SEE PROGRAM MODERATION WORKSHOP 2014 LWA 2014 1 LWA is a
contracted supplier of assessment validation services, moderation
workshops and professional development services under the Skills
for Education and Employment Program funded by the Department of
Industry
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AGENDA 9.00 9.30Registration, on arrival tea and coffee 9.30
9.40Welcome, introductions, overview and purpose of the day 9.40
10.10SESSION 1: IV IN THE SEE 10.10 10.55 SESSION 2: MODERATION
PTAs 10.55 11.15Morning tea 11.15 11.35 SESSION 2: CONTINUED Group
feedback and discussion of PTA moderation 11.35 12.55 SESSION 3:
MODERATION Learning tasks Group feedback and discussion of Learning
moderation 12.55 1.30Lunch 1.30 3.00 SESSION 4: MODERATION Oral
communication tasks 3.00 3.15Afternoon tea 3.15 3.45 SESSION 4:
CONTINUED Group feedback and discussion of Oral Communication
moderation 3.45 4.00Wrap up and evaluation forms LWA 2014 2
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SESSION 1: IV IN THE SEE Handout 1: What is needed for
verification Do you have any questions about what you need to
provide? LWA 2014 3
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IV REQUIREMENTS - PTA KPI 3 Accurate Assessment Were the
assessment tasks appropriate for the ACSF level? PTA kit
appropriately aligned to ACSF indicators PTA kit contains a
sufficient range of tasks to adequately assess ACSF indicators Is
there sufficient evidence that the provider has assessed the client
accurately against the ACSF? Student response demonstrates exit
competence Sufficient assessor analysis of student performance
against the ACSF indicators claimed LWA 2014 4
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IV REQUIREMENTS IPA/LOA KPI 3 Accurate Assessment Were the
assessment tasks appropriate for the ACSF? Tasks appropriately
aligned to the ACSF Task materials are appropriate for use as
assessment tasks Is there sufficient evidence that the provider has
assessed the client accurately against the ACSF? Student response
demonstrates exit competence Sufficient assessor analysis of
student performance against the ACSF Range of text types
demonstrated KPI 4 Quality Training Are the tasks relevant to the
clients learning needs? Tasks are appropriate for the client cohort
Tasks are appropriate for adult learners LWA 2014 5
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TODAY WE ARE MODERATING, NOT VERIFYING Tasks and client
responses stand alone for moderation purposes Consistency in the
interpretation and application of the ACSF Build on professional
knowledge Support teaching and assessment practices LWA 2014 6
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SESSION 2 Moderation Activities: PTAs LWA 2014 7
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SESSION 2: PTA TASKS 1, 3, 4 Use the tasks to decide: Is the
allocated ACSF core skill and level accurate? Is the task
sufficient to support the indicator? Does the client response
demonstrate the indicator? LWA 2014 8
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PTA 1 :TASK, LEARNING & OC LWA 2014 9 TASK TASK: Aligned
Detailed instructions to the assessor Appropriate prompts to the
assessor Both learning indicators comprehensively addressed
Excellent prompts to the assessor to observe.02 evidence throughout
the PTA More familiar questions could be used at the start of the
interview, e.g. introductory comments relating to personal details
Modified questions may be required for Language clients, e.g.
personal details, background
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PTA 1: CLIENT RESPONSE, LEARNING LWA 2014 10 2.01 Client
Sample: Demonstrated Client identifies some goals and areas of
learning need e.g. numeracy, work related skills Evidence of a
learning goal and the investigating of relevant learning pathway
e.g. has investigated requirements for roadside slashing business
Evidence of barriers e.g. family, financial skills Assessor has
recorded detailed client quotes 2.02Client Sample: Not demonstrated
Evidence more aligned to 1.02 Further questions could have been
asked e.g about White Card training, to prompt client to expand on
strategies used to gain this qualification Source of information
about web search unclear Evidence could have been strengthened if
assessor had noted any strategies used by the client during the
assessment
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PTA 1: CLIENT RESPONSE, OC 3.07 Client Sample: Not demonstrated
Evidence suggests potential level 3 but it is not clear for example
what are the clients actual words and what has been paraphrased
More in depth discussion of some topics, for example, the CFS may
have allowed for gathering of stronger evidence at level 3 than a
short response for every question e.g. What is involved with being
a CFS volunteer? Tell me about the training required for the CFS.
