TG Train ASEAN National Assessor Draft 190115

Train the Trainer – ASEAN National
Assessor
NTA 2
Trainer Guide
Train the Trainer –
ASEAN National
Assessor
NTA 2
Trainer Guide
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu, Cindy Curran
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Training of ASEAN
Master Trainers and Master Assessors for Front Office, Food and Beverage Services and Food
Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2015.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable
and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
and Media Library. Some images have been provided by and are the property of William Angliss
Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TG_Train_ASEAN_national_assessor_draft_190115
Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 17
Recommended training equipment ............................................................................... 219
Instructions for Trainers for using PowerPoint – Presenter View ................................... 221
Appendix – ASEAN acronyms ...................................................................................... 223
© ASEAN 2015
Trainer Guide
Train the Trainer – ASEAN National Assessor
© ASEAN 2015
Trainer Guide
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and

assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks
and duties to the standard of performance expected in the
workplace.
Competency requires the application of specified
knowledge, skills and attitudes relevant to effective
participation, consistently over time and in the workplace
environment.
The essential skills and knowledge are either identified
separately or combined.
Knowledge identifies what a person needs to know to
perform the work in an informed and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.
Unit of competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a ‘unit’.
Each unit of competency identifies a discrete workplace requirement and includes:
 Knowledge and skills that underpin competency
 Language, literacy and numeracy
 Occupational safety and health requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Trainer Guide 1
Element of competency
An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an ‘element’.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate

achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
 Training
 Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
 On-the-job – in the workplace
 Off-the-job – at an educational institution or dedicated training environment
 As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning approaches
This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)
This is the strategy of developing a participant’s competency.
Educational institutions utilise a range of training strategies to
ensure that participants are able to gain the knowledge and
skills required for successful:
 Completion of the training program or qualification
 Implementation in the workplace.
The strategies selected should be chosen based on suitability
and the learning styles of participants.
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2 Trainer Guide
Competency Based Assessment (CBA)
This is the strategy of assessing competency of a

participant.
Educational institutions utilise a range of assessment
strategies to ensure that participants are assessed in
a manner that demonstrates validity, fairness,
reliability, flexibility and fairness of assessment
processes.
Flexibility in learning
It is important to note that flexibility in training and assessment strategies is required to

meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for participant diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
 Consider individuals’ experiences, learning styles and interests
 Develop questions and activities that are aimed at different levels of ability
 Modify the expectations for some participants
 Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
 Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other’s learning.
Participant centred learning
This involves taking into account structuring training and assessment that:
 Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
 Acknowledges prior knowledge and experience – The learning activities should be
planned with participants’ prior knowledge and experience in mind
 Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
 Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
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Trainer Guide 3
 Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
 Enhances motivation – Learning is most effective when participants are motivated.
Various strategies should be used to arouse the interest of participants
 Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
 Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
 Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
 Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through
encouragement and personal example, and by allowing
participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants
also come to realise that their classmates (and their trainers) are
partners in learning and solving.
Trainers can also encourage cooperative learning by designing
appropriate group learning tasks, which include, for example,
collecting background information, conducting small-scale
surveys, or producing media presentations on certain issues and
themes. Participants need to be reminded that, while they should
work towards successful completion of the field tasks,
developing positive peer relationships in the process is an
important objective of all group work.
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Competency Based Training (CBT)
Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training strategies
The aims of this curriculum are to enable participants to:
 Undertake a variety of subject courses that are relevant to industry in the current
environment
 Learn current industry skills, information and trends relevant to industry
 Learn through a range of practical and theoretical approaches
 Be able to identify, explore and solve issues in a productive manner
 Be able to become confident, equipped and flexible managers of the future
 Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
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Trainer Guide 5
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorize and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energizing and it helps the reserved and less literate
to express their feelings.
Simulation games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /group exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalize the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
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Group presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)
Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
 Training and development programs
 Formal education
 Life experience
 Apprenticeships
 On-the-job experience
 Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the ‘collection of evidence’ in determining overall
competence.
This evidence can be collected:
 Using different formats
 Using different people
 Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
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Trainer Guide 7
Flexibility in assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
Competency must be proven regardless of:
 Language
 Delivery Method
 Assessment Method.
Assessment objectives
The assessment tools used for subjects are designed
to determine competency against the ‘elements of
competency’ and their associated ‘performance
criteria’.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
 Work projects
 Written questions
 Oral questions
 Third Party Report
 Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative assessment tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
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Evidence is simply proof that the assessor gathers to show participants can actually do
what they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there
are many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues
to gather evidence about performance.
A range of assessment methods to assess competency include:
 Practical demonstrations
 Practical demonstrations in simulated work
conditions
 Problem solving
 Portfolios of evidence
 Critical incident reports
 Journals
 Oral presentations
 Interviews
 Videos
 Visuals: slides, audio tapes
 Case studies
 Log books
 Projects
 Role plays
 Group projects
 Group discussions
 Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
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Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
 Pass Competent (PC)
 Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: Train the Trainer – ASEAN National Assessor NOMINAL HOURS: 35
UNIT NUMBER: NTA 2
UNIT DESCRIPTOR: This unit deals with the skills, knowledge and attitudes required to train experienced industry assessors to assess vocational training
using ASEAN Toolboxes.
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Describe essentials of vocational Unit Variables

training delivery using ASEAN Toolboxes The Unit Variables provide advice to interpret the scope and context of this unit of competence. It
1.1 Identify and describe elements underpinning the relates to the unit as a whole and facilitates holistic assessment.
Toolbox project Elements underpinning the Toolbox project will include:
1.2 Define Competency Based Training and  Common ASEAN Tourism Curriculum
Competency Based Assessment
 Regional Qualifications Framework and Skills Recognition System
1.3 Characterise role of ASEAN trainers and
assessors  ASEAN Common Competency Standards for Tourism Professionals
1.4 Detail structure of vocational training using  Mutual Recognition Arrangement
ASEAN Toolboxes
 Recognition of Prior Learning
1.5 Describe components of an ASEAN Toolbox
 Regional Secretariat
Element 2: Implement assessment of an ASEAN
Competency Based Training and Competency Based Assessment will include:
Competency Standard
 Definition of Competency Based Training
2.1 Plan and prepare for assessment of an ASEAN
Competency Standard  Rationale for Competency Based Training
2.2 Conduct assessment of an ASEAN  Benefits of Competency Based Training
Competency Standard
 Definition of Competency Based Assessment including Principles of Assessment and Rules of
2.3 Evaluate ASEAN assessment Evidence
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Train the Trainer – ASEAN National Assessor Trainer Guide Train the Trainer – ASEAN National Assessor
Competency standard
 Role of Competency Based Assessment in Competency Based Training and its relationship to
Competency Based Training.
Role of ASEAN trainers and assessors will include:
 Definition of roles and responsibilities of an ASEAN toolbox trainer
 Explanation of nature of relationship between ASEAN toolbox trainers and assessors
Structure of vocational training using ASEAN Toolboxes will include:
 Identification of Labour Divisions
 Identification of Unit Titles for ASEAN Toolboxes developed
 Identification of qualifications available under the ASEAN Regional Qualifications Framework and
Skills Recognition System
 Explanation of concept of Packaging Rules to develop ASEAN qualifications
 Components of an ASEAN Toolbox will include:
 Identification and explanation of contents of an ASEAN Toolbox Competency Standard
 Identification and explanation of contents of an ASEAN Toolbox Trainee Manual:
 Identification and explanation of contents of an ASEAN toolbox PowerPoint slide show
 Identification and explanation of contents of an ASEAN toolbox Trainer Guide
 Identification and explanation of contents of an ASEAN toolbox Assessor Manual:
Plan and prepare for assessment of an ASEAN Competency Standard will include:
 Review of Competency Standard
 Determination of assessment approach
 Preparation of assessment plan
 Selection and scheduling of assessment activities/instruments
 Liaison with trainer
 Organisation of assessment environment
 Communication and confirmation of assessment requirements and arrangements to candidates
and relevant others.
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Competency standard
Conduct assessment of an ASEAN Competency Standard will include:

 Verification of assessment with candidate/s
 Principles of assessment
 Rules of evidence
 Need to gather quality evidence
 Need to support candidates
 Use of Work Projects
 Use of Assessor Manual
 Implementation of selected assessment items
 Making the assessment decision.
Evaluate ASEAN assessment will include:
 Completion of required assessment records
 Evaluation of assessment environment used
 Evaluation of resources used
 Evaluation of personal approach and orientation
 Evaluation of assessment activities/items and procedures used
 Evaluation of assessment decisions
 Communication of results and findings.
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Competency standard
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Demonstrated ability to gather sufficient evidence to make a valid ‘Competent’/’Not Yet
Competent’ decision ensuring compliance with accepted Principles of Assessment and Rules of
Evidence for Competency Based Assessment.
Linkages To Other Units

 Train the Trainer – ASEAN Master Trainer (MTA12).
 Train the Trainer – ASEAN Master Assessor (MTA 2)
 Train the Trainer – ASEAN National Trainer (NTA 1).
Critical Aspects of Assessment

Evidence of the following is essential:
 Features and content of ASEAN toolboxes
 Demonstrated ability to apply Competency Based Assessment strategies to assess a nominated
student cohort for an identified ASEAN toolbox including preparation of necessary support
materials and documentation which must include application and assessment (including
appropriate modification/contextualisation as necessary) of:
 Work projects provided in the toolbox
 Oral questions provided in the toolbox
 Written questions provided in the toolbox
 Observation Checklist provided in the toolbox
 Third Party Statement provided in the toolbox
 Other assessment evidence deemed appropriate for the unit and/or student
 Demonstrated ability to complete necessary documentation to record the assessment conducted
and the student outcomes.
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Competency standard
Context of Assessment
This unit may be assessed in a training institution or a workplace:
 Assessment must include practical demonstration of assessment of a nominated ASEAN toolbox
to a student group
 Implementation of assessment must include use of assessment items contained in relevant
ASEAN Assessment Manual.
Resource Implications
Training and assessment to include access to a suitably equipped training facility that provides the
candidate with an opportunity to demonstrate application of assessing learners in the competencies
and requirements of a nominated ASEAN Toolbox.
Assessment Methods
The following methods may be used to assess competency for this unit:
 Observation of practical performance
 Oral and written questions
 Portfolio of evidence/written work
 Third party reports.
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
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Trainer Guide 15
Competency standard
Key Competencies Level Examples
Collecting, organising and analysing 3 Researching requirements of competency to be

information demonstrated
Generating assessment materials
Communicating ideas and information 3 Communicating assessment requirements to

candidates
Planning and organising activities 2 Scheduling assessments

Developing assessment tools
Arranging materials and resources required for
assessments
Working with others and in teams 2 Liaising with trainers and assessors
Cooperating with candidates to accommodate
legitimate assessment issues
Using mathematical ideas and 2 Managing assessment cost to align with

techniques organisational parameters
Solving problems 2 Addressing re-assessment needs
Using technology 2 Including technology in assessment

Recording assessment outcomes/results.
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Notes and PowerPoint Slides
Notes and PowerPoint slides

Slide
Slide No Trainer Notes

1. Trainer welcomes students to class.
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Trainer Guide 17
Slide

2. Trainer advises trainees this Unit comprises two Elements, as listed on the slide
explaining:
 Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
 Trainees can obtain more detail from the Trainee Manual
 At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
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Slide

3. Trainer advises trainees that assessment for this Unit may take several forms, all of
which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for
this Unit.
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Trainer Guide 19
Slide

4. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General Discussion
Trainer leads a general class discussion by asking questions such as:
 What is your vocational training experience and background?
 What do you know about this project/initiative?
 What elements underpin it?
 What do you think makes an effective Trainer?
 How would you define/describe Competency Based Training?
 What is Competency Based Assessment?
 What are the components of an ASEAN Toolbox?
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Slide

5. Trainer gives rationale for program:
 There is increasing awareness globally of the key role played by tourism as a driver
of economic development and change and of its contribution to poverty alleviation
while at the same time supporting natural conservation and heritage.
 The tourism sector was initially identified as one of the eleven priority sectors
targeted for ASEAN integration by 2015.
 The ASEAN region, by providing a safe and secure environment for tourists through
consistent quality service, free movement of labour and enhanced connectivity
between all member states has the potential to contribute positively to increased
global tourism demand.
© ASEAN 2015
Trainer Guide 21
Slide

6. Trainer notes over the last ten years along with this growing awareness has come an
equal understanding of a number of impediments to tourism growth in the ASEAN
region:
 No common tourism curriculum amongst the ASEAN Member States
 Varied standards of human resources capability across the region
 Absence of mutual recognition of vocational skills and qualifications across the
ASEAN Member States which impeded free movement of labour
 Need for ASEAN Member States to provide a safe and secure environment for
international tourists
 Identified demand from visitors for authentic and diverse products delivered with
consistent quality service.
© ASEAN 2015
22 Trainer Guide
Slide

7. Trainer discusses start of the initiative:
 This initiative was established in support of the Vientiane Action Plan (VAP) and the
Mutual Recognition Arrangement (MRA) which aims to strengthen Human
Resource Development activities through the development of a Common ASEAN
Tourism Curriculum (CATC)
 Acting on this understanding ASEAN Tourism Ministers decided to launch a project
to establish a Common ASEAN Tourism Curriculum (CATC) as a means of
harmonising tourism curriculum between the ASEAN member states and thus make
it easier for tourism professionals to move between countries where there was a
high supply or demand for their services.
© ASEAN 2015
Trainer Guide 23
Slide

8. Trainer identifies major stakeholders:
 The Australian Government aid agency ‘AusAid’ who funded the project through the
ASEAN-Australia Development Cooperation Program (AADCP1)
 The ten ASEAN Member States – Brunei Darussalam, Cambodia, Indonesia, Laos
PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Viet Nam
 The ASEAN Secretariat based in Jakarta, Indonesia.
© ASEAN 2015
24 Trainer Guide
Slide

9. Trainer outlines general overview of process:
Tourism focus
The importance of the progress made by these initiatives can be seen from the fact that
a key Element of the ASEAN Tourism Strategic Plan (2011-2015) is to build on work
already done in the development of the Common ASEAN Tourism Curriculum (CATC).
Initial products developed
William Angliss Institute (WAI) initially:
 Produced a Qualifications Framework
 Wrote Competency Standards – for Units within the Qualifications Framework
 Developed Packaging Rules – to guide the way Qualifications are created to reflect
the needs of individual students, industry and/or training providers
© ASEAN 2015
Trainer Guide 25
Slide

