Scored Assessment in VCE VET Programs
Contents
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10. Will the student be instructed to include an index in their Portfolio that indicates which evidence relates to the appropriate unit s Are there specific guidelines which will be given to students for the compilation of their Portfolio Will the Portfolio contain a minimum of three items and maximum of five items Are there at least two different forms of evidence selected from practical exercise activity workbook logbook journal diary written oral short answers visual display topic tests documentation of a work performance such asa completed checklist or short report Isthe time allowed to complete and compile items for the Portfolio a minimum of five hours and a maximum of twelve hours Is the assessment task structured a way that allows students the opportunity to demonstrate a high level of performance Has each scoring criterion for this task type been addressed in the task Scoring criteria application of underpinning knowledge planning and organisation expressing ideas and information content E independence 54 SCORED ASSESSMENT IN VCE VET PROGRAMS
11. describe the activity covered in the unit and the unit s key features Elements of competence identify the work process to be undertaken in logical order and are related to the purpose of the unit Elements describe outcomes that contribute to a unit VISUALISING THE EVIDENCE WHAT HOW AND WHERE Performance criteria describe the activities and level of performance required to demonstrate achievement of the element The range statement relates to the unit of competence as a whole It allows for different work environments and situations that will affect performance The evidence guide details the knowledge and skills that underpin competent performance of the unit It also provides advice on assessment contexts and integrated assessment Looking at each component of a unit of competence in isolation or failing to consider one or more of the components may mean that the assessment may not fully reflect the desired outcomes of the training and may affect student s achievement of competence For example only looking at the elements and performance criteria means that you will not be assessing underpinning knowledge and skills which are listed in the evidence guide and are critical to the job role 6 SCORED ASSESSMENT IN VCE VET PROGRAMS CONSIDER THE FOUR TASK TYPES Designing your assessment plan requires you to Select a task type for each group of units ensuring that you
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13. ASSESSMENT IN VCE VET PROGRAMS Figure 5 Visualising evidence Refer to the Performance Criteria and Critical Aspects of Evidence in the units of competence WHAT do the students need to be able to do BSBCMN305A_ Organise workplace information E provide accurate information for defined purposes maintain and handle data and documents systematically check and review data for relevance and accuracy present information and data clearly identify and comply with organisational requirements use business technology to manage information CONSIDER THE FOUR TASK TYPES Select a task type and design a task that will allow for collection of evidence for assessment and that captures the scoring criteria To do this you need to select a task type that complies with design rules consider the VCAA scoring criteria to confirm appropriateness of the selection assign the unit s of competence to the task type BSBCMN306A Produce business documents select and apply appropriate technology and software design and produce business documents using three software applications use a range of functions which enhance the presentation of readability of the document use data storage options apply OHS procedures for set up of workstation and operation of computer SELECT THE TASK TY PE Of the three assessment tasks selected for the Unit 3 4 sequence in this program at least two must be based on different task types It
14. ENT IN VCE VET PROGRAMS Validating assessment tasks ensures that the assessment of the unit s of competence will satisfy industry standards and AQTF requirements When you have designed the task review it by using the task type checklist in Appendix 4 to identify and address any gaps in your assessment task design Scored assessment tasks should not be separate from assessments for competence APPLY SCORING CRITERIA IN THE INDUSTRY SPECIFIC CONTEXT Once you have selected your task type you need to examine how the evidence of the unit s of competence links to the VCAA scoring criteria and performance level descriptors for that task type To ensure that the assessment will enable you to apply the scoring criteria you will need to look closely at the task type scoring criteria and performance level descriptors for the task type evidence required from the unit s of competence Figure 4 shows how the evidence from a Hospitality Operations unit of competence can be linked to each scoring criterion for the Work Performance task type Applying the VCAA scoring criteria in the indusrty specific context will enable you to derive a score of 1 to 5 for each scoring criterion The minimum score for a task is5 and the maximum score is 25 Refer to the VCE VET Assessment Guide The industry specific performance descriptors do not replace the VCAA generic performance descriptors but enable assessors to judge levels of
15. busy Requires access to restaurant and equipment Suggested assessment method of direct observation and questioning is accommodated in the Work Performance task Portfolio does not assess techniques and processes Timeframes Key considerations in choosing a task type The critical aspects of evidence require the production of business documents and organisation of workplace information suggesting the production of an item s The critical aspects of evidence require familiarity and use of software applications suggesting knowledge of software applications as well as application of techniques in the use of the software Portfolio criteria do not allow assessment of techniques and processes Requires access to a workplace Requires access to software and technology Work Performance was not chosen because unable to access workplace outside the school environment SCORED ASSESSMENT IN VCE VET PROGRAMS Task type chosen and rationale for choice Work Performance Work Performance in a simulated work environment that represents industry standard in a school or institute restaurant Work Performance enables appropriate assessment of the unit through observation and supported by oral and written questions Task type chosen and rationale for choice Product Covered both units of competence in the grouping Provided for evaluation and problem solving which are not as explicit in the Por
