A guide on how to cluster units of competence for delivery and assessment
Clustering units of competence
Department of Education and Training151 Royal Street, East Perth WA 6004T: 9264 4681W: vetinfonet.det.wa.edu.au
T16/Aug/09
1st Edition 2009
TITLE Clustering units of competenceSCIS NO. 1419528ISBN 978-0-7307-4324-8
© Department of Education and Training 2009
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Further information please contact: T: +61 8 9264 4681F: +61 8 9264 4688E: [email protected]: www.vetinfonet.det.wa.edu.au
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PurposeThe purpose of this publication is to provide registered training organisations (RTOs) with guidance
about how to use clustering to improve delivery and assessment practice.
This document has been designed to accompany other publications on assessment. The other
products include:
• Guidelines for assessing competence in VET – 2nd edition (2008)
• A guide to continuous improvement of assessment in VET – 2nd edition (2008)
• Troubleshooting guide: Assessment in VET – 2nd edition (2008)
• Recognition of Prior Learning: An assessment resource for VET practitioners – 3rd edition (2009)
• Designing assessment tools for quality outcomes in VET (2008)
• Reasonable adjustment: a practical guide to reasonable adjustment in assessment of candidates
with disability in VET (2008)
• Apprenticeships and traineeships – good practice guide for registered training organisations –
1st edition (2008)
• Partnership arrangements between schools and registered training providers –1st edition (2009)
• Professional development framework for vocational skills of VET practitioners – 1st edition (2009).
All publications are available in hard copy and can be downloaded from vetinfonet.det.wa.edu.au.
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ContentsPurpose ................................................................................................................................................. 1
Introduction ........................................................................................................................................... 3
Definitions ............................................................................................................................................. 4
Why should we cluster units of competence? ...................................................................................... 5
To cluster or not to cluster? That is the question ................................................................................... 8
Clustering in high level AQF qualifications ............................................................................................ 9
Clustering for delivery ...........................................................................................................................10
Clustering for assessment ....................................................................................................................13
Task based clustering ...........................................................................................................................14
Task 1: Audit project .............................................................................................................................16
Task 2: Reflective report .......................................................................................................................18
Risks to be managed when you cluster units of competence ............................................................. 20
Assessment judgements for units of competence within a cluster .................................................... 24
Mapping clustered units ...................................................................................................................... 25
Recognition of Prior Learning .............................................................................................................. 25
Case study 1: Western Australian Academy of Performing Arts ......................................................... 35
Case study 2: Perth Boat School ..........................................................................................................41
Case study 3: Challenger TAFE ........................................................................................................... 43
BSBAUD501B: Initiate a quality audit .................................................................................................. 45
Skills and knowledge ........................................................................................................................... 47
BSBAUD503B: Lead a quality audit .....................................................................................................51
BSBAUD504B: Report on a quality audit ............................................................................................ 55
Employability skills summary for the BSB51607: Diploma of Quality Auditing ................................... 59
References .......................................................................................................................................... 60
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IntroductionRegistered Training Organisations (RTOs) are tasked with developing learning and assessment
strategies, processes and materials that meet the needs of their clients and maximise outcomes.
This can include learning and assessment that leads to the award of a statement of attainment or
a full qualification. In order to meet client needs and maximise outcomes RTOs need to develop
processes and products that focus on the quality of the learning and assessment experience. It is well
established in research that effective strategies involve the learner:
• makingsenseofnewknowledgeandskillsanddevelopingunderstandingratherthansimply
learning sets of facts and information to be reproduced when required
• lookingforwhatissignificantsuchaskeyconceptsandprinciples,relationshipsbetweenideas,
lines of reasoning
• relatingnewideastopreviousknowledgeandexperiences
• findingthelinkbetweenconceptualknowledgeandrealworldapplications
• employinghigherorderthinkingskillsthroughexaminingissues,clarifyingproblems,producing
own ideas and thinking critically.
Clustering units of competence for learning and assessment can assist RTOs to produce strategies
that address the above points as well as realising significant efficiency benefits for the organisation.
This guide provides information about the process of clustering for delivery and assessment that is
supported by a worked example of clustering 3 units from the BSB07 Training Package related to
quality auditing for delivery and assessment. This example is a task based cluster as it relates to a
particular task that would be undertaken by a person who may have one of the following jobs:
• qualityassurancemanager
• qualityfacilitator
• qualityandimprovementconsultant
• servicequalitysystemsupportanalyst.
Complete copies of the units of competence are included for reference. The guide also provides
case studies from a range of organisations that have effectively used clustering for delivery and/or
assessment purposes. The case studies include:
1 Certificate III in Carpentry and Joinery: Challenger TAFE
2 Advanced Diploma of Music: Western Australian Academy of Performing Arts
3 Coxswain’s Restricted Certificate of Competency: Perth Boat School.
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DefinitionsThese definitions are drawn from the Department of Education and Training publication: Guidelines
for assessing competence in VET 2nd edition and support the concepts discussed throughout this
publication.
ClusteringClustering is the process of grouping competencies into combinations which have meaning and
purpose related to work functions and needs in an industry or enterprise.
Competency based assessmentCompetency based assessment is the process of collecting evidence and making a judgement about
whether competency has been achieved.
