TAE40116-Assessment Units Upgrade

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September 15th, 2022

Table of Contents

Assessment Units Upgrade

TAE40116

Certificate IV in Training and Assessment

Assessment Cluster

Learner Guide

Version 1.1 Produced 21 October 2017

Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system other than pursuant to the terms of the

Learner Guide Version No. 1.1 Produced 21 October 2017 Page 2 © Inspire Education Pty Ltd

Version control & document history

Date Summary of modifications made Version

2 October 2017 Version 1 final produced following

assessment validation. v 1.0

21 October 2017

Version 1.1 final produced following editor’s review.

 Minor changes made in wording and formatting

v 1.1

Learner Guide Version No. 1.1 Produced 21 October 2017 © Inspire Education Pty Ltd Page 3

TABLE OF CONTENTS

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TABLE OF CONTENTS …………………………………………………………. 3

LEARNER GUIDE ……………………………………………………………… 6 About this Unit of Study Introduction ……………………………………………………. 7

INTRODUCTION ………………………………………………………………. 13

I. INTRODUCTION TO COMPETENCY-BASED ASSESSMENT ……………… 14 What is Assessment? ………………………………………………………………………………. 14

Competency-based Assessment ………………………………………………………………………………………… 14

Competency Standards ……………………………………………………………………………………………………… 15

a. Structure of Competency Standards ………………………………………………………………………………… 15

b. Who Can Conduct CBA? ……………………………………………………………………………………………….. 18

c. Assessor Responsibilities ………………………………………………………………………………………………. 19

d. How to Remain Current as an Assessor ………………………………………………………………………….. 19

e. Code of Practice for Assessors ……………………………………………………………………………………….. 20

Key Aspects of Competency-Based Assessment …………………………………… 22 CBA is Client-Focused ……………………………………………………………………………………………………… 22

CBA is Criteria-Referenced ……………………………………………………………………………………………….. 25

CBA is Evidence-Based …………………………………………………………………………………………………….. 26

How to Make Quality Assessments ……………………………………………………….. 28 Principles of Assessment ………………………………………………………………………………………………….. 28

Dimensions of Competency ………………………………………………………………………………………………. 30

How Are the Dimensions of Competency Applied to the Assessment Process? ………………………..31

How Are the Dimensions of Competency Applied in Developing Assessment Tools? ……………… 33

Assessment Pathways …………………………………………………………………………….. 34 Training and Assessment Pathway …………………………………………………………………………………….. 34

Assessment-only Pathway ………………………………………………………………………………………………… 35

II. USING TRAINING PACKAGES AND COMPETENCY STANDARDS ……. 36 Training packages …………………………………………………………………………………… 36 Endorsed and Non-Endorsed Components of Training packages ………. 36 Using Training Packages as the Basis for Assessments ……………………….. 37

Unpacking Units of Competency ……………………………………………………………………………………….. 37

Contextualisation …………………………………………………………………………………………………………….. 39

III. LANGUAGE, LITERACY, AND NUMERACY IN ASSESSMENT ………. 41 Language, Literacy, and Numeracy ………………………………………………………. 41 Special Needs of Learners ……………………………………………………………………… 41 Supporting Learners with LLN Needs …………………………………………………… 42 Kinds of LLN Specialist Support ……………………………………………………………. 43

In-House LLN Specialist Support ……………………………………………………………………………………… 43

External LLN Specialist Support ……………………………………………………………………………………….. 43

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Where can LLN practitioners and resources be found? ……………………………………………………….. 44

Evaluating LLN Support in Assessments………………………………………………. 44

IV. PLAN ASSESSMENT ACTIVITIES AND PROCESSES ………………… 46 Planning for the assessment ………………………………………………………………….. 46 Assessment Plan ……………………………………………………………………………………… 47 Step 1: Determine the Assessment Approach ……………………………………….. 47 Step 2: Prepare the Assessment Plan ……………………………………………………. 52

Select Assessment Methods and Identify Assessment Procedures ………………………………………… 55

Document the Assessment Plan ………………………………………………………………………………………… 62

Step 3: Identify Modification and Contextualisation Requirements ….. 64

V. DESIGN AND DEVELOP ASSESSMENT TOOLS ……………………. 65 Assessment Tools ……………………………………………………………………………………. 65 Assessment Instruments ……………………………………………………………………….. 65 Steps to Take in Designing and Developing Assessment Tools …………… 66

