A guide on how to cluster units of competence for delivery...

A guide on how to cluster units of competence for delivery and assessment

Clustering units of competence

Department of Education and Training151 Royal Street, East Perth WA 6004T: 9264 4681W: vetinfonet.det.wa.edu.au

T16/Aug/09

1st Edition 2009

TITLE Clustering units of competenceSCIS NO. 1419528ISBN 978-0-7307-4324-8

© Department of Education and Training 2009

Reproduction of this work in whole or part for educational purposes, within an educational institution and on condition that it is not offered for sale, is permitted by the Department of Education and Training.

This material is available on request in appropriate alternative formats.

Department of Education and Training151 Royal StreetEast Perth WA 6004

Further information please contact: T: +61 8 9264 4681F: +61 8 9264 4688E: [email protected]: www.vetinfonet.det.wa.edu.au


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Clustering units of CompetenCe

PurposeThe purpose of this publication is to provide registered training organisations (RTOs) with guidance

about how to use clustering to improve delivery and assessment practice.

This document has been designed to accompany other publications on assessment. The other

products include:

• Guidelines for assessing competence in VET – 2nd edition (2008)

• A guide to continuous improvement of assessment in VET – 2nd edition (2008)

• Troubleshooting guide: Assessment in VET – 2nd edition (2008)

• Recognition of Prior Learning: An assessment resource for VET practitioners – 3rd edition (2009)

• Designing assessment tools for quality outcomes in VET (2008)

• Reasonable adjustment: a practical guide to reasonable adjustment in assessment of candidates

with disability in VET (2008)

• Apprenticeships and traineeships – good practice guide for registered training organisations –

1st edition (2008)

• Partnership arrangements between schools and registered training providers –1st edition (2009)

• Professional development framework for vocational skills of VET practitioners – 1st edition (2009).

All publications are available in hard copy and can be downloaded from vetinfonet.det.wa.edu.au.


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ContentsPurpose ................................................................................................................................................. 1

Introduction ........................................................................................................................................... 3

Definitions ............................................................................................................................................. 4

Why should we cluster units of competence? ...................................................................................... 5

To cluster or not to cluster? That is the question ................................................................................... 8

Clustering in high level AQF qualifications ............................................................................................ 9

Clustering for delivery ...........................................................................................................................10

Clustering for assessment ....................................................................................................................13

Task based clustering ...........................................................................................................................14

Task 1: Audit project .............................................................................................................................16

Task 2: Reflective report .......................................................................................................................18

Risks to be managed when you cluster units of competence ............................................................. 20

Assessment judgements for units of competence within a cluster .................................................... 24

Mapping clustered units ...................................................................................................................... 25

Recognition of Prior Learning .............................................................................................................. 25

Case study 1: Western Australian Academy of Performing Arts ......................................................... 35

Case study 2: Perth Boat School ..........................................................................................................41

Case study 3: Challenger TAFE ........................................................................................................... 43

BSBAUD501B: Initiate a quality audit .................................................................................................. 45

Skills and knowledge ........................................................................................................................... 47

BSBAUD503B: Lead a quality audit .....................................................................................................51

BSBAUD504B: Report on a quality audit ............................................................................................ 55

Employability skills summary for the BSB51607: Diploma of Quality Auditing ................................... 59

References .......................................................................................................................................... 60


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IntroductionRegistered Training Organisations (RTOs) are tasked with developing learning and assessment

strategies, processes and materials that meet the needs of their clients and maximise outcomes.

This can include learning and assessment that leads to the award of a statement of attainment or

a full qualification. In order to meet client needs and maximise outcomes RTOs need to develop

processes and products that focus on the quality of the learning and assessment experience. It is well

established in research that effective strategies involve the learner:

• makingsenseofnewknowledgeandskillsanddevelopingunderstandingratherthansimply

learning sets of facts and information to be reproduced when required

• lookingforwhatissignificantsuchaskeyconceptsandprinciples,relationshipsbetweenideas,

lines of reasoning

• relatingnewideastopreviousknowledgeandexperiences

• findingthelinkbetweenconceptualknowledgeandrealworldapplications

• employinghigherorderthinkingskillsthroughexaminingissues,clarifyingproblems,producing

own ideas and thinking critically.

Clustering units of competence for learning and assessment can assist RTOs to produce strategies

that address the above points as well as realising significant efficiency benefits for the organisation.

This guide provides information about the process of clustering for delivery and assessment that is

supported by a worked example of clustering 3 units from the BSB07 Training Package related to

quality auditing for delivery and assessment. This example is a task based cluster as it relates to a

particular task that would be undertaken by a person who may have one of the following jobs:

• qualityassurancemanager

• qualityfacilitator

• qualityandimprovementconsultant

• servicequalitysystemsupportanalyst.

Complete copies of the units of competence are included for reference. The guide also provides

case studies from a range of organisations that have effectively used clustering for delivery and/or

assessment purposes. The case studies include:

1 Certificate III in Carpentry and Joinery: Challenger TAFE

2 Advanced Diploma of Music: Western Australian Academy of Performing Arts

3 Coxswain’s Restricted Certificate of Competency: Perth Boat School.

David Santamaria

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David Santamaria

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DefinitionsThese definitions are drawn from the Department of Education and Training publication: Guidelines

for assessing competence in VET 2nd edition and support the concepts discussed throughout this

publication.