16. have complied with task selection rules listed in the VCE VET Assessment Guide Comply with the design rules for each task type and the weighting rule that applies in the relevant scored VCE VET program Consider the VCAA scoring criteria for the selected task type to confirm or otherwise the appropriateness of the selection Confirm that the critical aspects of evidence of the unit s are covered within the dimensions of the selected task type SELECTING THE TASK TY PE The task type selected must adequately assess the unit s of competence you have grouped for assessment purposes A specific task type should naturally emerge from the critical aspects of evidence required which will inform your task design It is important that the task type you select allows for the collection of sufficient evidence to demonstrate competence as detailed in the unit s of competence An appropriate task type may also suggest itself from the title of the unit s of competence or key words in the elements evidence guide or range statement For example some units of competence involve the preparation of a product These units are characterised by words such as prepare produce develop or design in the unit title or in the elements The unit of competence itself will also suggest the most appropriate assessment methods For example the assessment methods outlined in the Hospitality unit of competence Develop and update food and beverage knowled
17. performance within a specific vocational program and specific industry contexts Contextualising the perfomance level descriptors should be built into your planning process to assist you to translate and apply the VCAA descriptors more effectively Examples of this process of contextualisation are provided in Section 2 page 13 ay JO y SSP OM S A I Ge OM VNS S S Dyu lt e 10 5 Bums senbiuypa burue pue zejd 5 5 5 YIM ease 10 zuenez 0 s ss voud s nbjutp L ssasse o suonsanb JO p U SUL SJUICJISUOD asiidiajua 5 51245 ayeudoidde adi ues apiAoid YM Ajaniqisod peau nua
18. the VCE VET Hospitality Operations Assessment Guide for the requirements for selection of the VCE VET Unit 3 4 sequence Provide Food and Beverage Service 110 hours THHBFB10B Prepare and Serve Non alcoholic Beverages 15 hours 2 Provide a Link between Kitchen and Service Areas 10 hours 118 Develop and Update Food and Beverage Knowledge 50 hours THHBFB12A Prepare and Serve Espresso Coffee 30 hours THHBCC02B Prepare Appetisers and Salads 25 hours THHBCCO3B Prepare Stocks Sauces and Soups 35 hours 4 Prepare Vegetables Eggs and Farinaceous Dishes 45 hours THHBKAO3B Receive and Store Kitchen Supplies 10 hours THHGHSO2B_ Clean Premises and Equipment 12 hours 1 Prepare Foods according to Dietary and Cultural Needs 70 hours THE ASSESSMENT PLAN GROUP UNITS OF COM PETENCE Identify and group appropriate units of competence after carefully considering advice in the relevant Training Package the VCAA requirements in the relevant VCE VET Assessment Guide and the work focus of the units The following unit of competence will be assessed on its own THHBFO3B Provide Food and Beverage Service Advice from the VCAA Hospitality Assessment Guide on the selection of units that represent an even spread of nominal hours to enable equal weighting across the three tasks was considered The unit for the proposed assessment task represents a total of 110 nominal hours and is within t
19. Apply task scoring criteria in the industry specific context Support advice for assessors 6 xpeqpaes uo spe pue suo pnu JBWO SND 59897 5 Saye awom sajedpijuy S USLUUOJIAUa ASIBAIP SIBLUOISND JO YUM peU 0 pue Jo ss u se me 5125 sydepe sasn spa as 5 51 5 SY YUM S 0 sajAjs ue s ys nHuns p sauijuap lt 1104 zu wd nb ue Jo ypy S UaWAIINbas pue SHO pue ay salj dde puesa e907 suolsanb pue 5 YIM
20. Applying the scoring criteria in the industry specific context provides further definition to the task This contextualisation of the performance level descriptors provides an important link between the evidence to be collected through the task and your judgment of level of performance A task design checklist to assist you to check that you have addressed the essential requirements and to review your task is provided in Appendix 4 Figure 10 page 32 illustrates how to link the scoring criteria to the industry specific context Consideration of the performance level descriptors for the task will enable you to develop an assessment task that will encompass the assessment of the unit of competence and enable you to make a judgement on the level of performance against the scoring criteria Refer to Section 1 of this advice material to review information about task design The following is an example of a Hospitality Operations Work Performance task Support advice for assessors 29 Hospitality 0 perations Part 2 Oral or written test Wo rk Perfo underpinning knowledge in unit Student information Task overview Assessment of the task Specific requirements of the task Part 1 Application of practical activities in the workplace Resources Assessment due date s SCORED ASSESSMENT IN VCE VET PROGRAMS Assessor notes Explain criteria for assessment to students Validate the task design
21. OHS requirements in relation to ergonomic and environmental factors CONSIDER THE FOUR TASK TYPES Select a task type and design a task that will allow for collection of evidence for assessment and that captures the scoring criteria To do this you need to select a task type that complies with VCAA design rules consider the VCAA scoring criteria to confirm appropriateness of the selection assign the unit s of competence to the task type define and document reference material to use support and maintain system determine documentation standards and requirements produce technical software documentation in line with project plan create client user documentation that is clear and coherant review and update documentation demonstrate OHS requirements in relation to ergonomic and environmental factors SELECT THE TASK TY PE Of the three assessment tasks selected for the Unit 3 4 sequence in this program at least two must be based on different task types It is likely that you will identify more than one suitable task type but you must select only one for the assessment As you progress through the planning process you may also find that you need to review or reconsider your choice of task type Figure 12 page 38 shows the process for the selection of an appropriate task type for the group of units selected Support advice for assessors 37 Unit s of competence ICAITSO20C I