What type of person is suited to the CFS? Quotes captured need to
demonstrate appropriate levels of complexity Assessor comments need
to be supported by reference to specific quotes. The reporting
sheet included assessor comments such as used a range of
tensesvocabulary sufficiently broad but these are too general
3.08Client Sample: Demonstrated Client was able to engage in
conversation on familiar and some less familiar contexts Assessor
comments need to be supported by reference to specific quotes of
questions asked by the assessor and to the clients ability to
maintain a conversation e.g. turn taking Where assessor noted asked
questions to clarify discussed volunteer responsibilities a few
examples of actual questions may have provided stronger evidence
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PTA 3: TASK & CLIENT RESPONSE, LEARNING TASK TASK: Aligned
Consider review of layout of Assessment Interview Form to provide
more space for recording responses Suggest starting the Assessment
Interview Form with questions relating to highly familiar, personal
details to put low level clients at ease Prompts are too long if
read as a block of text Assessor could have extended the
conversation to demonstrate full extent of competence 1.01 Client
Sample: Demonstrated Evidence supports reported indicator Further
questioning, prompting may have allowed for higher competence to be
demonstrated 1.02Client Sample: Demonstrated Evidence supports
reported indicator Further questioning, prompting may have allowed
for higher competence to be demonstrated Assessor could have made
observations of strategies throughout the PTA LWA 2014 12
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PTA 3: TASK & CLIENT RESPONSE, OC LWA 2014 13 1.07 Client
Sample: Demonstrated Quotes on Assessment Interview Form support
reported indicator Extensive supporting quotes are recorded on the
scribed assessor sheet Ensure all assessor comments pertain to
indicator performance features 1.08Client Sample: Demonstrated
Assessor comments supported with referenced examples Evidence is
strengthened with quoted examples of requests for clarification and
repetition
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PTA 3: TASK & CLIENT RESPONSE, READING TASKTASK: Aligned It
would be useful to include a range of texts in a PTA kit relevant
to the client groups Pre 1.03 Client Sample: Demonstrated Assessor
comments address Writing and Numeracy performance features Ensure
comments address the performance features of the indicator being
claimed Pre 1.04 Client Sample: Demonstrated Some assessor comments
give evidence for learning LWA 2014 14
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PTA 4: TASK & CLIENT RESPONSE, LEARNING TASK TASK OC &
LEARNING Assessment Interview Form: Aligned Suggest starting the
Assessment Interview form with questions relating to highly
familiar, personal details to put low level clients at ease Prompts
are too long if read as a block of text Assessor could have
extended the conversation to demonstrate full extent of competence
A self-assessment form: Not aligned Not an appropriate task for a
low level client Limited application against ACSF Performance
features Assessor noted high level of support was provided. What
form did the support take e.g. was the client expected to read the
task but found it too difficult? Core LLN Skill Assessment Summary
Sheet: Aligned Assessor has provided examples of client performance
against the ACSF Focus Areas Pre 1.01 Client Sample: Demonstrated
Assessor notes together with client performance support reported
indicator Pre 1.02 Client Sample: Demonstrated Assessor notes
together with client performance support reported indicator
Assessor observed strategies throughout the PTA LWA 2014 15
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PTA 4: CLIENT RESPONSE OC Pre 1.07 Client Sample: Demonstrated
Based on evidence client sample aligned. Evidence on Assessor Notes
sheet suggests more highly familiar questions may have produced
evidence of 1.07 No clear delineation of comments addressing of
individual indicators Pre 1.08 Client Sample: Not Demonstrated
Client responses demonstrated understanding of several questions of
varying complexity thereby indicating 1.08 was achieved Need to
include a few examples of questions that need to be rephrased
Assessor comments span both indicators. The.08 indicator is not
clearly addressed LWA 2014 16
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PTA 4: TASK & CLIENT RESPONSE READING TASK Both text types
formatted. No prose text used Task: Emergency Procedures: Not
aligned Task complexity spans several levels of reading In order to
award Pre level 1, a task aligned to level 1 must be used Task:
Calendar: Not aligned Task contains complex language Too many
questions. Questions 5 11 do not address level 1 reading
performance features Pre 1.03 Pre 1.04 Client Sample: Not
Demonstrated Comment have difficulties if the text has unfamiliar
vocabulary and complex structure indicates Emergency Procedures
