This forum discussed the Canberra initiative that sees some training package competencies being offered to high school students. By focussing on the implementation of the Business Services Training Package, participants explored topics such as assessment, plagiarism, modes of delivery for today's less literate students as well as how to deal with time consuming skills recognition processes. Facilitated by Anne Cameron (Head of Department) and Trish Roseby (Coordinator) from Business Services and Technology at Canberra Institute of Technology, the forum took place between 11th and 15th August 2003.

Assessment

Question
What types of assessment instruments are you using?

Suggestions and Comments
We currently assess five Cert 2 subjects holistically in a practice firm environment. This works well and meets the Training Package requirements for rigor and industry standards. In our computing subjects we find it easier to use tests when assessing, but there are a number of other subjects that are more difficult to assess. For example, the soft skills subjects - Contribute to Effective Workplace Relationships or the Diploma subject - Planning or Reviewing administration systems.

For the harder edge competencies, a couple of good tools for creating e-learning assessment items are:
• Hot Potatoes (http://web.uvic.ca/hrd/halfbaked/)
• Respondus (for WebCT) (http://www.respondus.com/)

Business Admin students at my college have been traditionally assessed through structured tests. Given time constraints these tests might have scenarios developed to allow for some holistic assessment, but most would be one question, one concept, another question, another concept, etc.

We have a practice firm but it is not centred around the Business Services training package. Students in Business Admin classes have traditionally not been exposed to any of the opportunities normally provided by practice firms. This term, they may well be able to do mailing for the practice firm and therefore have a more practical assessment there too. Little steps, but they alter the experience for the better.

I think the practice firm provides an excellent opportunity for holistic assessment and the virtual business setting creates a great interest for students who have had little employment.

For the softer skills subjects, my instructional design approach would include:

• essay, report, paper, resource, review etc
• workplace observations, interviews, report etc
• learning journal
• online discussion forum contributions (set a minimum requirement).

There is a consensus now that a blended approach is the way to go – for delivery as well as assessment:

• build a range of delivery/ assessment options, including f2f techniques that you are already using
• provide choice, if possible, to cater for learning styles
• discussion forums are great for team based work (and learning about this)
• also role playing games (the experts on this are Marie Jasinski and Thiagi!)

Incorporate online gradually into your delivery system, in small chunks eg WebCT discussion forums, some content provided as attachment or HTML pages, Q/A site, posting of assignments, study guide, assessment info, deadlines etc.

Plagiarism

Problem
We've had a growing number of incidents where students have plagiarised work from the internet or copied parts of another student's work.

Suggestions and comments
It can be difficult and time consuming to know if project or portfolio work submitted is truly a student's own work. This may be why some Institutions are returning to more individual tests done in class time. However, this is contradictory to the idea of competency based assessment replicating workplace task/s and is not always flexible. For the student to demonstrate competency, it is therefore wise to have several pieces and types of assessment over a period of time. Perhaps it also calls for teachers to change assessment from semester to semester and to be more diligent when setting assessment tasks and making sure there are both formative and summative tasks.

Some institutions get students to sign and verify that the work submitted is their own.

Give students in advance the institution's policy regarding the outcomes for cheating, plagiarism or the sharing of assessment work.

In computing, even portfolio tasks can be done under supervision.

The universities now claim to have very effective software for detecting plagiarism. Bet it costs a fortune!

Here is a website with a list of software to help detect plagiarism - some of it is quite cheap - http://wwwdev.lemoyne.edu/library/plagiarism/index.htm.

Most experts whom I have heard on this topic (including Gilly Salmon) have said that the issues are little different to those faced by the face to face teacher. Most online teachers seem to become quite familiar with the student's work and can spot the problem in written work. However they generally resort to traditional forms of assessment for final tests/exam.

When students develop their identity as a writer, they realise they don't need to plagiarise.

Assessment tasks should be structured so as to minimise the possibility of plagiarism.

Modes of Delivery - Literacy Issues

It has been 30 years since I did my teacher training.  I learnt the pedagogical issues relating to ‘chalk and talk’ and I faithfully applied those techniques to my classrooms.  Along the way I realized that ‘modern’ learners are no longer equipped to receive those highly detailed and highly structured messages that their 60’s and 70’s counterparts did.  I came to this realisation early in my teaching career – it didn’t take the advent of computer technology to shape my viewpoint but it has certainly been brought home to me by computer games and reality TV and the interactive multimedia options. 

Students of all ages like to be involved in their learning and modern curriculum is developing so as to incorporate teaching and learning strategies to this end.  When I was doing my Dip Ed I had to develop a Programmed Learning task for my Commerce method – this was high tech back then.  Twenty years into my teaching career I was coming to grips with the concepts of Work Experience and Training in Retail and Commerce (TRAC) and Practice Firms and I have been lucky to be involved with the development or delivery of these programs.  Several years ago I started teaching in a simulated business environment and around that time too I taught my very first vocational class.  I found out what training packages were and in more recent times, only a month or so ago, I discovered chat rooms and discussion boards and toolboxes.

I find all these opportunities exciting.  They create such a wealth of experiences for students.  I know that TAFEs are using them widely and I know that ACT Secondary Colleges are becoming increasingly aware of these opportunities as a means of enrichening their curriculum.

I am hoping that you will share your thoughts on the modes of delivery suggested for discussion – flexible learning, structured learning, simulated business environments to name a few.  Can you use them all?  Can you only deliver learning through them or are they perfect for assessment?  Do they require lots of capital investment? 

Whilst I find I am exhausted by the lifetime learning I constantly involve myself in, I am very keen to be informed by your experiences.  My classroom awaits their adoption!

Question
My current students are less literate than those of 5 years ago. However, they are more computer savvy. How do I accommodate their need to be involved in their learning with my need to prepare them for the workplace?