22. SCORED ASSESSMENT IN VCE VET PROGRAMS ACKNOWLEDGMENTS The VCAA gratefully acknowledges the work of the following in the preparation of this booklet Linda Austin Kevin Baker Priscilla Brown Nadia Casarotto Peter Dore Smith Andrea Foot Robert Ford Sally Fraser Sotira Hatzis John Holland Kevork Krozian Rose Lewanski Graham Meadowcroft Margaret Oldham Sandy Pell Ron Sawicki Jill Scholtz Connie Tzelepis Central Gippsland Institute of TAFE Victoria University St Columba s College Victoria University Student Hospitality Training Services Gordon Institute of TAFE Australian Institute of Tourism and Commerce Essendon Keilor College Altona North Secondary College Methodist Ladies College Forest Hill College Victoria University Print Ideas Padua College Box Hill Institute of TAFE Altona Secondary College Lilydale Heights Secondary College Wellington Secondary College Victorian Curriculum and Assessment Authority 2005 Published by the Victorian Curriculum and Assessment Authority 41 St Andrews Place Victoria 3002 ISBN 1 920992 27 8 First published 2005 All rights reserved Except under the conditions described in the Copyright Act 1968 and subsequent amendments and except for the exemption below no part of this publication may be reproduced by any process without permission in writing from the publishers Photocopying Victorian schools and TAFE institutes only may photocopy this publication for
23. T Assessment Guide The assessment plan pro forma mirrors the structure on VASS Victorian Assessment Software System for enrolling students in the scored VCE VET Unit 3 4 sequence Each unit of competence in the Unit 3 4 sequence must be assigned to a task either singly or in a group For more detailed information on the assessment plan refer to the relevant VCE VET Assessment Guide Review the task type scoring criteria Find and highlight the links between the evidence for each unit of competence in the VCE VET program and the scoring criteria Consideration of the scoring criteria for the task type will enable you to develop an assessment task that will encompass the assessment of the unit s of competence and enable you to make a judgment on the level of performance against the scoring criteria In Figure 4 page 11 a unit of competence from Hospitality Operations is used to illustrate the linkage between the generic scoring criteria and the task design process Support advice for assessors 9 DESIGN AND DEVELOP THE TASK The assessment task is the method through which evidence of competence is collected The VCE VET scoring criteria are the vehicle by which you will make a judgment on level of performance on the task The focus of effective assessment task design should be the evidence requirements of the unit s of competence and the best ways to generate this evidence The assessor must also comply with the VCAA design rule
24. UNITS OF COM PETENCE Identify and group appropriate units of competence after carefully considering advice in the relevant training package the VCAA requirements in the relevant VCE VET Assessment Guide and the work focus of the units The following units were grouped BSBCMN305A Organise workplace information BSBCMN306A Produce business documents This group of units for the proposed assessment task represents a total of 110 nominal hours and is within the VCAA requirement of not exceeding 52 per cent of the total nominal hours for a student s Unit 3 4 sequence in the Business Administration program refer to the VCE VET Assessment Guide Further guidance from the assessment advice within the units of competence also influenced the grouping The decision to group the two units of competence was based on advice about co assessment provided in the Business Services Training Package IDENTIFY EVIDENCE FOR ASSESSMENT Review each unit of competence in your grouping noting the elements performance criteria range statement and evidence guide including the critical aspects of evidence underpinning skills and knowledge Identify the linkages between the units of competence It is critical to have a sound understanding of the skills and knowledge students will have to be able to demonstrate through the assessment task Figure 5 represents a visualisation of the evidence required by the two units of competence identified above 16 SCORED
25. VCE VET Units 3 4 ICAITU018C Develop macros and templates for clients using standard products ICAITD128A Create user and technical documentation ICAITU126B Use advanced features of computer applications ICAITSO32B Provide netw ork systems administration ICAITU019C Migrate to new technology ICAITSO31B Provide advice to clients ICAITSO20C Install and optimise system software THE ASSESSMENT PLAN GROUP UNITS OF COMPETENCE Identify and group appropriate units of competence after carefully considering advice in the relevant training package the VCAA requirements in the relevant VCE VET Assessment Guide and the work focus of the units The following units were grouped ICAITSO20C Install and optimise system software ICAITSO32B Provide network systems administration ICAITD128A Create user and technical documentation This group of units for the proposed assessment task represents a total of 60 nominal hours and is well within the VCAA requirement of not exceeding 50 per cent of the total nominal hours for the Unit 3 4 sequence in the Information Technology General program refer to the VCE VET Assessment Guide Further guidance from the assessment advice within the units of competence also influenced the grouping For example it is advised that ICAITSO32B Provide network systems administration can be co assessed with the other units of competence included in this group IDENTIFY EVIDENCE FOR ASSESSMENT Review each unit of compe
26. WYOJY43d Se feat 2 5 YOM 104 enm HUMOS LIA AOA 2025 opm Juaussassy LAA ADA punoj 119098 YIM pL STYL souajaduroo zo yun LLAPI 8011028 IYJ SJUIT 0 JUSUUSSOSSE 104 pue 39Y y 11 Support advice for assessors COMPLY WITH THE RULES USE TASK TO DETERMINE THE COMPETENCE JUDGE LEVEL OF PERFORMANCE RECORD ASSESSMENTS You need to conduct the assessment within the VCAA timeframes as prescribed in the VCE VET Assessment Guide Conducting assessment requires the assessor to inform the student about the assessment process and to ensure the student is prepared for the assessment The tasks are designed to ensure that both assessment purposes can be met judgment of the achievement of competence and assessment of the student s level of performance in the Unit 3 4 sequence of their program When you have designed your task and confirmed that your task enables you to assess the unit s of competence and apply the sco
27. a to the industry specific context Consideration of the performance level descriptors for the task will enable you to develop an assessment task that will encompass the assessment of the unit s of competence and enable you to make a judgment on the level of performance against the scoring criteria Refer to Section 1 of this advice material to review information about task design The following is an example of a Business Administration Product assessment task Support advice for assessors 19 Business Administration Product Student Information Task overview Specific requirements of the task Part 1 Planning the process Part 2 Producing the documents 20 SCORED ASSESSMENT IN VCE VET PROGRAMS Part 3 Evaluating the process Assessment of the task Resources Assessment due date s Assessor notes Explain criteria for assessment to students Validate the task design Apply task scoring criteria in the industry specific context Support advice for assessors Ajquapuadapu peaye 51 5 pue uo spe pue syees SODINOS UMO SSaDDe 03511 pue sjdepe spa as UMO sajenjenra sue d