EvidenceEvidence is the information gathered which, when matched against the unit of competence provides
proof of competence. Evidence can take many forms and be gathered from a range of sources.
Integrated assessmentIntegrated assessment is an approach to assessment that covers the clustering of multiple units and/
or elements from relevant competency standards. This approach focuses on the assessment of a
‘whole of job’ role or function that draws on a number of units and/or elements of competence. This
assessment approach also integrates the assessment of the application of knowledge, technical skills,
problem solving and demonstration of attitudes and ethics.
…This symbol means that the information continues in the original document but is not included in
this publication.
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Why should we cluster units of competence?Clustering is a process that can be used when developing learning and assessment materials. It
involves the developer generating processes and materials that meet the requirements for groups or
clusters of units of competence rather than individual units for a range of reasons including:
• tomeettherequiredcompetencyprofileofthelearner/candidate
• theneedtoreflecttheworkplaceinthelearningandassessmentexperience
• maximisingtheopportunitiesforholisticevidencegatheringintheassessmentprocess
• theneedtoaddressunitofcompetenceco-requisiterequirements
• efficiencyofeffortforthetrainer/assessorandlearner/candidate.
The needs of the learner/candidateIn many circumstances learners/candidates will have requirements for specific competencies
rather than requiring a full qualification. Clustering provides an avenue to meet those immediate
skill development needs while, if appropriate, building to a qualification outcome. The Assessment
Guidelines of the TAA04 Training Package (page 114) provides the following example:
“… in many industry settings, individuals may perform training and/or assessment functions as part of
their overall work role. These skills are often complementary to core work functions and competence
will only be required or relevant in a few TAA04 Training and Assessment Training Package units.
For example, an individual providing specific training in one unit from an industry Training Package or
someone responsible for organisational internal training may find that TAADEL301C Provide training
through instruction and demonstration of work skills, TAADEL403B Facilitate individual learning and/or
TAADEL404B Facilitate work based learning reflects the competency profile needed for their training
responsibilities. If they also assess, TAAASS402C Assess competence may be added to the cluster.
In other circumstances other clusters may be more relevant.”
Reflecting the workplaceThe VET system is based upon the premise that the learning and assessment experience will lead
to vocational outcomes, that is, people who have been assessed as competent will be able to
consistently perform to the standard required by the workplace. Learning and assessment materials
that reflect the workplace will therefore assist in putting the knowledge and skills being learned or
assessed in a real work context. This approach is more meaningful for the learner/candidate and
increases the likelihood of them being able to transfer the knowledge and skills from the classroom
setting to the workplace.
When learning and assessment takes place in a workplace the workplace itself becomes a resource
for learning and assessment. The workplace tasks are able to be mapped to the units of competence
and a meaningful schedule of knowledge and skills development planned. Successful performance of
the job role then provides the evidence required for assessment. This assists in minimising disruption
to the work place and over assessment.
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Assessment and holistic evidenceAssessment and evidence are terms that are sometimes incorrectly used interchangeably by VET
practitioners. Assessment is a process of collecting evidence and then making a judgement about
competence based upon the evidence. Our confidence in the judgement can be improved by
collecting holistic evidence. Holistic evidence is representative of job roles and does not take a sub-
task by sub-task based approach. For this reason holistic evidence is also called integrated evidence.
Holistic evidence focuses on whole work activities rather than sub tasks or components of a work
activity. In collecting holistic evidence the assessor develops an image or picture of how a competent
worker would perform the activity. Holistic evidence also provides the assessor with the opportunity
to see dimensions of competence and employability skills demonstrated in an integrated fashion.
Co-requisitesMany Training Packages use unit co-requisites to provide advice to trainers and assessors about
which units of competence combine appropriately because they represent a realistic job role or work
task or have significant similarities in knowledge, skills and performance requirements. In a selection
of Training Packages co-requisites must be assessed together; however the majority of Packages
provide suggestions only. Clustering for assessment provides RTOs with the opportunity to attend to
co-requisite requirements.
EfficiencyRepetitious delivery and over assessment is a common weakness in the quality of delivery and
assessment when RTOs take a unit by unit approach. There are significant efficiencies to be made
when units are clustered as common knowledge, skills and performance requirements can be
identified and addressed together instead of multiple times with each unit. The table on page 9 is
an extract from the required knowledge and required skills sections of the three audit units. The
requirements are in fact identical as the same knowledge and skills are simply used in different ways
to achieve the required workplace performances of initiating, leading and reporting a quality audit.
In this example significant efficiencies can be realised during the learning process by having common
learning sessions addressing knowledge and skills that underpin performance.
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Extract from the required knowledge and skills lists from 3 quality auditing units
BSBAUD501B Initiate a quality auditRequired skills
BSBAUD503B Lead a quality auditRequired skills
Report on a quality auditRequired skills
• communicationskillsto
listen to and question
clients and other audit
team members
• culturallyappropriate
communication skills to
relate to people from
diverse backgrounds
and abilities
• interpersonalskillsto
establish rapport with
clients and to liaise with
other audit team members
• literacyskillstoread,
write, edit and proofread
documents to ensure clarity
of meaning, accuracy and
consistency of information
• communicationskillsto
listen to and question
clients and other audit
team members
• culturallyappropriate
communication skills to
relate to people from
diverse backgrounds
and abilities
• interpersonalskillsto
establish rapport with
clients and to liaise with
other audit team members
• literacyskillstoread,
write, edit and proofread
documents to ensure clarity
of meaning, accuracy and
consistency of information
• communicationskillsto
listen to and question,
clients and other audit
team members
• culturallyappropriate
communication skills to
relate to people from
diverse backgrounds
and abilities
• interpersonalskillsto
establish rapport with
clients and to liaise with
other audit team members
• literacyskillstoread,
write, edit and proofread
documents to ensure clarity
of meaning, accuracy and
consistency of information.
