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LESSONS & TOPICS

TAEDEL311 – 3. Check Training Performance

TAEDEL311 – 3. Check Training Performance

3.1 Use observation and questioning to check learner
acquisition and use of new skills and knowledge

3.1.1 Purpose of using observation and questioning

Using observation and questioning is a valuable method for assessing learner acquisition
and application of new skills and knowledge. Observation involves actively observing
learners’ behaviour, actions, and performance to evaluate their proficiency in applying the
learned skills. Questioning involves engaging learners in meaningful dialogue to assess their
understanding, reasoning, and ability to articulate concepts and ideas related to the newly
acquired knowledge.

The use of observation and questioning as assessment techniques serves several purposes.
Firstly, it provides educators with direct evidence of learners’ progress and performance,
allowing them to gauge the effectiveness of the instruction and identify areas where further
support or clarification may be needed.

By closely observing learners’ actions, educators can assess their ability to perform tasks,
use problem-solving strategies, and apply the learned knowledge in real-world contexts. For
example, in a vocational training program for electricians, an educator may observe learners
as they were electrical circuits or troubleshoot electrical systems to assess their competency
in applying the acquired skills.

Secondly, observation and questioning offer learners the opportunity to demonstrate their
understanding, showcasing their skills, and receiving feedback on their performance.

By engaging learners in thoughtful questioning, educators can assess their depth of
understanding, their ability to connect concepts, and their capacity for critical thinking.
Meaningful dialogue and questioning also encourage learners to reflect on their learning,
articulate their thought processes, and engage in metacognitive thinking. This feedback loop
enables learners to identify areas for improvement and take an active role in their own
learning.

Additionally, observation and questioning promote active engagement and critical thinking,
fostering deeper learning and retention of knowledge. When learners are aware that their
performance is being observed and they may be asked questions, they are more likely to
pay attention, stay focused, and strive for a higher level of understanding and competence.

Overall, using observation and questioning as assessment techniques provides educators
with valuable insights into learners’ progress, allows learners to demonstrate their
understanding and skills, and promotes active engagement and critical thinking. By
employing these techniques, educators can continuously monitor and evaluate the
effectiveness of their instruction, support learners in their learning journey, and foster
deeper understanding and application of new skills and knowledge.

3.1.2 Process of checking learner acquisition and use of new skills
and knowledge

To effectively use observation and questioning to check learner acquisition and use of new
skills and knowledge, educators can employ the following strategies:

Establish clear assessment criteria:
Define the specific skills, knowledge, or competencies that need to be
observed or assessed. Develop a rubric or checklist to guide the
observation process and ensure consistency in evaluation.
Observe performance in authentic contexts:
Provide opportunities for learners to apply their skills in real or simulated
work situations. Observe their performance while they engage in tasks,
projects, or practical exercises relevant to the learning objectives.
Ask open-ended questions:
Pose thought-provoking questions that require learners to demonstrate
their understanding, reasoning, and problem-solving abilities. Encourage
them to explain concepts, apply knowledge, or justify their actions.
Provide constructive feedback:
Offer timely and specific feedback based on the observation and
questioning process. Highlight areas of strength and areas for
improvement, and provide guidance on how learners can further develop
their skills and knowledge.
Encourage self-reflection:
Engage learners in self-reflection by asking them to evaluate their own
performance and identify areas where they feel they have grown or need
further development. This encourages metacognition and promotes a
sense of ownership over their learning.

By using observation and questioning as assessment tools, educators can gain valuable
insights into learners’ progress, identify areas for improvement, and provide targeted
support and guidance. This approach fosters an active and participatory learning
environment where learners can effectively apply their new skills and knowledge.

Observation Checklist Points:

 Skill Execution: Observe the learner’s ability to perform the new skill accurately
and effectively.
 Technique and Approach: Assess if the learner is utilising the correct techniques
and approaches as instructed.
 Confidence and Comfort: Observe the learner’s level of confidence and comfort
while applying the new skill.
 Adaptability: Assess the learner’s ability to adapt the new skill to different
scenarios or variations.
 Safety Awareness: Observe if the learner demonstrates adherence to safety
guidelines and practices while using the new skill.
 Problem Solving: Assess the learner’s ability to identify and solve problems
related to the new skill independently or with minimal guidance.

Example Questions:

 How would you approach a situation where you encounter an obstacle while
applying the new skill?
 Can you explain the key steps involved in executing the new skill correctly?
 What safety precautions do you consider while using the new skill?
 How would you modify or adapt the new skill to handle a different scenario?
 Can you describe an example of a problem you faced while using the new skill
and how you resolved it?
 What aspects of the new skill do you feel most confident about, and why?

These observation checklist points and example questions can be used by instructors or
assessors to assess the acquisition and use of new skills and knowledge by learners. By
observing and questioning learners, instructors can gain valuable insights into their
understanding, application, and proficiency in the new skill, allowing for targeted feedback
and further guidance as needed.