28. ance with established systems and procedures Ability to interact positively with customers Ability to monitor the service process Knowledge of OH amp S requirements and demonstrated safe practices CONSIDER THE FOUR TASK TYPES Select a task type and design a task that will allow for collection of evidence for assessment and that captures the scoring criteria To do this you need to select a task type that complies with design rules consider the VCAA scoring criteria to confirm appropriateness of the selection assign the unit s of competence to the task type SELECT THE TASK TYPE Of the three assessment tasks selected for the Unit 3 4 sequence in this program at least two must be based on different task types It is likely that you will identify more than one suitable task type but you must select only one for the assessment As you progress through the planning process you may also find that you need to review or reconsider your choice of task type Figure 9 page 28 shows the process for the selection of an appropriate task type for the group of units selected Support advice for assessors 21 Figure 9 Selection of task type Unit s of Possible task Key considerations for Task type chosen competence types task selection and rationale Hospitality Operations THHBFB03B Work Focus of unit is on providing service Work Performance Provide food and Performance within restaurant or
29. ation the criteria for assessment Has the task been designed to document evidence that indudes one of the following E a written report approximately 1200 1500 words E an oral report audiovisual presentation of about 10 15 minutes a visual photographic video presentation display E ateam activity and accompanying report presentation approximately 1200 words or presentation of about 10 15 minutes Has each scoring criterion for this task type been addressed in the task Scoring criteria application of underpinning knowledge expressing ideas and information planning organisation and implementation collecting and analysing ideas and information coherence and coverage 52 SCORED ASSESSMENT IN VCE VET PROGRAMS 4 Design rules checklist for a Product The Product comprises a design and produce task and may include anevent an object avisual presentation DESIGN RULES Is the task designed to assess specific unit or units of competence Have the unit s of competence which the task will address been clearly identified for students Is the Product based on a work activity and completed workplace or appropriate simulated environment If the product isto be completed in a simulated environment have you checked the training package assessment guidelines for assessment in a simulated environment Isthe Product an object or item an event this can be a group acti
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31. d interpersonal skills techniques and processes work organisation supervision and performance of work tasks Support advice for assessors 51 4B Design rules checklist for a Work Project The Work Project is to involve one of the following an investigation of work procedures operations planning exercise aproblem solving exercise aresearch exercise DESIGN RULES NOTES Isthe task designed to assess a specific unit or units of competence Have the unit s of competence which the task will address been clearly identified for students Is the Project related directly to the units being assessed and covers the assessment of the unit s Is the Project based on primary evidence gathered a workplace or appropriate simulated environment Is the Project one of aninvestigation of work procedures operations a planning exercise a problem solving exercise a research exercise Is there opportunity for the Project to be completed in class time using information gathered in the workplace Has five hours been allowed to gather evidence in the workplace and ten hours to complete the Project Isthe assessment task structured in a way that allows students the opportunity to demonstrate a high level of performance Will student s have access to appropriate equipment at the assessment site refer to the relevant competency standards instruction for the task the relevant manual user guides document
32. dation of the assessment process during assessment validation of evidence contributing to judgments made to confirm competence moderation of the scoring of assessment tasks Think about the following Was the right task type selected What worked well What part of the process needs to be improved How can this be done SECTION 2 EXAM PLES OF THE SCORED ASSESSMENT PROCESS This section contains examples of the scored assessment process applied to three VCE VET programs Business Administration Hospitality Operations and Information Technology General The application of Phases One and Two in the following examples provides guidance for assessors to plan assessment and to apply the VCAA scoring criteria This process can be applied to ALL scored VCE VET programs Each example also shows how the generic scoring criteria have been located in the industry specific context this is contextualisation of the performance level descriptors Support advice for assessors 13 BUSINESS ADMINISTRATION BUSINESS ADMINISTRATION SAM PLE FOR PHASES ONE amp TWO Listed below are the units of competence in VCE VET Units 3 4 BSBCMN207A Prepare and process financial business documents 40 hours BSBCMN302A Organise personal work priorities and development 40 hours BSBCMN305A Organise workplace information 30 hours BSBCMN306A Produce business documents 80 hours BSBADM305A_ Create and use databases 20 hours GROUP
33. delivered as part of the VCE VET program In considering potential groupings ask the following questions Do the skills and knowledge required in any of the units overlap or complement each other in relation to job roles and functions You will need to consider or visualise the evidence in each unit 15 the scope and context in which the units be assessed similar For example do the units require the student to perform and respond to a similar range of situations and handle a similar range of contingencies Refer to the performance criteria and evidence guide of the individual unit of competence Can you use similar assessment strategies to assess the units 4 SCORED ASSESSMENT IN VCE VET PROGRAMS The linkages between the units of competence are also a primary consideration in grouping units For example in the Business Services Training Package co assessment advice is contained in the unit descriptor at the beginning of each unit of competence Based on the advice given in the training package you can co assess the following units BSBCMN305A Organise workplace information 30 hours BSBCMN306A Produce business documents 80 hours These two units can be grouped and co assessed where a job role involves the collection organisation and review of information to design and produce a range of business documents Check the units of competence in the relevant training package for advice o