Step 1: Determine the Focus of the Assessment Tool …………………………………………………………… 66

Step 2: Design the Assessment Tool …………………………………………………………………………………… 73

Step 3: Develop the Assessment Tool …………………………………………………………………………………. 76

Step 4: Review and Trial the Assessment Tool ……………………………………………………………………. 80

Step 5: Finalising the Assessment Tool ………………………………………………………………………………. 85

VI. ASSESS COMPETENCE ……………………………………………….. 87 1. Legislative Requirements in Assessment ………………………………………….. 87

Requirements for all Trainers and Assessors ………………………………………………………………………. 87

Requirements Relevant to Assessment ………………………………………………………………………………. 88

Code of Practice for Assessors …………………………………………………………………………………………… 90

2. Addressing WHS Responsibilities in Assessment ……………………………. 91 Reporting Requirements for Hazards and Incidents ……………………………………………………………. 92

Emergency Procedures …………………………………………………………………………………………………….. 93

Safe Use and Maintenance of Relevant Equipment ……………………………………………………………… 94

Procedures for the Use of Personal Protective Equipment ……………………………………………………. 96

Sources of WHS Information ……………………………………………………………………………………………. 99

3. Assessing Competence ……………………………………………………………………… 100 Step 1: Prepare for the assessment and brief the learner ……………………………………………………. 100

Step 2: Gather quality evidence ………………………………………………………………………………………… 101

Step 3: Support the learner ……………………………………………………………………………………………… 101

Other access and equity issues can include:………………………………………………………………………. 104

Cultural Sensitivity in Assessment …………………………………………………………………………………… 104

Inclusive Strategies …………………………………………………………………………………………………………. 110

Equipment and Resources Available for Learners with Special Needs ………………………………….. 111

Specialist Support Services ………………………………………………………………………………………………. 111

Guiding Learners Through the RPL Process ………………………………………………………………………. 112

Step 4: Make the Assessment Decision and Give the Learner Feedback ……………………………….. 113

Strategic Approach to Making Assessment Decisions …………………………………………………………. 115

Step 5: Record and report the assessment decision …………………………………………………………….. 117

Step 6: Review the assessment process …………………………………………………………………………….. 120

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PARTICIPANT FEEDBACK FORM – ASSESSMENT ………………………. 121

VII. PARTICIPATE IN ASSESSMENT VALIDATION …………………… 123 1. Who Can Participate in Assessment Validation? ……………………………. 124

Assessor Obligations in Validation …………………………………………………………………………………… 124

Code of Professional Practice ………………………………………………………………………………………….. 126

2. Assessment Validations ……………………………………………………………………. 127 Components of Assessment Tools ……………………………………………………………………………………. 128

Critical Aspects of Validation ………………………………………………………………………………………….. 129

a. Validating Assessment Processes …………………………………………………………………………………. 129

b. Validating Assessment Methods ………………………………………………………………………………….. 130

c. Validating Assessment Products ……………………………………………………………………………………. 131

How Are the Principles of Assessment Applied in Validation? …………………………………………….. 131

How are the Rules of Evidence Applied in Validation? ………………………………………………………. 133

3. Steps to Take: Participating in Assessment Validation ………………….. 133 Communication Methods ……………………………………………………………………………………………….. 133

Communication Modes ………………………………………………………………………………………………….. 134

Step 1: Prepare for Validation ……………………………………………………………… 134 Step 2: Participate in Validation Process ……………………………………………. 138

a. Issue Type and Action …………………………………………………………………………………………………. 142

b. Foundation Skills ………………………………………………………………………………………………………… 147

Step 3: Contribute to Validation Outcomes ………………………………………… 150

ANSWERS TO ACTIVITIES …………………………………………………. 151

BIBLIOGRAPHY ………………………………………………………… 155

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LEARNER GUIDE

Description

TAEASS401 Plan Assessment activities and processes

This unit describes the skills and knowledge required to plan the assessment process,

including recognition of prior learning (RPL), in a competency-based assessment

system.

It applies to individuals with assessment planning responsibilities. In planning

activities and processes, individuals are required to identify the components of

assessment tools, analyse and interpret assessment tools, and develop assessment

instruments (also known as assessment tasks) and assessment plans.

Click here for more details

TAEASS403 Participate in Assessment Validation

This unit describes the skills and knowledge required to participate in an assessment

validation process.

It applies to assessors and workplace supervisors with assessment validation

responsibilities participating in, but not necessarily leading, the process.

Click here for more details

TAEASS502 Design and Develop Assessment Tools

This unit describes the skills and knowledge required to design and develop

assessment tools used to guide collection of quality evidence, including application in

formative, summative and recognition of prior learning (RPL) assessment.

It applies to experienced practitioners responsible for the development and/or

delivery of training and assessment products and services.

Click here for more details

http://training.gov.au/Training/Details/TAEASS401

http://training.gov.au/Training/Details/TAEASS403

https://training.gov.au/Training/Details/TAEASS502

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About this Unit of Study Introduction

As a worker, a trainee, or a future worker you want to enjoy your work and become

known as a valuable team member. This unit of competency will help you acquire the

knowledge and skills to work effectively as an individual and in groups. It will give you

the basis to contribute to the goals of the organisation which employs you.