10. Trainer advises of development process:
The development process
The process of developing the Qualifications Framework and writing the Competency
Standards was characterised by:
 Reliance on Competency Based principles to underpin training delivery and
assessment
 Research into options and models used by countries across the world including:
 Scotland
 Indonesia
 Canada
 England
 Singapore
 Philippines
 France
 New Zealand
© ASEAN 2015
26 Trainer Guide
Slide

11. Trainer continues discussing development process:
Search for a system which would be:
 Industry-based – the Units of competency and the content for each were based on
industry requirements.
 This means qualifications must match industry needs making them relevant and
useful to both students and industry.
 Flexible – allowing students, industry and training providers the highest level of
flexibility in the selection of Units for each qualification at every level.
 Stakeholders can individually determine on a case-by-case basis the mix of
competencies which will combine to form a qualification (in accordance with
mandatory packaging rules for each).
 Structured – it was vital there was a logical flow between qualifications.
 This was necessary to facilitate student advancement through qualifications,
enable movement between streams if necessary and allow students to gain
higher level managerial qualifications while still retaining a practical and
operational focus.
© ASEAN 2015
Trainer Guide 27
Slide

12. Trainer notes development featured collaboration between WAI and AMS
representatives at a series of in-country meetings where:
 Reports were tabled and progress explained
 Samples of work were presented to over 1,000 representatives from government,
vocational education and training institutions and the tourism and hospitality
industry for their comments
 Feedback from representatives were used as the basis for reviews and refinement
to final products
 The revised materials were presented to and endorsed by all AMS.
© ASEAN 2015
28 Trainer Guide
Slide

13. Trainer describes ongoing projects related to program:
 In addition to curriculum, Toolbox and Master Trainer and Assessor training
additional related projects were undertaken by Angliss Consulting:
 Gap Analysis of Implementation of MRA on Tourism Professionals (including
development of AQEM – ASEAN Qualifications Equivalence Matrix)This
entailed an analysis of existing hard and soft infrastructure in each AMS,
identifying the gaps which exist, and making recommendations to address
those gaps.
 Feasibility Study for the Establishment of a Regional Secretariat for ASEAN
Tourism Professionals. This involved conducting a feasibility study to assess
the need for the establishment of a Secretariat and to determine whether the
use of a Secretariat is the best option to support and respond to the challenges
inherent in the implementation of the Mutual Recognition Arrangement (MRA)
on Tourism Professionals.
© ASEAN 2015
Trainer Guide 29
Slide

14. Trainer identifies key elements as listed on slide.
© ASEAN 2015
30 Trainer Guide
Slide

15. Trainer discusses CATC:
 CATC stands for Common ASEAN Tourism Curriculum.
 It is the common curriculum for ASEAN Tourism Professionals as mutually agreed
by the ASEAN Tourism Ministers following recommendation by the ASEAN National
Tourism Organisation.
 The CATC Project, led by a Project Team from William Angliss Institute, was
undertaken between April 2006 and April 2008.
 Key outputs from the project were
 The design and development of a 5-level RQFSRS
 Finalisation of details relating to the rationalisation of 242 Industry Competency
Standards and their subsequent endorsement by the ASEAN Task Force on
Tourism Manpower Development (ATFTMD).
 The CATC is founded upon six labour divisions.
 CATC and RQFSRS go hand-in-hand:
 CATC supporting and contributing to the development of a harmonised tourism
education and training framework within the ASEAN region
 RQFSRS supporting and contributing to the implementation of the MRA which
will ultimately facilitate skilled labour mobility, contributing to economic
integration of the region.
 The benefit of CATC has been to promote uniformity and consistency of tourism
training programs across ASEAN, fostering cooperation in the tourism education
and training institutions, enhancing mutual understanding and regional stability.
© ASEAN 2015
Trainer Guide 31
Slide

16.  RQFSRS stands for Regional Qualifications Framework and Skills Recognition
System and it is the overriding educational framework for the ASEAN region.
 The RQFSRS comprises 52 qualifications from Certificate II to Advanced Diploma
Level, spread across the six identified Labour Divisions.
 Qualifications can be selected be users (according to mandatory Packaging Rules)
to suit individual need from the 242 Units for which Competency Standards were
developed and Toolboxes produced.
 RQFSRS provides a common yardstick (a standardised teaching and assessment
framework) for ASEAN member states in terms of accreditation of tourism
qualifications and skills recognition across the region, assisting with the
implementation of the MRA and promoting labour mobility.
 The nature and formulation of the RQFSRS means:
 There is an opportunity and emphasis on qualifications meeting user (industry,
students, Training Provider) needs
 Flexibility is provided for students to select Units to meet career goals and for
employers to nominate Units which respond to workplace need
 Students can move between qualifications, streams and Labour Divisions as
their study progresses and/or as their need alters
 Students can enter the Framework at any level – they do not have to ‘start at
the bottom’ and work their way up.
 It will to provide, ensure and maintain ‘quality assurance’ across all countries
and educational providers across the ASEAN region.
© ASEAN 2015
32 Trainer Guide
Slide

17. Trainer discusses ACCSTP:
 ACCSTP stands for ASEAN Common Competency Standards for Tourism
Professionals. The ACCSTP are:
 ‘Blueprints’ which support the implementation of competency-based common
ASEAN tourism programs
 Minimum requirements of competency standards in hotel and travel services
which aim to upgrade tourism services.
 Together they provide Trainers and Assessors with the necessary guidance on the
skills, knowledge, and attitudes required for the participants to perform the tasks
identified for the six Labour Divisions at the defined standard for industry.
 Developing the 242 Competency Standards of the ACCSTP has enabled
stakeholders in the ASEAN member states to implement tourism training programs
which contain the minimum standards required for participants to undertake a job
effectively in the industry.
© ASEAN 2015
Trainer Guide 33
Slide

18. Trainer discusses MRA:
 MRA stands for Mutual Recognition Arrangement. The MRA is a critical element of
the Project as it underpins the aim of creating a system where there is genuine
portability of credentials between all ASEAN Member States.
 The intention of this MRA (the MRA on Tourism Professionals) is to:
 Ensure a standard and high-quality level of training and assessment for all
students who undertake training within the CATC/RQFSRS regardless of which
country the training and assessment occurs in
 Ensure all Qualifications gained under the RQFSRS are recognised by all
ASEAN Member States regardless of the country which issues the Qualification
 Promote ease of movement of tourism professionals between countries through
recognition of professional qualifications where there is a high supply or
demand for their services
 Exchange information on best practices in Competency-Based education and
training for Tourism Professionals and to provide opportunities for cooperation
and capacity building across ASEAN Member States
 Enhance conformity of Competency Based Training/education and skills
recognition
 Improve the quality of tourism human resources and the quality of tourism
services.
© ASEAN 2015
34 Trainer Guide
Slide

19. Trainer continues discussing MRA:
Recognition and eligibility
 The intention of the MRA is the qualification of a Foreign Tourism Professional may
be recognised by other ASEAN Member States, and if such qualification is
recognised, he/she may be eligible to work in a host country provided that he/she
possesses a valid tourism competency certificate in a specific tourism job title as
specified in the ACCSTP, issued by the TPCB in an ASEAN Member State.
 The eligibility to work in a host country will be subjected to prevailing domestic laws
and regulations of the host country
 A range of job titles have been recognised by the Tourism Professional Certification
Board (TPCB) in relation to this MRA across the 6 Labour Divisions.
© ASEAN 2015
Trainer Guide 35
Slide

20. Trainer discusses RPL:
 RPL stands for Recognition of Prior Learning.
 RPL is the process that gives current industry professionals who do not have a
formal qualification, the opportunity to benchmark their skills and experience against
the standards set out in each Competency Standard.
 This process is a learning and assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
 RPL acknowledges skills and knowledge can be acquired in a variety of ways other
than via formal training and gives applicants for RPL a chance to have their skills
and knowledge formally accepted and acknowledged regardless of how they were
obtained.
 Successful application for RPL will give a person ‘advanced standing’ towards
Qualifications they are seeking to attain.
© ASEAN 2015
36 Trainer Guide
Slide

21. Trainer discusses Regional Secretariat:
 A follow-on activity from the MRA is the intention to establish a Regional Secretariat
to manage and monitor the facilitation of tourism professionals within the region.
 The system to support the MRA will be comprehensive and involves a range of
stakeholders with a full-time professional staff dedicated for the work.
 The Regional Secretariat will serve as the responsible institution to oversee the
comprehensive system and activities under the MRA at regional level, including the
ASEAN Tourism Professional Registration System (ATPRS), and also to support
the work of the ASEAN Tourism Professional Monitoring Committee (ATPMC).
© ASEAN 2015
Trainer Guide 37
Slide

22. Trainer discusses Competency:
 Competency refers to the ability to perform particular tasks and duties to the
standard of performance expected in the workplace.
 Competency requires the application of specified knowledge, skills and attitudes
relevant to effective participation, consistently over time and in the workplace
environment.
 The essential skills and knowledge are either identified separately or combined.
 Knowledge identifies what a person needs to know to perform the work in an
informed and effective manner.
 Skills describe the application of knowledge to situations where understanding
is converted into a workplace outcome.
 Attitude describes the founding reasons behind the need for certain knowledge
or why skills are performed in a specified manner.
© ASEAN 2015
38 Trainer Guide
Slide

23. Trainer continues discussing Competency:
 Competency covers all aspects of workplace performance and involves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.
© ASEAN 2015
Trainer Guide 39
Slide

24. Trainer discusses CBT:
 CBT evolved over decades from the mid-1900’s originating in America and
spreading globally and developing into a system/method that is now recognised as
the optimal training method for vocational training.
 The approach focuses on what candidate/student can do in the workplace rather
than on what they know.
 This dramatically shifts the focus of learning from completing a program/course to
being able to demonstrate competency.
© ASEAN 2015
40 Trainer Guide
Slide

25. Trainer continues discussing CBT:
 In relation to CBT:
 It is an approach to vocational (work) education and training that places
emphasis on what a person can do or is required to do in the workplace.
 It is not time based
 Participants’ achievements are measured against Competency Standards
rather than against the achievement of other learners
− For a person to be assessed competent they need to demonstrate the
ability to perform tasks and duties to the standard expected in employment
− CBT focuses on the development of skills, knowledge and attitudes
required to achieve the competency standard
 It is industry relevant.
© ASEAN 2015
Trainer Guide 41
Slide

26. Trainer continues discussing CBT:
 CBT can be seen as comprising
 Competency Standard Common ASEAN Tourism Curriculum = the skills
required to do a job
 Assessment including RPL = process to judge if people have the required skills
and knowledge
 Learning strategies and learning material (Toolbox) = How people acquire the
skills and knowledge (Competency Toolbox)
 Qualification Framework/Regional Qualifications Framework & Skills
Recognition = system for the recognition of skills and knowledge.
© ASEAN 2015
42 Trainer Guide
Slide

27. Trainer discusses CBA:
 For Competency Based Training to be complete and effective there must be
Competency Based Assessment.
 CBT does not exist effectively on its own.
 The results of CBA are either ‘Competent’ or ‘Not yet Competent’: the concept of
Pass or Fail and/or percentages (such as 75% pass, or 82 out of 100) does not
exist within CBA.
© ASEAN 2015
Trainer Guide 43
Slide

28. Trainer continues discussing CBA:
 In relation to CBA:
 It is a process of systematically collecting evidence and making a judgement of
a person performance against the prescribed competency standard
 It seeks evidence/proof of trainee competency, in relation to the endorsed
Industry Competency Standards against which they are being assessed.
− This evidence may be obtained by:
o Observing their work – in the workplace or in a simulated setting
o Obtaining reports of their competence from supervisors, co-workers
and customers
o Sighting samples of work they have done
© ASEAN 2015
44 Trainer Guide
Slide

29. Trainer states to be assessed as Competent a candidate must demonstrate they are
able to:
 Perform at an acceptable level of skill
 Organise the required tasks
 Respond and react appropriately when things go wrong
 Fulfil a role in the scheme of things at work
 Transfer skills and knowledge to new situations.
© ASEAN 2015
Trainer Guide 45
Slide

30. Trainer identifies principles of CBA stating it operates under the following principles:
 Fairness – assessment:
 Must be equitable to all groups of learners
 Procedure and criteria must be made clear to all learners before
 Must be mutually developed
 Must be able to be challenged.
 Reasonable Adjustment – this requires:
 Measures or actions taken to provide a student with a disability the same
educational opportunities as everyone else.
 Reasonable adjustments must be appropriate for the person and must not
create undue hardship.
 Reliability – meaning assessment:
 Must be consistent
 Techniques must be consistent in the results they give
 Must be regularly reviewed to ensure all assessors are making decisions in a
consistent manner.
 Flexibility - assessment:
 Must provide for the recognition of knowledge and skills regardless of how they
have been acquired
 Must be made accessible to learners through a variety of delivery modes.
© ASEAN 2015
46 Trainer Guide
 Validity - assessment:
 Must assess the range of skills and knowledge needed to demonstrate
competency
 Be based on evidence drawn from a number of occasions.
© ASEAN 2015
Trainer Guide 47
Slide

31. Trainer discusses evidence rules stating evidence/proof which is captured and used as
the basis for making the ‘Competent’/’Not Yet Competent’ decision must conform to the
following rules – it must be:
 Valid – that is, the evidence must:
 Assess only the Elements and Performance Criteria of the competency
 Reflect only the skills knowledge and context of the competency
 Reflect demonstration and application of the standard
 Reflect the Qualification level being assessed.
 Sufficient – that is, the evidence must:
 Enough to enable the ‘Competent’/’Not Yet Competent’ decision to be made
 Demonstrated over a period of time
 Cover all aspects of the competency.
 Authentic – that is, the evidence must:
 Be the trainee’s own work
 Be able to be verified as genuine
 Current – that is, the evidence must:
 Reflect candidate ability at this point in time
 Demonstrate current skills and knowledge used in the workplace
 Reflect skills and knowledge which comply with current standards.
© ASEAN 2015
48 Trainer Guide
Slide

32. Trainer provides over view of CBT and CBA:
 Occupational/job analysis forms the basis of a competency
 The focus of training is on the performance of the competency
 Trainees have access to the competency statements and the level of
achievement/assessment required
 Assessment methods are appropriate
 The results are reported as competencies achieved
 Detailed records are maintained.
© ASEAN 2015
Trainer Guide 49
Slide

