Evidence and Exercising Professional Judgment

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Evidence and Exercising Professional Judgment

• The challenges assessors face

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Questions

• How do I know when I am gathering quality
  evidence?
• How much evidence is enough?
• What is current and sufficient evidence?
• Do I, as the assessor, have to collect all of the
  evidence?
• How flexible are methods of gathering evidence?
• How do I gain confidence in exercising
  professional judgment

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Assessment evidence

• Valid
• Sufficient
• Current
• Authentic

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Validity

• Is the evidence sufficiently relevant to the
  competencies being assessed and at the
  appropriate AQF level

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Sufficiency

• Is there enough evidence to cover all the
  components of the competency?
• task skills, task management skills,
  contingency skills, job role environment skills,
  employability skills
• Does the evidence show competency over a period
  of time?

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Currency

• Can the assessor be confident the candidate can
  still perform to the standard demonstrated by the
  evidence?

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Authenticity

• Can the assessor be confident they are looking at
  the candidates own work?
• Are qualifications, references and licences
  presented by the candidate authentic documents

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Quality Evidence Matrix
KEY
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TAADEL402B

• Facilitate Group- Based Learning
• Elements
• Establish an environment conducive to group
  learning
• Deliver and Facilitate training sessions
• Demonstrate effective facilitation skills
• Support and monitor learning
• Review and evaluate effectiveness of delivery

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TAADEL402B Overview of Assessment To
demonstrate competency against this unit
candidates must be able to provide evidence that
they have delivered training and facilitated
learning within a group in a face-to-face
learning environment, on a number of occasions,
that involves a series of training sessions
covering a number of learning outcomes. They
should also provide evidence of reviewing and
evaluating the effectiveness of the delivery plan
and their personal performance in training
delivery. Evidence should show that they can
provide training using appropriate sequencing and
activities to develop the skills and knowledge of
learners, as well as enhancing motivation,
interest and enthusiasm. Trainers must
demonstrate high-level facilitation, observation,
communication and interpersonal skills to support
and teach each learner effectively.
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TAADEL402B Facilitate Group- Based
Learning Specific evidence requirements must
include the ability to transfer delivery and
facilitation skills to different training
environments and learner groups Evidence of the
delivery, facilitation and review of a series of
training sessions including at least two
consecutive sessions that follow a learning
program design at least one session (minimum)
should be based on a learning program that is
derived from Training Package competency
standards or accredited curricula at least one
session must be based on using learning outcomes
from another source at least one session must be
delivered to a different learner group with
evidence of how the characteristics and needs of
this group were addressed at least one training
session should be one hour minimum duration
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Evidence 1TAADEL402B Facilitate Group Based
Learning

• SHORT COURSE
• The candidate has provided a copy of a
  certificate completed at a TAFE institute that
  indicates participation in a short course in
  presentation skills in 1998

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Evidence 2 TAADEL402B Facilitate Group Based
Learning

• EMPLOYER REFERENCE
• The candidate has provided a statement from his
  current employer setting out the candidates role
  and responsibilities within the organisation as a
  trainer
•  

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Evidence 3 TAADEL402B Facilitate Group Based
Learning

• SELF ASSESSMENT
• The candidate has provided a self assessment
  against the unit of competency. The self
  assessment provides specific examples of delivery
  and problems that needed to be addressed in an
  action plan prepared after each training session.
•  

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Evidence 4TAADEL402B Facilitate Group Based
Learning

• DEMONSTRATION OF SKILLS
• The candidate has provided a copy of an
  observation checklist completed by his colleague
  against the unit of competency.
• The colleague is a work place assessor and
  indicates they were present during the delivery
  of a training session and conducted the
  observation checklist

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Evidence 5 TAADEL402B Facilitate Group Based
Learning

• STUDENT TESTIMONY
• The candidate has provided a copy of an email
  from a student thanking the candidate for his
  feedback
•  
•  

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Evidence 6TAADEL402B Facilitate Group Based
Learning

• WORKSHOP
• The candidate has provided a copy of a statement
  of participation in an in-house training session
  on adult learning principles
•  
• TAADEL402B Facilitate Group Based Learning
•  

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Evidence 7TAADEL402B Facilitate Group Based
Learning

• OBSERVATION
• The candidate has suggested that the assessor
  come with him to one of his training sessions and
  observe him delivering to a group.
•  
• TAADEL402B Facilitate Group Based Learning
•  

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Evidence 8TAADEL402B Facilitate Group Based
Learning

• VIDEO TAPE
• The candidate has provided a short video tape of
  him delivery sessions to a group in 2000.
•  
•  

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Evidence 9TAADEL402B Facilitate Group Based
Learning

• QUESTIONING
• The candidate will answer a series of knowledge
  questions based on the requirements of the unit.
•  
• TAADEL402B Facilitate Group Based Learning
•  

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Rate the evidence in importance?TAADEL402B
Facilitate Group Based Learning

• Short course
• Employer reference
• Self assessment
• Demonstration of skills
• Student testimony
• Workshop
• Observation
• Video Tape
• Questioning

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Characteristics of Quality Evidence

• Appropriate AQF level
• Includes critical/specific aspects of evidence
• Incorporates underpinning knowledge and skills
• Incorporates Employability skills
• Demonstrates dimensions of competency
• Provides a picture of competence over a period of
  time
• Meets rules of Evidence Valid, Sufficient,
  current and authentic

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Key messages about evidence

• Agree on picture of competence before
  evaluating
• Consider evidence as a whole synthesise
• Satisfy principles of Quality evidence
• Evidence is proof of a persons competence
• Does evidence allow assessor to confidently
  decide this person has and applies the competency
  requirements TODAY?
• Evidence can relate to multiple units
• Direct, Indirect and supplementary evidence will
  guide sufficiency

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Tips Exercising professional judgment

• Identify good quality evidence
• Be able to explain what is not quality evidence
• Work closely with other assessors and technical
  experts
• Call in another assessor when necessary
• Provide honest feedback to the candidate
• Be able to explain that not yet competent is
  not a final result and that positive outcomes are
  still possible
• Avoid appeals by helping the candidate prepare an
  action plan for improvement
• Accept that it is impossible to be right every
  time
• Know that the organisation for which you work has
  strategies in place for reviewing, comparing, and
  evaluating the assessment process, tools and
  evidence contributing to judgements made
• Confidence comes with experience, networking and
  participating in assessment validation