BSBAUD501B Initiate a quality auditRequired knowledge
BSBAUD503B Lead a quality auditRequired knowledge
Report on a quality auditRequired knowledge
• auditingcodesofpractice
or ethics
• auditingmethodsand
techniques
• currentauditpractices
• industry,productand/or
service knowledge
• qualityauditingprinciples,
techniques and systems
• requirementsofhouseor
other style manual protocols
for written communications
• terminologyrelatingto
quality auditing.
• auditingcodesofpractice
or ethics
• auditingmethodsand
techniques
• currentauditpractices
• industry,productand/or
service knowledge
• qualityauditingprinciples,
techniques and systems
• requirementsofhouseor
other style manual protocols
for written communications
• terminologyrelatingto
quality auditing.
• auditingcodesofpractice
or ethics
• auditingmethodsand
techniques
• currentauditpractices
• industry,productand/or
service knowledge
• qualityauditingprinciples,
techniques and systems
• requirementsofhouseor
other style manual protocols
for written communications
• terminologyrelatingto
quality auditing.
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To cluster or not to cluster? That is the questionThe decision to cluster for delivery and/or assessment will be made based upon a number of
considerations that relate to the needs of the learner/candidate, the needs of the workplace, the
needs of the RTO and the characteristics of the units of competence. In determining if clustering is
appropriate RTOs should be considering the answers to the following questions.
Question Yes No
Characteristics of the units of competence
Do the units in the proposed cluster have common knowledge and/or skills and/or performance requirements?
Are the units in the proposed cluster at the same Australian Qualifications framework (AQf) level?
Do the units in the proposed cluster have common application in tasks?
Learner/candidate
Does the learner/candidate need to be competent in all of the units that may be in a cluster or would it be more suitable for them to complete an individual unit/s?
Does the learner/candidate already have competence in some of the knowledge or skills that would be in the cluster and if so will this be able to be recognised within a clustered learning program or assessment process?
Does the learner/candidate have the capacity in terms of time and availability to participate in a clustered learning program or assessment process?
RTO
Does the training package allow for these units to be grouped within a cluster?
if the cluster is going to contribute to a qualification will the proposed cluster meet the qualification packaging rules?
Does the rto have staff who are vocationally competent across the proposed cluster?
is the rto able to effectively timetable a clustered learning program or assessment process?
Workplace
Do the units in the cluster reflect the typical tasks for this workplace?
Does the workplace need all of the units that may be in a cluster or would it be more suitable to offer an individual unit/s?
Does the workplace have staff who are vocationally competent across the proposed cluster and are therefore able to assist learners in the workplace?
Does the workplace have access to all equipment and facilities that would be required to deliver and assess the proposed cluster in the workplace?
If the RTO answers no to any of the above questions then serious consideration should be given to
whether clustering is an appropriate approach. If the RTO determines that they will proceed with
clustering then the risks highlighted in the checklist need to be managed to ensure that a quality
product is offered to the learner/candidate and valid, reliable judgements of competence are made.
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Clustering in high level AQF qualifications1
The delivery and assessment of high level qualifications is a workforce development priority in
Western Australia as well as other states and territories in Australia. Offering high level qualifications
is seen as one strategy for raising levels of education and skill to enhance national productivity.
Delivering and assessing high level qualifications poses a range of challenges for RTOs because
of the nature of the competencies at higher levels and as a result special consideration should be
given to clustering for delivery and assessment of high level AQF qualifications. Typically units of
competence in higher AQF level qualifications are more complex and involve implicit understanding,
and the ability for reflection, prediction, analysis, synthesis and evaluation. In a work place this most
often translates into complex tasks that involve generating designs and ideas, analysing and solving
problems, leading teams and developing long term plans. As a result, learning and assessment of
high level competencies will often be a developmental process involving the workplace. This is likely
to take place over an extended period of time and involve a range of people who support the learning
and assessment and assist with the collection of evidence.
Clustering offers RTOs a valuable opportunity to develop learning and assessment strategies for
higher level qualifications that are based on real work tasks and provide a rich source of evidence
for assessment judgements. The challenge then for those assessing higher AQF qualifications
is to make judgements about competence by collecting valid evidence cost-effectively, from
many sources and over an extended period of time. It requires a detailed understanding of the
performance requirements and relevant sources of evidence that demonstrate competence. It also
requires a capacity to synthesise a wide range of evidence in order to make credible decisions about
competence. The processes and tools that are suggested in this guide will be useful for RTOs who
are clustering in high level qualifications.