34. dining area f Role play not suitable beverage service Portfolio Can the assessment take place in simulated work environment two different contexts for example must represent industry two different workplaces times or standard of service Focus of situations such as day night busy unit is on application of skills non busy and knowledge on the job Requires access to restaurant and equipment Suggested assessment method of direct observation and questioning Portfolio does not assess techniques and processes Timeframes Consult with RTO to discuss suitable task types FILL OUT THE ASSESSMENT PLAN The VCE VET Hospitality Operations Assessment Guide provides detailed information about the rules relating to the Assessment Plan Assessors must be familiar with these requirements A pro forma Assessment Plan and completed sample are found in the attachments in the VCE VET Assessment Guide 28 SCORED ASSESSMENT IN VCE VET PROGRAMS DESIGN AND DEVELOP THE TASK Link the scoring criteria to the evidence Having chosen the Work Performance to assess this unit of competence we need to identify the links between the VCAA scoring criteria for the Work Performance task type and the evidence for the unit of competence identified Provide Food and Beverage Service Linking the VCAA scoring criteria to the evidence required for the units of competence will assist you to develop an appropriate assessment task
35. ect Support advice for assessors 39 Information Technology General Work Project Student information Task overview Specific requirements of the task 40 SCORED ASSESSMENT IN VCE VET PROGRAMS Scenario Part 1 Develop a project plan and investigate project requirements Part 2 Implement project plan Support advice for assessors Part 3 Review implementation and report on project outcomes Assessment of the task Resources Assessment due date s Assessor notes 42 SCORED ASSESSMENT IN VCE VET PROGRAMS Explain criteria for assessment to students Validate the task design Apply task scoring criteria in the industry specific context Support advice for assessors sjualuaInbas Aaysnpu pefoid jo e SeH saonpold 5115 5 3 JO 525 SAe dsiq ul Ayyenb pefoid lt 5 Jeap s pafoig 104 0 eap
36. g criteria PHASE TWO DESIGN THE ASSESSMENT TASKS Design and develop the task Validate the task design Apply task scoring criteria in the industry specific context 2 SCORED ASSESSMENT IN VCE VET PROGRAMS Support Advice for VCE VET Scored Assessment 2 Figure 1 Design the assessment tasks This figure illustrates the linkages between the steps in this process Design the task within the Link to the scoring criteria rules of the task type Link to the elements of performance criteria and the evidence guides of the units PHASE THREE CONDUCT THE ASSESSM ENT Comply with the task design rules Comply with the rules of the task type selected Use task to determine competence Judge level of performance Judge the student s level of performance using the VCAA scoring criteria in the context of the specific industry Record assessment Use the VCAA record sheets to record student assessments Support advice for assessors 3 GROUP UNITS OF When deciding which units of competence to group you will need to consider Training package advice or curriculum document VCE VET Assessment Guide TRAINING PACKAGE CURRICULUM ADVICE Information in the training package assessment guidelines and in the unit s of competence will assist you with grouping units The first step in deciding which units of competence to group together is to closely read through each unit of competence to be
37. ge include projects a written or oral test and a workplace activity or role play A full description of the four task types Work Performance Work Project Product Portfolio and the design rules for each are provided in the VCE VET Assessment Guide for each of the scored VCE VET programs Note It is likely that you will identify more than one suitable task type but you must select only one for each assessment task As you progress through the planning process you may also find that you need to review or reconsider your choice of task type Illustrations of a process for the selection of task types for Hospitality Operations Business Administration and Information Technology are provided in Figure 3 page 8 Support advice for assessors 7 Figure 3 Selection of task type key elements in bolded text Unit s of Possible task type competence THHBFBO3B Provide food and beverage service Work Performance E Portfolio 110 hours Unit s of Possible task type competence BSBCM N306A Produce business E Product E Portfolio documents 80 hours Work Performance BSBCM Organise workplace information 30 hours Key considerations in choosing a task type Focus of unit ison providing service within restaurant or dining area Can the assessment take place in two different contexts for example two different workplaces times or situations such as day night busy non
38. he requirement of not exceeding 62 per cent of the total nominal hours in a student s Unit 3 4 sequence Further guidance from the assessment advice within the unit of competence also influenced the decision to assess this as a single stand alone unit It was decided to assess this unit of competence on its own as it is a large unit 110 hours If this student is completing a 185 hour Unit 3 4 sequence this meets VCAA requirements that no task may account for more than 62 per cent of the total nominal hours in a student s Unit 3 4 sequence IDENTIFY EVIDENCE FOR ASSESSM ENT Review each unit of competence in your grouping noting the elements performance criteria range statement and evidence guide including the critical aspects of evidence underpinning skills and knowledge Identify the linkages between the units of competence It is critical to have a sound understanding of the skills and knowledge students will have to be able to demonstrate through the assessment task Figure 8 represents a visualisation of the evidence required by the unit of competence identified above 26 SCORED ASSESSMENT IN VCE VET PROGRAMS Figure 8 Visualising evidence Refer to the Performance Criteria and Critical Aspects of Evidence in the unit of competence WHAT do the students need to be able to do THHBFBO3B Provide Food and Beverage Service Demonstrated ability to provide complete service within a restaurant or dining area in accord
