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The project reported here aimed to examine online assessment practices in both the vocational and other educational sectors to determine the range of methods used, the reasons for selecting particular assessment approaches, issues raised about assessment online and the possibilities for adaptation of those approached by the Australian vocational education and training (VET) sector. Input was sought from a wide range of sources including national and international designers and experienced online educators in the field. The research considered the following questions. What are the principles of quality assessment in an online learning environment? What assessment purposes can be supported through the use of online technologies? What assessment methods and/or tools work well in an online learning and assessment environment? What factors influence the choice and design of online assessment methods? What are the challenges, barriers and possible pitfalls in achieving quality online assessment? A literature review was conducted. Data were collected through interviews with designers and deliverers and were used to develop assessment scenarios for the Australian VET online environment. The project finds that because not all learners have access to the technology capable of accessing high-end materials, simple tools can be the basis for appropriate interactive learning and assessment strategies. Understanding the possibilities of the assessment process to be collaborative and learner-centred is as important as developments in technology.

A companion electronic publication, ‘The development of quality online assessment in vocational education and training: volume 2’, which contains the project data in appendices, is indexed at TD/TNC 73.291. Show less

This report provides a literature review and history of approaches to quality assurance of assessment in the vocational education and training (VET) sector in Australia and overseas. It also examines eight potential models that can be used by individual or groups of assessors within a training organisation. The models include a diagnostic assessment tool, an assessment principles checklist, and guidelines for the development of assessment instruments. The review of the literature reveals that Australian information on possible models and working examples is relatively limited. A related report providing background to the development of the resource kit is indexed at TD/TNC 69.09. Show less

The consultation process is used by vocational education and training (VET) researchers to collect data and validate methodology with practitioners, policy-makers and key stakeholders. The authors of this paper identify issues and raise questions on each of these areas and conclude that the consultation process can be rich and powerful.

The collected papers are indexed at TD/TNC 62.972. Show less

The broad purpose of this pilot study is to explore and examine assessment delivered in a flexible mode in the vocational education and training (VET) sector in order to determine the range of assessment methods, the pedagogical and technological reasons for the selection of the assessment methods and the validity of the approaches taken. The study highlights the diversity of flexible delivery and assessment arrangements across the Australian VET sector. While assessment practice in flexible delivery is underpinned by training packages and course curriculum assessment requirements, a range of other factors influences the decisions made by teachers and assessors in their selection of assessment methods. These are: providing qualified workplace assessors; ascertaining distance factors and the location of the student; ensuring evidence provided by students is authentic; involving the learner in the assessment process; and involving the workplace in the process of assessment through hearing third-party evidence. The difference in the degree of face-to-face contact between learners, assessors and teachers in flexible delivery and ‘traditional’ delivery modes is a real issue. Sound assessment design is required at all stages of the development and implementation of flexible delivery to take account of this issue. Show less

This paper investigates recent research about vocational education and training (VET) assessment in Australia, over the past four years. This investigation reveals growing concern about the state of assessment in terms of consistency, reporting results, quality assurance processes, and the judgement of competency-based standards. Another issue that the paper discusses is that of assessment for online courses and the difficulty of incorporating learner-centred assessment procedures. Recommendations are given for further research into the effectiveness of the Australian Quality Training Framework (AQTF), providing graded results of evidence collected from the workplace, competency-based assessment for online courses and training for assessors.

The collected conference papers are indexed at TD/TNC 76.451 and TD/TNC 76.452. Selected individual papers are indexed from TD/TNC 76.453 to TD/TNC 76.480. Show less