1 Adapted from Assessing Competencies in Higher Qualifications, ANTA 2001.
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Clustering for deliveryWhen clustering units of competence it is possible to cluster for delivery, cluster for assessment or
both. Clustering for delivery will focus on identifying the commonalities in what needs to be learnt
and structuring a program to meet those needs. On page 7 an example of common knowledge and
skills requirements for a cluster of quality auditing units is provided. In this example the common
required knowledge and skills can become a single learning component that is then supplemented by
specialised performance knowledge. The diagram below illustrates how a learning program for the
three quality audit units may be structured.
Clustered learning structure for the quality auditing program
In this structure the central area is the common knowledge and skills that are required by all three
quality auditing units of competence. In addition to this knowledge and skills, participants must learn
a range of specialised knowledge and skills related to particular aspects of the auditing task. This is
listed in the outer circles. If this program was not clustered, RTOs could possibly deliver the common
knowledge and skills three times, once for each unit of competence, a very inefficient and ineffective
approach.
Once the RTO has established the areas of knowledge and skills that can be clustered they will
proceed to develop learning and assessment strategies followed by delivery plans and materials.
RTOs need to ensure that the delivery plan addresses all the requirements of the units of competence
and that any opportunities for formative assessment (if appropriate) are identified.
Specialised
knowledge
and skills
Common
knowledge
and skills
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The session plan extract below demonstrates how the RTO might approach the delivery session for
one aspect of the quality auditing program and identifies where there is opportunity for formative
assessment to occur.
Day 1 Quality auditing session 2: Audit Terminology
Time/Subject Activity Resources
0900 – 1015 Quality Facilitated discussion: Quality audits
group to discuss their understanding of quality, quality systems, and a quality audit.review the quality system diagram on page 12 of the participant book and highlight key components of a quality system.Complete the audit terminology exercise on pages 15–18 of the participant book.Clarify any terms that have not been understood by the participants and display these terms on the wall charts.…
participant bookterminology wall charts
morning tea 15 mins
scones with jam and cream, fruit platter
Day 2 Quality auditing session 7: Audit Planning
Time/Subject Activity Resources
1030 – 1130 Audit plans
Brainstorm: Audit plansWhat information would you want to have before you conducted an audit?
What actions would you need to take to prepare for an audit?Discuss the information provided by participants and where necessary add to the information to ensure that the following has been discussed:• auditscope• auditobjectives• auditrequirements,documentationtoreview• auditreportingtimelinesandschedules• personnelforaudit(auditteamandauditeerequirements)• rolesandallocationofroles,• riskanalysis• measurementcriteriatobeused• entrymeeting• samplingtechniquestobeused• resourcerequirementsfortheaudit.…
Audit handbook
Audit plan template
2 audit scenarios
2 worked examples of audit plans for the scenarios
Participants are now using some of the audit terminology that was addressed in the common or clustered knowledge
1130 – 1230 Audit plans cont…
Structured discussion: Audit plan examples
provide participants with two worked examples of audit plans for audits in different contexts. Discuss the plans and why particular decisions have been taken during the planning process.
lunch 30 mins sandwich platters, caramelised onion and goats cheese tarts, vegetable and chicken rice paper rolls with dipping sauces, green salad, fruit and cheese platter
Sessions continue and on Day 2 the common knowledge of audit
terminology is now used to support specialised knowledge of audit
planning.
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1300 – 1400 planning exercises
Audit planning group exercise
group exercise: produce an audit plan from the scenario provided. Work in groups of 3 – 4. once completed discuss the plan with the facilitator and make any modifications that are deemed necessary.in your groups reflect on the process and make a note of the key points of your group discussion on the flip chart paper for discussion with the class.…
Audit scenariosAudit plan templates
Participants are now applying common and specialised knowledge to practise a skill, planning.
1400 – 1500 planning exercises
Audit planning individual exercise
individual exercise: produce an audit plan from the scenario provided. once completed discuss the plan with the facilitator and make any modifications that are deemed necessary.
Audit scenariosAudit plan templates
Formative assessment opportunity
Group exercise: During the group exercise the facilitator could be making observations relating to the
communication skills and interpersonal skills of the individual participants. The facilitator can also collect
evidence that demonstrates understanding of audit terminology and planning practice for the groups.
Individual exercise: The facilitator can collect evidence of understanding of audit terminology
and planning practice for individuals. They can also use the evidence (audit plan) to review written
communication skills.
The information gathered during formative assessment can be used to adjust the learning
program if necessary either by providing remediation or accelerating the program if appropriate.
The formative assessments may also identify individuals who require further learning and practice
before progressing to summative assessment activities.
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Clustering units of CompetenCe
Clustering for assessmentWhen an RTO clusters for assessment purposes the RTO is aiming to identify evidence that can be
used across a number of units to assist in making a judgement of competence, or to identify units that
should be clustered together because they form a holistic work task. This is called task based clustering
and the quality audit units used as the worked example in this publication are a task based cluster.
When designing assessment tools the RTO must establish what evidence is required for each unit of
competence in a cluster. This will require the RTO to unpack the units of competence individually.
The RTO will need to examine:
• theelementsoftheunit/unitsofcompetency,theperformancecriteria,requiredskillsand
knowledge, range statement, the evidence guide, and assessment guidelines
• thedimensionsofcompetency–thetask,taskmanagement,contingencymanagementandjob/
role environment skills
• theemployabilityskills
• thelanguage,literacyandnumeracyskilllevels
• therelevantAQFdescriptor
• relatedworkplaceprocesses,proceduresandsystemsthatassistyoutocontextualisetheactivity
you are required to assess. Be sure to include any legislative, OHS or legal requirements that may
need to be considered when conducting assessment.
