| Competency Based Training is a flexible form of education/training, which aims to assist the adult student to develop the skills, knowledge and understanding required by industry. The focus of teaching and assessment is on the achievement of competencies and what a student can do as a result of education/training. At Box Hill Institute all our teaching and assessment methods are student centred and based on adult learning principles. We support the development of independent and self-initiating learners by using a range of teaching methods such as: - Large and small discussion groups
- Group work
- Role plays and case studies
- Problem solving exercises
- Project based activities
- Value clarification exercises
- Workplace training activities
- Teacher lead industry enquiry
Assessment is largely activity-based and practical. However, an assessment task will also ensure that an individual displays an understanding of the knowledge that underpins the practical performance of a task. Students are assessed according to whether or not they have achieved the performance criteria for each element specified in the units of competency they are undertaking. This form of assessment - known as 'criterion-referenced' - judges performance against a prescribed standard, not against other students. Assessment methods may include: - Performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an assessor
- Use of photographs, videos, etc. showing performance of a task when the assessor cannot be present
- Models, items, objects that have been made, fixed or repaired by the candidate
- Rosters, budgets, reports, standard operating procedures etc. developed by the candidate
- Asking the candidate about real or hypothetical situations to check understanding, task management and contingency management skills. May be short answer, discussion, multiple choice, etc.
- Projects, reports, essays, etc. relevant to the LLN (Language, Literacy and Numeracy) requirements of the unit of competency
- Documented and verified reports from supervisor, colleague, subject expert, trainer or others
- A candidate's personal statement on their performance (not generally sufficient in isolation)
- Simulated activity to accommodate difficult to demonstrate criteria e.g. emergencies, contingencies, difficult behaviours etc.
- Collections of evidence compiled by the candidate
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