Linda Wyse and Kath Brewer on behalf of the
Adult Literacy and Numeracy Australian Research Consortium
April 2001

Executive Summary

The Australian VET system involves a national approach to training and assessing which is to be achieved through the development and implementation of Training Packages. The ability of assessors to develop a quality assessment system will depend on their knowledge and ability to synthesise information about the candidate, the job, the workplace and the competency standards. Language, literacy and numeracy impact on the assessment process in terms of the background of assessees, requirements of enterprises and the requirements of the actual standards.

This report examines the ways in which language, literacy and numeracy impact on the assessment process. Specifically, it examines:

• to what extent, and how consistently, National Training Packages address literacy and numeracy,

• how language, literacy and numeracy issues are addressed in the making of assessments,
• the kinds of support that are provided to workers during the assessment process, and,

• to what extent current training and professional development arrangements prepare trainers and assessors to engage with the complex issues surrounding the place of LL&N in processes of assessment.

Data and information were obtained from a small sample of personnel from ITABs and RTOs and from assessors and assessees. A questionnaire was designed for each group and interviews were conducted either face to face or over the telephone. In order to explore some of the issues in more detail, two case studies were included.

Key issues raised in the report:

• There is confusion over the terminology, specifically the relationship between ‘communication’, ‘language’ and ‘literacy’. Lack of specificity leads to confusion over what and how to assess and the levels of skill required to demonstrate competence.
• Processes of assessment that take into account, and are responsive to, language, literacy and numeracy issues are complex and sophisticated. There are concerns that the current training for assessors does not prepare them for the complexity of assessment processes that are rigorous yet respond to individual and contextual circumstances. All groups raised concerns ranging from the variations in length of courses offered, what is covered in the course, the depth to which issues can be and are covered and what is left out.
• There is a need to embed the assessment process within a broad contextual framework. In order to do so, the assessor must have time to develop an understanding of the range of environmental factors that impact on any particular worksite as well as knowing the particular circumstances of individual workers involved in the assessment process.

Key recommendations arising from the report:

• The hours allocated to delivery of training for assessors should be sufficient to allow for an appreciation of the complexity of assessment and reasonable coverage of the place of language, literacy and numeracy factors that are intrinsic to quality assessment procedures.
• Targeted and appropriate professional development that caters to the needs of different groups of assessors should be provided.
• National Training Packages should contain more detailed and explicit information on language, literacy and numeracy, including advice on designing and conducting assessments that reflect the realities of the workplace as well as the AQF level.
• Collaborative relationships between RTOs and industry should be established in order to maximise the skills and knowledge of both groups and to ensure that assessors are able to combine detailed contextual knowledge with the skills and expertise of more highly trained RTO teachers and trainers.

Click here to download the full report in Word (198kb)

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