33. Trainer states common roles and responsibilities of a Trainer include:
 Being responsible to their employer/the Training Provider they work for – in terms
of:
 Complying with all relevant legal obligations
 Aligning with workplace requirements applicable to Trainers
 Promoting vocational training to employers, students and prospective students
 Being responsible to their students – in terms of:
 Applying themselves to their work Diligently, Honestly, Fairly.
 Making delivery of quality training a constant objective and predominant priority
 Organising instruction and demonstration – planning and preparing for
classes/training by:
 Gathering information about learner characteristics and learning needs
 Confirming a safe learning environment
 Gathering and checking instruction and demonstration objectives and seeking
assistance if required
 Accessing, obtaining, preparing and/or and reviewing relevant learning
resources and learning materials for suitability and relevance, and seeking
assistance to interpret the contextual application
 Organising access to necessary equipment or physical resources required for
instruction and demonstration
 Preparing for every session – without exception
 Notifying learners of details regarding the implementation of the learning
program and/or delivery plan
© ASEAN 2015
50 Trainer Guide
Slide

34. Trainer continues identifying common roles and responsibilities of a Trainer:
 Conducting instruction and demonstration – delivering training, including:
 Following the learning program and/or delivery plan to cover all learning
objectives
 Briefing learners on any health, safety and welfare procedures and
requirements prior to and during training
 Using appropriate delivery techniques to structure, pace and enhance learning
 Applying coaching techniques to assist learning
 Using communication skills to provide information, instruct learners and
demonstrate relevant work skills
 Providing opportunities for practice during instruction and through work
activities
 Checking student/learner performance – observing progress through:
 Using measures to ensure learners are acquiring and can use new
technical/generic skills and knowledge
 Monitoring learner progress and outcomes in consultation with learner
 Reviewing relationship between the trainer/coach and the learner and adjust to
suit learner needs
 Reviewing personal training performance and finalising documentation – in terms
of:
 Reflecting upon personal performance in providing instruction and
demonstration
© ASEAN 2015
Trainer Guide 51
 Documenting strategies for improvement

 Maintaining, storing and securing learner records according to organisational
and legal requirements.
 Growing training expertise through further training and by engaging with new and
varied training experiences.
 Liaising with Assessors – see following slides.
© ASEAN 2015
52 Trainer Guide
Slide

35. Trainer states common roles and responsibilities of an Assessor include:
 Being responsible to their employer/the Training Provider they work for – in terms
of:
 Complying with all relevant legal obligations
 Aligning with workplace requirements applicable to Assessors
 Being responsible to their students – in terms of:
 Applying themselves to their work:
− Diligently; Honestly; Fairly.
 Making quality assessment of vocational training a constant objective and
predominant priority
 Organising assessment of candidates – planning and preparing for assessments.
© ASEAN 2015
Trainer Guide 53
Slide

36. Trainer continues stating common roles and responsibilities of an Assessor:
 Reading and digesting the Competency Standard for the Unit to be assessed in
order to gain an appreciation of:
 Content – in terms of Elements and Performance Criteria
 The stated ‘Assessment Guide’
 ‘Critical Aspects of Assessment’
 ‘Context of Assessment’
 Options provided under ‘Assessment Methods
 Gathering information about candidate characteristics in order to determine special
needs characteristics which need to be accommodated as part of the assessment
process
 Confirming a safe environment for the conduct of all assessment activities
 Liaising with the Trainer to:
 Determine the content the Trainer is delivering – to help serve as a basis for
determining ‘competency’ of candidates
 Time-table/schedule planned assessments to integrate with training delivery
plans
 Discuss and confirm planned assessment activities are valid and appropriate to
the content being delivered
© ASEAN 2015
54 Trainer Guide
Slide

 Liaising and communicating with other Assessors to:
 Learn from their activities and initiatives
 Schedule assessment activities to accommodate their needs where there is the
potential for a clash of assessment activities, or the potential to benefit from
coordinating/combining assessment tasks
 Accessing, obtaining, preparing and/or and reviewing relevant assessment
resources and assessment materials for suitability and relevance, and seeking
assistance to interpret contextual application if required to ensure assessment
aligns with actual training delivery
 Organising access to necessary equipment or physical resources required by the
candidate/s in order for them to undertake identified assessment
 Preparing for every assessment session and item – without exception
© ASEAN 2015
Trainer Guide 55
Slide

 Notifying candidates of details regarding their planned assessment – in terms of
dates, start times, venues/locations, duration and assessment requirements
and criteria
 Conducting assessments – undertaking/applying assessments as planned,
including:
 Following the assessment plan/s developed for assessing each candidate for
every Competency Standard to be assessed
 Briefing candidates on requirements for the assessments they are about to
undertake – ensuring they are perfectly aware of what they are required to so
and fully understand all parameters and/or criteria and standards (for example:
time limits, materials available, finished product descriptors) which apply
© ASEAN 2015
56 Trainer Guide
Slide

 Ensuring the actual assessments reflect:
 What the candidates were told to expect
 What the candidates were taught by their Trainers
 Using appropriate assessment techniques according to the nature and content of
each Competency Standard to obtain necessary evidence to enable the ‘C’ or ‘NYC’
decision to be made
 Applying suitable techniques during assessments to encourage, motivate and
support the candidate
 Using clear and appropriate communication skills to provide information to and
instruct candidates, as required, throughout the assessment activities
© ASEAN 2015
Trainer Guide 57
Slide

 Providing and organising further/additional opportunities for candidates to be
assessed when their initial assessment resulted in a NYC’ decision
 Liaising with Trainers after a candidate achieves a ‘NYC’ outcome to assist with
determining extra training which needs to be provided to facilitate a successful
subsequent assessment event
 Maintaining assessment records – in keeping with internal requirements and such
that they will accurately reflect the outcomes/results achieved by each candidate for
every assessment item/activity for each Competency Standard assessed.
 Reviewing personal assessment performance and finalising documentation – in
terms of:
 Reflecting upon personal performance in planning for and conducing
assessments
 Documenting strategies for improvement to assessments
 Maintaining, storing and securing candidate outcomes, results and records
according to organisational and legal requirements.
 Growing personal assessment expertise through further training and by engaging
with new and varied assessment experiences.
© ASEAN 2015
58 Trainer Guide
Slide

41. Trainer notes there must be an active working relationship between ASEAN Toolbox
Trainers and Assessors and the relationship needs to be characterised by:
 Openness – both must communicate honestly
 Fact-based communication – there needs to be total truth in all exchanges between
both parties
 Cooperation – both individuals need to work together and be willing to ‘do whatever
it takes’ for the benefit of the learner
 Collaboration – there will be times when Trainers and Assessors need to alter their
plans, or the individual practices and procedures to accommodate the needs of the
other or the identified/emerging needs of the student
 Harmony – there should be no tension, mistrust or negative feelings between the
two individuals
 Mutual learning – the relationship (see following sides) is rich with opportunities for
both Trainer and Assessor to learn from what the other can contribute to the
association.
© ASEAN 2015
Trainer Guide 59
Slide

42. Trainer explains the relationship ASEAN Toolbox Trainers and Assessors is important
because:
 The student/learner is reliant on both the Trainer and the Assessor for their
outcomes
 The Assessor must understand/know what the learner is being taught – so there
should always be a pre-training meeting between the two to:
 Discuss the Competency Standard
 Share ideas regarding training delivery and assessment
 Get an idea of what the other person is thinking in relation to their intended
practices (that is, their intended ways of delivering training, and their intended
ways of conducting assessment) including rationale for same
 Share the training plan and program
 The Assessor must only assess what the learner has been taught in accordance
with the requirements of the nominated Competency Standard
© ASEAN 2015
60 Trainer Guide
Slide

43.  The Assessor will always need to plan their assessments based on the delivery
schedule established by the Trainer – training needs to precede assessment and
there needs to be discussion regarding the timing of assessments
 Sometimes the focus of vocational training requires the Trainer to contextualise the
content of delivery to reflect/match identified employer, industry or workplace need
and the Assessor needs to adjust their assessment to accommodate this
 There will often be situations where the Trainer and the Assessor need to use the
same equipment, resources and/or space so they need to organise or negotiate a
mutually satisfactory outcome to this which does not disadvantage the
learner/candidate
 There needs to be feedback between the Trainer and the Assessor – for example:
 The Assessor can advise the Trainer of areas (topics, Elements, Performance
Criteria) where students have not performed well and this information can
cause the Trainer to revise their approach to this content in the future
 The Assessor needs to communicate the outcomes of assessments with the
Trainer – so the Trainer can:
− Update their training records
− Determine follow-up action required to convert ‘NYC’ outcomes to ‘C’
results
 The Trainer may be told by learners about ‘good’ and ‘bad’ aspects of, or
thoughts about, their assessment experiences which can be shared with the
Assessor so future assessments take these comments into account
 The Trainer needs to inform the Assessor when topics have been covered and
when assessment can take place.
© ASEAN 2015
Trainer Guide 61
Slide

