Investigating the Dip VET Unknown Unknowns: TAELLN501

If you missed the background, we have decided to take a look at what experienced training professionals do, and compare that with what the TAE50116 Dip VET says they should be doing.  You can read more about that HERE.  Following on from our first article about three core units (TAEASS501, TAEDEL502, TAEASS502), we have now collected some descriptive data related to a new core unit from within the TAE Diplomas, TAELLN501 – Support the development of adult language, literacy & numeracy skills.

The following table shows the summary of assessment outcomes in this unit.  For the sake of comparison, we will include in this table (and subsequent ones) the data for the earlier units for which we have collected data.  For Performance Evidence, the figures represent the average percentages of benchmarks that were satisfactorily demonstrated and the range for that across all 50 sample candidates.  For the Knowledge Evidence, the figures represent the percentage who satisfactorily demonstrated all the benchmarks.

For the unit, TAELLN501, of the 50 RPL candidates whose submissions were sampled, the average number of Performance Evidence benchmarks that were demonstrated satisfactorily was 60%.  This represents a stronger level of performance than in TAEASS501, but weaker when compared with TAEDEL502 and TAEASS502.

Looking at the range, among these 50 candidates it was 26-100%, which is closest again to the data for TAEASS501.  The issues surrounding trainer capacity in this particular part of their work is further foregrounded within the Knowledge Evidence area:  only 56% of RPL candidates satisfactorily demonstrated the required knowledge-related benchmarks.

Performance in the individual benchmarks.

The following table lists the benchmarks used for assessing Performance Evidence of RPL candidates; the right-hand column indicates the percentage of candidates who demonstrated it satisfactorily.

We will allow those data to speak for themselves, and move to the Discussion.


While these data are very interesting, and while it may be simple to draw inferences from and conclusions about them, we must exercise caution without first conducting further analyses.  However, given the current emphasis on LLN within VET is not likely to waver in the near future, there are no doubt some questions whose answers would be helpful.

What next for this investigation into Dip VET RPL outcomes?

We will continue to analyse data related to these and the other three Core units from within the TAE50116 Diploma of Vocational Education & Training.   Ultimately, we are seeking to identify:

  1. those components that are commonly not demonstrated through an assessment based on RPL.
  2. if there exist any statistically significant differences in these ‘gaps’ between those RPL candidates who have more or less than 5 years experience, and who perform roles that are coal-face or back-office roles.

We expect this investigation to be completed by about August 2018.  Results will be published at Fortress Learning and in relevant journal/s

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