39. is likely that you will identify more than one suitable task type but you must select only one for the assessment As you progress through the planning process you may also find that you need to review or reconsider your choice of task type Figure 6 page 18 shows the process for the selection of an appropriate task type for the group of units selected Support advice for assessors 17 Figure 6 Selection of task type Unit s of competence Possible task types Key considerations Task type chosen and rationale Business Administration BSBCM N306A Produce business documents BSBCM N305A Organise workplace information E Product Portfolio Work Performance FILL OUT THE ASSESSMENT PLAN The critical aspects of evidence require the production of business documents suggesting the production of an item s The Product design rules would enable reliable assessment of these units The critical aspects of evidence require familiarity and use of software applications suggesting knowledge of software applications as well as application of techniques in the use of the software The Portfolio scoring criteria do not allow assessment of techniques and processes Requires access to a workplace Requires access to software and technology Advice from RTO Work Performance was not chosen because unable to access workplace outside the school environment Product Covered both units of com
40. juapuadapu 5 jaro sasiuebio sued APAP y 5 pue sued ybiy 5 51 uA PAT APPENDICES VISUALISING THE EVIDENCE SELECTION OF TASK LINKING THE SCORING CRITERIA TO THE EVIDENCE CHECKLIST FOR A WORK PERFORMANCE CHECKLIST FOR A WORK PROJECT CHECKLIST FOR A PRODUCT CHECKLIST FOR A PORTFOLIO Support advice for assessors 47 WHAT do the students need to able to do WHAT being assessed List the evidence Where 48 SCORED ASSESSMENT IN VCE VET PROGRAMS Unit s of Possible task types Key considerations Task type chosen competence and rationale Support advice for assessors 49 5 JUSLUSSesSsSe lt Yasue lt 5 1 Jo gt lt odAj 521 3195 gt Se 21193119 5 en y Luur SCORED ASSESSMENT IN VCE VET PROGRAMS 50 4A Design ru
41. les checklist for a Work Performance The assessment includes observation of the student s performance in clearly defined activities supporting oral or written questions DESIGN RULES Is the task designed to assess a specific unit or units of competence Have the unit s of competence which the task will address been clearly identified for students Will the assessment take place in a workplace setting or appropriate simulated environment If the assessment is to be completed in a simulated environment have you checked the training package assessment guidelines for assessment in a simulated environment Will the assessor record the outcomes of structured observation ona Work Performance checklist Is there a set of oral or written questions to assess essential knowledge and skills to accompany the checklist If oral questions are used will notes be recorded on the responses Will the assessment be conducted in at least two different contexts which are consistent with the Range of Variables in the unit of competence Will the assessment of Work Performance be conducted over a maximum total timeframe of one and a half hours Is the assessment task structured in a way that allows students the opportunity to demonstrate a high level of performance Has each scoring criterion for this task type been addressed in the task Scoring criteria application of underpinning knowledge communication language an
42. n grouping and co assessment of units VCE VET ASSESSM ENT GUIDE The VCE VET Assessment Guide for each program prescribes weighting rules that may determine potential groupings within programs It is important to be aware of the percentage of the total nominal hours in a students VCE VET Unit 3 4 program for which a single task may account For example the requirements for Business Administration specify that a task cannot account for more than 52 per cent or 110 hours of a student s total Unit 3 4 program Check the appropriate VCE VET Assessment Guide for nominal hours and weighting rules IDENTIFY EVIDENCE FOR ASSESSM ENT Once you have made a decision about which units of competence you will group for assessment you need to analyse each of these units to identify the evidence for assessment This will enable you to plan and conduct assessment that reflects and develops the skills and knowledge in the relevant unit s of competence identifies the skills and knowledge needed to perform a specific job role identifies the evidence required to demonstrate competence consists of assessment tasks that generate the evidence It is useful to be reminded of the components of a unit of competence These are represented in Figure 2 page 6 which helps you to visualise evidence Support advice for assessors 5 Figure 2 Components of a unit of competence Titles of units of competence and their descriptors
43. nstall and optimise system software ICAITSO32B Provide network systems administration ICAITD128A Create user and technical documentation Figure 12 Selection of task type Possible task types Work Performance Work Project Key considerations in choosing a task type The evidence guide of the units suggests simulated activities that closely reflect the workplace The units sugges that method of assessment is determined by the project lifecycle The context for assessment is the workplace or simulated environment Evidence guide suggests observation of kills questioning to assist assessing competence Context for assessment of the first unit suggests observation of real or simulated work processes and procedures quality projects questioning on underpinning knowledge and skills Requires access to hardware and software Task type chosen amp rationale for choice Work Project The choice of a Work Project provides the opportunity to design a task through a scenario and to provide access to support resources that closely reflect the workplace Projects provide opportunity for assessment of Information Technology units FILL OUT THE ASSESSM ENT PLAN The VCE VET Information Technology Assessment Guide provides detailed information about the rules relating to the Assessment Plan Assessors must be familiar with these requirements A pro forma Assessment Plan and completed
