Transcript Qualification Standards

IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku
Partner u projektu
Projekt provode:
Developing Qualification
Standards and Curricula
David Tournay
29th and 30th August 2011
Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681
Summary of Occupational Standards:
 Informs you of activity within industry
 Requires you to think from the employers
perspective
 Essential tool to assist with the development
of qualifications
 NOT an extra hurdle for the sake of it!
 Without Occupational Standards – it is very
hard to develop an accurate qualification
Razrada
Kvalifikacija
Development of Occupational
Standards
Development of Qualification
Standards
Development of Curriculum to
reflect Qualification Standards

Presents the specific standards that a
student is required to achieve –
related to the occupation
Describes the activities and content
needed to enable the student to
achieve the qualification
requirements
The next steps:
2. Developing Qualification Standards –
Specifying the ‘standard’ that students need
to reach to be of value in the workplace
3. Developing the Curricula – Specifying what
teachers need to deliver to enable the
Qualification Standard to be achieved
Qualification Standards – what do we want to
achieve?
Qualifications that
are directly related
to industry
practice – based
on Occupational
Standards
Clear statement
as to what
students need to
be able to achieve
Unit based
structure to enable
transferability
Step 1: Developing a qualification outline
 Want to build a rough picture as to what the
potential qualification might look like
 Help to highlight areas where emphasis needs
to be placed
 Helps to highlight the number of ‘units’ that
might be needed
Example:
Activity 1
Unit of Learning Outcome 1
Activity 2
Unit of Learning Outcome 2
Activity 3
Unit of Learning Outcome 3
Activity 4
Unit of Learning Outcome 4
Activity 5
Activity 6
Unit of Learning Outcome 5
Activity 7
Activity 8
Unit of Learning Outcome 5
Unit of Learning Outcome 5
Example: Chef
Prepare Meat
Unit of Learning Outcome 1
Prepare Fish
Unit of Learning Outcome 2
Prepare
Vegetables
Unit of Learning Outcome 3
Unit of Learning Outcome 4
Communicate
with managers
Communicate
with Colleagues
Unit of Learning Outcome 5
Unit of Learning Outcome 5
Food Safety
Unit of Learning Outcome 5
Considerations:
 What skills are the most important/significant?
 Are the skills up to date and relevant?
 Do you want skills, knowledge or combination type
units
 Understanding the scale of the task when teaching
and assessing a subject area
 Are the units relevant to all workplaces?
 Can the individual unit be of use in other areas –
other qualifications or on their own?
Step 2: Developing Learning Outcomes
 Each unit that is identified needs to list a
series of ‘Learning Outcomes’
 Statements which set out specifically what the
student should be able to do/know after
assessment
 Require to be written in a specific way
The Template:
Learning
outcomes
(5-10)
1.
2.
3.
4.
5.
6.
7.
The learning outcomes should refer to both
knowledge and skills. However, it is possible to
develop such learning outcomes referring only to
knowledge or only to skills.
Example:
Learning
outcomes
(5-10)
1. Select cooking methods suitable for use with red meat
2. Prepare red meat as required by recipe specification
3. Prepare complementary ingredients according to a
recipe specification
4. Select appropriate cooking equipment for the task
5. Implement cooking methods which produce the dish to
the standard required within the dish specification
6. Diagnose problems with the cooking process if
identified
7. Implement corrective action to rectify problems
8. Present dish according to dish requirements
Important to remember:





Follow rules associated with CROQF
Use ‘Active Verbs’ to begin each learning outcome
Make sure they are specific and measurable
Write them in a logical order – sequence of events
Ensure that the Learning Outcomes relate to the unit
title
 Avoid ‘compound’ learning outcomes
Example of a compound ‘Learning Outcome’:
Produce a template for analysing data and filing
in an easily retrievable format
Step 3: Developing the Assessment Criteria
 Assessment Criteria set out what the student
physically needs to do to show that they have
achieved the Learning Outcome.
 They give us an indication of when ‘learning
has taken place’.
 Specify the standard a student is expected to meet to
demonstrate that the associated learning outcome has
been achieved
 Relate to an individual learning outcome, using
language that is consistent with it
 Are sufficiently detailed to support reliable, valid and
consistent judgements that a learning outcome has
been achieved, without creating an undue assessment
burden for students or teachers
 Encompass whole learning outcome, not just part of it.
Example:
Learning Outcome
Associated Assessment Criteria
Describe the processes used to
manufacture cheese
Report on the application of
processes used to manufacture
cheese in a particular factory
Produce a red meat dish according to
a suitable recipe specification
Prepare red meat as required by
recipe specification
Check that machinery has the correct Implement the correct safety checks
safety guards in place prior to use
on a range of engineering equipment
Calculate the Gross Profit for the
business period
Produce a Gross Profit statement for
a given business period
Points to note:
 Use of ‘active verbs’
 Realistic activities suitable to students
 Don’t make the statements too specific!
 Ensure statements are relevant to the
Learning Outcome
Assessment method options:
 How you phrase the assessment criteria will
depend on the assessment method being
used
 We use different assessment methods to
respond to the nature of the activity
 e.g. We use reports and written tests to assess
knowledge and practical tests for practical
skills
Assessment method options:
Observation of
student
completing a
task
Researching and
reporting on working
practices
Observation of a
group of students
working together to
complete a task
Presentation to
employers or
peers
Oral questioning
Evaluation of the
students own work
Razrada
Kvalifikacija
Development of Occupational
Standards
Development of Qualification
Standards
Development of Curriculum to
reflect Qualification Standards