44. Trainer identifies ways the required relationship can be established and maintained:
 Communicating regularly – this is the real key to the relationship: it is the Golden
Rule for an effective partnership.
 Trainers and Assessors must be in contact on a regular basis.
 Sometimes contact every week is sufficient; sometimes it is required on a daily
basis; sometimes it is necessary several times per day.
 Most problems in the relationship have their roots in failing to do this.
 Communication may be via email, phone or in-person/face-to-face.
 Face-to-face contact is always the most effective and mutually beneficial.
 Setting a meeting schedule – this means planning times, dates and venues for
meetings in advance.
 When these times/dates have been set they must be a priority for both parties
to honour.
 Not attending scheduled meetings immediately de-values the relationship and
damages the bond which needs to be fostered.
 Sharing information – a full and open sharing of information (with attention paid to
being sensitive and supportive when the need to be so arises) is another critical
factor in a positive relationship.
 This approach not only builds trust but helps give a reason for and purpose to
the meetings, exchanges and the overall relationship
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 Having an open door policy in relation to working cooperatively with the other
person – this means:
 Being prepared to take unscheduled telephone calls
 Being ready to respond promptly to unexpected emails
 Being prepared to attend unplanned meetings to discuss and/or resolve issues
arising.
 Acknowledging what the other person does – by verbally and sincerely thanking
and complimenting them on their work as opposed to ignoring their effort and taking
for granted all the good things they do.
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45. Trainer advises project development and consultation was based on a suite of
Competency Standards that were provided to the project as the building blocks for the
final product.
Competency Standards were provided for:
 Hotel Services – Restaurant Services
 Hotel Services – Front Office and Housekeeping
 Travel – Travel and Tour Services.
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46. Trainer states the proposed Curriculum Framework was required to be structured
across six Labour Divisions:
 Food Production
 Food and Beverage Service
 Front Office
 Housekeeping
 Tour Operation
 Travel Agencies.
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47. Trainer discusses Unit Titles stating:
 A total of 242 Toolboxes (plus one for Master Trainer and one for Master Assessor,
and one for National Trainer and one for National Assessor have been developed.
 The list below shows:
 Names of each Unit
 The Labour Divisions to which each Unit applies:
− FP = Food Production
− FB = Food and Beverage Services
− FO = Front Office
− HK = Housekeeping
− TA = Travel Agencies
− TO = Tour Operation.
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48. Trainer notes the list of Unit Titles (and all resources) can be accessed through
waseantourism.com: click on ‘Approved Toolboxes’. Username = guest, Password =
guest1.
Classroom Activity – Internet Research
Trainer provides supervised opportunity for learners to access, navigate and gain
understanding of the waseantourism.com website.
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49. Trainer introduces concept of ‘Clusters’ stating:
 These form the basis of determining which Units/Competency Standards can be
used when applying the Packaging Rules (see later slides) to create/develop a
qualification which meets the needs of the individual student and aligns with the
requirements of the Qualifications Framework.
 Each of the 242 Units has been allocated into one or more Clusters within three
Competency Standards Menus.
 Where a Unit/Competency Standard has more than one Unit Number this means it
has been listed in more than one Cluster.
 At the time of writing the following Clusters apply (see waseantourism.com under
CATC documentation, A1 Final Report):
Trainer provides supervised opportunity for learners to access, navigate and gain
understanding of Clusters as presented on the waseantourism.com website.
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50. Trainer advises there are 52 qualifications available under the ASEAN Regional
Qualifications Framework and Skills Recognition System across the six Labour
Divisions, as follows:
 Food and Beverage Service: 2 x Cert II; 2 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x
Advanced Diploma
 Food Production: 2 x Cert II; 3 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x Advanced
Diploma
 Front office: 1 x Cert II; 1 x Cert III; 1 x Cert IV; 1 x Diploma; 1 x Advanced Diploma
 Housekeeping: 1 x Cert II; 1 x Cert III; 1 x Cert IV; 1 x Diploma; 1 x Advanced
Diploma
 Tour Operation: 2 x Cert II; 3 x Cert III; 4 x Cert IV; 2 x Diploma; 1 x Advanced
Diploma
 Travel Agencies: 3 x Cert II; 3 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x Advanced
Diploma.
Trainer provides opportunity for learners to access the waseantourism website and
determine the titles/names of all the 52 ASEAN qualifications.
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51. Trainer presents description of qualification levels:
Certificate II
Certificate II represents a base operational qualification encompassing a range of
functions/activities requiring fundamental operational knowledge and limited practical
skills in a defined context.
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Certificate III
Certificate III represents a qualification of the skilled operator who applies a broad range
of competencies within a more varied work context, possibly providing technical advice
and support to a team including having team leader responsibilities.
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53. Certificate IV
Certificate IV represents a qualification based on more sophisticated technical
applications involving competencies requiring increased theoretical knowledge, applied
in a non-routine environment and which may involve team leadership and management
and increased responsibility for outcomes.
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Diploma
The Diploma represents a qualification which assumes a greater theoretical base and
consists of specialised, technical or managerial competencies used to plan, carry out
and evaluate work of self and/or team.
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Advanced Diploma
The Advanced Diploma represents a qualification involving technical, creative,
conceptual or managerial applications built around competencies of either a broad or
specialised base and related to a broader organisational focus.
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56. Trainer introduces Packaging Rules explaining:
 Packaging Rules prescribe requirements for creating a qualification.
 They are compulsory requirements – they MUST be adhered to: they are not
optional.
 They identify for each qualification:
 The combination of mandatory Core and Generic competencies – by Unit name
 The Functional competencies from which Units may be chosen – by Cluster and
number of Units from each Cluster.
 In all cases the Functional competencies selected must reflect intended Job Title,
local industry requirements and Certificate level.
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57. Trainer describes operational imperatives relating to Packaging Rules:
 Higher level qualifications require students to complete more Units
 Higher level qualifications give access to more ‘management’-oriented Units
 Lower level qualifications give less choice of Clusters and focus on ‘operational’
competencies
 Students can enter the Qualifications at any level from Certificate II to Advanced
Diploma – there is no need/requirement for students to start at Certificate II and
work up through each level
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58. Trainer continues describing operational imperatives relating to Packaging Rules:
 Students can switch study from one qualification to another – with ease:
 Given commonality of many Units/competencies
 To respond to changing workplace/career needs.
 These changes can be made within the same Labour Division or movement can
be to a different Labour Division.
 Students are free to select the Functional competencies they want to comprise their
qualification – providing:
 They are within the nominated Clusters
 Training providers are willing and able to deliver them
 In-keeping with CBT principles qualifications are not time-based – a legitimate
qualification of the same type may be of different ‘lengths’ depending on:
 Individual students and/or their needs or preferences for studying
 Delivery methods and timetables of training providers
 It is possible each qualification of the same type will consist of different
Units/competencies – to reflect:
 Individual need/preferences and proposed work career path
 Industry/employer need
 Local need/demand.
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59. Trainer presents benefits of Packaging Rules as they apply to ASEAN qualifications:
 Flexibility for students to select the Units or qualification they want – as opposed to
them being ‘forced’ to undertake training they do not see as being relevant or
beneficial to their career
 Flexibility for employers – to select Units needed by their staff to support/enable the
most effective and efficient operation of their business
 A structure to and distinct pathway for qualifications – enabling students to build to
higher (management) qualifications if required
 For the delivery of industry-based training – as the training is based on Competency
Standards endorsed by ASEAN Member States
 Guidance (which is not compulsory) about the Functional Units/competencies
suitable for different levels of qualifications across a range of Job Titles – to assist
in creating relevant qualifications for job positions
 Additional ‘content’ can be added to any Competency Standard but nothing can be
removed – this allows providers to ‘contextualise’ training for individual employers,
regions or areas.
Classroom Activity – Internet research
Trainer provides supervised viewing of the waseantourism website so learners can view
an assortment of Packaging Rules at CATC documentation, A1 Final Report.
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60. Trainer explains:
 Each of the 242 Units under the Qualifications Framework is underpinned by a
Competency Standard.
 A Competency Standard is a description of the skills and knowledge required to
perform a task/activity to defined standards.
 They can be used within different contexts:
 By an individual enterprise
 By an industry
 By government.
 Endorsed Competency Standards form the basis which underpins all Competency
Based Training and Assessment – that is, all activities undertaken by the Trainer
and Assessor must refer back to and relate directly to the relevant Competency
Standard.
 Competency Based Training and Assessment are processes that focus on the
transfer and validation of the competency standard.
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61. Trainer advises the Competency Standards may be used for:
 Job design
 Job descriptions
 Performance appraisal
 Selection criteria
 Career path development
 Identification of training needs
 Development of training programs
 Certification
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62. Trainer gives more information about competency standards;
 Are written in a format which has been endorsed by representatives from all ASEAN
Member States
 Have been reviewed by, revised as necessary, and endorsed by all ASEAN
Member States
 Provide the basis for the delivery and assessment of all Units under the
Qualifications Framework
 Contain information and detail to help users (students, employers training providers)
select Units under Packaging Rules to create a qualification
 Are all presented using the same structure
 Can be located at the document repository at waseantourism.com.
Classroom Activity – Handout/s
Trainer distributes at least one sample competency standard which will be used as the
basis for exploring and learning about the structure and composition of ASEAN toolbox
competency standards.
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63. Trainer discusses and explains elements of Competency Standards:
Unit Title
 The Unit Title is the name of the Unit/competency.
 It is written in such a way it indicates the general content of the competency.
 The titles for all Units begin with a verb to reflect the nature of competency based
training.
 It is a statement about what is to be done in workplace.
 There is no standard length for Unit titles – they may be short or long: length of the
title bears no relationship to complexity of the Unit or Nominal Hours for the Unit.
Classroom Activity – Reference to Handout/s
Trainer uses previous Competency Standard/s to reference, discuss and explain the
elements of a competency standard as stated on the slide.
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Unit Number
 Every Unit has an identifying number.
 Where a Unit is allocated to more than one Labour Division it will have more than
one Unit Number which will change to reflect its location in the various Clusters.
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65. Trainer advises each Unit Title comprises four parts:
Part 1
D1 refers to all the Units in the Hotel Services classifications
D2 refers to all the Units in the Travel Services classifications
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66. Trainer continues presenting information about Unit Titles :
Part 2
The three letter code indicates the type/nature/classification of the Cluster to which the
Unit belongs:
 HRS = Hotel Services, Restaurant services Common Core
 HCC = Hotel Services, Restaurant services Commercial Cookery
 HCA = Hotel Services, Restaurant services Commercial Catering
 HPA = Hotel Services, Restaurant services Patisserie
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Part 2
 HBS = Hotel Services, Restaurant services Food and Beverage Service
 HCS = Hotel Services, Restaurant services Customer Service, Sales and Marketing
 HGE = Hotel Services, Restaurant services General Administration
 HFI = Hotel Services, Restaurant services Financial Administration
 HRD = Hotel Services, Restaurant services Human Resource Development
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Part 2
 HML = Hotel Services, Restaurant services Management and Leadership
 LAN = English Language Proficiency
 HOT = Hotel Services, Front Office and Housekeeping, Common Core
 HFO = Hotel Services, Front Office and Housekeeping, Hotel Front Office
 HHK = Hotel Services, Front Office and Housekeeping, Housekeeping
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Part 2
 HSS = Hotel Services, Front Office and Housekeeping, Security Services
 HSM = Hotel Services, Front Office and Housekeeping, Customer Service, Sales
and Marketing
 HGA = Hotel Services, Front Office and Housekeeping, General Administration
 HFA = Hotel Services, Front Office and Housekeeping, Financial Administration
 HHR = Hotel Services, Front Office and Housekeeping, Human Resource
Development
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Part 2
 HRM = Hotel Services, Front Office and Housekeeping, Resource Management
 TCC = Travel Services, Common Core
 TTA = Travel Services, Travel Agency – Ticketing
 TTG = Travel Services, Tour Guide Services
 TTO = Travel Services, Tour Operations
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Part 2
 TCS = Travel Services, Customer Service, Sales and Marketing
 TTO = Travel Services, Tour Operations
 TGA = Travel Services, General Administration
 TFA = Travel Services, Financial Administration
 TRD = Travel Services, Human Resource Development
 TRM = Travel Services, Resource Management
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Part 3
 The CL number refers to the Cluster Number the Unit is listed under. Every Cluster
has a number under each individual Competency Standards Menu.
Part 4
 The final two-digit number indicates the position of the Unit within the Cluster
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Nominal Hours
 This figure represents indicative time required to deliver and assess the Unit.
 It is not mandatory: CBT is not time-based.
 A Unit may be delivered in less time than shown as the Nominal Hours, or in more
time.
 Primary uses of the Nominal Hours figure are:
 As the basis for allocating funding – which may be based, for example, on the
number of face-to-face or ‘contact’ hours per Unit
 To assist with rostering of staff
 To enable scheduling/time-tabling of classes.
 The time for each Unit was calculated based on:
 Amount of content
 Complexity of the Unit
 Time allocated to similar Units under other vocational training Frameworks
 Advice of experienced trainers and assessors who have delivered and
assessed similar Units.
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Unit Descriptor
 This section provides a brief description Unit giving insight into context and content.
 This section of the Competency Standard is often used by training providers to
describe Units they offer in:
 Media advertisements they create to promote their courses
 Internal Student Handbooks or other internal course promotional
materials/brochures.
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Elements
 All Competency Standards comprise a number of Elements.
 There is no fixed, set or ‘required’ number of Elements per Unit.
 There is always more than one and three to five is a common range.
 They identify and describe:
 The key tasks or activities which make up the Competency
 The major building blocks of the Competency
 A sequential approach to the required tasks.
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Performance Criteria
 All Elements comprise a number of Performance Criteria.
 There is no fixed, set or ‘required’ number of Performance Criteria per Element.
 There is always more than one and five to eight is a common range.
 They are sub-sets of an Element and prescribe action needed for competency in
the Element.
 Parts of the Performance Criteria may be written in italics meaning this part is
addressed under the Unit Variables section (see following slides) of the
Competency Standard.
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Unit Variables
 This section of the Competency Standard:
 Provides advice to interpret the scope and context of the Unit of competence,
allowing for differences between enterprises and workplaces
 Relates to the Unit as a whole and facilitates holistic assessment
 Identifies the Labour Division/s to which the Unit applies
 Gives detail of and presents key points relating to italicised parts of
Performance Criteria which the Trainer should cover when training delivery
takes place.
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Assessment Guide
 This aspect of the Competency Standard lists the skills and knowledge which must
be assessed as part of this Unit.
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Linkages to other Units
 This is a reference section for Trainers and shows them Titles of Units which are
related to the Competency Standard.
 Trainers can refer to these Competency Standards (and the resources developed to
support them) when preparing their training in order to gain extra information
relating to the Unit being delivered.
 The Units listed in this section are not pre-requisites or co-requisites for the Unit in
question.
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Critical aspects of assessment
 Shows the evidence which is deemed essential (that is, should be captured as part
of the assessment process) in order for the Assessor to determine whether or not
the candidate is ‘Competent’ or ‘Not Yet Competent’.
 It supports the Assessment Guide and gives it more context.
 It is useful to the Trainer also as it indicates and specifies additional inclusions the
training must address.
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Context of assessment
 This segment of the Competency Standard provides a framework and perspective
regarding how, when and where assessment may be undertaken.
 The emphasis is on Competency Based Assessment with candidates needing to
demonstrate competency in a real-life situation or under relevant simulated/mock
conditions (such as in a classroom or via a role play).
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Resource Implications
 Listed in this subdivision of the Competency Standard is advice regarding physical
and other resources which will be required and must be available/used to effectively
deliver and assess the Unit.
 This list is supplemented in every Trainer Guide for every Unit by the
‘Recommended Training Equipment’ which provides a list of required/recommended
resources in more detail.
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Assessment Methods
 This area of the Competency Standard presents a range of options for the Assessor
which may be used to capture evidence and determine the ‘Competent’ or ‘Not Yet
Competent’ decision.
 The Assessment Methods presented are suggestions – they are not mandatory
requirements.
 Assessors can elect use whatever assessment techniques/tools they wish as
appropriate to the individual candidate, workplace or Unit.
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84. Key Competencies for the Unit
 Every Competency Standard presents a set of seven agreed Key Competencies
which detail the type and level of ‘key competencies’ needed by successful
candidates to perform the requirements of the Competency Standard in a
workplace.
 They can be used to judge the level of complexity and difficulty of a Unit. The
seven Key Competencies are:
 Collecting, organising and analysing information
 Communicating ideas and information
 Planning and organising activities
 Working with others and in teams
 Using mathematical ideas and techniques
 Solving problems
 Using technology.
 Each of the above seven Key Competencies is ranked at either Level 1, 2 or 3 with:
 Level 1 = competence to undertake tasks effectively
 Level 2 = competence to manage tasks
 Level 3 = competence to use concepts for evaluating.
In some cases, with some Competency Standards in some of the Key Competency
areas no Level is shown indicating the Key Competency is deemed as not applying.
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85. Trainer discusses role of TM stating:
The Trainee Manual:
 Is distributed in hard copy form to each Trainee – it represents their primary source
of notes/information for the Unit
 Becomes the property of the Trainee – it is theirs to keep
 Can be sourced from the waseantourism.com website
 Provides training content as stated in the approved Competency Standard
 Forms the basis of the PowerPoint presentation provided in the Toolbox
 Has been endorsed by ASEAN industry-based representatives
 May be supplemented by:
 Additional information the Trainer wishes to include
 Extra information individual workplaces want to include – such as internal
policies , procedures and practices
 The specific details of local/host country information such as:
 Legislation
 Codes – of Practice or Conduct
 Currency
 Geographic details and place names.
Classroom Activity – Handout/s
Trainer distributes sample copy of a TM for learners to refer to as part of this topic while
components are being explained/discussed.
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86. Trainer continues discussing TM:
 Every Trainee manual is structured in the same way according to a format which
was reviewed and approved by the ASEAN Member States.
Cover Page
 This shows name of the Unit (Unit Title) and Unit Code.
Generic Information
 This gives standard information relating to:
 Project Base – details of William Angliss Institute
 Acknowledgements regarding the individual Manual showing names of:
 Project Director
 Project Manager
 Chief Writer
 Subject Writer
 Editor and DTP/Production
 Copyright information
 Disclaimer.
Table of Contents
 This is a sequential list showing the contents of the Manual identifying:
 General classification of information/topics and Elements
 Page numbers.
Trainer uses previous Trainee Manual/s to reference, discuss and explain components
as stated on the slide.
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Introduction to Trainee Manual
 Identifies Elements of the Toolbox
 Provides an overview of CBT and CBA explaining why it is used
 Describes ‘Competency Standard’
 Gives an overview of the Qualifications Framework
 Indicates possible assessment methods
 Encourages students to seek help from their Trainer.
Unit Descriptor
 Taken directly from the Competency Standard for the Unit and provides for the
trainee basic details about the training they can expect to be delivered to them.
 Provided because students will not normally have access to the Competency
Standard yet they are entitled to know whether or not the training they are being
provided with aligns with the agreed criteria and standards.
 The classification of information provided is constant across all Competency
Standards with the detail changing to represent the individual content of different
Competency Standards.
 Providing this information in the Trainee Manual:
 Lets the student know what to expect
 Keeps the Trainer accountable for delivering the required training.
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Assessment Matrix
 The following statement is provided under this heading in all Trainee Manuals:
 “The Assessment Matrix indicates three of the most common assessment
activities your Assessor may use to assess your understanding of the content of
this manual and your performance - Work Projects, Written Questions and Oral
Questions. It also indicates where you can find the subject content related to
these assessment activities in the Trainee Manual (i.e. under which Element or
Performance Criteria). As explained in the Introduction, however, the assessors
are free to choose which assessment activities are most suitable to best
capture evidence of competency as they deem appropriate for individual
students.”
 Students can use this Matrix to help them reference relevant content in preparing
for assessment.
 Assessors can use the Matrix to reference content which can be used as suitable
evidence.
Glossary of terms
 Next follows a list of acronyms, words and/or phrases relevant to the topic of the
Manual with a corresponding definition/interpretation.
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Notes/training content
 This is the heart of the Trainee Manual. It contains:
 Sequential presentation of every Element and Performance Criteria listed in the
Competency Standard
 Coverage of Unit Variables as identified in the Competency Standard
 Information which has been reviewed, revised as necessary, and endorsed by
industry professionals from ASEAN Member States
 References to websites which provide additional information
 A Summary of content at the end of each Element.
 Trainers should feel free to:
 Add supplementary information as they see fit/deem necessary
 Contextualise the content to reflect host country, local, organisational or other
needs
 Use the PowerPoint presentation provided as part of the Toolbox to deliver the
Unit leaving students to use the Trainee Manual as a reference source.
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Work Projects
 At the end of each Element there are Work Projects. These:
 Are suggested/optional assessment items for the Element – they are not
mandatory and Trainers/Assessors can elect:
− Not to use them
− To use only some of them
− To re-word or change them in any way deemed appropriate
− To use them as non-assessable exercises or in-class activities – rather than
as formal assessment activities to capture evidence on which the
Competent/Not Yet Competent decision will be made.
 The allocation of Work Projects to Performance criteria is shown in the Assessment
Matrix at the start of the Trainee Manual.
Presentation of Written Work
 This section presents suggestions for students regarding how they might address
preparation and submission of written work required for assessment purposes.
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Recommended Reading
 Students and/or Trainers may use these to obtain additional information or follow-up
on topics of interest. The list:
 Can provide guidance to Training Providers in relation to establishing a
Library/Learning Resource Centre
 Is not a list of books the student or Training Provider must buy
 Aims to provide materials which are relatively current – the general aim when
the list was produced was to include references which were no longer than 10
years old but in several cases older references have been included where they
are recognised as ‘industry standards’ or there were no other references
available.
Trainee Evaluation Sheet
 The Trainee Evaluation Sheet should be:
 Completed by Trainee when they have completed the Unit – students are not
under a legal obligation to complete and submit these Sheets but they should
be encouraged to do so, and be honest in their responses.
 Removed from Manual and handed to Trainer or Trainer may elect to
photocopy Sheets and hand them out to students to save them having to
damage their Trainee Manual.
 These sheets:
 Provide important feedback to Trainers
 Should be used as a critical Element of the Trainer’s evaluation of their delivery.
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Trainee Self-Assessment Checklist