3.2 Provide feedback on learner performance to support learning

3.2.1 Provide feedback on learner performance

Providing feedback on learner performance is a crucial aspect of supporting learning.
Feedback refers to specific information, comments, or guidance given to learners about
their performance, progress, or understanding. It aims to provide learners with an
understanding of their strengths, areas for improvement, and ways to enhance their
learning.

Feedback plays a significant role in supporting learning for several reasons. Firstly, it helps
learners understand how they are progressing and performing, reinforcing their sense of
achievement and motivating them to continue learning. When learners receive feedback
that acknowledges their efforts and highlights their successes, it boosts their confidence and
encourages them to persist in their learning journey.

For example, a teacher might provide feedback to a student on a well-performed skill,
praising their strengths and effective use of motivation.

Secondly, feedback provides learners with valuable insights into their strengths and areas
that need improvement, helping them develop a clearer understanding of their learning
goals. Constructive feedback helps learners identify specific areas where they excel and
areas where they can enhance their performance. By focusing on both strengths and areas
for improvement, learners gain a more comprehensive understanding of their abilities and
can set realistic goals to work towards.

Furthermore, feedback helps learners identify strategies and actions they can take to
enhance their performance and progress further. When provided with specific feedback,
learners can gain clarity on what steps they can take to improve their understanding or
skills. This guidance can include suggestions for additional practice, resources for further
study, or specific techniques to apply in future tasks.

Lastly, feedback fosters a growth mindset, encouraging learners to embrace challenges, take
risks, and view mistakes as opportunities for growth. When feedback is framed in a
constructive and supportive manner, it helps learners develop resilience and a willingness to
learn from their mistakes. By focusing on the learning process rather than just the final
outcome, learners understand that feedback is not about criticism but about continuous
improvement. This mindset promotes a positive attitude towards learning and creates a
supportive environment where learners feel empowered to take risks and explore new
possibilities.

In summary, providing feedback on learner performance is crucial for supporting learning. It
helps learners understand their progress, identify areas for improvement, set goals, and
take specific actions to enhance their learning. Moreover, feedback fosters a growth
mindset and encourages learners to embrace challenges and view mistakes as opportunities
for growth. By providing meaningful and constructive feedback, educators and mentors play
a vital role in guiding learners on their learning journey and promoting continuous
improvement.

3.2.2 Process of providing feedback on learner performance

To provide effective feedback that supports learning, educators can follow these strategies:

Be specific and constructive:

Provide feedback that is specific, focused, and relates directly to the learning objectives or
criteria. Highlight specific examples and actions that demonstrate the learner’s
performance.

For example, instead of saying “Good job,” you could say, “Your analysis of the data was
thorough and supported by relevant evidence, which strengthened your argument.”

Balance positive and developmental feedback:

Acknowledge the learner’s achievements and strengths, while also providing suggestions for
improvement. Offer constructive feedback that guides the learner towards further growth
and development.

For instance, you might say, “Your presentation skills were confident and engaging, and your
use of visuals was effective. To enhance your delivery, you could work on maintaining
consistent eye contact with the audience.”

Timeliness:

Provide feedback in a timely manner, allowing learners to reflect on their performance
while it is still fresh in their minds. Prompt feedback enables learners to make immediate
adjustments and improvements.

For example, if you’re reviewing a student’s essay, provide feedback within a reasonable
timeframe after they have submitted it.

Clear communication:

Use clear and concise language to deliver feedback, ensuring that it is easily understandable
by the learner. Provide explanations and examples to support your feedback and help
learners understand how they can apply it.

For instance, instead of using technical terms, provide clear explanations and concrete
examples to illustrate your points.

Encourage self-reflection:

Prompt learners to reflect on their own performance and provide their self-assessment. This
helps them develop self-awareness, take ownership of their learning, and set goals for
improvement.

For example, you could ask questions such as, “What do you think went well in your
presentation? What areas do you feel you could improve upon?”

Create an environment where feedback is valued, encouraged, and seen as a normal part of
the learning process. Encourage peer feedback and self-assessment to promote a
collaborative and supportive learning community.

By providing timely, specific, and constructive feedback, educators can support learners in
their journey of continuous improvement. Feedback serves as a guide for learners, helping
them understand their progress, identify areas for growth, and take steps towards achieving
their learning goals.

3.3 Monitor learner progress and outcomes in consultation with the learner

3.3.1 Monitor learner progress and outcomes

Monitoring learner progress and outcomes involves regularly assessing and evaluating the
learner’s performance and achievements in consultation with them. It encompasses tracking
their progress, identifying areas of improvement, and ensuring that they are on track to
meet their learning goals.

Monitoring learner progress is crucial for several reasons. Firstly, it allows educators to
gauge the effectiveness of their instructional methods and adjust their approach if
necessary. By closely monitoring learner progress, educators can assess whether the chosen
strategies, materials, and activities are engaging and effective in facilitating learning.

