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Training and assessment

Training and assessment. Train to Gain Provider Support Programme October 2007. SAR links (see Guidance). KQ2 How effective are teaching, training and learning? 2.1 Quality of training 2.2 Quality of learning resources 2.4 Suitability and rigour of assessment

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Training and assessment

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  1. Training and assessment Train to Gain Provider Support Programme October 2007

  2. SAR links (see Guidance) KQ2 How effective are teaching, training and learning? 2.1 Quality of training 2.2 Quality of learning resources 2.4 Suitability and rigour of assessment KQ3 Meeting learners’ needs and interests 3.1 Well planned and coherent training programmes 3.2 Meeting external requirements KQ4 How well are learners supported? 4.1 Quality of support for learning 2.2 Quality of learning

  3. Quality of training

  4. What we’ll consider Design Delivery

  5. Design • Aspects of design • Coverage • Coordination • Sequencing • Intensity • Flexibility • Embedding • Quality of staff

  6. Coverage On the job Off the job All elements of the NVQ – skills and knowledge Literacy and numeracy

  7. Coordination On the job Off the job Internal training sessions External courses Review/reflective practice Supervision Coaching Mentoring

  8. Sequencing Acquisition Development Competence Theory Practice

  9. Intensity Increasing complexity and challenge Frequency of intervention and support

  10. Flexibility • Work schedules • Peak work periods • Shift patterns • Shut-down periods • Learning methods • e-learning • Blended learning • Learning activities • Varying size/timespan • Adaptable to different situations

  11. Embedding Job Skills training Literacy and numeracy

  12. Quality of staff • Technical competence • Up-to-date expertise A word about qualifications . . . • Assessors and internal verifiers • A and V awards • Trainers • QTLS or ATLS status – certificate or diploma • Licence to practice – registration with IfL

  13. Design of your programme [1] • Competence and expertise of staff • 2.1 Bullet 1 • Effectiveness of on and off the job training • 2.1 Bullet 3 • Planning and coordination of on and off the job training • 2.1 Bullet 8

  14. Design of your programme [2] • Coherence of programmes • 3.1 Bullet 3 • Relevance of training to employers • 3.2 Bullets 1-4, 6 and 7 • Compliance with external requirements • 3.2 Bullet 5

  15. Sources of evidence • Review of documentation • Programme plans (schemes of work) • Staff CVs and CPD records • Learner progress reviews • Observation of training • Trainer reflection

  16. Delivery • Training methods • Styles of delivery • On the job training

  17. Training methods • Consistent with the aims of the programme • Appropriate for learners from different backgrounds • Relevant to the business • Job-related skills and knowledge • Literacy and numeracy

  18. Off the job Instruction Demonstration Group activities Practice exercises Self-study E-learning On the job Instruction Demonstration Coaching Supervised tasks Feedback on performance Training methods

  19. Delivery styles Learner-centred Trainer-centred Formal Instructional ‘Chalk and talk’ Informal Constructivist Participatory Factual recall Skills and practice

  20. On the job training • Builds on experience • Links to working environment and business needs • Makes use of resources in the workplace • Staff • Equipment and facilities • Training opportunities • Extends learning styles

  21. Delivery of your training [1] • Methods and styles • 2.1 Bullet 2 • 2.1 Bullet 4 • Working environment and business needs • 2.1 Bullet 4 • Experience and learning styles • 2.1 Bullet 7 • Use of workplace resources • 2.1 Bullet 8 • Whether staff motivate, inspire and challenge learners • 2.1 Bullet 9

  22. Delivery of your training [2] • Quality of support for learning • 4.1 Bullet 2 • Employers’ involvement in basic skills • 4.1 Bullet 3

  23. Sources of evidence • Observation of training • Feedback from learners • Trainer reflection • Review of documentation • Session plans

  24. Quality of learning resources

  25. Learning resources Learning materials Equipment & machinery E-learning resources

  26. Criteria • Suitable • Up to date • Available/used at all sites • Assist learning • Promote equality and diversity

  27. Design of resources • Content • Qualification aims • Learners’ and employers’ aims • Context • Workplace environment • Type of job • Level of operation • Learners’ starting points

  28. Other issues • Additional/adapted learning and communications equipment • Safe, healthy environment

  29. Quality of your learning resources • Suitable, up to date and available • Bullet 1 • Used to promote learning • Bullet 2 • Available in adapted formats • Bullet 3 • Promote equality and diversity • Bullet 4 • Promote safety and health • Bullet 5

  30. Sources of evidence • The resources themselves • Feedback from learners • Views of trainers/assessors • Observation • How resources are used

  31. Suitability and rigour of assessment

  32. Purposes of assessment • Determine competence • Monitor progress • Plan next steps • Provide feedback

  33. Assessment should be • Planned • Frequent • Rigorous • Efficient

  34. Planning Type 1 Assessment plan NVQ Type 2 Plan 1 Plan 2 Plan 3 Plan 4 NVQ

  35. Frequency Depends on • Duration of programme • Assessment model • Unit • Holistic • Rate of learner’s progress • Number of repeats needed • Availability of work opportunities

  36. Rigour • Standards • Can they do it? • Employers’ expectations • Do they do it well enough? • Personal development • Could they do it better? • Evidence • Performance at work • Underpinning knowledge

  37. Efficiency • Just in time • When the learner is ready – no hold-ups • Smart • Multiple objectives • Good use of technology • PDAs

  38. Assessment should also be • Focused on performance • Separate, and clearly distinguished from, training • Carried out using a range of activity And it should include: • Giving feedback to learners • Suggesting how they could improve

  39. Quality of your assessment • 2.4 Suitability and rigour of assessment • Bullet 3 – monitoring progress and planning learning • Bullet 4 – assessing competence • Bullet 5 – giving feedback to learners

  40. Sources of evidence • Outcomes of internal verification • Observation • Review of evidence • Feedback from learners • Documentation • Assessment plans • Assessment records • Rate of progress

  41. Website mindset2000.com click on ‘members’ in menu bar user name: guest password: northeast

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