Source: Department of Education and Training 2008, Designing assessment tools for quality
outcomes in VET (2008), p. 8.
Understanding what evidence is required for each unit is essential for the RTO to make valid
judgements for each unit but also to determine whether there is an opportunity to cluster units and
use common evidence for assessment decisions. In the worked example three quality auditing
units have been clustered because they form a holistic work task. It would also be possible to add a
Training and Assessment unit to this cluster, specifically the unit TAACMQ503B Lead and conduct
training and/or assessment evaluations if this was training and assessment that was enabling the
person to be a lead auditor in a VET context. This is possible because the TAA unit and the three
quality audit units require similar performance evidence.
The unit (TAACMQ503B) requires a competent person to evaluate training and/or assessment.
The linkages to the BSB quality auditing units are in the ‘application of the unit’ description.
The extract on the following page explains the types of activities that would be undertaken when
conducting an evaluation and involves planning the evaluation, conducting and reporting on findings.
The description also identifies that the evaluation would be carried out against specified criteria
using a range of methods. This is almost identical to what would be done for the quality auditing
units, therefore through using contextualisation (auditing in a training and assessment organisation),
clustering for assessment is possible.
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Risks to be managed when you cluster units of competenceClustering units of competence for delivery and assessment, like any other activity undertaken by
an RTO has associated risks. This section of the guide discusses a range of common risks when
clustering and suggests strategies that an RTO may use to manage the risk.
Recognition within clustersAn integral component of the VET system is the concept of recognition. It means that competence
is recognised, regardless of how, when or where the learning occurred. When units are clustered
together it can be more complex to recognise existing competence for a learner or assessment
candidate. This occurs when learners enter already having been deemed competent in one or
more of the units within a cluster or take an RPL approach for one or more units within the cluster.
The complexity occurs when RTOs have to ‘unpick’ the clustering that has been done. The use of
individual checklists determining evidence requirements and mapping processes will assist RTOs in
the unpicking process. In some circumstances the degree of recognition may make the use of the
planned clusters inappropriate. In these circumstances RTOs may choose to re-cluster (a smaller
cluster is formed) or take a unit by unit approach if appropriate. It is important to remember that judgements of competence are always made for individual units, not clusters of units.
Limiting exit pointsClustering units of competence for delivery and assessment may potentially limit exit points from a
qualification. A selection of training packages are structured so that the entry requirements for higher
qualifications include the majority of units from the previous level qualification and some additional
units. The diagram below demonstrates this type of structure.
Qualification structure
Certificate III Certificate IV Diploma
Cer
tifica
te II
I uni
ts
Cer
tifica
te II
I uni
ts
Cer
tifica
te I
V u
nits
Cer
tifica
te II
I uni
ts
Cer
tifica
te I
V u
nits
Dip
lom
a u
nits
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Clustering units of CompetenCe
This approach used to be called ‘nesting’. The National Quality Council, in consultation with Australian
Chamber of Commerce and Industry (ACCI), Australian Industry Group (AIG), Australian Council
for Private Education and Training (ACPET), TAFE Directors Australia, State and Territory Training
Authorities and Industry Skills Councils has clarified that the term ‘nesting’ is redundant and is to be
removed from training packages as part of the review process (NQC Special Bulletin October 2007).
Training packages will now contain advice on entry requirements. The Training Package Development
Handbook provides the following advice about entry requirements.
Extract from the Training Package Development Handbook
• Entryrequirementsshouldbespecifiedforthequalificationwherepriorknowledgeskilland
experience is considered necessary.
• Entryrequirementsshouldbeexpressedintermsofcompetency,andmayincludelicensingor
industry recognised standards.
• Entryrequirementsmaybeexpressedas:
– the core units of competency of a lower AQF level qualification
– a significant number of units of competency from a lower level qualification
– specialist units of competency from a related stream
– vocational expertise, including typical job roles
– a combination of units of competency and vocational expertise.
Source:
www.dest.gov.au/sectors/training_skills/publications_resources/profiles/Training_Package_
Development_Handbook.htm2
While specifying entry requirements often provides for a logical learning pathway for learners and
candidates who enter qualifications at the higher levels (Certificate IV or Diploma in this example), the
clustering of the units may limit their ability to be awarded a lower level qualification if they are not
successful at the enrolled level.
When structuring qualifications RTOs need to be mindful of the packaging rules for the qualifications
and avoid clustering that would prevent the award of lower qualifications. In addition RTOs should
avoid clustering across AQF levels.
Units from different AQF levelsClustering units from different AQF levels poses a risk to quality (in particular validity) as the required
outcomes from units at different AQF levels vary significantly. The table on the following page is an
extract from the AQF Implementation Handbook Fourth Edition, (2007 pages 11-12) and demonstrates
the difference in outcomes that would be expected from a Certificate IV level unit or qualification
and from a diploma level unit or qualification. Clearly the learning program for, and evidence required
to demonstrate these outcomes would be very different. RTOs that choose to cluster units from
different AQF levels must ensure that the evidence required to make a decision about competence for
2 The Training Package Development Handbook is currently being transferred to the DEEWR website and will be available by visiting the following link in the future. www.deewr.gov.au/skills/tpdh
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each unit is clearly articulated and at the stated AQF level. An assessment panel or team assessment
and moderation are effective approaches to ensuring the validity and reliability of assessment
judgements made using evidence from units at different AQF levels.
