Rear view mirror
What would we not do again?
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not take on a large project with only one experienced instructional designer.
What would we do differently?
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have in place a realistic risk management strategy for the development team that aimed to secure an experienced, multi-functional team with a back-up contingency plan.
What would we continue to do?
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remain focused on achieving quality outcomes for the client
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remain focused on achieving a project's objectives
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consult with and listen carefully to all key stakeholders
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conduct a thorough review and validation process
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continue to use our in-house development processes, adapting these to suit to needs of the particular project
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provide relevant assessment tasks
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establish communication strategies
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adopt a team approach for the teaching and assessment process
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adopt strategies to promote 'ownership' of the training and assessment resources
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use a tracking system for recording modifications to the training and assessment resources.