44. or the purposes of this booklet the term unit of competence refers also to modules in curriculum documents This booklet deals with the coursework component of scored assessment for VCE VET programs Advice about the examination component of each program is provided separately each year This book is divided into two sections Section 1 provides an overview of the scored assessment process Section 2 provides illustrations of how the process may be applied in three VCE VET programs Business Administration Hospitality Operations and Information Technology This advice must be read and used in conjunction with the training package or curriculum document relevant to the scored VCE VET program Office of Training and Tertiary Education Purchasing Guide relevant to the training package m VCE VET Assessment Guide relevant to the scored VCE VET program Support advice for assessors 1 SECTION 1 PHASES OF THE SCORED ASSESSMENT PROCESS Assessment of a student s level of performance on the tasks completed during the VCE VET Unit 3 4 sequence does not replace competency based assessment but is integrated with the usual assessment process through a series of coursework tasks The task types were selected and developed after consideration of the tasks most commonly used by Registered Training Organisation RTO assessors in conducting competency based assessment The tasks are designed to ensure that both assessmen
45. petence in the grouping Provided for evaluation and problem solving which are not as explicit in the Portfolio The Product also includes more emphasis on techniques and processes which isa key part of the evidence for these units The VCE VET Business Assessment Guide provides detailed information about the rules relating to the Assessment Plan Assessors must be familiar with these requirements A pro forma Assessment Plan and completed sample are found in the attachments in the VCE VET Assessment Guide 18 SCORED ASSESSMENT IN VCE VET PROGRAMS DESIGN AND DEVELOP THE TASK Link the scoring criteria to the evidence Having chosen the Product to assess this group of competencies we need to identify the links between the VCAA scoring criteria and the evidence for the units of competence Linking the VCAA scoring criteria to the evidence required for the units of competence will assist you to develop an appropriate assessment task Applying the scoring criteria in the industry specific context provides further definition to the task This contextualisation of the performance level descriptors provides an important link between the evidence to be collected through the task and your judgment of level of performance A task design checklist to assist you to check that you have addressed the essential requirements and to review your task is provided in Appendix 4 Figure 7 page 22 illustrates how to link the scoring criteri
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47. ring criteria you need to think about what you are looking for at each level of performance for the task Using the samples provided in Section 2 In assessing performance for a Work Performance in Hospitality Operations a student would achieve a high score if they were able to provide quality service by applying restaurant systems and procedures including hygiene procedures and anticipating and responding to problems In assessing performance for a Product in Business Administration a student would achieve a high score if they were able to produce a range of high quality accurate documents using a range of technological features and applying appropriate design layout and editing features within designated timeframes and organisational requirements 12 SCORED ASSESSMENT IN VCE VET PROGRAMS In assessing performance for a Work Project in Information Technology a student would achieve a high score if they were able to install and maintain a network system produce a range of high quality accurate documents using a range of technological features and applying appropriate design layout and editing features within designated timeframes and organisational requirements On completion of the assessment transfer the scores to the official VCAA documentation that is contained in each VCE VET Assessment Guide At the conclusion of the assessment it is useful to review and evaluate the process This may involve vali
48. s for each assessment task type The task design rules are detailed in the VCE VET Assessment Guide for the relevant VCE VET program The assessment task must reflect the depth breadth and complexity of the unit s of competence In this way the industry context reamins the focus of the assessment task The task should reflect the industry standard for a specific job role which recognises that different workplaces provide different experiences depending on specific workplace cultures procedures and organisational requirements The task description should be clear and concise 1 3 pages so that students understand what is expected of them in a particular job function and gives them the necessary information to undertake the assessment task The task should be supported by further discussion and clarification with the students Students should also be provided with a copy of the VCAA scoring criteria and given the opportunity to discuss the criteria and scoring process The VCAA provides guidance on timeframes for assessment in each task type See the relevant VCE VET Assessment Guide for your program area Examples of assessment tasks for VCE VET programs in Business Administration Hospitality Operations and Information Technology are provided in Section 2 page 13 VALIDATE THE TASK Validating assessment is integral to the quality assurance process Assessment tasks must be validated by the RTO 10 SCORED ASSESSM
49. sample are found in the attachments in the VCE VET Assessment Guide 38 SCORED ASSESSMENT IN VCE VET PROGRAMS DESIGN AND DEVELOP THE TASK Link the scoring criteria to the evidence Having chosen the Work Project to assess this group of competencies we need to identify the links between the VCAA scoring criteria and the evidence for the units of competence Linking the VCAA scoring criteria to the evidence required for the units of competence will assist you to develop an appropriate assessment task Applying the scoring criteria in the industry specific context provides further definition to the task This contextualisation of the performance level descriptors provides an important link between the evidence to be collected through the task and your judgment of level of performance A task design checklist to assist you to check that you have addressed the essential requirements and to review your task is provided in Appendix 4 Figure 13 page 44 illustrates how to link the scoring criteria to the industry specific context Consideration of the performance level descriptors for the task will enable you to develop an assessment task that will encompass the assessment of the unit of competence and enable you to make a judgment on the level of performance against the scoring criteria Refer to Section 1 of this advice material to review information about task design The following is an example of an Information Technology Work Proj