Distinguishing features of learning outcomes
Certificate IV Diploma
• demonstrateunderstandingofabroadknowledgebaseincorporating some theoretical concepts
• demonstrateunderstandingofabroadknowledgebaseincorporating theoretical concepts, with substantial depth in some areas
• applysolutionstoadefinedrangeofunpredictableproblems
• analyseandplanapproachestotechnicalproblemsormanagement requirements
• identifyandapplyskillsandknowledgeareastoawidevariety of contexts with depth in some areas
• transferandapplytheoreticalconceptsand/ortechnicalor creative skills to a range of situations
• identify,analyseandevaluateinformationfromavarietyof sources
• evaluateinformationusingittoforecastforplanningorresearch purposes
• takeresponsibilityforownoutputsinrelationtospecifiedquality standards
• takeresponsibilityforownoutputsinrelationtobroadquantity and quality parameters
• takelimitedresponsibilityforthequantityandqualityofthe output of others
• takelimitedresponsibilityfortheachievementofgroupoutcomes
Tracking participant /candidate progressWhen learning and assessment is clustered it can be more complex to track a learner’s/candidate’s
progress against the individual units of competency within a cluster. Tracking progress becomes a
significant risk in the following situations:
• whenthelearner/candidatedoesnotcompletethecluster
• whentheprogramextendsoverasignificantperiodoftimeandtheclusterschangewithtime.
When the learner/candidate does not complete the cluster the RTO must be able to unpick the
cluster to determine if the candidate has achieved competence in any of the units within the cluster.
If the candidate has been successful in some but not all of the units then the RTO is required to
issue a Statement of Attainment for the units in which the learner/candidate has been assessed
as competent. Utilising a process such as the development of evidence checklists and/or mapping
documents described in this guide will assist RTOs managing this process.
If the RTO offers a program that extends over a significant period of time, for example two to three
years, then the continuous improvement process in the RTO is likely to identify improvements to the
training and assessment that would necessitate the rearrangement of clusters or of the evidence
provided for a cluster. In these circumstances it is vital that the RTO:
• hasahistoricalrecordshowinghowtheunitshavebeenclusteredandtheevidencerequired
for competence
• hasinformationabouttheprogressofeachlearner/candidateforeachunitofcompetence
• plansforthetransitiontonewclusteringarrangements
• communicatesclearlywiththeirclientsaboutanychangesandthereasonsforthechanges.
Clustering units of competence
23
Clustering units of CompetenCe
Including too many units in one clusterRTOs should be aware that clusters can become too large to be manageable for RTOs and more
particularly for learners. One of the primary purposes of using a unit model in training packages was
to ensure that progress could be made in small achievable steps. When too many units are included in
clusters this advantage is lost. There is no ‘golden rule’ about how many units to include in a cluster,
RTOs need to use their judgement to ensure that clusters are structured to represent realistic work
tasks and to meet the needs of specific client groups.
Not clusteringClustering units of competence for delivery and assessment provides realistic, holistic learning and
assessment experiences for candidates. This approach has significant benefits for the learner (see
page 5 of this publication) and also has benefit for the RTO in terms of time and cost efficiencies in
the learning and assessment processes. If an RTO chooses not to cluster, they are potentially missing
an opportunity to improve the quality of training and assessment and subsequently the outcomes
for the learner.
Clustering units of competence
24
Clustering units of CompetenCe
Assessment judgements for units of competence within a clusterWhen RTOs make assessment judgements it is important that the principles of assessment and rules
of evidence are met.
Principles of assessment Rules of evidence
Valid Valid
reliable sufficient
fair Current
flexible Authentic
When clustering, these principles and rules are applied to the judgements for each individual unit of
competence, not the cluster. This means that the RTO must be able to identify the evidence that will
be used for a judgement for each unit of competence. Specifically when conducting assessment the
assessor needs to ensure the following for each unit of competence:
• Theassessmentisconductedinaccordancewiththeassessmentplan.
• Theevidencespecifiedintheassessmentprocedureisgatheredusingtheagreedtools
or materials.
• Theevidenceisgatheredinaccordancewithreasonableorallowableadjustmentswhereapplicable.
• Theevidenceisevaluatedintermsofvalidity,sufficiency,currencyandauthenticity.
• Theevidenceisevaluatedaccordingtotheunit(s)ofcompetency,allfourdimensionsof
competency, the facets of employability skills, and the ability to transfer and apply skills and
knowledge to new contexts if appropriate.
• Assistancefrommoreexperiencedassessorsorindustryexpertsissoughtifappropriate.
• Theassessmentdecisionismadeinaccordancewiththespecifiedcriteria.
• Thedecisionisrecordedappropriately,inaccordancewithRTOandotherregulatingprocesses.
Source: Department of Education and Training, Guidelines for assessing competence in VET
2nd Edition (2008), p. 28.