 This is a list which may be used by students to indicate to their Trainer and/or
Assessor their readiness to be assessed.
 There is no compulsion for students or Trainers or Assessors to use this Checklist –
it is optional and to be used at the discretion of all parties and/or if required.
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92. Trainer introduces PowerPoint slide presentation advising:
 A PowerPoint slide show has been provided for every ASEAN Unit under the
Qualifications Framework.
 The PowerPoint presentation has been provided to give Trainers a delivery option.
They may elect to:
 Use the PowerPoint presentation in conjunction with the Trainee Manual – to
present the content of the Unit, meaning the Trainer can:
 Show the slides
 Have trainees following along with their Trainee Manuals
 Use only the PowerPoint presentation in the classroom – and leaving the
Trainee Manual as a reference which students can use out-of-class for further
information and for study purposes.
 Not to use the PowerPoint presentation at all – there is no compulsion
regarding use of this resource.
 Some Training Providers may not have the technology to use PowerPoint slides
or Trainers may feel they lack the ability to properly use the data projector.
 Information about using PowerPoints is contained in the Trainer Guide (see
next section) under the heading ‘Instructions for Trainers for using PowerPoint –
Presenter View’
 Use only some of the slides – as they deem appropriate to their personal
delivery plan/needs.
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93. Trainer continues discussing PPT presentations:
 The PowerPoint slides comprise two components:
 ‘Student view’ – this is the part of the slide visible to those watching the
presentation. It is the information which is projected onto the screen. Students
may use this view:
− To take notes during the class
− Stimulate discussion
− Focus their attention
− Provide the basis for interactions (asking questions, making contributions,
sharing anecdotes) during the session.
 ’Presenter’s view’ – this is the lower part of the slide which only the presenter
(the Trainer) can see when they project the slide onto the screen.
 The Presenter’s view is not visible to students. Trainers may use this view:
 Preview information to be displayed
 Assist with provision of additional information to supplement the detail provided
on the slides
 Conduct a series of Classroom Activities.
It is vital Trainers preview all slides before they present/use them as part of their
‘planning and preparation’ so they gain a full appreciation of content, sequencing and
the Classroom Activities.
Classroom Activity – PPT presentation
Trainer uses PPT presentation to illustrate information on slide.
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Slide

 The PowerPoint presentation may be obtained from waseantourism.com.
 The PowerPoint presentation comprises a standard format across all Units as
follows:
Title slide
 This shows the Unit Title and Unit Code for the Competency being presented.
List of Elements
 Identifies the number of Elements in the Unit
 Presents each Element in full – as written in the Competency Standard
 Provides the context for the content to be delivered.
Assessment
 This is one slide providing an overview of assessment items which may be used for
the Unit.
 This provides an opportunity for the Trainer/Assessor to explain the individual
nature of the assessment for each Unit.
 At the start of each Element, the Performance Criteria (as listed in the Competency
Standard) are provided.
 This helps give students an understanding of the content which is to be covered
and reassures them the requirements of the endorsed v are going to be addressed.
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Content
 Most of the slides in every PowerPoint presentation contain ‘content’:
 The content is taken from/based on the information presented in the Trainee
Manual
 The sequence of the information in the slides follows the sequence of content in the
Trainee Manual
 Trainers can add extra slides if they want to include additional content
 A Summary is provided at the end of each Element.
 There is no set number of slides per presentation – the number of slides provided
varies with the content, nature and complexity of the Competency Standard and the
approach taken by the Subject Writer to preparing the slides.
Classroom Activities
 PowerPoint slides contain ‘Classroom Activities’.
 These are suggestions for activities which the Trainer may use to enhance and
optimise learning.
 They are not compulsory.
 More information on these in later slides.
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96. Trainer discusses TGs stating:
 Every Unit has a Trainer Guide.
 The Trainer Guide:
 Is intended for use only by the Trainer – and not intended for release to
students
 Gives relevant information about the Unit to Trainers in one convenient location
 Should be used when planning and preparing training delivery
 May be released to Assessors – to support the positive relationship which
should exist between Trainers and Assessors
 Should be given to Trainers by the Training Provider when they are allocated a
Unit to deliver
 Is available at waseantourism.com
Classroom Activity – Handout
Trainer distributes sample TG for reference purposes.
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97. Trainer continues discussing TGs :
Competency Based Training and Assessment
 This is an overview of CBT and CBA for Trainers to:
 Refresh them regarding the requirements of competency based delivery and
assessment
 Explain components of Competency Standards
 Identify training delivery and assessment options.
Competency Standard
 The endorsed Competency Standard for the Unit is provided in full so Trainers have
ready access to the source document which must be used as the basis for training
delivery.
 Because every Trainer should be provided with the Trainer Guide by their Training
Provider for every Unit they deliver there is no excuse for Trainers not knowing
what they should deliver.
 The PowerPoint slides referred to in the previous section, and provided as part of
every Toolbox, are re-presented in the Trainer for ease of reference and to assist
with planning and preparation by the Trainer.
Trainer references TG which was distributed to illustrate points on slide.
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98. Trainer continues discussing TGs :
Recommended Training Equipment
 List of resources identified as being necessary to support training delivery and
subsequent assessment. Trainers should:
 Note the list is representative and will not contain all the possible resources
Trainers may require or decide to use – while the lists are comprehensive they are
not necessarily all inclusive
 Obtain as many of the listed resources as possible to support their planned training
delivery – some items may:
 Need to be purchased in order for effective training and assessment to take
place
 Can be obtained from the Internet
 Be borrowed or obtained from industry organisations, suppliers, government
agencies or partners
 Be shared between Training Providers and/or trainers and Assessors.
 Pay attention to ensure:
 All items are safe to use
 Resources reflect items actually used by industry
 Documents and legislation is current and relevant
 Sufficient resources to cater for expected student demand/use are obtained
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Instructions for Trainers for using PowerPoint – Presenter View

 This section provides basic information about the use of the PowerPoint slides
provided as part of every Toolbox.
 It is important Trainers practice to gain competency with data projectors before they
use PowerPoints in their classroom delivery.
Appendix – ASEAN acronyms
 This presents a list of commonly used ASEAN acronyms and their definitions.
 The list is provided because some documents or text contain these acronyms and
sometimes there is no explanation of what they mean.
Trainer references TG which was distributed to illustrate points on slide.
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Slide

99. Trainer introduces Assessor Manual stating:
 The Assessor Manual underpins the implementation of competency based
assessment for units from the ASEAN Qualifications Framework.
 Every Unit has an Assessor Manual.
 The Assessor Manual:
 Is intended for use only by the Assessor – and not intended for release to
students
 Should be used by Assessors when planning and preparing assessment
 May be released to Trainers – to support the positive relationship which should
exist between Assessors and Trainers
 Should be given to Assessors by the Training Provider when they are allocated
a Unit to assess
 Is available at waseantourism.com
 Format the same for every AM
Trainer distributes a sample AM for learners to use as reference for these topics.
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100. Trainer identifies contents of AM:
Competency Based Assessment
This is an overview of CBA for Assessors giving information in relation to:
 Suggested assessment methods
 Alternative assessment methods
 Selection of assessment methods
 Assessing competency
 Regional Qualifications Framework and Skills Recognition System
 Recognition of Prior Learning
 Code of Practice for Assessors
 Instructions and Checklists for Assessors
 Instructions for recording competency
 Instructions for different assessment methods.
Competency Standard
 The endorsed Competency Standard for the Unit is provided in full so Assessors
have ready access to the source document which must be used as the basis for
assessment with reference to:
 Content covered by the Unit
 Assessment Guide
 Critical Aspects of Assessment.
Trainer references AM which was distributed to illustrate points on slide.
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101. Trainer continues identifying content of AM:
Oral Questions
 These are questions which Assessors may use as part of their evidence gathering
to determine the Competent or Not Yet Competent decision. There is at least one
Oral Question for every Performance Criteria.
 Allocation of Oral Questions to Performance Criteria is shown in the Assessment
 Oral Questions are not mandatory – Assessors may choose to:
 Use all of them – as presented, in their entirety
 Use none of them
 Use some of them – to capture additional evidence where required on certain
 Develop their own series of Oral Questions
 Use them as non-assessable exercises or in-class activities – rather than as
formal assessment activities to capture evidence on which the Competent/Not
Yet Competent decision will be made
 Convert Oral Questions to Written Questions.
 Model answers are not provided for Oral Questions as most answers will depend on
the experience of the candidates and the examples they provide in response to the
questions asked.
 A section titled ‘Specifications for Oral Question Assessment’ is contained at the
start every Assessor Manual.
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Written Questions
 This is a set of questions designed to be distributed to students for them to answer
in writing and submit for marking.
 Assessors may use these as part of their evidence gathering to determine the
Competent or Not Yet Competent decision.
 There is at least one Written Question for every Performance Criteria.
 Allocation of Written Questions to Performance Criteria is shown in Assessment
Matrix at start of the Trainee Manual.
 Written Questions are not mandatory – Assessors may choose to:
 Develop their own series of Written Questions
 Use them as the basis for a non-assessable exercise or in-class activity – rather
than as formal assessment to capture evidence on which the Competent/Not
 Convert Written Questions to Oral Questions.
 A section titled ‘Specifications for Written Question Assessment’ is contained at the
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Answers to Written Questions

 Provides model answers for the Written Questions provided in the Assessor
Manual.
 Assessors:
 May use these to assist them mark the responses to Written Questions
provided by students
 Must use common sense when using/referring to them – the answers provided
are indicative only and discretion must be used to determine the acceptability of
an answer which has been provided.
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Observation Checklist
 The Observation Checklist is provided for Assessors (only) to record observations
of actual candidate performance of the required competencies for the Unit as
described by the Competency Standard.
 The document is used to capture evidence of practical competency which is used to
help make the Competent/Not Yet Competent decision.
 A section titled ‘Specifications for Observation Checklist’ is contained at the start
every Assessor Manual.
Third Party Statement
 This form is provided for distribution to a designated and appropriate person in a
workplace who will use the document to provide evidence which can be used by an
Assessor as part of the evidence they use to make the Competent/Not Yet
Competent decision.
 An ‘appropriate person’ could be a supervisor, manager, business owner or other
suitable senior/experienced person in the workplace.
 The ‘appropriate person’ must:
 Agree to provide the required information
 Have the requirements of completing the Third Party Statement explained to
them
 Be supported by the Assessor in their efforts and with any questions or
difficulties they may have
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 A section titled ‘Specifications for Third Party Statement’ is contained at the start
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Competency Recording Sheet
 The final document in the assessor manual is the Competency Recording Sheet.
 One Competency Recording Sheet to be prepared by the Assessor for every
candidate for every Unit. This document:
 Is provided in the same format for all Competencies
 Provides a central location for the evidence captured during assessments to be
recorded
 Is the main reference point for making the final Competent/Not yet Competent
decision
 Contains room to enter:
− Student and Assessor name
− Dates assessment commenced and was completed
− Follow-up action required by student in the event they initially failed to
achieve competency
− Observations made by the Assessor about the candidate and/or the
assessment process – if deemed necessary/appropriate
− Indication of the types of assessment used to capture evidence on a
Performance Criteria-by- Performance Criteria basis
− Signatures (with dates) of:
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o Assessor – to authenticate the document

o Candidate – to verify their assessment has been given to and explained
to them.
− A section titled ‘Instructions for Recording Competency’ is contained at the
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105. Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
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109. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General Discussion
Trainer leads a general class discussion by asking questions such as:
 What is involved in planning and preparation for assessments?
 What units have you assessed?
 Who have you assessed? What units/qualifications?
 When and where was the assessment conducted?
 What assessment techniques did you use?
 What were the outcomes/results?
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110. Trainer introduces the planning and preparation of CBA by re-capping some basic
aspects of Competency Based Assessment:
Competency
The word competency represents an expansion of the term skill.
Competency is a combination of the knowledge, manual and attitudinal requirements
and their application to the standard expected in the workplace.
For example in relation to a person pouring wine from a bottle to a guest’s glass:
 Attitude = accepting the need to be courteous to the guest when pouring the wine
 Knowledge = the ability to state the characteristics of the different wine varieties
 Skill = pouring the wine from bottle to glass.
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111. Trainer continues giving introductory information/background to planning and
preparation for CBA:
CBA defined
Competency based assessment is a process of systematically collecting evidence and
making a judgement of a person performance against the prescribed competency
standard.
To be assessed as competent this also means the Trainee is able to:
 Perform at an acceptable level of skill
 Organise the required tasks
 Respond and react appropriately when things go wrong
 Fulfil a role in the scheme of things at work
 Transfer skills and knowledge to new situations
CBA seeks evidence/proof of trainee competency, in relation to the endorsed Industry
Competency Standards against which they are being assessed.
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Slide