Describes the activities and content
needed to enable the student to
achieve the qualification
requirements
Curriculum document is designed to:
 Take the qualification and develop it into a
programme of learning
 Provide teachers with a tool to support their
work
 Acts as a critical quality assurance tool
 Sets out the content for delivery
Step 1: Ensure you are familiar with the
qualification content!
Step 2: Develop a picture of the ‘average
student’
CROQF reference levels:
 Range of levels used within the CROQF to
ensure comparability between qualifications
 Important that the content of the curriculum
is suitable for the level described
 VET qualifications are pitched at Level 4
 The level 4 reference level is provided in the
handbook
Step 1: Ensure you are familiar with the
qualification content!
Step 2: Develop a picture of the ‘average
student’
Step 3: Develop a running order for the content
to be delivered
Qualification unit titles:
Unit
Unit title
Number
1
Select materials for furniture construction
2
Measure furniture components to ensure they meet specifications
3
Use power machinery to cut wooden furniture components
4
Use hand tools to cut wooden furniture components
5
Assemble wooden components to produce wooden furniture
6
Use metal fixings to joint wooden components
• Module 1: Basic hand skills – recognising different types of hand
tool, setting up and sharpening hand tools, safe use of hand
tools
• Module 2: Understanding materials – recognising different
types of wood, understanding the properties of wood
• Module 3: Creating different wooden joints – marking out and
measuring, cutting joint shapes, assembling wooden
components using joints
• Module 4: Fixing methods – understanding properties of glues
and metal fixings, applying fixing methods, advantages and
disadvantages of different fixing methods.
The concept of ‘Modules’
 Modules represent a package of learning activity
 They may contribute to a specific Qualification Unit
or a group of units
 Might be related to a specific subject area
 Important that the modules are developed in a
logical structure
 Some modules may be delivered over more than one
year
Step 1: Ensure you are familiar with the
qualification content!
Step 2: Develop a picture of the ‘average
student’
Step 3: Develop a running order for the content
to be delivered
Step 4: Develop content of individual modules,
linked to relevant a running order for the
content to be delivered
What the template requires:
 That teachers are given guidance as to the
breadth and depth of content
 Reference is made to the relevant learning
outcomes
 Suggested ‘modes of learning’
 Suggested assessment methods
 Recommended books and learning materials
Summary of process:
 Logical step by step approach
 Vital that all steps are fully completed – no
shortcuts!
 Important that link is always made to needs of
employers as identified by the Occupational
Standards
 Need to consider ‘what hat you wear’ at each
stage
Hats to wear:
Occupational
Standards:
Understanding the
needs of employers
and the workplace
Qualification
Standards:
Understanding the
needs of employers
and the workplace
Curriculum:
Understanding the
needs of teachers to
enable them to be
provided with the
right information
Razrada
Kvalifikacija
Development of Occupational
Standards
Development of Qualification
Standards
Development of Curriculum to
reflect Qualification Standards
Helps us to understand the skills and
knowledge required by the
occupation
Presents the specific standards that a
student is required to achieve –
related to the occupation
Describes the activities and content
needed to enable the student to
achieve the qualification
requirements
Next steps:
 Form into working groups to start to develop
occupational standards – and subsequently
the full qualification
 Working groups will alter in membership
depending on the task
 Really need to use your combined expertise
 Sector Advisor will lead the development
activity
Assistance for you:
 Sector Advisors have done this before – they
have experience
 You can examine sets of all of the documents
described – paper based or on database
 Handbook designed to take you through step
by step of all of the stages
 I am here to help!!
IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku
Partner u projektu
Projekt provode:
Thank you
David Tournay
Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681