For example, if a vocational education instructor notices that a significant number of
learners are struggling with a particular concept or skill, they can modify their teaching
approach or provide additional resources to address the learning gaps.

Secondly, monitoring progress helps identify any gaps in knowledge or skills that need to be
addressed to ensure successful learning outcomes. Regular assessments and evaluations
provide valuable data on learner performance, allowing educators to identify areas where
learners may be struggling or need further support.

This information can guide the development of targeted interventions or additional learning
opportunities to help learners overcome challenges and achieve their learning goals.

Thirdly, monitoring progress provides learners with a sense of accountability and
motivation. When learners are aware that their progress is being monitored, they are more
likely to stay focused, committed, and motivated to achieve their learning objectives.
Regular feedback on their performance and progress helps learners track their own growth
and development, fostering a sense of accomplishment and inspiring them to continue
working towards their goals.

Lastly, monitoring progress enables educators to provide timely support and guidance to
learners. By actively tracking learner performance, educators can identify when learners
may be struggling or facing obstacles in their learning journey.

This allows for timely intervention, where educators can offer additional explanations,
resources, or personalised support to address the specific needs of learners. Regular check-
ins and feedback sessions provide opportunities for learners to ask questions, seek
clarification, and receive guidance, creating a collaborative and supportive learning
environment.

In summary, monitoring learner progress and outcomes is essential for educators to assess
the effectiveness of their instructional methods, identify areas of improvement, foster
learner motivation, and provide timely support and guidance. By actively monitoring
progress, educators can adapt their approach, address learning gaps, and ensure that
learners are on track to achieve their learning goals. This monitoring process plays a critical
role in promoting successful learning outcomes and creating an optimal learning experience.

3.3.2 Consulting with the learner on progress and outcomes

Consulting with learners on their progress and outcomes involves engaging in ongoing
conversations and discussions to gather their perspectives, insights, and feedback on their
learning journey. It entails seeking input from learners regarding their achievements,
challenges, and goals, and collaboratively evaluating their progress towards meeting their
learning objectives.

This consultative approach empowers learners to take ownership of their learning, provides
a platform for open communication, and allows for the identification of personalised
learning strategies.

Here are some ways educators can effectively consult with learners on their progress and
outcomes:

Goal-setting discussions:

Engage in conversations with learners to establish clear and achievable learning goals. By
involving learners in the goal-setting process, educators can ensure that the goals align with
their interests, aspirations, and current capabilities. Regularly revisit these goals to assess
progress and make necessary adjustments.

For example, a vocational trainer might have discussions with apprentices to establish
individualised performance targets and discuss strategies to achieve them.

Reflective conversations:

Encourage learners to reflect on their learning experiences, achievements, and challenges.

Conduct reflective conversations where learners can share their thoughts, insights, and self-
assessments. These discussions can help learners gain a deeper understanding of their
strengths, areas for improvement, and the strategies that have been effective in their
learning journey.

For instance, a language teacher might have one-on-one discussions with students to reflect
on their language proficiency and identify areas where they need further practice.

Feedback and feedforward sessions:

Schedule regular feedback sessions with learners to discuss their performance, receive
feedback from educators, and provide guidance for improvement.

These sessions should not only focus on past achievements but also provide forward-looking
guidance and suggestions for future growth. Feedback and feedforward sessions create
opportunities for learners to seek clarification, ask questions, and actively participate in
their own learning development.

For example, an instructor in a design course might review students’ design projects with
them, provide constructive feedback and offer suggestions for enhancing their creativity
and technical skills.

Progress check-ins:

Conduct regular progress check-ins to review learners’ performance against predefined
benchmarks or learning objectives. These check-ins can involve discussions, quizzes,
demonstrations, or performance evaluations to assess learners’ understanding and
application of knowledge and skills.

Progress check-ins allow educators and learners to identify areas of strength and areas that
require additional attention or support.

They provide an opportunity for learners to receive feedback and discuss strategies for
further progress.

For instance, a music teacher might conduct periodic performance assessments to evaluate
students’ progress in playing an instrument and discuss ways to refine their technique and
musical expression.

Individualised learning plans:

Collaborate with learners to develop individualised learning plans that align with their
interests, aspirations, and specific needs.

Individualised learning plans consider learners’ unique learning styles, preferences, and
goals, providing a roadmap for their learning journey. These plans can incorporate
personalised strategies, resources, and milestones, and should be regularly reviewed and
adjusted based on ongoing consultations and feedback.

For example, a career counsellor might work with a student to create a personalised plan for
acquiring the necessary skills and experiences to pursue a specific vocational path.

In summary, consulting with learners on their progress and outcomes involves engaging in
meaningful conversations, reflective discussions, and feedback sessions to gather their
perspectives, provide guidance, and collaboratively evaluate their learning journey. This
consultative approach empowers learners, strengthens the educator-learner relationship,
and ensures that learning experiences are personalised, relevant, and aligned with learners’
goals and aspirations.