ClusteringClustering is the process of grouping competencies into combinations which have meaning and

purpose related to work functions and needs in an industry or enterprise.

Competency based assessmentCompetency based assessment is the process of collecting evidence and making a judgement about

whether competency has been achieved.

EvidenceEvidence is the information gathered which, when matched against the unit of competence provides

proof of competence. Evidence can take many forms and be gathered from a range of sources.

Integrated assessmentIntegrated assessment is an approach to assessment that covers the clustering of multiple units and/

or elements from relevant competency standards. This approach focuses on the assessment of a

‘whole of job’ role or function that draws on a number of units and/or elements of competence. This

assessment approach also integrates the assessment of the application of knowledge, technical skills,

problem solving and demonstration of attitudes and ethics.

…This symbol means that the information continues in the original document but is not included in

this publication.

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Why should we cluster units of competence?Clustering is a process that can be used when developing learning and assessment materials. It

involves the developer generating processes and materials that meet the requirements for groups or

clusters of units of competence rather than individual units for a range of reasons including:

• tomeettherequiredcompetencyprofileofthelearner/candidate

• theneedtoreflecttheworkplaceinthelearningandassessmentexperience

• maximisingtheopportunitiesforholisticevidencegatheringintheassessmentprocess

• theneedtoaddressunitofcompetenceco-requisiterequirements

• efficiencyofeffortforthetrainer/assessorandlearner/candidate.

The needs of the learner/candidateIn many circumstances learners/candidates will have requirements for specific competencies

rather than requiring a full qualification. Clustering provides an avenue to meet those immediate

skill development needs while, if appropriate, building to a qualification outcome. The Assessment

Guidelines of the TAA04 Training Package (page 114) provides the following example:

“… in many industry settings, individuals may perform training and/or assessment functions as part of

their overall work role. These skills are often complementary to core work functions and competence

will only be required or relevant in a few TAA04 Training and Assessment Training Package units.

For example, an individual providing specific training in one unit from an industry Training Package or

someone responsible for organisational internal training may find that TAADEL301C Provide training

through instruction and demonstration of work skills, TAADEL403B Facilitate individual learning and/or

TAADEL404B Facilitate work based learning reflects the competency profile needed for their training

responsibilities. If they also assess, TAAASS402C Assess competence may be added to the cluster.

In other circumstances other clusters may be more relevant.”

Reflecting the workplaceThe VET system is based upon the premise that the learning and assessment experience will lead

to vocational outcomes, that is, people who have been assessed as competent will be able to

consistently perform to the standard required by the workplace. Learning and assessment materials

that reflect the workplace will therefore assist in putting the knowledge and skills being learned or

assessed in a real work context. This approach is more meaningful for the learner/candidate and

increases the likelihood of them being able to transfer the knowledge and skills from the classroom

setting to the workplace.

When learning and assessment takes place in a workplace the workplace itself becomes a resource

for learning and assessment. The workplace tasks are able to be mapped to the units of competence

and a meaningful schedule of knowledge and skills development planned. Successful performance of

the job role then provides the evidence required for assessment. This assists in minimising disruption

to the work place and over assessment.

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Assessment and holistic evidenceAssessment and evidence are terms that are sometimes incorrectly used interchangeably by VET

practitioners. Assessment is a process of collecting evidence and then making a judgement about

competence based upon the evidence. Our confidence in the judgement can be improved by

collecting holistic evidence. Holistic evidence is representative of job roles and does not take a sub-

task by sub-task based approach. For this reason holistic evidence is also called integrated evidence.

Holistic evidence focuses on whole work activities rather than sub tasks or components of a work

activity. In collecting holistic evidence the assessor develops an image or picture of how a competent

worker would perform the activity. Holistic evidence also provides the assessor with the opportunity

to see dimensions of competence and employability skills demonstrated in an integrated fashion.

Co-requisitesMany Training Packages use unit co-requisites to provide advice to trainers and assessors about

which units of competence combine appropriately because they represent a realistic job role or work

task or have significant similarities in knowledge, skills and performance requirements. In a selection

of Training Packages co-requisites must be assessed together; however the majority of Packages

provide suggestions only. Clustering for assessment provides RTOs with the opportunity to attend to

co-requisite requirements.

EfficiencyRepetitious delivery and over assessment is a common weakness in the quality of delivery and

assessment when RTOs take a unit by unit approach. There are significant efficiencies to be made

when units are clustered as common knowledge, skills and performance requirements can be

identified and addressed together instead of multiple times with each unit. The table on page 9 is

an extract from the required knowledge and required skills sections of the three audit units. The

requirements are in fact identical as the same knowledge and skills are simply used in different ways

to achieve the required workplace performances of initiating, leading and reporting a quality audit.

In this example significant efficiencies can be realised during the learning process by having common

learning sessions addressing knowledge and skills that underpin performance.