Suggestions and comments
Today's students seem to have honed different skills in giving and receiving information. The stimulus of interactive information far outweighs well-written texts. The spoken and written word is being continually jeopardised.

Given the increasing problem of low literacy with our current students, it is probably a state and federal issue that needs plenty of feedback to our members of parliament so that funding can be set aside/increased to start to address the growing issue.

We are now starting to assess students' literacy at all levels. We've noticed a number of students at Cert IV or Diploma level need assistance, particularly with report writing etc. We’re looking at getting literacy support built into their programs.

Literacy is quite an issue with my students (Yr 10/11). This is particularly so when teaching and assessing in the more practical subjects where there is a need to keep records. For example in the IT industry, it is not enough to be able to fix computers, you need to keep accurate documentation for the business. This is where quite a number of students struggle and it is not easy to teach these good habits

Approx 13% of Aboriginal & Torres Strait Islander people speak English as a second language. So when putting training packages together this needs to be considered. Low English literacy is one reason many Aboriginal & Torres Strait Islander people do not continue in school or further education.

I am finding that I have to seriously reduce the length of instructions and choose very carefully the words I use. Students will not read lengthy instructions, which means that manuals and procedures - important in their simulated delivery - will not be read. I make tests smaller with differently styled questions. Many of my colleagues feel that they are 'dumbing down’ their work or labouring to get messages across. This was one thing I thought interactive learning might get around - students seem to intuitively know what to do or can easily instruct their peers.

Skills Recognition - Time Consuming

What is Skills Recognition?

Skills Recognition enables students to reduce their course workload by getting credit for skills and knowledge they already have and can currently demonstrate.  The Skills Recognition process recognises achievements from other courses, life experience and work experience. 

Last semester I processed over 150 applications for Skills Recognition.  The evidence provided with these applications varied considerably: some students had completed study with another RTO and gained automatic exemptions, some students applied on the basis of work experience and others applied to do challenge tests for computing subjects.

Our department has obtained booklets to assist students who wish to apply for Skills Recognition.  The booklets list the subjects in each Certificate and the competencies they include.  Students can tick boxes provided next to each element of competency and if they feel they have the necessary skills can then apply for Skills Recognition.  For the non-computing subjects they are required to address each element of competency – providing written documentation (rather like addressing selection criteria).  They are also asked to provide any additional information eg training courses undertaken.  This information needs to be verified by a workplace supervisor in the form of a covering letter on workplace letterhead.

If students do not have a Certificate for computing subjects, they are required to undertake a challenge test.  I have a two-hour session each week where students can complete challenge tests or get advice on their applications.  If they cannot come at this time, they can make an individual appointment with me.  The majority of students end up enrolling in the computing subjects after looking at or starting the challenge tests.

Students who come with a Certificate from another RTO are given automatic exemptions.  However, we have found this to be quite a problem for many of these students.  The elements of competency for most subjects in the Training Package are very broad, and students may have met the competency standards but have completed work to the standard we expect.  These students really struggle at the next level – particularly in the computing subjects.

Others involved in this process will no doubt agree that this is a great service offered to students, but also very time consuming.

Enough from me!  Just a summary of how Skills Recognition operates within our Department.  Can other providers share their experiences – it is always interesting and enlightening to learn from others.

Question
Each semester our department finds an increase in the demand for flexible and part-time evening classes. This has also meant an increase in the number of students applying for Skills Recognition, as many are currently in the workplace or planning to return after a period at home with children. As the Skills Recognition co-ordinator for our department, I have a two-hour session each week (Tuesdays 4-6 pm) where students can discuss skills recognition, get help with their applications, and/or undertake challenge tests. Last Monday I held an additional session at 6 pm. However, I find many students cannot make these sessions and prefer to set up individual appointments. These appointments often last over half an hour by the time we discuss past experiences, future plans, life in general etc. Very interesting - but very time consuming. With over 150 applications last semester - well, you get the idea. Am I being too helpful? How do other Skills Recognition co-ordinators cope?

Suggestions and comments
Today a student came back to College seeking all sorts of documentation to 'prove' an application for skill recognition. Getting her the documentation tied up two of us for about 20 minutes. And it makes us feel under scrutiny as we are justifying our assessment procedures to people outside our system. It's a bit like non recognition of our skills. Many years teaching experience but we still have to get our Cert IV Assessment and Workplace Training even though we have probably been doing it for years.

The current EBA negotiations with the ACT Government is suggesting higher pay for teachers with 5 year degrees but does not mention at all the extra vocational training that teachers have had to undergo. No skills recognition there!

I have developed several Recognition Kits to help guide applicants through the process of recognition. The kits are a CDROM plus users guide.

We use booklets to assist students with their applications.

It must help Pathways from School to TAFE students to know they are gaining nationally recognised competencies.

Even though we have very good documentation available for students to fill out when applying for skills recognition, an interview/ challenge test adds rigour which really helps to establish if students are competent.

Self-selection is helpful for the first stage and does save a lot of time

You may be interested in the following new Framework resources:
Toolbox Resource Collection (Repository) - http://flexiblelearning.net.au/toolbox
Assessment Generator: A free Framework developed product from WA - enables you to produce assessment materials and tools in compliance with the ATQF. (But note: it was developed for WA IT infrastructure. Installation on your system could be problematic). You will find it at http://flexiblelearning.net.au

I found a six month stint back in industry was enormously valuable in bringing me up to date with industry standards and practices.

Contributors:
Kate Young, Berniece Simpkins, Trish Roseby, Marg Robson, Claude Pogliani, Alison Lees, Peter LeCornu, Janet Harris, Julie Edwards, Margaret Cupitt, Anne Cameron, Melanie Burke, Jane Baker Jones