Unpacking

Esther Fink (TLQG)

Competent – what’s that?

Merriam Webster dictionary

1. Having the necessary ability, knowledge, or skill to do something successfully

2. (of a person) Efficient and capable

3. Acceptable and satisfactory, though not outstanding

4. Capable of performing the normal function effectively

Brainstorming Activity

Competent

YourProfessional

Expertise

Training Packages describe how competency standards may be

packaged to form a qualification. the skills and knowledge required of

a person for them to perform a job or task to a required standard.

guidelines and advice for assessment (e.g. context, skills of assessor)

Training Packages

Good teaching practice

Flexible

Workplace

relevant

Innovative

Learner centred

Step Industry relevant

Plan for Learning and Assessment1. Establish the context

Think about the industry/enterprise

What is needed? Is training work-based,

(or maybe pre-employment, Institutional, returning to work?)

1

Step 2 - Your learners

2. Identify participants’ needs Who is this for? Where will they learn? What do they like/dislike,

need? Which barriers might

they have? … let’s think of other

questions!

2

Step Basic structure

Holistic delivery and assessment

3. Identify possible unit clustersReal work activities generally integrate more than one UOC

3

Step Finetuning

4. Determine structure, mode and sequence of deliveryOnline/Face-to-

face

Theory/Practicals

In which Order?

Activities

4

Assessing Competency

is part of a bigger picture within context of work performance

Multiple opportunities for learners to show what they know, understand and can do in different ways

A range of task formats Clear criteria for assessment

shared with the learner Constructive (and realistic)

feedback

Holistic assessment

Real work activities generally integrate more than one UOC Clustering

E.g. A farm worker on a cattle farm when called upon to muster cattle will be undertaking several discrete competencies:

Ride stock horse

Handle stock OHS Commun

icationmeaningful assessment

Process of assessment:

• What is the work activity?

• What does this involve?

• Under which conditions?

Assessment task

• What skills are needed?

• What level of skill is needed?

Student performance

Process of assessment:

• Explicit assessment criteria

• Established standards

• Sound evidence

Judgement of the performance

• Timely• Relevant• Meaningful• Encouraging

Feedback

Validate that :

• Variety and timing of assessment are fair and appropriate

• Assessment is taking into account individual needs (equitable)

• Requirements are met (legal- industry)

Moderation

Successful work performance requires:

When unpacking the UOC, ask yourself how these dimensions apply.

Dimensions of competency

Task skillsTask

management skills

Contingency

management skills

Job/role environme

nt skills

Planning for evidence

What evidence is needed to prove competency? Think of the picture of competence Check the evidence guide Check requirements for

employability skills Where should evidence be

gathered? workplace or off-the-job

What resources are required to gather the evidence?

Planning for evidence

What evidence is needed to prove competency?

Think of the

picture of competen

ce

Check the evidence

guide

Employability Skills Requirem

ents Where should evidence be gathered?

Workplace?

off-the-job? Online?

Which resources are required to gather evidence?

MaterialsTools/

Equipment

Staff

?