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Extract from the required knowledge and skills lists from 3 quality auditing units

BSBAUD501B Initiate a quality auditRequired skills

BSBAUD503B Lead a quality auditRequired skills

Report on a quality auditRequired skills

• communicationskillsto

listen to and question

clients and other audit

team members

• culturallyappropriate

communication skills to

relate to people from

diverse backgrounds

and abilities

• interpersonalskillsto

establish rapport with

clients and to liaise with

other audit team members

• literacyskillstoread,

write, edit and proofread

documents to ensure clarity

of meaning, accuracy and

consistency of information


listen to and question


team members




diverse backgrounds

and abilities









consistency of information


listen to and question,


team members




diverse backgrounds

and abilities









consistency of information.

BSBAUD501B Initiate a quality auditRequired knowledge

BSBAUD503B Lead a quality auditRequired knowledge

Report on a quality auditRequired knowledge

• auditingcodesofpractice

or ethics

• auditingmethodsand

techniques

• currentauditpractices

• industry,productand/or

service knowledge

• qualityauditingprinciples,

techniques and systems

• requirementsofhouseor

other style manual protocols

for written communications

• terminologyrelatingto

quality auditing.


or ethics


techniques



service knowledge







quality auditing.


or ethics


techniques



service knowledge







quality auditing.


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To cluster or not to cluster? That is the questionThe decision to cluster for delivery and/or assessment will be made based upon a number of

considerations that relate to the needs of the learner/candidate, the needs of the workplace, the

needs of the RTO and the characteristics of the units of competence. In determining if clustering is

appropriate RTOs should be considering the answers to the following questions.

Question Yes No

Characteristics of the units of competence

Do the units in the proposed cluster have common knowledge and/or skills and/or performance requirements?

Are the units in the proposed cluster at the same Australian Qualifications framework (AQf) level?

Do the units in the proposed cluster have common application in tasks?

Learner/candidate

Does the learner/candidate need to be competent in all of the units that may be in a cluster or would it be more suitable for them to complete an individual unit/s?

Does the learner/candidate already have competence in some of the knowledge or skills that would be in the cluster and if so will this be able to be recognised within a clustered learning program or assessment process?

Does the learner/candidate have the capacity in terms of time and availability to participate in a clustered learning program or assessment process?

RTO

Does the training package allow for these units to be grouped within a cluster?

if the cluster is going to contribute to a qualification will the proposed cluster meet the qualification packaging rules?

Does the rto have staff who are vocationally competent across the proposed cluster?

is the rto able to effectively timetable a clustered learning program or assessment process?

Workplace

Do the units in the cluster reflect the typical tasks for this workplace?

Does the workplace need all of the units that may be in a cluster or would it be more suitable to offer an individual unit/s?

Does the workplace have staff who are vocationally competent across the proposed cluster and are therefore able to assist learners in the workplace?

Does the workplace have access to all equipment and facilities that would be required to deliver and assess the proposed cluster in the workplace?

If the RTO answers no to any of the above questions then serious consideration should be given to

whether clustering is an appropriate approach. If the RTO determines that they will proceed with

clustering then the risks highlighted in the checklist need to be managed to ensure that a quality

product is offered to the learner/candidate and valid, reliable judgements of competence are made.

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Clustering in high level AQF qualifications1

The delivery and assessment of high level qualifications is a workforce development priority in

Western Australia as well as other states and territories in Australia. Offering high level qualifications

is seen as one strategy for raising levels of education and skill to enhance national productivity.

Delivering and assessing high level qualifications poses a range of challenges for RTOs because

of the nature of the competencies at higher levels and as a result special consideration should be

given to clustering for delivery and assessment of high level AQF qualifications. Typically units of

competence in higher AQF level qualifications are more complex and involve implicit understanding,

and the ability for reflection, prediction, analysis, synthesis and evaluation. In a work place this most

often translates into complex tasks that involve generating designs and ideas, analysing and solving

problems, leading teams and developing long term plans. As a result, learning and assessment of

high level competencies will often be a developmental process involving the workplace. This is likely

to take place over an extended period of time and involve a range of people who support the learning

and assessment and assist with the collection of evidence.

Clustering offers RTOs a valuable opportunity to develop learning and assessment strategies for

higher level qualifications that are based on real work tasks and provide a rich source of evidence

for assessment judgements. The challenge then for those assessing higher AQF qualifications

is to make judgements about competence by collecting valid evidence cost-effectively, from

many sources and over an extended period of time. It requires a detailed understanding of the

performance requirements and relevant sources of evidence that demonstrate competence. It also

requires a capacity to synthesise a wide range of evidence in order to make credible decisions about

competence. The processes and tools that are suggested in this guide will be useful for RTOs who

are clustering in high level qualifications.

1 Adapted from Assessing Competencies in Higher Qualifications, ANTA 2001.


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Clustering for deliveryWhen clustering units of competence it is possible to cluster for delivery, cluster for assessment or

both. Clustering for delivery will focus on identifying the commonalities in what needs to be learnt

and structuring a program to meet those needs. On page 7 an example of common knowledge and

skills requirements for a cluster of quality auditing units is provided. In this example the common

required knowledge and skills can become a single learning component that is then supplemented by

specialised performance knowledge. The diagram below illustrates how a learning program for the

three quality audit units may be structured.