task is too complex The client may well have demonstrated
competency at level 1 if appropriate texts were used given that she
has answered questions 1 - 4 correctly LWA 2014 17
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PTA 4: CLIENT RESPONSE WRITING TASK Task: aligned Two
appropriate text types were used Parts of the form exceed level 1
complexity. To ensure consistency between assessors maybe modify
the form so there is a clear distinction between the sections to
show level 1 and level 2 Pre 1.05 Pre 1.06 Client Samples:
Demonstrated Personal details on form copied as noted by assessor
indicate the client is still pre- level 1.05 Although the client
demonstrated some 1.06 features (as acknowledged in the assessor
notes e.g. assessors comments relating to punctuation) pre-level 1
is appropriate e.g. the information in the form was copied LWA 2014
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PTA 4: TASK & CLIENT RESPONSE NUMERACY TASK Task: Not
Aligned Tasks are not real life. They consist of a series of
decontextualized activities. Portions of the task are maths
questions (questions 3-7) Some of the task activities are beyond
level 1 (questions 15, 16, 17, 18, 200) 1.09 1.10 Pre 1.11 Client
Sample: Demonstrated Some comments span indicator levels Assessor
notes together with client performance supports reported indicators
despite the unsuitable tasks LWA 2014 19
SESSION 3: LEARNING TASKS 1-5 Use the tasks to decide: Is the
allocated ACSF core skill and level accurate? Is the task
sufficient to support the indicator? Does the client response
demonstrate the indicator? (If supplied) Would you adapt this task
to use in your own context? How? LWA 2014 21
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LEARNING TASK 1: TASK & CLIENT RESPONSE MY GOALS & HOW
DO YOU LIKE TO LEARN 1.01 It is acknowledged that Distance learning
presents particular challenges for assessment and documentation
Tasks: Aligned Could be broadened to cover past experiences of
successful learning, any barriers and planning and organising Task
2 provides evidence of preferred learning approaches but client may
be confused by the graphic Task 2 could be redesigned to allow for
demonstration of more focus areas Client Sample: Demonstrated
Evidence would be strengthened if assessor noted any relevant
details gained in conversation with the client Assessor notes map
evidence to focus areas although the notes are very brief Assessor
comment on strategies is a.02 performance feature Assessor could
note clients ability to engage in learning activities with
appropriate scaffolding as additional evidence for learner identity
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LEARNING TASK 2: TASK & CLIENT RESPONSE BOOKLET &
STRATEGIES FOR LEARNING 2.01Tasks: Aligned Covers a broad range of
performance features Client Sample: Demonstrated Prompting and
advice box ticked but no information provided Variation in
scaffolding provided Assessor comments are succinct yet thorough
with mapping of evidence to relevant performance features Assessor
prompting with Qs 1 and 7 could have strengthened the evidence
Updated SEE program task Cover Sheet should have been used LWA 2014
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LEARNING TASK 3: TASK ONLY LEARNING IN THE WORKPLACE 2.02 Task:
Aligned Depending on responses, the task allows for a range of
levels to be demonstrated Good task to facilitate evidence from a
work placement Task could be modified to suit a range of workplace
contexts Some of the statements could be reworded as questions e.g.
statement 1 to allow for a broader range of responses LWA 2014
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LEARNING TASK 4: TASK & CLIENT RESPONSE RANGE OF ACTIVITIES
2.02Tasks: Aligned Task well constructed covering a broad range of
performance features Client Sample: Demonstrated Responses may have
been more detailed if the assessor had scribed the student
responses Assessor Comments template is well structured Not all
client responses show strong exit level 2 competence e.g. task 1,
task B question e. However, there is sufficient evidence overall to
support the outcome Some assessor prompting may have allowed for
stronger responses e.g. completion of task 5 LWA 2014 25
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LEARNING TASK 5: TASK ONLY MY WORKPLACE A REFLECTION 3.01 3.02
Task: Aligned Good task for gathering evidence from a work
placement and task could be modified according to workplace context
Could be used as part of a project about the work experience. This
could broaden the possible demonstration a wider range of Learning
focus Areas as well as demonstration of other Core Skills LWA 2014
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SESSION 4 Moderation Activities: ORAL COMMUNICATION LWA 2014
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SESSION 4: ACTIVITY, TASK 2 Q & A BOARD GAME FILM CLIP
REMOVED You will see a group of students playing the Questions and
Answers game. Pre-teaching includes practising question forms.