112. Trainer explains this evidence may be obtained by:
 Observing their work – in the workplace or in a simulated setting
 Obtaining reports of their competence from supervisors, co-workers and customers
 Sighting samples of work they have done.
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113. Trainer highlights competent performance comprises five key elements:
 Task skills – which relates to performing at an acceptable level of skills.
 For example, in a Front Office situation it can refer to all the tasks which have to
be undertaken to handle a reservation.
 Task management skills – which relates to managing a range of different tasks.
 For example, in the Front Office situation it can refer to answering a phone
which is ringing, while dealing face-to-face with a guest and checking someone
in.
 Contingency management skills – which refers to responding appropriately when
things go wrong.
 For example, in the Front Office situation it looks at being able to handle/deal
with a situation where there is a double booking for the same room.
 Job/role environment skills – involving fulfilling the responsibilities and expectations
of the workplace.
 For example, in the Front Office situation it may include coordinating with other
staff to ensure rooms are ready to sell.
 Transfer skills – which looks at passing on knowledge, skills and attitudes to others.
 In the Front Office this can include teaching a new staff member how to operate
the reservation system for the property.
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Slide

114. Trainer identifies the need to address the questions identified on the slide when making
their decision about competency.
Classroom Activity – Discussion
Trainer asks class to give examples 9of the above requirements for an industry
assessment situation.
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115. Trainer explains before beginning the planning of any assessment there must be a full
understanding of the Competency Standard to be assessed. This is the starting point of
any assessment process.
Trainers need to review the Competency Standard before they start their training, and
Assessors need to do the same.
A key way to gain this knowledge is to review the standard by reading and analysing it.
Rationale
There is a need to do this in order to:
 Find out exactly what the Unit is about – learn about the details and content
contained in the Competency Standard
 Become familiar with all relevant assessment-related requirements for the
Competency Standard – as listed in the Standard
 Make sure a copy of the Competency Standard is at hand – to refer to throughout
the planning process
 Ensure all aspects of the Competency Standard are assessed – as required
 Determine whether or not any assessments can be grouped together – to save time
and money and make the process more efficient.
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116. Trainer indicates keys to the review process of the Competency Standard:
 Obtain a:
 Soft copy of the Competency Standard – which can be obtained from:
 Hard copy – it is always good to have a paper-based copy to refer to
 Copies can be obtained from:
− The Trainer Guide
− The Assessor Manual
− http://waseantourism.com/
− The training provider
 Read the document:
 Allocate sufficient time to do this free from interruptions
 Take notes of things which come to mind as the document is read:
− Questions/issues which need to be followed up/clarified
− Thoughts which immediately come to mind regarding possible assessment
techniques/methods/options
− Possibilities for locations/venues for undertaking assessment
− Ideas which occur in relation to timing of assessments
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 Re-read it – something more will always be gained from a second and third reading
 Identify the nominal hours – and compare this with the hours which have been
allocated for delivery
 Take the time to:
 Note the correct name of the Unit/Competency Standard
 Record the Unit Number/s
 These will be needed for completion of various assessment records as well as
(possibly) for internal reporting requirements.
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Slide

117. Trainer continues discussing review of Competency Standard:
 Spend some time looking at the detail provided under Unit Variables – to:
 Gain appreciation for how they align with Performance Criteria and Elements
 Note the requirements and suggestions listed for assessment – under:
 Assessment Guide
 Critical Aspects of Assessment
 Context of Assessment
 Assessment Methods.
Classroom Activity – Handout and Discussion
Trainer distributes and discusses a sample Competency Standard with reference to:
Unit Title: Statement about what is to be done in workplace
Unit Number: Unique number identifying the competency
Unit Descriptor: General information describing the competency
Element: What has to be achieved (there are often several)
Performance Criteria: Level of performance to be demonstrated for each element
within the unit of competency
Unit Variables: A guide to different situations and the context in which the
performance criteria applies in the workplace
Assessment Guide: Specifies the skills and knowledge required to be competent in
the unit
Linkage to other units: Identifies other units which have relevance to the unit
Critical aspects of assessment: Summary of the assessment outcome
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Context of Assessment: Defines the where, how and what of assessment

Resource implications: General advice regarding the resources needed to deliver
training (and hence to conduct assessment)
Assessment methods: Suggestions as to how assessment may be conducted
Key Competencies: Gives type and level of key competencies needed to perform the
competency. In some standards this information is listed separately.
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118. Trainer explains the review of the Competency Standard should allow Assessors to
answer key questions about the CS such as:
 What is a description of the work activity/duty?
 What does the work involve?
 What are the parts that make up this duty?
 How is performance of this work measured?
 What are the conditions under which the work is performed?
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119. Trainer continues explaining the review of the Competency Standard should allow
Assessors to answer key questions about the CS such as:
 What are the skills and knowledge needed to perform this work activity?
 What evidence is needed to prove the work has been performed as required?
 Where and/or when should evidence of competency be gathered?
 What resources are required to gather the evidence?
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120. Trainer indicates when Competency Standard has been reviewed it can be useful to:
 Talk to the Training Provider:
 About their expectations and requirements for assessment
 About budgets for assessment – for materials/consumables
 Regarding time allocations – for preparing, conducting and post-assessment
activities
 To identify any requirements or preferences for where assessments need to be
conducted
 To determine any requirements or preferences for the timing and/or duration of
assessments
 So they can provide names and contact details of relevant Trainers and
other/previous Assessors
 To identify if there are any existing assessment resources/materials available
 Meet with:
 The Trainer/s for the Unit – to:
− Initiate the necessary relationship
− Exchange contact details
− Learn about content to be delivered
− Share and exchange ideas about assessment
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 Previous Assessors – to:

− Talk to them
− Learn from their experience
− Obtain tips and advice
− Obtain resources and materials which can be used.
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121. Trainer discusses determination of the assessment approach saying this can be
determined using the Assessment Checklist
 Review Competency standard
 Consult the critical aspects of assessment – as listed in the Competency Standards
to identify what is important for the assessment decision
 Identify and align the Elements/Performance Criteria to the domains of knowledge
and skill – which need to be assessed
 Develop an assessment matrix
 Select the appropriate mix of assessment methods from the matrix – to ensure the
necessary/identified evidence is captured as a result of the assessment process
 Acquire or design the assessment tools – the Toolbox provides several assessment
tools but there is always opportunity (and sometimes a need) to develop others
 Test the assessment tools – to ensure they meet the rules of evidence.
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122. Trainer explains next step is to formulate an Assessment Plan stating this may
contain/combine:
 Name/title of Competency Standard being assessed
 Determination of types of assessment required – diagnostic, formative, summative,
holistic, RPL
 Identification of the assessment methods and tools to be used – as identified in the
Assessment Matrix
 Development of an Assessment Decision Grid
 Identification of the time, date and venue for the assessment
 Communication of assessment arrangements with candidates – and negotiation of
‘reasonable adjustment’.
There will always be a need to liaise with the Trainer to finalise this stage of the
assessment process.
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123. Trainer indicates under the CATC training system assessment is quite different from the
formal examinations and tests most people remember from their school days explaining
evidence is gathered to demonstrate competence in the skills and knowledge required
by the units of competency and identifying there are five types of assessment to
consider:
 Diagnostic – undertaken before learning takes place to evaluate/determine
(‘diagnose’) level of learner and to help identify their training needs. Includes
actions such as TNAs and trade tests
 Formative – ongoing assessment throughout the period of practice/learning
 Summative – assessment of performance which occurs at the end of the period of
practice/learning
 Holistic – an assessment approach that covers, in an integrated way, multiple
elements and/or units from the Competency Standards
 Recognition of prior/current learning/competency – explain on later slides.
Trainer asks class:
 For definition of each type of assessment listed on slide
 Examples of when and how and why they might be applied in a vocational training
and assessment context.
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124. Trainer further discusses ‘evidence noting it may be seen as being:
 Direct evidence – this is evidence/proof gained through first-hand observation by
the Assessor
 Indirect evidence – this is evidence/proof obtained through other assessment
activities such as role plays, projects, assignments simulations, and third party
reports
 Supplementary evidence – this is evidence/proof gathered (such as through third
party questions both oral and written) where additional information is required to
make the ‘Competent’/’Not Yet Competent’ decision.
Trainer asks class to identify/give examples of each type of evidence listed on the slide.
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125. Trainer talks about assessment methods stating there are a variety of assessment
methods to choose from and the assessment methods selected:
 Must enable the required evidence to be generated and captured to support or
enable the ‘Competent’/’Not Yet Competent’ decision to be made
 Must combine to collect sufficient evidence the candidate can perform the action/s
required to the required standard
 Refers to what the candidate will be doing to demonstrate competency
 Will be entered into the Assessment Matrix against the relevant content
 Will dictate the assessment tool/instrument to be used in the assessment process.
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126. Trainer tells class ‘Practical skills’ can assessed through the following:
 Real work – observation, using:
 Checklists
 Projects
 Project teams
 On-the-job practical tasks
 Simulated work/demonstrations – observation, using:
 Checklists
 Projects
 Assignments
 Role Plays.
Classroom Activity – Q&A session
Trainer asks class to:
 Give examples of the above options
 Indicate when, why and how they might be applied
 Tell of experiences they have had using these options for assessment.
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127. Trainer tells class ‘Knowledge’ can assessed using:
 Written format – such as:
 Multiple choice questions
 Short answer questions
 Assignments
 Projects
 Essays
 True/False questions
 Oral format – such as:
 Oral questions
 Role plays
 Interviews
 Presentations by the learner
 Discussion groups
 On- and off-the-job questions.
Classroom Activity – Q&A session
 Give examples of the above options
 Indicate when, why and how they might be applied
 Tell of experiences they have had using these options for assessment.
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128. Trainer explains to collect evidence ‘assessment tools’ will need to be used highlighting
these can be used in combination or by themselves provided that they ‘test, measure’
the competency and stressing they need to reflect the nature of the assessment
method/s to be used – for example:
 If doing an ‘Interview’ a Questionnaire might be used
 If conducting an observation of learner actions, a Checklist could be used
 If watching a demonstration, a Checklist would be suitable
 If asking Oral Questions a sheet listing the questions and able to capture answers
would be used.
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129. Trainer reminds class all Toolboxes contain:
 Oral questions
 Written Questions
 Work projects
 Observation checklists
 Third party statements.
There is no compulsion to use any or all of the above assessment tools.
 Identify how the assessment tools provided in the Toolboxes might be used
 Describe how they might use them
 Detail other assessment tools they might use.
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130. Trainer indicates there may sometimes be a need to develop additional assessment
tools and where this is the case the following are important considerations :
 The format can vary to suit individual (Assessor, candidate, Competency Standard)
requirements
 It is critical the tool reflects authentic workplace activities or relevant current
knowledge
 The tool should include instructions for the trainee
 The tool should Include how the assessment is to be conducted and recorded
 Assessment Criteria should be developed
 Model answers should be provided.
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131. Trainer introduces Assessment Matrix stating it identifies:
 The Competency Standard being assessed – presenting it by Element and
 The name of the student being assessed
 The various methods of assessment which will be used to capture the evidence
which has been identified as being necessary to support the ‘Competent/Not Yet
Competent’ decision.
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132. Trainer provides example of Assessment Matrix and discusses its use.
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Slide

133. Trainer introduces the Assessment Decision Grid observing it may be developed to:
 Assist with/help demonstrate the ‘Critical evidence required’ have been achieved
 Ensure the ‘Evidence collected’ meet the ‘Rules of Evidence’.
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134. Trainer presents discusses and explains use of Assessment decision Grid with
reference to a nominated Competency Standard highlighting:
 Reasons the Grid is used
 Requirements for assessment of Master Assessor.
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Slide

135. Trainer discusses scheduling of assessment activities stating planning and preparing for
assessment of an ASEAN Competency Standard must address scheduling (time-
tabling’) of each selected assessment method for every candidate and needs to:
 Ensure the assessment time is suitable – for the candidate so they can attend the
assessment
 Verify required equipment is available – at the time and at the place where the
assessment is to occur.
 Many assessment areas and/or resources (plant, machinery, equipment,
systems, technology and utensils) are used by multiple other users for training
and for other assessments
 Fall within any budgeted constraints which might apply to the conduct of
assessments.
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136. Trainer points to need to liaise with trainer/s indicating planning/preparing for
assessments must include communication with the Trainer who has delivered the
training for which assessment is to be conducted explaining this may be done in order
to:
 Gain input/suggestions from the Trainer regarding relevant assessment methods
which could/should be used
 Verify the methods proposed for assessment are legitimate in terms of determining
competency for the individual Competency Standard
 Make sure conditions and criteria incorporated into assessments are valid and
match content which has been delivered/is applicable in the workplace
 Check the content being assessed aligned with the material/content which was
actually delivered in the training
 Identify materials (resources, consumables, equipment) which are available to use
in the assessments to be conducted
 Arrange Assessor attendance at training sessions – so they can:
 Gain a better understanding/appreciation of the skills being taught
 Meet the learners/candidates
 Explain assessment requirements (methods, schedules) to candidates.
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Slide