Clustered learning structure for the quality auditing program

In this structure the central area is the common knowledge and skills that are required by all three

quality auditing units of competence. In addition to this knowledge and skills, participants must learn

a range of specialised knowledge and skills related to particular aspects of the auditing task. This is

listed in the outer circles. If this program was not clustered, RTOs could possibly deliver the common

knowledge and skills three times, once for each unit of competence, a very inefficient and ineffective

approach.

Once the RTO has established the areas of knowledge and skills that can be clustered they will

proceed to develop learning and assessment strategies followed by delivery plans and materials.

RTOs need to ensure that the delivery plan addresses all the requirements of the units of competence

and that any opportunities for formative assessment (if appropriate) are identified.

Specialised

knowledge

and skills

Common

knowledge

and skills

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The session plan extract below demonstrates how the RTO might approach the delivery session for

one aspect of the quality auditing program and identifies where there is opportunity for formative

assessment to occur.

Day 1 Quality auditing session 2: Audit Terminology

Time/Subject Activity Resources

0900 – 1015 Quality Facilitated discussion: Quality audits

group to discuss their understanding of quality, quality systems, and a quality audit.review the quality system diagram on page 12 of the participant book and highlight key components of a quality system.Complete the audit terminology exercise on pages 15–18 of the participant book.Clarify any terms that have not been understood by the participants and display these terms on the wall charts.…

participant bookterminology wall charts

morning tea 15 mins

scones with jam and cream, fruit platter

Day 2 Quality auditing session 7: Audit Planning

Time/Subject Activity Resources

1030 – 1130 Audit plans

Brainstorm: Audit plansWhat information would you want to have before you conducted an audit?

What actions would you need to take to prepare for an audit?Discuss the information provided by participants and where necessary add to the information to ensure that the following has been discussed:• auditscope• auditobjectives• auditrequirements,documentationtoreview• auditreportingtimelinesandschedules• personnelforaudit(auditteamandauditeerequirements)• rolesandallocationofroles,• riskanalysis• measurementcriteriatobeused• entrymeeting• samplingtechniquestobeused• resourcerequirementsfortheaudit.…

Audit handbook

Audit plan template

2 audit scenarios

2 worked examples of audit plans for the scenarios

Participants are now using some of the audit terminology that was addressed in the common or clustered knowledge

1130 – 1230 Audit plans cont…

Structured discussion: Audit plan examples

provide participants with two worked examples of audit plans for audits in different contexts. Discuss the plans and why particular decisions have been taken during the planning process.

lunch 30 mins sandwich platters, caramelised onion and goats cheese tarts, vegetable and chicken rice paper rolls with dipping sauces, green salad, fruit and cheese platter

Sessions continue and on Day 2 the common knowledge of audit

terminology is now used to support specialised knowledge of audit

planning.


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1300 – 1400 planning exercises

Audit planning group exercise

group exercise: produce an audit plan from the scenario provided. Work in groups of 3 – 4. once completed discuss the plan with the facilitator and make any modifications that are deemed necessary.in your groups reflect on the process and make a note of the key points of your group discussion on the flip chart paper for discussion with the class.…

Audit scenariosAudit plan templates

Participants are now applying common and specialised knowledge to practise a skill, planning.

1400 – 1500 planning exercises

Audit planning individual exercise

individual exercise: produce an audit plan from the scenario provided. once completed discuss the plan with the facilitator and make any modifications that are deemed necessary.

Audit scenariosAudit plan templates

Formative assessment opportunity

Group exercise: During the group exercise the facilitator could be making observations relating to the

communication skills and interpersonal skills of the individual participants. The facilitator can also collect

evidence that demonstrates understanding of audit terminology and planning practice for the groups.

Individual exercise: The facilitator can collect evidence of understanding of audit terminology

and planning practice for individuals. They can also use the evidence (audit plan) to review written

communication skills.

The information gathered during formative assessment can be used to adjust the learning

program if necessary either by providing remediation or accelerating the program if appropriate.

The formative assessments may also identify individuals who require further learning and practice

before progressing to summative assessment activities.


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Clustering for assessmentWhen an RTO clusters for assessment purposes the RTO is aiming to identify evidence that can be

used across a number of units to assist in making a judgement of competence, or to identify units that

should be clustered together because they form a holistic work task. This is called task based clustering

and the quality audit units used as the worked example in this publication are a task based cluster.

When designing assessment tools the RTO must establish what evidence is required for each unit of

competence in a cluster. This will require the RTO to unpack the units of competence individually.

The RTO will need to examine:

• theelementsoftheunit/unitsofcompetency,theperformancecriteria,requiredskillsand

knowledge, range statement, the evidence guide, and assessment guidelines

• thedimensionsofcompetency–thetask,taskmanagement,contingencymanagementandjob/

role environment skills

• theemployabilityskills

• thelanguage,literacyandnumeracyskilllevels

• therelevantAQFdescriptor

• relatedworkplaceprocesses,proceduresandsystemsthatassistyoutocontextualisetheactivity

you are required to assess. Be sure to include any legislative, OHS or legal requirements that may

need to be considered when conducting assessment.

