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 Slide Slide No Trainer Notes Trainer continues identifying importance of relationship between Trainers and Assessors: The Assessor will always need to plan 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 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 (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 outcomes to results ‘NYC’ ‘C’ The Trainer may be told by learners about and aspects of, or ‘good’ ‘bad’ 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. Slide Slide No Trainer Notes 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 phone or in-person/face-to-face. Face-to-face contact is always the most effective and mutually beneficial.
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 Slide Slide No Trainer Notes Trainer continues identifying importance of relationship between Trainers and Assessors: The Assessor will always need to plan 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 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 (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. Slide Slide No Trainer Notes 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 phone or in-person/face-to-face. Face-to-face contact is always the most effective and mutually beneficial.
TG_Train_the_trainer_ASEAN_national_trainer_draft_190115.docx