137. Trainer explains the Assessor is also responsible for organising the assessment
environment/are and this may involve:
 Booking the room/area – so there are no clashes between use of the location for
assessment and any other activity
 Ordering consumables required for the assessment tasks to be undertaken – and:
 Making sure they have been delivered/are available as ordered
 Checking to make sure they are sufficient and suitable to be used for the
assessment tasks to be applied
 Laying them out ready for use by the candidate
 Preparing assessment tools as required for the assessment – and ensuring they are
available for use in sufficient numbers as required
 Cleaning the area – if required
 Setting-up equipment and other items – especially where practical tasks are being
assessed there can be a need for the Assessor to prepare items to be used so they
are ready for use by the candidate
 Taking action to ensure:
 Distractions are eliminated – to the best extent possible
 Privacy is optimised – for the candidate
 Access to the areas by others is restricted
 Safety is guaranteed – which will require checking equipment/machinery and
the environment itself.
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138. Trainer notes when all arrangements for assessment/s have been finalised:
 There is a need to communicate and confirm these with relevant others who may
include:
 The candidates
 Trainers
 Other Assessors/Co-assessors
 Employers
 Nominated personnel within the Training Provider organisation.
 There is commonly use of the following ways to communicate final assessment
arrangements:
 Meeting face-to face – at scheduled meetings
 Using hard copy advice/notification
 Using emails.
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Slide

139. Trainer notes communications need to address:
 Names of candidates to be assessed
 Details of the Competency Standard to be assessed – including details of:
 Elements and/or Performance Criteria as appropriate
 Other Competency Standards to be assessed/co-assessed at the same time
 Assessment venue, date and time
 Expected duration of assessment
 Identification of materials/items candidates are required to bring with them
 Description and details of the assessment method/task
 Explanation of relevant conditions and criteria which will form the basis of the
assessment.
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140. Trainer reminds class of the Principles of CBA as stated on slide mentioning:
 These will be expanded on in following slides
 All of these must be observed/complied with.
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Slide

141. Trainer discusses first Principle of CBA:
Fairness
 Assessments applied must be equitable to all groups of learners
 Assessment procedure and criteria must be made clear to all learners before
assessments are undertaken
 Assessments must be mutually developed
 Assessment must be able to be challenged
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142. Trainer discusses second Principle of CBA:
Reasonable Adjustment
 Refers to measures or actions taken to provide a student with a disability the same
educational opportunities as everyone else.
 To be reasonable, adjustments must be appropriate for that person, must not create
undue hardship
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Slide

143. Trainer discusses third Principle of CBA:
Reliability
 Means the results/outcomes (evidence) must be consistent
 Techniques must be consistent in the results they give
 Activities/assessments must be regularly reviewed to ensure all assessors are
making decisions in a consistent manner
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144. Trainer discusses fourth Principle of CBA:
Flexibility
 Must provide for the recognition of knowledge and skills regardless of how they
have been acquired – refer RPL
 Must be made accessible to learners through a variety of modes/options
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Slide

145. Trainer discusses fifth Principle of CBA:
Validity
 Must assess the range of skills and knowledge needed to demonstrate competency
 Must provide evidence drawn from a number of occasions.
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146. Trainer reminds class of the Rules of Evidence for CBA as stated on slide mentioning:
 These will be expanded on in following slides
 All of these must be observed/complied with.
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Slide

147. Trainer discusses first Rule of Evidence:
Valid
The evidence must:
 Assess only the Elements and Performance Criteria of the competency
 Reflect only the skills knowledge and context of the competency
 Reflect demonstration and application of the standard
 Reflect the Qualification level being assessed.
Classroom Activity – Discussion/Q&A session
Trainer asks class:
 How they can ensure the evidence they obtain as a result of assessments conforms
with the requirements of the Rule of Evidence identified on the slide
 What they should do if they suspect or know the evidence fails to meet the required
standard of the Rule.
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148. Trainer discusses second Rule of Evidence:
Sufficient
The evidence must:
 Be enough to enable the ‘Competent’/’Not Yet Competent’ decision to be made
 Be demonstrated over a period of time
 Cover all aspects of the competency.
Trainer asks class:
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Slide

149. Trainer discusses third Rule of Evidence:
Authentic
The evidence must:
 Be the trainee’s own work
 Be able to be verified as genuine
Trainer asks class:
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150. Trainer discusses fourth Rule of Evidence:
Current
The evidence must:
 Reflect candidate ability at this point in time
 Demonstrate current skills and knowledge used in the workplace
 Reflect skills and knowledge which comply with current standards.
Trainer asks class:
© ASEAN 2015
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Slide

151. Trainer identifies actions Assessors might need to take before assessment commences
to prepare/ready candidates for assessment:
 Make candidate feel ‘at home’ in the assessment location – because many learners
feel threatened/uneasy about being assessed
 Confirm candidate is ready to be assessed
 Advise candidate of applicable Appeals Processes available to them as developed
by the Training Provider
 Explain the assessment – in relation to:
 What is to be assessed
 How it will be achieved
 Why the assessment is being done/why the candidate is being assessed
 Provide the candidate with the standard against which they will be assessed – this
will help prove to them their assessment is going to reflect exactly what they have
been taught.
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152. Trainer continues identifying actions Assessors might need to take before assessment
commences to prepare/ready candidates for assessment:
 Explain the concept of ‘evidence’
 Outline any other persons who may be involved in the assessment process – so
candidates fully understand who is to be involved and what everyone is doing in
relation to the assessment
 Give them confidence for the assessment process
 Allow the candidate to ask questions about the assessment
 Help set the scene for the assessment – and discuss the assessment process
 Begin/develop the process of creating a relationship/rapport between the candidate
and the Assessor.
Classroom Activity – Demonstration and Practical
Trainer demonstrates how to meet with and explain assessment to candidate and
provides opportunity for class members to do the same.
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Slide

153. Trainer identifies Assessors are expected to support candidates who are being
assessed stating this means:
 It is acceptable to communicate with candidates during the assessment process –
such as:
 Verbally giving feedback – “Yes, that’s correct”, or “You are doing well”
− Providing non-verbal feedback – by way of nodding or smiling
 It is acceptable to give candidates a break during their assessment – if they ask for
one or if it seems appropriate to do so
 It may be necessary to take action to maintain safety – such as adjusting the
environment (temperature, lighting, noise) or helping the individual (by getting them
a drink of water, a tissue)
 It could be necessary to remind candidates they have more opportunities to
demonstrate competency/undertake assessments – thereby removing perceived
pressure they ‘must succeed’.
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154. Trainer discusses use of Work Projects stating:
 At the end of each Element there are Work Projects and these.
 Are suggested/optional assessment items for the Element – they are not
mandatory and Trainers/Assessors can elect:
− Not to use them at all = and advise students of this in order learners do not
assume they are requirements for the course
− To use only some of them – and incorporate them as necessary in their
Assessment Matrix
− To re-word or change them in any way deemed appropriate – for the needs
of learners, workplaces and/or the focus of other assessments
 May be used as non-assessable exercises or in-class activities – rather than as
Yet Competent decision will be made.
 The allocation of Work Projects to Performance Criteria is shown in the Assessment
Classroom Activity – Handout and Discussion
Trainer distributes several examples of Work Projects and discusses their
implementation as assessment options.
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Slide

155. Trainer explains Assessor Manual for each Competency Standard contains following
assessment items:
 Oral Questions
 Written Questions
 Observation Checklist
 Third Party Statement.
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156. Trainer discusses use of Oral Questions as provided in Assessor Manual stating:
 These are questions which Assessors may use as part of their evidence gathering
to determine the Competent or Not Yet Competent decision.
 There is at least one Oral Question for every Performance Criteria for each Unit.
 The allocation of Oral Questions to Performance Criteria is shown in the
Assessment Matrix at the start of the Trainee Manual.
 Oral Questions are not mandatory – Assessors may choose to:
 Develop their own series of Oral Questions
 Use them as non-assessable exercises or in-class activities – rather than as
 Convert Oral Questions to Written Questions.
Classroom Activities – Handout and Discussion
Trainer distributes and discusses use of Oral Question sheets provided in Assessor
Manuals for a selection of Toolboxes with special reference to:
 Completing the sheets when questions are answered
 ‘Specifications for Oral Question Assessment’ as contained at the start every
Assessor Manual.
© ASEAN 2015
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Slide

157. Trainer discusses use of Written Questions as provided in Assessor Manual stating:
 This is a set of questions designed to be distributed to students for them to answer
in writing and submit for marking.
 Assessors may use these as part of their evidence gathering to determine the
Competent or Not Yet Competent decision.
 There is at least one Written Question for every Performance Criteria.
 The allocation of Written Questions to Performance Criteria is shown in the
Assessment Matrix at the start of the Trainee Manual.
 Written Questions are not mandatory – Assessors may choose to:
 Develop their own series of Written Questions
 Use them as the basis for a non-assessable exercise or in-class activity – rather
than as formal assessment to capture evidence on which the Competent/Not
 Convert Written Questions to Oral Questions.
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Trainer distributes and discusses use of Written Question sheets and Model Answers
provided in Assessor Manuals for a selection of Toolboxes with special reference to:
 Showing allocation of these questions in the Matrix at the start of the Trainee
Manual
 ‘Specifications for Written Question Assessment’ as contained at the start every
Assessor Manual
 Highlighting need for Assessors to use common sense when using Model Answers
to guide marking of candidate responses.
© ASEAN 2015
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Slide

158. Trainer discusses use of Observation Checklist as provided in Assessor Manual
stating:
 The Observation Checklist is provided for Assessors (only) to record observations
of actual candidate performance of the required competencies for the Unit as
described by the Competency Standard.
 The document is used to capture evidence of practical competency which is used to
help make the Competent/Not Yet Competent decision.
Classroom Activities – Handout, Discussion and Demonstration
Trainer distributes and discusses use of Observation Checklists provided in Assessor
 ‘Specifications for Observation Checklist’ as contained at the start every Assessor
Manual
 Highlighting completion of sheets:
 Name of student and Assessor must be entered
 Location/venue where observation occurred must be entered
 Dates on which observations occurred must be entered – multiple observations
are required to ensure consistency of competency
 The Elements and Performance Criteria for the Competency Standard are
reproduced on the form to facilitate and focus the observation
 Space is provided to assist in recording evidence
 Space is provided to enable feedback
 Space is provided for both Assessor and student to sign the document:
 The Assessor signs to authenticate the observations
 The student signs to acknowledge they have received the feedback as a result
of the observations.
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159. Trainer discusses use of Third Party Statement as provided in Assessor Manual stating:
 This form is provided for distribution to a designated and appropriate person in a
workplace who will use the document to provide evidence which can be used by an
Assessor as part of the evidence they use to make the Competent/Not Yet
Competent decision.
 An ‘appropriate person’ could be a supervisor, manager, business owner or other
suitable senior/experienced person in the workplace.
 The ‘appropriate person’ must:
 Agree to provide the required information
 Have the requirements of completing the Third Party Statement explained to
them
 Be supported by the Assessor in their efforts and with any questions or
difficulties they may have.
Trainer distributes and discusses use of Third Party Statements provided in Assessor
 ‘Specifications for Third Party Statements’ as contained at the start every Assessor
Manual
 Highlighting completion of sheets:
 Enter student name and name of authorised/approved Third Party
 Contact number for the Third Party – to facilitate contact by the Assessor if
there is a query or of follow-up information is required
 Indicate the relationship between the candidate the Third party competing the
© ASEAN 2015
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Statement
 Room for them to indicate their opinion (‘Yes’, ‘No’, ‘Not Sure’) regarding the
competency of the candidate for the Elements and Performance Criteria – in
many cases Performance Criteria have been combined in this document to
make it easier and quicker for workplace Third Party personnel to compete the
form
 Space for the Third Party to provide more detailed/written feedback regarding
candidate performance – if the Third Party wishes to do so
 Space for the Third Party to sign to authenticate the document/their
contributions.
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160. Trainer states legitimate assessment includes use of RPL reminding class it (or
Recognition of Current Competency) is an assessment method requiring a candidate to
provide evidence that through life, education and/or work experience they can
demonstrate the requirements of the competency.
For the Assessor RPL can be seen as comprising five steps:
 Determine the information required
 Determine types of evidence required
 Review evidence presented against the Rules of Evidence
 Develop RPL competency interview questions
 Determine competence.
© ASEAN 2015
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Slide

161. Trainer refreshes class about RPL stating:
 Recognition of Prior Learning involves a formal recognition of the skills and
knowledge that a person has gained through previous studies, work and life
experiences.
 The assessment determines the extent to which the individual has already achieved
some or all of the required competencies for a particular qualification.
 RPL may also be known as ‘Skills Recognition’.
 Candidates for RPL may be awarded full or part qualifications on the basis of RPL
assessment.
 Candidates/applicants for RPL will have their existing skills and knowledge
assessed so previous studies, work and/or life experiences can count towards all or
part of their qualification and shorten the period of training.
 RPL can ‘fast track’ applicants through competencies quickly so they can
concentrate on gaining new skills in other areas avoiding the need to repeat
undertaking training for things they already know/can do.
 A cost may apply to RPL applications to cover the cost of time involved in
completing the assessment process.
 For RPL to be a useful and/or successful means of assessment/assessment option
it needs to be effectively promoted to students and costs associated with it need to
be controlled so they are kept at affordable rates.
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162. Trainer advises as part of the assessment the following may be taken into account:
 Work-related training courses
 On-the-job skills and work experience
 Volunteer and community work
 A combination of all of the above
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Slide

163. Trainer presents Case Study for class to illustrate RPL.
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164. Classroom Activity – Handouts and Case Study
Trainer distributes Case Study information and worksheets and:
 Explains how to achieve requirements of Case Study
 Guides class through the requirements of the case Study:
 Determining the information required
 Determining types of evidence required
 Reviewing evidence presented against the Rules of Evidence
 Developing RPL competency interview questions
 Determining competence.
 Provides advice and assistance as required
 Reviews and de-briefs results/decisions reached.
© ASEAN 2015
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Slide

165. Trainer talks about making the assessment decision noting:
 When the assessment has been completed the assessment decision needs to be
made,
 This is the decision deciding if the candidate is ‘Competent’ or ‘Not Yet Competent’.
 There is a non-negotiable need to ensure and retain the integrity of all assessment
decisions made
 The decision must be made by a qualified Assessor under the ASEAN training
system – this person can seek input from ‘relevant others’ when making their
decision such as:
 Trainers
 Workplace supervisors and co-workers
 The decision must be made on the evidence which was gathered as part of the
assessment process – a key in this decision making process is another Assessor
should be able to:
 View the evidence captured
 Compare it to the requirements of the Competency Standard
 Come to the same conclusion/decision
 The assessor can defer their decision to capture additional evidence – where there
is uncertainty about the decision/about certain aspects of the candidate’s
performance
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166. Trainer continues talking about making the assessment decision:
 An objective decision must be made – Assessors must never allow personal
feelings or bias to influence their interpretation or analysis of the evidence which
has been obtained
 The Assessor verifies to themself:
 The Rules of Evidence haven been complied with
 The principles of CBA have been observed
 The assessment should reflect actual workplace/industry practice or requirements
 The ‘Competent’ decision can only be made when the candidate has provided
evidence all aspects of the Competency Standard are held and can be
demonstrated/applied in an industry context
 The decision must be communicated – to:
 The Trainer
 The Candidate
© ASEAN 2015
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Slide