After watching, discuss in your group: What OC outcomes can be
assessed with this game? Are there any other core skills that can
be assessed? How? How can the game be adapted to assess different
ACSF levels? LWA 2014 28
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SESSION 4: OC TASK 2 MODERATION: Q & A BOARD GAME TASK
& CLIENT SAMPLE Is the allocated ACSF core skill and level
accurate? Is the task sufficient to support the indicator? Does the
client response demonstrate the indicator? Would you adapt this
task to use in your own context? How? LWA 2014 29
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OC TASK 2: TASK & CLIENT RESPONSE Q & A BOARD GAME
1.07Task: Aligned Creative task with potential to be used
effectively across OC levels Instruction sheet provides guidance on
participation (supported by examples on the white board. See video)
Assessor sheet is very comprehensive and allows for reporting of
strong evidence against the performance features Client Sample:
Demonstrated Teacher notes provide strong demonstration of both the
ability to ask questions and give short responses Assessor comments
support reported indicator well LWA 2014 30
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SESSION 4: ACTIVITY, TASK 8 ABC 7:30 REPORT FILM CLIP REMOVED
This is a segment from the ABC 7.30 Report entitled Casualising the
Workforce. Discuss: What OC listening level would you assess with
this story? Could you also use it to assess speaking? How? Could it
be used as a springboard to assess other core skills? How? Would
you use this idea? How? LWA 2014 31
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SESSION 4: OC TASK 8 MODERATION: 7:30 REPORT, CASUALISING THE
WORKFORCE TASK & CLIENT SAMPLE Is the allocated ACSF core skill
and level accurate? Is the task sufficient to support the
indicator? Does the client response demonstrate the indicator?
Would you adapt this task to use in your own context? How? LWA 2014
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OC TASK 8: TASK & CLIENT RESPONSE CASUALISING THE WORKFORCE
4.08Task: Aligned Excellent task relevant to the needs of the
learner cohort Context of task in classroom learning well explained
Text demonstrates appropriate complexity for the indicator Could be
strengthened in Focus Area of Audience and purpose. Consider some
questions to elicit client understanding of the purpose and motives
of different speakers Could be strengthened in Focus Area of
Comprehension. Consider some question reformulation to allow client
to clearly demonstrate ability to relate pieces of information in
an oral text rather than treating them as separate pieces of
information Evidence strengthened through the provision of a part
transcript to give an indication of the complexity of the listening
text. It is not necessary to include the entire transcript Client
Sample: Demonstrated Demonstrates understanding of complex oral
texts (multiple speakers) Understands abstract nouns, e.g.
casualisation Understands vocabulary specific to the topic LWA 2014
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SESSION 4: ORAL COMMUNICATION TASKS 1,3,4,5,6,7 Use the tasks
to decide: Is the allocated ACSF core skill and level accurate? Is
the task sufficient to support the indicator? Does the client
response demonstrate the indicator? (If supplied) Would you adapt
this task to use in your own context? How? LWA 2014 34
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OC TASK 1: TASK ONLY AT THE BUTCHER 1.07Task: Not Aligned
Appropriate real life task Role play cards too heavily prompted to
allow for demonstration of exit level competency Assessment
Criteria sheet does not closely reflect indicator performance
features LWA 2014 35
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OC TASK 3: TASK & CLIENT RESPONSE G & S TRANSPORT
TICKET 1.08Task: Aligned Authentic relevant task for learner cohort
supporting community engagement Well structured and scaffolded task
Student reflection on page 5 could potentially provide some
learning evidence Client Sample: Demonstrated Assessor annotations
together with quotes of clients speech strongly support indicator
performance features Transcript of transaction provided Detail of
classroom context provided on page 3 of task LWA 2014 36
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OC TASK 4: TASK & CLIENT RESPONSE DENTAL APPOINTMENT &
CASUAL CONVERSATION 1.07 Tasks: Aligned Clear instructions to
learners Prompt cards provide appropriate level of support Client
Samples: Demonstrated Strong evidence aligned to the relevant
performance features both on the Task Cover Sheet and on the tasks
Clear transcripts of conversations provided LWA 2014 37
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OC TASK 5: TASK & CLIENT RESPONSE STUDENT RANG ME
1.07Authentic sample: Aligned Client Sample: Demonstrated Good
example of capturing authentic evidence from the student Evidence
supports the indicator claimed LWA 2014 38
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OC TASK 6: TASK ONLY PHONE MESSAGE 2.08Task: Aligned Need to
consider students with spiky profiles i.e. will writing ability
impact on task outcomes? Task designed for use with multiple core
skills (Listening, Writing, Reading) Listening text is appropriate
context and complexity The message pad may be confusing as it does
not readily relate to the information in the text e.g. while you
were out could be changed to from LWA 2014 39
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OC TASK 7: TASK ONLY PART TIME & CASUAL WORK 3.08Task:
Aligned The task is highly relevant for students planning to enter
the workforce Explanation of context in classroom learning would
need to be explained on the Task Cover Sheet Question 8 could be
reformulated to give students the opportunity to express their
opinion on the benefit of this information to listeners Some level
4 complexity in the text but scaffolding of questions supports the
3.08 outcome LWA 2014 40