The Power of Setting Clear Standards

Picture this. It’s a TAFE training workshop. There are 9 students present, some working towards their Certificate III in Joinery, others Certificate III in Carpentry.

They are learning to join timber using specific joint types.

The teacher sets very clear instructions by providing the students with a written description of the standard required for competency and photos of quality joints for a given join type. The teacher also explains the features and characteristics of each joint.

The teacher provides a range of quality timber joints that have been constructed by students previously, as well as a couple of clearly marked examples that did not meet the requirements.

The teacher asks the students to bring their completed work to the table and sign a piece of paper when they believe they have met the required standard.

You watch as a student approaches the table, believing their work is ready. They closely inspect the quality examples provided, comparing the work to their own. Instead of signing the paper, the student returns to their workbench to further refine their work.

Reflection

Some thoughts to reflect on:

Relevant TAE Units of Competency

This scenario is relevant to anyone completing the Certificate IV in Training and Assessment, the TAESS00015 Enterprise Trainer and Assessor Skill Set or TAESS00014 Enterprise Trainer-Presenting Skill Set.

TAEDEL301 Provide work skill instruction

Within elements:

• 2. Conduct instruction and demonstration (2.8 Provide and discuss feedback on learner performance to support learning)
• 3. Check training performance
• 5. Support and monitor learning

TAEDEL402 Plan, organise and facilitate learning in the workplace

Within elements:

• 4. Implement the work-based learning pathway (4.3 Encourage learner to take responsibility for learning and to self-reflect)
• 5. Maintain and develop the learning-facilitation relationship

TAEASS402 Assess competence

Within elements:

• 1. Prepare for the assessment (1.5 Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment)
• 3. Support the candidate
• 4. Make the assessment decision (4.4 Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required)

I adapted from the late, great, Grant Wiggins’s example provided here along with many other excellent examples of effective feedback you can apply to Vocational Education and Training settings.