167. Trainer continues talking about making the assessment decision:
 When communicating ‘Not Yet Competent’ decisions to candidates – this process
should include:
 Discussing, identifying and organising follow-up additional training
 Deciding and arranging on additional assessment required
 Accessing and reviewing the assessments which were undertaken and the
evidence obtained as a result
 Notifying the candidate of any Appeals Process the Training Provider has in
place allowing the student to contest/challenge the decision or in the event they
have a complaint about how the assessment was conducted
 Agreeing on the decision made by the Assessor
 Validation processes (internal meetings between Assessors, Moderation,
Engagement with industry groups and similar other activities) should be established
and implemented – to maintain the quality and consistence of assessment and
decisions made
 The decision made must be recorded – and the assessment process/procedures
also need to be reviewed with a view to continual improvement.
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168. Trainer discusses provision of feedback to candidate after assessment decision stating
after assessments have been undertaken it is standard practice for the Assessor to
meet with each candidate and present and discuss their result and the following
provides a basis for conducting these sessions:
 Welcome the candidate to the session
 Ask the candidate how they feel they performed – those who achieve a NYC
outcome usually know this and asking this question allows them to acknowledge
their deficiencies without the Assessor having to point them out.
 What the candidate says can provide a useful starting point for the
support/discussion which follows – generally speaking, candidates tend to be
more critical about their performances than the evidence suggests.
 Reinforce positive aspects of their performance – it is important for this feedback
session to be a positive experience for the students so it is important Assessors are
able to point to the encouraging and up-beat
 Ask where they think they can improve – again, candidates are often well aware of
where they need extra work, practice, training or study.
 The fact the candidate identifies these deficiencies helps invest them in the
work necessary in the process of gaining the competencies still required.
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Slide

169. Trainer continues discussing provision of feedback to candidate after assessment
decision:
 Discuss specific problem areas – and identify why they are an issue in relation to
the C/NYC decision and in terms of what is required by industry/workplaces
 If necessary, discuss further evidence required – and negotiate when and how this
is to be obtained
 Inform the candidate of the decision with reference to the evidence which is
available – and gain their agreement or note their comments regarding the decision
 Discuss gaps in relation to the NYC decision – discussing possible training
solutions to address these gaps
 Arrange a training plan – to reflect the agreed/required training.
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170. Trainer continues discussing provision of feedback to candidate after assessment
decision:
 Review the assessment process with the candidate
 Ask for feedback from the candidate – about issues such as:
 Types of assessment methods used
 Timing of and venues for the assessment activities
 Role of the Trainer and the Assessor
 Any topics deemed relevant by the candidate
 Close on a positive note – which can entail:
 Mentioning the good work they have demonstrated
 Encouraging them in their future endeavours
 Advising of the action the assessor will take after the meeting to
facilitate/enable the decisions agreed on
 Thanking the candidate for their attendance.
Classroom Activity – Demonstration and Practical
Trainer demonstrates how to provide results and support to candidate after assessment
decision has been reached and provides opportunity for learners to do the same.
© ASEAN 2015
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Slide

171. Trainer identifies requirements after assessments have been completed:
 Evaluate their assessments in order to learn lessons for future reference
 Assist in validation procedures
 Complete required documents/records
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172. Trainer identifies and discusses records and documentation which may need to be
completed following completion of assessments:
Competency Recording Sheet
The Competency Recording Sheet is the final document provided in every Assessor
Manual. It is used to record the assessment which has been undertaken/completed for
each candidate. One Competency Recording Sheet needs to be prepared by the
Assessor for every candidate for every Unit. This document:
 Is provided in the same format for all Competencies
 Provides a central location for the evidence captured during assessments to be
recorded
 Is the main reference point for making the final Competent/Not yet Competent
decision
 Contains room to enter:
 Student and Assessor name
 Dates assessment commenced and was completed
 Follow-up action required by student in the event they initially failed to achieve
competency
 Observations made by the Assessor about the candidate and/or the assessment
process – if deemed necessary/appropriate
 Indication of the types of assessment used to capture evidence on a Performance
Criteria-by- Performance Criteria basis
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 Signatures (with dates) of:

 Assessor – to authenticate the document
 Candidate – to verify their assessment has been given to and explained to
them.
 A section titled ‘Instructions for Recording Competency’ is contained at the start
Internal and/or external documentation
 The Training Provider may require completion of internal reports which can ask the
Assessor to provide:
 Numbers of candidates assessed
 Names of the Competency Standards and Qualifications involved
 Names of candidates
 Outcomes of the assessments
 Details of issues/problems encountered as part of the assessment procedures
 Suggestions to enhance/improve the assessment process – such as:
 Topics for investigation
 Recommendations for additional/different resources and/or support
 Details of resources used – which can relate to:
 Time needed by the Assessor for the assessment process (planning, conduct
and post- assessment activities)
 Budget/s
 Consumables.
Attendance rolls
In some cases there may be a need for the Assessor to complete an internal
Attendance Roll showing attendances and/or absences of candidates in relation to
scheduled assessment sessions.
Classroom Activity – Handouts, Discussion and Demonstration
Trainer distributes and discusses/demonstrates completion of sample documentation as
identified on the slide.
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173. Trainer discusses processing of documents noting completed records may need to be:
 Filed for future reference
 Shared with others – Trainers, other Assessors, administrators, nominated others
 Forwarded to a designated person or department – for their use or processing.
© ASEAN 2015
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Slide

174. Trainer identifies a range of issues/topics need to be considered as part of the
evaluation process:
 The assessment environment
 Resources used
 Personal approach and orientation
 Activities/items and procedures used
 The assessment decisions made.
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175. Trainer discusses evaluation of assessment environment used stating Assessors
should reflect on the assessment environments used by asking a series of questions
such as:
 Did the assessment environment match the training environment?
 Did the assessment environment reflect the workplace environment?
 Was the assessment environment safe?
 Was the location of the assessment environment convenient and accessible?
 Were there any problems accessing assessment environments when required?
 Did the assessment environment provide a secure/private location for the
candidate?
© ASEAN 2015
Trainer Guide 205
Slide

176. Trainer discusses evaluation of resources used stating Assessors should reflect on this
by asking a series of questions such as:
 Were there sufficient resources available to enable the assessment to occur as
planned?
 Did Trainers allow Assessors access to resources used as part of the training
process?
 Did the resources reflect those used as part of the training process?
 Were the resources reflective of what is used in industry?
 Were the resources safe?
 Was the budget sufficient to support the required level of assessment and, where
necessary, extra training where NYC decisions were made?
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Slide

177. Trainer discusses evaluation of personal approach and orientation stating Assessors
should reflect on this by asking a series of questions such as:
 Was there sufficient communication with:
 Trainers?
 Other Assessors?
 Employers?
 Did the Assessor communicate well with candidates and advise them suitable
regarding all relevant elements of the assessment process?
 Did the Assessor create a safe and positive assessment environment for the
assessments which encouraged and supported candidate work?
 Was the Assessor fair, approachable, honest and respectful when dealing with
candidates? Or was the Assessor biased, vindictive or prejudiced in the way they
handled the assessment of and/or dealings with certain candidates?
 Was the Assessor professional in their approach in terms of:
 Did they set up and prepare properly for each assessment?
 Was sufficient time allocated to planning for assessments?
 Did they use professional language when interacting with candidates?
 Was their personal presentation and appearance appropriate and professional?
© ASEAN 2015
Trainer Guide 207
Slide

178. Trainer discusses evaluation of assessment activities/items and procedures used
stating Assessors should reflect on this by asking a series of questions on assessment
methods used such as:
 Were they appropriate to what needed to be assessed and the evidence which had
to be obtained in order to make the C/NYC decision?
 Were the methods cost-effective and time-effective?
 Did the assessment methods used reflect what the candidates were told to expect?
 Did they generate evidence which aligned with the Rules of Evidence and Principles
of CBA?
 What aspects of the items used can be re-used next time or used elsewhere (or
modified) for use in the assessment of other Competency Standards?
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Slide

179. Trainer discusses evaluation of assessment activities/items and procedures used
stating Assessors should reflect on this by asking a series of questions on paper-based
resources/assessment tools such as:
 Were there sufficient copies of tests, written questions, assignments and similar to
ensure all candidates received a copy at the appropriate time?
 Were there spelling mistakes or errors which need attention?
 Did these documents genuinely reflect what the Trainer and Assessor told the
candidates they could expect in relation to the assessment that would be applied to
them?
 Did the documents really assess the requirements of the Competency Standard as
identified in the planning stage of the assessment process?
 Did the resources capture the evidence expected in order to allow/enable the
C/NYC decision?
© ASEAN 2015
Trainer Guide 209
Slide

180. Trainer discusses evaluation of the assessment decision stating Assessors should
reflect on this by asking a series of questions such as:
 Was the correct decision made? Why, why not?
 Would another Assessor come to the same decision using the same evidence
which was captured?
 Would the Assessor make the same decision in 12 months’ time when faced with
the same evidence? Why. Why not?
 Is there a need to use an alternative assessment strategy/methods to better obtain
evidence of competency on which to make the decision?
 Was the C/NYC decision communicated in a timely manner to relevant
stakeholders?
 Could the C/NYC decision be justified when challenged/questioned? Why, why not?
 Did employers/Trainers agree with the C/NYC decision? Why, why not?
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Slide

181. Trainer advises results and findings of evaluations need to be communicated and
shared in order to:
 Advise others of relevant issues identified during the process so:
 Action can be taken to address them
 Lessons can be learned for future reference
 Avoid making the same mistakes again – it is imperative any identified deficiency in
assessment is addressed and rectified next time
 Demonstrate professionalism in the process – by engaging in self-reflection and
evaluation of personal performance which is indicative of professionalism
 Comply with policies requiring evaluation of assessments – which may be imposed
by the Training Provider or external authorities
 Maintain integrity of the evaluation process:
 By scrutinising it and holding Assessors accountable for their decisions and for
their actions
 In terms of supporting and informing the validation process.
© ASEAN 2015
Trainer Guide 211
Slide

182. Trainer notes sharing of results needs to occur with:
 Trainers
 Other Assessors
 Employers.
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Slide

183. Trainer observes where outcomes and findings need to be communicated the traditional
ways of doing this are:
 Writing/publishing a report – and disseminating among peers
 Talking about the evaluation – at staff and management meetings
 Holding ‘information sessions’ for groups of Assessors – in which:
 The methodology of the evaluation are described
 Outcomes/findings are explained
 Lessons learned as they will/might apply to practice are shared
 Conducting small group or one-on-one sessions – with interested parties who have
a special interest in the findings or who have expressed interest in learning more
and/or applying what has been learned.
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Trainer Guide 213
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© ASEAN 2015
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© ASEAN 2015
Trainer Guide 215
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© ASEAN 2015
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© ASEAN 2015
Trainer Guide 217
Slide

Trainer thanks trainees for their attention and encourages them to apply course content
as required in their workplace activities.
© ASEAN 2015
218 Trainer Guide
Recommended training equipment

Full range of training equipment which may include:
 Suitable training venue/classroom

 Lap top computer and data projector with screen
 Overhead projector and screen
 Photocopier, white boards and blackboards
 DVD player, TV screen, video player.
Consumables:
 Whiteboard pens and eraser with whiteboard cleaner

 Overhead pens and overhead transparencies
 Paper and butcher’s paper
 Industry products, equipment, materials and raw materials relevant to training
topics/Toolboxes.
Sample documentation (hard and soft copies) of:
 All components of all Toolboxes

 Assessment items
 Observation Checklists
 Sample questions and answers
 Sample Classroom Activities
 Self-evaluation and Reflection sheets
 Trainee Evaluation Sheets.
© ASEAN 2015
Trainer Guide 219
© ASEAN 2015
220 Trainer Guide
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Setup Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2015
Trainer Guide 221
© ASEAN 2015
222 Trainer Guide

AADCP ASEAN – Australia Development Cooperation Program
ACCSTP ASEAN Common Competency Standards for Tourism Professionals
AEC ASEAN Economic Community
AMS ASEAN Member States
ASEAN Association of Southeast Asian Nations
ASEC ASEAN Secretariat
ATM ASEAN Tourism Ministers
ATPMC ASEAN Tourism Professionals Monitoring Committee
ATPRS ASEAN Tourism Professional Registration System
ATFTMD ASEAN Task Force on Tourism Manpower Development
CATC Common ASEAN Tourism Curriculum
MRA Mutual Recognition Arrangement
MTCO Mekong Tourism Coordinating office
NTO National Tourism Organisation
NTPB National Tourism Professional Board
RQFSRS Regional Qualifications Framework and Skills Recognition System
TPCB Tourism Professional Certification Board
© ASEAN 2015
Trainer Guide 223
© ASEAN 2015
224 Trainer Guide

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Train the Trainer – ASEAN National

Competency Based Training (CBT) and

An element of competency describes the essential outcomes within a unit of competency.

Performance criteria indicate the standard of performance that is required to demonstrate

This manual will identify two avenues to facilitate learning:

Competency Based Assessment (CBA)

This is the strategy of assessing competency of a

It is important to note that flexibility in training and assessment strategies is required to

Competency Based Training (CBT)

Principle of Competency Based Training

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

UNIT NUMBER: NTA 2

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Describe essentials of vocational Unit Variables

Conduct assessment of an ASEAN Competency Standard will include:

Linkages To Other Units

Critical Aspects of Assessment

Key Competencies in this Unit

Key Competencies Level Examples

Collecting, organising and analysing 3 Researching requirements of competency to be

Communicating ideas and information 3 Communicating assessment requirements to

Planning and organising activities 2 Scheduling assessments

Using mathematical ideas and 2 Managing assessment cost to align with

Solving problems 2 Addressing re-assessment needs

Using technology 2 Including technology in assessment

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 Documenting strategies for improvement

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