Clustering units of competence
35
Clustering units of CompetenCe
Case study 1: Western Australian Academy of Performing ArtsThe Western Australian Academy of Performing Arts (WAAPA), Edith Cowan University was established
to provide performing arts tuition comparable to the highest calibre of national and international training
benchmarks to be able to meet industry needs around the globe. Unique by virtue of its national and
international reputation the overriding objective of WAAPA is to nurture and develop the talent of a
select group of emerging artists to standards of excellence. Academic teaching appointments are made
not only on the basis of qualifications, but also on recent professional experience, as well as industry
profile and reputation. Each year WAAPA also invites many renowned industry professionals to Perth as
artists in residence to work with students on productions and performances6.
WAAPA uses clustering in a number of the qualifications that they offer including the
Advanced Diploma of Music. WAAPA uses clustering for delivery and assessment to create
holistic development opportunities that will reflect workplace practice within the music industry.
The clustering provides staff with a broader context in which to assess each student’s abilities as
they work to develop individual and group performance skills over a two year period. The performance
pieces include concert series and individual performances but may also involve providing music for
other WAAPA dance or theatre productions.
The clusters used by WAAPA were based on determining what a musician is required to do in
industry. Once these key tasks were determined the units from the training package were unpacked
to determine their alignment to the workplace tasks and to determine what evidence needed to be
collected. This allowed WAAPA to cluster units together so that the learning opportunities provided
students with the opportunity to take ownership of the performances and develop independence as a
performer. This activity produced a range of documents including a high level cluster mapping that is
used by WAAPA staff and students. An extract from the mapping is provided below.
Extract from the 2nd Year Contemporary Performance Program Mapping
Contemporary Music – 2009 mapping
2nd year Contemporary Performance
principal study Cusmpf19A use private practice to refine performance technique
Cusmpf18A refine performance technique and expand repertoire
professional practice Cusmpf18A refine performance technique and expand repertoire
ensemble Cuslrn05A Direct music in a performance
Cuslrn04A prepare for and lead a music rehearsal
Cusmpf14A perform accompaniment
Concert practice Cusmpf14A perform accompaniment
6 Source: WAAPA Website, June 2009.
CLUSTERING UNITS OF COMPETENCE
Clustering units of competence 37
Case study 1: Western Australian Academy of Performing Arts The Western Australian Academy of Performing Arts (WAAPA), Edith Cowan University was established to provide performing arts tuition comparable to the highest calibre of national and international training benchmarks to be able to meet industry needs around the globe. Unique by virtue of its national and international reputation the overriding objective of WAAPA is to nurture and develop the talent of a select group of emerging artists to standards of excellence. Academic teaching appointments are made not only on the basis of qualifications, but also on recent professional experience, as well as industry profile and reputation. Each year WAAPA also invites many renowned industry professionals to Perth as artists in residence to work with students on productions and performances6. WAAPA uses clustering in a number of the qualifications that they offer including the Advanced Diploma of Music. WAAPA uses clustering for delivery and assessment to create holistic development opportunities that will reflect workplace practice within the music industry. The clustering provides staff with a broader context in which to assess each student’s abilities as they work to develop individual and group performance skills over a 2 year period. The performance pieces include concert series and individual performances but may also involve providing music for other WAAPA dance or theatre productions. The clusters used by WAAPA were based on determining what a musician is required to do in industry. Once these key tasks were determined the units from the Training Package were unpacked to determine their alignment to the workplace tasks and to determine what evidence needed to be collected. This allowed WAAPA to cluster units together so that the learning opportunities provided students with the opportunity to take ownership of the performances and develop independence as a performer. This activity produced a range of documents including a high level cluster mapping that is used by WAAPA staff and students. An extract from the mapping is provided below. Extract from the 2nd Year Contemporary Performance Program Mapping
Contemporary Music - 2009 mapping 2nd year Contemporary Performance
Principal Study CUSMPF19A Use private practice to refine performance technique
CUSMPF18A Refine performance technique and expand repertoire
Professional Practice CUSMPF18A Refine performance technique and expand repertoire
Ensemble CUSLRN05A Direct music in a performance
CUSLRN04A Prepare for and lead a music rehearsal
CUSMPF14A Perform accompaniment
Concert Practice CUSMPF14A Perform accompaniment
6 Source: WAAPA Website, June 2009.
Clustering units of competence
36
Clustering units of CompetenCe
The unpacking of the units of competence provides WAAPA staff with information about the
evidence required for competence. WAAPA has used this to develop a range of assessment tools.
Two examples are provided on pages 38–40 that relate to the two clusters in the mapping. In each
of these examples WAAPA has identified what must be demonstrated by the student and provided
links to the units of competence. In some instances the activities that must be observed relate to
requirements of multiple units within the cluster (page 40) and others relate to single units from within
the cluster. The performances within the cluster also provide evidence against the critical aspects of
evidence for the units that include:
• proficiencyinperformanceonnominatedinstrumentinselectedareaofspecialisation
• listeningeffectivelyforintonationandnuanceinperformance
• accurate/innovativeinterpretationandexpression
• effectivemusicalcollaborationandcommunicationinperformance
• musicalleadershipandcommunication
• developingandexpressingmusicalvisionthrougharangeofmusicalforces.