Source: Department of Education and Training 2008, Designing assessment tools for quality

outcomes in VET (2008), p. 8.

Understanding what evidence is required for each unit is essential for the RTO to make valid

judgements for each unit but also to determine whether there is an opportunity to cluster units and

use common evidence for assessment decisions. In the worked example three quality auditing

units have been clustered because they form a holistic work task. It would also be possible to add a

Training and Assessment unit to this cluster, specifically the unit TAACMQ503B Lead and conduct

training and/or assessment evaluations if this was training and assessment that was enabling the

person to be a lead auditor in a VET context. This is possible because the TAA unit and the three

quality audit units require similar performance evidence.

The unit (TAACMQ503B) requires a competent person to evaluate training and/or assessment.

The linkages to the BSB quality auditing units are in the ‘application of the unit’ description.

The extract on the following page explains the types of activities that would be undertaken when

conducting an evaluation and involves planning the evaluation, conducting and reporting on findings.

The description also identifies that the evaluation would be carried out against specified criteria

using a range of methods. This is almost identical to what would be done for the quality auditing

units, therefore through using contextualisation (auditing in a training and assessment organisation),

clustering for assessment is possible.

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Risks to be managed when you cluster units of competenceClustering units of competence for delivery and assessment, like any other activity undertaken by

an RTO has associated risks. This section of the guide discusses a range of common risks when

clustering and suggests strategies that an RTO may use to manage the risk.

Recognition within clustersAn integral component of the VET system is the concept of recognition. It means that competence

is recognised, regardless of how, when or where the learning occurred. When units are clustered

together it can be more complex to recognise existing competence for a learner or assessment

candidate. This occurs when learners enter already having been deemed competent in one or

more of the units within a cluster or take an RPL approach for one or more units within the cluster.

The complexity occurs when RTOs have to ‘unpick’ the clustering that has been done. The use of

individual checklists determining evidence requirements and mapping processes will assist RTOs in

the unpicking process. In some circumstances the degree of recognition may make the use of the

planned clusters inappropriate. In these circumstances RTOs may choose to re-cluster (a smaller

cluster is formed) or take a unit by unit approach if appropriate. It is important to remember that judgements of competence are always made for individual units, not clusters of units.

Limiting exit pointsClustering units of competence for delivery and assessment may potentially limit exit points from a

qualification. A selection of training packages are structured so that the entry requirements for higher

qualifications include the majority of units from the previous level qualification and some additional

units. The diagram below demonstrates this type of structure.

Qualification structure

Certificate III Certificate IV Diploma

Cer

tifica

te II

I uni

ts

Cer

tifica

te II

I uni

ts

Cer

tifica

te I

V u

nits

Cer

tifica

te II

I uni

ts

Cer

tifica

te I

V u

nits

Dip

lom

a u

nits

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This approach used to be called ‘nesting’. The National Quality Council, in consultation with Australian

Chamber of Commerce and Industry (ACCI), Australian Industry Group (AIG), Australian Council

for Private Education and Training (ACPET), TAFE Directors Australia, State and Territory Training

Authorities and Industry Skills Councils has clarified that the term ‘nesting’ is redundant and is to be

removed from training packages as part of the review process (NQC Special Bulletin October 2007).

Training packages will now contain advice on entry requirements. The Training Package Development

Handbook provides the following advice about entry requirements.

Extract from the Training Package Development Handbook

• Entryrequirementsshouldbespecifiedforthequalificationwherepriorknowledgeskilland

experience is considered necessary.

• Entryrequirementsshouldbeexpressedintermsofcompetency,andmayincludelicensingor

industry recognised standards.

• Entryrequirementsmaybeexpressedas:

– the core units of competency of a lower AQF level qualification

– a significant number of units of competency from a lower level qualification

– specialist units of competency from a related stream

– vocational expertise, including typical job roles

– a combination of units of competency and vocational expertise.

Source:

www.dest.gov.au/sectors/training_skills/publications_resources/profiles/Training_Package_

Development_Handbook.htm2

While specifying entry requirements often provides for a logical learning pathway for learners and

candidates who enter qualifications at the higher levels (Certificate IV or Diploma in this example), the

clustering of the units may limit their ability to be awarded a lower level qualification if they are not

successful at the enrolled level.

When structuring qualifications RTOs need to be mindful of the packaging rules for the qualifications

and avoid clustering that would prevent the award of lower qualifications. In addition RTOs should

avoid clustering across AQF levels.

Units from different AQF levelsClustering units from different AQF levels poses a risk to quality (in particular validity) as the required

outcomes from units at different AQF levels vary significantly. The table on the following page is an

extract from the AQF Implementation Handbook Fourth Edition, (2007 pages 11-12) and demonstrates

the difference in outcomes that would be expected from a Certificate IV level unit or qualification

and from a diploma level unit or qualification. Clearly the learning program for, and evidence required

to demonstrate these outcomes would be very different. RTOs that choose to cluster units from

different AQF levels must ensure that the evidence required to make a decision about competence for

2 The Training Package Development Handbook is currently being transferred to the DEEWR website and will be available by visiting the following link in the future. www.deewr.gov.au/skills/tpdh


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each unit is clearly articulated and at the stated AQF level. An assessment panel or team assessment

and moderation are effective approaches to ensuring the validity and reliability of assessment

judgements made using evidence from units at different AQF levels.

