❓ A WA parliamentary question addresses TAFE assessment methods, specifically the use of competency-based assessments versus percentage grading, recognition of prior learning by universities, and the graded performance model. The Minister's response clarifies the existing assessment frameworks and pathways to university.
AnsweredQoN 1668Legislative Council
QuestionView source ↗
I refer to technical and further education competency-based training and assessments and ask - (1) Will the minister confirm that percentages are not to be given to students on the completion of each unit of their course? (2) Who authorised the method of marking students as being competent or not competent to be employed from week six of the current term? (3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages for each unit passed, is it the intention of TAFE to change the method of acceptance of the universities? Hon GRAHAM GIFFARD
AnswerView source ↗
I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(1) Will the minister confirm that percentages are not to be given to students on the completion of each unit of their course? (2) Who authorised the method of marking students as being competent or not competent to be employed from week six of the current term? (3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages for each unit passed, is it the intention of TAFE to change the method of acceptance of the universities? Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(2) Who authorised the method of marking students as being competent or not competent to be employed from week six of the current term? (3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages for each unit passed, is it the intention of TAFE to change the method of acceptance of the universities? Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages for each unit passed, is it the intention of TAFE to change the method of acceptance of the universities? Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(1) Will the minister confirm that percentages are not to be given to students on the completion of each unit of their course? (2) Who authorised the method of marking students as being competent or not competent to be employed from week six of the current term? (3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages for each unit passed, is it the intention of TAFE to change the method of acceptance of the universities? Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(2) Who authorised the method of marking students as being competent or not competent to be employed from week six of the current term? (3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages for each unit passed, is it the intention of TAFE to change the method of acceptance of the universities? Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages for each unit passed, is it the intention of TAFE to change the method of acceptance of the universities? Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
Hon GRAHAM GIFFARD replied: I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
I thank the member for some notice of this question. The question is dated 13 November; however, I am advised that it was checked on 10 December and that this is the current answer. (1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(1) The minister confirms that TAFE colleges have been using a competency-based assessment system since it was introduced nationally in the late 1980s. Under the competency-based training and assessment system, students are assessed as being competent when they are able to apply their knowledge and skills to specific industry-developed standards identified in training packages as units of competence. TAFE colleges also deliver and assess a number of courses that are not competency based. For these accredited courses the normative referencing system, which uses grades and percentages to compare students within a group, is the assessment method used. (2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(2) According to standards within the Australian quality training framework and the requirements of training package qualifications, which together provide our national training framework, competency-based training and assessment is a fundamental principle. Since 1996 training package qualifications, which are national requirements administered through the Australian National Training Authority, have gradually replaced accredited courses. To date some 60 per cent of vocational training and assessment involves training package qualifications. It is therefore likely that in this instance the training package qualification has recently replaced the previous accredited course. (3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
(3) Universities do recognise and give entry and advanced standing or credit transfer to students who have successfully undertaken TAFE studies. The recently published brochure “TAFEWA - University Pathways” outlines a range of articulation to university opportunities for students who have achieved vocational education and training diplomas and advanced diplomas. With regard to any change in assessment method, Western Australia has introduced a graded performance model of competency based assessment. The model was introduced as a means of providing industry with more detailed information about the ability and performance of students and to encourage, motivate and recognise student performance. Students who are deemed competent have their performance of competence graded either as performance competent, performance with merit or performance with distinction. The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
The graded performance assessment model was first piloted in 2000 and since that time has been implemented across a range of qualifications, generally at the certificates I to IV level. However, the minister has been advised that the qualifications involved in this staged implementation do not yet include qualifications at the diploma or advanced diploma level.
Explore WA Government Data
Search the full archive in the free dashboard, or query programmatically via API.
Explore more
Government Gazette
Appointments, regulatory notices, planning changes.
Hansard
Debates, questions, speeches and sentiment.
Tabled Papers
Reports and documents tabled in Parliament.
Committees
Committee profiles and recent reports.
Regulations
Subsidiary legislation with filters and summaries.
Bills
Proposed laws and parliamentary progress.
Acts
Current WA legislation and summaries.
Explanatory Memoranda
Bills with EMs (text/PDF) available.
Members
MP profiles, party breakdown and rankings.
Pollie Rankings
Data-driven rankings across 19 categories.
Amendment Chains
Track how schemes and regulations evolve over time.