Source: CUS01 training package
WAAPA assessors are then able to use this evidence, along with other evidence collected during
the cluster to make judgements of competence for individual students. The judgements frequently
include evidence from panel assessments. These panels will include WAAPA staff as well as visiting
industry professionals. This provides WAAPA with rich evidence of the ability of the students to meet
workplace requirements thereby addressing the dimensions of competency and employability skills.
The panel assessment approach is also a sound moderation and validation strategy as it promotes a
common understanding of the requirements of the units, moderates judgements about competence
and provides industry benchmarking.
As the music industry changes and develops WAAPA also review and refine their courses. At times
this has involved the units within a cluster being changed. Courses that are provided over a number
of years where there is the possibility of RPL and, at times reassessment, requires that WAAPA
carefully monitor the clustering and the evidence that is provided by individuals. The mapping and
assessment tool approach used by WAAPA are instrumental in allowing this monitoring to occur.
Traditionally WAAPA has always used performance for assessment purposes and moving to competency
based training with a unit approach proved to be challenging. The adoption of clustered assessment
has been successful and has provided clarity and objectivity to the judgement of competence. WAAPA
staff have explained that it is far simpler to say ‘yes’ or ‘no’ when assessing against a clear set of criteria.
WAAPA staff also explained that using clustering has produced better musicians as the learning and
assessment experience is more cohesive and representative of realistic workplace tasks.
Clustering units of competence
37
Clustering units of CompetenCe
CLUSTERING UNITS OF COMPETENCE
Clustering units of competence 39
Panel Assessment 2009 CUSMPF14A Perform accompaniment CUSLRN05A Direct Music in Performance
Ensemble Advanced Diploma
Candidate name:
Assessor name:
Workplace: Jazz studio (or as advised)
Date of assessment:
Procedure: Panel assessment of performance technique
Did the candidate perform the following skills: Yes No Give clear communication to the ensemble members showing musical leadership and appropriate communication skills
CUSLRN05A (1.2, 1.3, 1.4, 3.2)
Arrive on time and fully prepared for the recital. Prepare the ensemble for the performance with warm up and tuning
CUSLRN05A (1.1, 3.1)
Conduct themselves in a professional manner at all times CUSLRN05A (2.1,)
Show presentation skills and sustain the audience’s attention throughout the performance
CUSLRN05A (4.1, 4.2, 4.4 )
Communicate clearly and appropriately to the audience to enhance overall understanding.
CUSLRN05A (4.3, 4.5)
Show stage presence skills, including acknowledging audience and performers.
CUSLRN05A (2.1 – 2.7)
Lead warm up and give notes if required.
CUSLRN05A (1.5, 1.6)
Have a clear understanding, through research, of the material and direct the ensemble in a calm, professional manner
CUSLRN05A (3.1, 3.2, 3.3 )
Engage the attention of all performers throughout the performance using things such as body language, eye contact and professional manner.
CUSLRN05A (3.5, 3.7)
Make sure the ensemble is balanced and respond appropriately to any
Clustering units of competence
38
Clustering units of CompetenCe
CLUSTERING UNITS OF COMPETENCE
Clustering units of competence 40
variations that occur.
CUSLRN05A (3.4, 3.6) Interact with other ensemble members to develop a cohesive musical performance. This should include giving and taking cues, and listening to and reacting with each instrument within the ensemble.
CUSMPF14A (2.3,3.2,3.3,3.5,4.5)
Contribute to the ensemble’s stage presence. This should be reflected with a positive attitude on stage, and awareness of own and others role in developing a positive group performance.
CUSMPF14A (4.1,4.2,4.4)
Listen to own part and adjust allowing for the size of the venue, the dynamics of the piece and the balance within the ensemble.
CUSMPF14A (3.5,3.6,3.1)
Observe OHS principles by ensuring that the performance environment was safe, adequate rest breaks were scheduled if appropriate, using the correct posture, using strategies to overcome the effects of performance anxiety, addressing personal health and safety issues in relation to physical/environmental factors of the venue, undertaking psychological/physical warm up/cool down and maintaining stage fitness to ensure professional technique standard?
CUSMPF14A Perform accompaniment
The candidate’s performance was: Not Satisfactory Satisfactory
Process Diary Not Satisfactory Satisfactory
Feedback to candidate
Candidate signature:
Assessor signature:
Clustering units of competence
40
Clustering units of CompetenCe
Just as the overriding objective of WAAPA is to nurture and develop the talent of a select group of
emerging artists to standards of excellence, WAAPA students are overwhelmingly focused on their
artistic development. For this reason the ‘VET curriculum’ is ‘behind the scenes’. The students clearly
understand their learning and assessment program, but benefit from understanding that the learning
and performance program will provide them with the opportunities to be assessed and receive the
VET qualification.
WAAPA has been, and continues to be very successful with graduates who are now household
names not only in Australia, but internationally. Information about the career pathways, experiences
and awards that have been won by WAAPA graduates in 2009 can be viewed by visiting http://waapa.
ecu.edu.au/news/inside_waapa.php
The Department would like to thank the Western Australian Academy of Performing Arts for providing
the materials for this case study, in particular Mr Mike Eastman and Mr Ric Eastman.
A guide on how to cluster units of competence for delivery and assessment
Clustering units of competence
Department of Education and Training151 Royal Street, East Perth WA 6004T: 9264 4681W: vetinfonet.det.wa.edu.au
T16/Aug/09
1st Edition 2009