Distinguishing features of learning outcomes

Certificate IV Diploma

• demonstrateunderstandingofabroadknowledgebaseincorporating some theoretical concepts

• demonstrateunderstandingofabroadknowledgebaseincorporating theoretical concepts, with substantial depth in some areas

• applysolutionstoadefinedrangeofunpredictableproblems

• analyseandplanapproachestotechnicalproblemsormanagement requirements

• identifyandapplyskillsandknowledgeareastoawidevariety of contexts with depth in some areas

• transferandapplytheoreticalconceptsand/ortechnicalor creative skills to a range of situations

• identify,analyseandevaluateinformationfromavarietyof sources

• evaluateinformationusingittoforecastforplanningorresearch purposes

• takeresponsibilityforownoutputsinrelationtospecifiedquality standards

• takeresponsibilityforownoutputsinrelationtobroadquantity and quality parameters

• takelimitedresponsibilityforthequantityandqualityofthe output of others

• takelimitedresponsibilityfortheachievementofgroupoutcomes

Tracking participant /candidate progressWhen learning and assessment is clustered it can be more complex to track a learner’s/candidate’s

progress against the individual units of competency within a cluster. Tracking progress becomes a

significant risk in the following situations:

• whenthelearner/candidatedoesnotcompletethecluster

• whentheprogramextendsoverasignificantperiodoftimeandtheclusterschangewithtime.

When the learner/candidate does not complete the cluster the RTO must be able to unpick the

cluster to determine if the candidate has achieved competence in any of the units within the cluster.

If the candidate has been successful in some but not all of the units then the RTO is required to

issue a Statement of Attainment for the units in which the learner/candidate has been assessed

as competent. Utilising a process such as the development of evidence checklists and/or mapping

documents described in this guide will assist RTOs managing this process.

If the RTO offers a program that extends over a significant period of time, for example two to three

years, then the continuous improvement process in the RTO is likely to identify improvements to the

training and assessment that would necessitate the rearrangement of clusters or of the evidence

provided for a cluster. In these circumstances it is vital that the RTO:

• hasahistoricalrecordshowinghowtheunitshavebeenclusteredandtheevidencerequired

for competence

• hasinformationabouttheprogressofeachlearner/candidateforeachunitofcompetence

• plansforthetransitiontonewclusteringarrangements

• communicatesclearlywiththeirclientsaboutanychangesandthereasonsforthechanges.


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Including too many units in one clusterRTOs should be aware that clusters can become too large to be manageable for RTOs and more

particularly for learners. One of the primary purposes of using a unit model in training packages was

to ensure that progress could be made in small achievable steps. When too many units are included in

clusters this advantage is lost. There is no ‘golden rule’ about how many units to include in a cluster,

RTOs need to use their judgement to ensure that clusters are structured to represent realistic work

tasks and to meet the needs of specific client groups.

Not clusteringClustering units of competence for delivery and assessment provides realistic, holistic learning and

assessment experiences for candidates. This approach has significant benefits for the learner (see

page 5 of this publication) and also has benefit for the RTO in terms of time and cost efficiencies in

the learning and assessment processes. If an RTO chooses not to cluster, they are potentially missing

an opportunity to improve the quality of training and assessment and subsequently the outcomes

for the learner.


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Assessment judgements for units of competence within a clusterWhen RTOs make assessment judgements it is important that the principles of assessment and rules

of evidence are met.

Principles of assessment Rules of evidence

Valid Valid

reliable sufficient

fair Current

flexible Authentic

When clustering, these principles and rules are applied to the judgements for each individual unit of

competence, not the cluster. This means that the RTO must be able to identify the evidence that will

be used for a judgement for each unit of competence. Specifically when conducting assessment the

assessor needs to ensure the following for each unit of competence:

• Theassessmentisconductedinaccordancewiththeassessmentplan.

• Theevidencespecifiedintheassessmentprocedureisgatheredusingtheagreedtools

or materials.

• Theevidenceisgatheredinaccordancewithreasonableorallowableadjustmentswhereapplicable.

• Theevidenceisevaluatedintermsofvalidity,sufficiency,currencyandauthenticity.

• Theevidenceisevaluatedaccordingtotheunit(s)ofcompetency,allfourdimensionsof

competency, the facets of employability skills, and the ability to transfer and apply skills and

knowledge to new contexts if appropriate.

• Assistancefrommoreexperiencedassessorsorindustryexpertsissoughtifappropriate.

• Theassessmentdecisionismadeinaccordancewiththespecifiedcriteria.

• Thedecisionisrecordedappropriately,inaccordancewithRTOandotherregulatingprocesses.

Source: Department of Education and Training, Guidelines for assessing competence in VET

2nd Edition (2008), p. 28.