50. t purposes can be met judgment of the achievement of competence and assessment of the student s level of performance in the Unit 3 4 sequence of their program The scoring criteria are the means by which a judgment is made on levels of performance The critical focus of this booklet is on making the connection between the unit s of competence being assessed and the scoring process by establishing the links between the evidence of competence and the relevant scoring criteria The set of scoring criteria and corresponding performance descriptors for each assessment task type are an integral part of the scored assessment process The performance descriptors for each task type as identified in the VCE VET Assessment Guides are generic and may be applied across the range of scored VCE VET programs The performance descriptors may be more effectively applied where they are translated to reflect the industry specific characteristics of the training and related assessments The three phases of the scored assessment process are summarised below PHASE ONE THE ASSESSMENT PLAN Group units of competence Batch units of competence into three four for some programs groups In some cases a group may consist of only one unit of competence Identify evidence for assessment Confirm validity of grouping Consider the four task types Assign a task type to each group of units of competence Fill out the assessment plan Review the task type scorin
51. tence in your grouping noting the elements performance criteria range statement and evidence guide including the critical aspects of evidence underpinning skills and knowledge Identify the linkages between the units of competence It is critical to have a sound understanding of the skills and knowledge students have to be able to demonstrate through the assessment task Figure 11 represents a visualisation of the evidence required by the three units of competence identified 36 SCORED ASSESSMENT IN VCE VET PROGRAMS Figure 11 Visualising evidence Refer to the Performance Criteria and Critical Aspects of Evidence in the units of competence WHAT do the students need to be able to do ICAITSO20B Install and optimise ICAITS032B Provide netw ork ICAITD128A Create user and system softw are systems administration technical documentation determine operating system requirements in line with organisational guidelines and budget identify vendor specifications and requirements for installation install and improve system performance with minimum disruption to cients set up configuration and procedures provide instruction to the client demonstrate OHS requirements relating to the use of equipment provide client access and security maintain network integrity and perform diagnostic tests formulate a disaster recovery plan provide the client with an optimised network that complies with organisational guidelines demonstrate
52. tfolio task type The Product task type also includes more emphasis on techniques and processes which is a key part of the evidence for these units Unit s of competence Possible task type ICAITSO20B Install and optimise system software 20 hours Work Performance Work Project ICAITSO032B Provide network systems administration 20 hours ICAITD128A Create user and technical documentation 20 Hours FILL OUT THE ASSESSMENT PLAN Key considerations in choosing a task type The evidence guides of the units suggest simulated activities that closely reflect the workplace Method of assessment is determined by the project lifecycle Context for assessment recommends the workplace or simulated environment Evidence guide suggests observation of skills and questioning to assist in assessing competence Context for assessment of the first unit suggests observation of real or simulated work processes and procedures quality projects questioning on underpinning knowledge and skills Requires access to hardware and software Task type chosen and rationale for choice Work Project The choice of a Work Project provides opportunity to design a task through a scenario and to provide access to support resources that closely reflect the workplace Projects provide opportunity for assessment of Information Technology units The assessment plan pro forma and examples are provided in each VCE VE
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54. use by teachers The artwork on the cover has been reproduced from 2004 VCE Top Designs student work Sophie Allen Dress Primavera 2003 detail Copyright remains the property of the artist SCORED ASSESSMENT IN VCE VET PROGRAMS SUPPORT ADVICE FOR ASSESSORS CONTENTS INTRODUCTION 1 SECTION 1 PHASES OF THE SCORED ASSESSM ENT PROCESS 2 PHASE ONE THE ASSESSM ENT PLAN 4 PHASE TWO DESIGN THE ASSESSM ENT TASK 10 PHASE THREE CONDUCT THE ASSESSM ENT 12 SECTION 2 EXAMPLES OF THE SCORED ASSESSM ENT PROCESS 13 BUSINESS ADM INISTRATION SAMPLE 16 HOSPITALITY OPERATIONS SAM PLE 26 INFORM ATION TECHNOLOGY SAM PLE 36 APPENDICES 47 1 Visualising evidence 48 2 Selection of task type 49 3 Linking the scoring criteria to the evidence and considerations for design of assessment task 50 4A Design Rules for Work Performance 51 4B Design Rules for a Work Project 52 4C Design Rules for a Product 53 40 Design Rules for Portfolio 54 INTRODUCTION Scored Assessment in VCE VET programs provides assessors with advice about the process of scoring coursework in VCE VET programs It guides assessors in the application of the VCAA scoring criteria to the competency based assessment of VCE VET programs for scored Units 3 4 Most VCE VET programs are drawn from training packages Where the VCE VET program is curriculum based and therefore delivers modules the advice contained within this booklet also applies F
55. vity a visual photographic video presentation display of an object Does the task indude a plan of approximately 500 700 words outlining the design method and materials resources required for the Product Has the task been designed to enable the Product to be produced within a maximum total timeframe of 15 hours Does the task indude supporting questions to ask the student about the planning and production of their Product Have the supporting questions been designed to produce evidence of the application of planning and problem solving processes used Has the assessment task been designed in a way that allows students the opportunity to demonstrate a high level of performance Has each scoring criterion for this task type been addressed in the task Scoring criteria application of underpinning knowledge planning organisation and implementation problem solving evaluation of product against plan or intended outcome techniques and processes Support advice for assessors 53 4D Design rules checklist for a Portfolio The final Portfolio may be selected from the following practical exercises activities written oral short answers documentation of a work performance visual display topic tests logbooks journal diary workbooks DESIGN RULES Isthe task designed to assess a specific unit or units of competence Is the Portfolio compiled from evidence produced by the student
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