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Case study 1: Western Australian Academy of Performing ArtsThe Western Australian Academy of Performing Arts (WAAPA), Edith Cowan University was established

to provide performing arts tuition comparable to the highest calibre of national and international training

benchmarks to be able to meet industry needs around the globe. Unique by virtue of its national and

international reputation the overriding objective of WAAPA is to nurture and develop the talent of a

select group of emerging artists to standards of excellence. Academic teaching appointments are made

not only on the basis of qualifications, but also on recent professional experience, as well as industry

profile and reputation. Each year WAAPA also invites many renowned industry professionals to Perth as

artists in residence to work with students on productions and performances6.

WAAPA uses clustering in a number of the qualifications that they offer including the

Advanced Diploma of Music. WAAPA uses clustering for delivery and assessment to create

holistic development opportunities that will reflect workplace practice within the music industry.

The clustering provides staff with a broader context in which to assess each student’s abilities as

they work to develop individual and group performance skills over a two year period. The performance

pieces include concert series and individual performances but may also involve providing music for

other WAAPA dance or theatre productions.

The clusters used by WAAPA were based on determining what a musician is required to do in

industry. Once these key tasks were determined the units from the training package were unpacked

to determine their alignment to the workplace tasks and to determine what evidence needed to be

collected. This allowed WAAPA to cluster units together so that the learning opportunities provided

students with the opportunity to take ownership of the performances and develop independence as a

performer. This activity produced a range of documents including a high level cluster mapping that is

used by WAAPA staff and students. An extract from the mapping is provided below.

Extract from the 2nd Year Contemporary Performance Program Mapping

Contemporary Music – 2009 mapping

2nd year Contemporary Performance

principal study Cusmpf19A use private practice to refine performance technique

Cusmpf18A refine performance technique and expand repertoire

professional practice Cusmpf18A refine performance technique and expand repertoire

ensemble Cuslrn05A Direct music in a performance

Cuslrn04A prepare for and lead a music rehearsal

Cusmpf14A perform accompaniment

Concert practice Cusmpf14A perform accompaniment

6 Source: WAAPA Website, June 2009.

CLUSTERING UNITS OF COMPETENCE

Clustering units of competence 37

Case study 1: Western Australian Academy of Performing Arts The Western Australian Academy of Performing Arts (WAAPA), Edith Cowan University was established to provide performing arts tuition comparable to the highest calibre of national and international training benchmarks to be able to meet industry needs around the globe. Unique by virtue of its national and international reputation the overriding objective of WAAPA is to nurture and develop the talent of a select group of emerging artists to standards of excellence. Academic teaching appointments are made not only on the basis of qualifications, but also on recent professional experience, as well as industry profile and reputation. Each year WAAPA also invites many renowned industry professionals to Perth as artists in residence to work with students on productions and performances6. WAAPA uses clustering in a number of the qualifications that they offer including the Advanced Diploma of Music. WAAPA uses clustering for delivery and assessment to create holistic development opportunities that will reflect workplace practice within the music industry. The clustering provides staff with a broader context in which to assess each student’s abilities as they work to develop individual and group performance skills over a 2 year period. The performance pieces include concert series and individual performances but may also involve providing music for other WAAPA dance or theatre productions. The clusters used by WAAPA were based on determining what a musician is required to do in industry. Once these key tasks were determined the units from the Training Package were unpacked to determine their alignment to the workplace tasks and to determine what evidence needed to be collected. This allowed WAAPA to cluster units together so that the learning opportunities provided students with the opportunity to take ownership of the performances and develop independence as a performer. This activity produced a range of documents including a high level cluster mapping that is used by WAAPA staff and students. An extract from the mapping is provided below. Extract from the 2nd Year Contemporary Performance Program Mapping

Contemporary Music - 2009 mapping 2nd year Contemporary Performance

Principal Study CUSMPF19A Use private practice to refine performance technique

CUSMPF18A Refine performance technique and expand repertoire

Professional Practice CUSMPF18A Refine performance technique and expand repertoire

Ensemble CUSLRN05A Direct music in a performance

CUSLRN04A Prepare for and lead a music rehearsal

CUSMPF14A Perform accompaniment

Concert Practice CUSMPF14A Perform accompaniment

6 Source: WAAPA Website, June 2009.

David Santamaria

Highlight


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The unpacking of the units of competence provides WAAPA staff with information about the

evidence required for competence. WAAPA has used this to develop a range of assessment tools.

Two examples are provided on pages 38–40 that relate to the two clusters in the mapping. In each

of these examples WAAPA has identified what must be demonstrated by the student and provided

links to the units of competence. In some instances the activities that must be observed relate to

requirements of multiple units within the cluster (page 40) and others relate to single units from within

the cluster. The performances within the cluster also provide evidence against the critical aspects of

evidence for the units that include:

• proficiencyinperformanceonnominatedinstrumentinselectedareaofspecialisation

• listeningeffectivelyforintonationandnuanceinperformance

• accurate/innovativeinterpretationandexpression

• effectivemusicalcollaborationandcommunicationinperformance

• musicalleadershipandcommunication

• developingandexpressingmusicalvisionthrougharangeofmusicalforces.

Source: CUS01 training package

WAAPA assessors are then able to use this evidence, along with other evidence collected during

the cluster to make judgements of competence for individual students. The judgements frequently

include evidence from panel assessments. These panels will include WAAPA staff as well as visiting

industry professionals. This provides WAAPA with rich evidence of the ability of the students to meet

workplace requirements thereby addressing the dimensions of competency and employability skills.

The panel assessment approach is also a sound moderation and validation strategy as it promotes a

common understanding of the requirements of the units, moderates judgements about competence

and provides industry benchmarking.

As the music industry changes and develops WAAPA also review and refine their courses. At times

this has involved the units within a cluster being changed. Courses that are provided over a number

of years where there is the possibility of RPL and, at times reassessment, requires that WAAPA

carefully monitor the clustering and the evidence that is provided by individuals. The mapping and

assessment tool approach used by WAAPA are instrumental in allowing this monitoring to occur.

Traditionally WAAPA has always used performance for assessment purposes and moving to competency

based training with a unit approach proved to be challenging. The adoption of clustered assessment

has been successful and has provided clarity and objectivity to the judgement of competence. WAAPA

staff have explained that it is far simpler to say ‘yes’ or ‘no’ when assessing against a clear set of criteria.

WAAPA staff also explained that using clustering has produced better musicians as the learning and

assessment experience is more cohesive and representative of realistic workplace tasks.


37




Panel Assessment 2009 CUSMPF14A Perform accompaniment CUSLRN05A Direct Music in Performance

Ensemble Advanced Diploma

Candidate name:

Assessor name:

Workplace: Jazz studio (or as advised)

Date of assessment:

Procedure: Panel assessment of performance technique

Did the candidate perform the following skills: Yes No Give clear communication to the ensemble members showing musical leadership and appropriate communication skills

CUSLRN05A (1.2, 1.3, 1.4, 3.2)

Arrive on time and fully prepared for the recital. Prepare the ensemble for the performance with warm up and tuning

CUSLRN05A (1.1, 3.1)

Conduct themselves in a professional manner at all times CUSLRN05A (2.1,)

Show presentation skills and sustain the audience’s attention throughout the performance

CUSLRN05A (4.1, 4.2, 4.4 )

Communicate clearly and appropriately to the audience to enhance overall understanding.

CUSLRN05A (4.3, 4.5)

Show stage presence skills, including acknowledging audience and performers.

CUSLRN05A (2.1 – 2.7)

Lead warm up and give notes if required.

CUSLRN05A (1.5, 1.6)

Have a clear understanding, through research, of the material and direct the ensemble in a calm, professional manner

CUSLRN05A (3.1, 3.2, 3.3 )

Engage the attention of all performers throughout the performance using things such as body language, eye contact and professional manner.

CUSLRN05A (3.5, 3.7)

Make sure the ensemble is balanced and respond appropriately to any


38




variations that occur.

CUSLRN05A (3.4, 3.6) Interact with other ensemble members to develop a cohesive musical performance. This should include giving and taking cues, and listening to and reacting with each instrument within the ensemble.

CUSMPF14A (2.3,3.2,3.3,3.5,4.5)

Contribute to the ensemble’s stage presence. This should be reflected with a positive attitude on stage, and awareness of own and others role in developing a positive group performance.

CUSMPF14A (4.1,4.2,4.4)

Listen to own part and adjust allowing for the size of the venue, the dynamics of the piece and the balance within the ensemble.

CUSMPF14A (3.5,3.6,3.1)

Observe OHS principles by ensuring that the performance environment was safe, adequate rest breaks were scheduled if appropriate, using the correct posture, using strategies to overcome the effects of performance anxiety, addressing personal health and safety issues in relation to physical/environmental factors of the venue, undertaking psychological/physical warm up/cool down and maintaining stage fitness to ensure professional technique standard?

CUSMPF14A Perform accompaniment

The candidate’s performance was: Not Satisfactory Satisfactory

Process Diary Not Satisfactory Satisfactory

Feedback to candidate

Candidate signature:

Assessor signature:


40


Just as the overriding objective of WAAPA is to nurture and develop the talent of a select group of

emerging artists to standards of excellence, WAAPA students are overwhelmingly focused on their

artistic development. For this reason the ‘VET curriculum’ is ‘behind the scenes’. The students clearly

understand their learning and assessment program, but benefit from understanding that the learning

and performance program will provide them with the opportunities to be assessed and receive the

VET qualification.

WAAPA has been, and continues to be very successful with graduates who are now household

names not only in Australia, but internationally. Information about the career pathways, experiences

and awards that have been won by WAAPA graduates in 2009 can be viewed by visiting http://waapa.

ecu.edu.au/news/inside_waapa.php

The Department would like to thank the Western Australian Academy of Performing Arts for providing

the materials for this case study, in particular Mr Mike Eastman and Mr Ric Eastman.

A guide on how to cluster units of competence for delivery and assessment


Department of Education and Training151 Royal Street, East Perth WA 6004T: 9264 4681W: vetinfonet.det.wa.edu.au

T16/Aug/09

1st Edition 2009

A guide on how to cluster units of competence for delivery...

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