It is essential that you begin your training by becoming familiar with the industry

standards to which organisations must conform.

These units of competency introduce you to some of the key issues and responsibilities

of workers and organisations in this area. The units also provide you with

opportunities to develop the competencies necessary for employees to operate as team

members.

This Learner Guide Covers

Assessment Cluster

A. Introduction to competency-based assessment

B. Using training packages and competency standards

C. Plan assessment activities and processes

D. Design and develop assessment tools

E. Assess competence

F. Participate in assessment validation

Learning Program

As you progress through this unit of study, you will develop skills in locating and

understanding an organisation’s policies and procedures. You will build up a sound

knowledge of the industry standards within which organisations must operate. You

will become more aware of the effect that your own skills in dealing with people have

on your success or otherwise in the workplace. Knowledge of your skills and

capabilities will help you make informed choices about your further study and career

options.

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Additional Learning Support

To obtain additional support you may:

 Search for other resources. You may find books, journals, videos and other

materials which provide additional information about topics in this unit.

 Search for other resources in your local library. Most libraries keep

information about government departments and other organisations,

services and programs. The librarian should be able to help you locate such

resources.

 Contact information services such as Infolink, Equal Opportunity

Commission, Commissioner of Workplace Agreements, Union

organisations, and public relations and information services provided by

various government departments. Many of these services are listed in the

telephone directory.

 Contact your facilitator.

Facilitation

Your training organisation will provide you with a facilitator. Your facilitator will play

an active role in supporting your learning. Your facilitator will help you any time

during working hours to assist with:

 How and when to make contact,

 what you need to do to complete this unit of study, and

 what support will be provided.

Here are some of the things your facilitator may do to make your studies easier:

 Give you a clear visual timetable of events for the semester or term in which

you are enrolled, including any deadlines for assessments.

 Provide you with online webinar times and availability.

 Use ‘action sheets’ to remind you about tasks you need to complete and

updates on websites.

 Make themselves available by telephone for support discussion and provide

you with industry updates by email where applicable.

 Keep in touch with you during your studies.

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Flexible Learning

Studying to become a competent worker is an interesting and exciting thing to do. You

will learn about current issues in this area. You will establish relationships with other

students, fellow workers, and clients. You will learn about your own ideas, attitudes,

and values. You will also have fun. (Most of the time!)

At other times, studying can seem overwhelming and impossibly demanding,

particularly when you have an assignment to do and you aren’t sure how to tackle it,

your family and friends want you to spend time with them, or a movie you want to see

is on television.

Sometimes being a student can be hard.

Here are some ideas to help you through the hard times. To study effectively, you need

space, resources, and time.

Space

Try to set up a place at home or at work where:

1. You can keep your study materials,

2. you can be reasonably quiet and free from interruptions, and

3. you can be reasonably comfortable, with good lighting, seating, and a flat

surface for writing.

If it is impossible for you to set up a study space, perhaps you could use your local

library. You will not be able to store your study materials there, but you will have quiet,

a desk and chair, and easy access to the other facilities.

Study Resources

The most basic resources you will need are:

1. A chair

2. A desk or table

3. A computer with Internet access

4. A reading lamp or good light

5. A folder or file to keep your notes and study materials together

6. Materials to record information (pen and paper or notebooks, or a computer

and printer)

7. Reference materials, including a dictionary

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Do not forget that other people can be valuable study resources. Your fellow workers,

work supervisor, other students, your facilitator, your local librarian, and workers in

this area can also help you.

Time

It is important to plan your study time. Work out a time that suits you and plan around

it. Most people find that studying, in short, concentrated blocks of time (an hour or

two) at regular intervals (daily, every second day, once a week) is more effective than

trying to cram a lot of learning into a whole day. You need time to ‘digest’ the

information in one section before you move on to the next and everyone needs regular

breaks from study to avoid overload. Be realistic in allocating time for study. Look at

what is required for the unit and look at your other commitments.

Make up a study timetable and stick to it. Build in ‘deadlines’ and set yourself goals for

completing study tasks. Allow time for reading and completing activities. Remember

that it is the quality of the time you spend studying rather than the quantity that is

important.

Study Strategies

Different people have different learning

‘styles’. Some people learn best by listening

or repeating things out loud. Some learn

best by ‘doing’, some by reading and

making notes. Assess your own learning

style, and try to identify any barriers to

learning which might affect you. Are you

easily distracted? Are you afraid you will

fail? Are you taking study too seriously?

Not seriously enough? Do you have

supportive friends and family?

Here are some ideas for effective study strategies:

Make notes. This often helps you to remember new or unfamiliar information. Do

not worry about spelling or neatness, as long as you can read your own notes. Keep

your notes with the rest of your study materials and add to them as you go. Use pictures

and diagrams if this helps.

Underline key words when you are reading the materials in this Learner Guide. (Do

not underline things in other people’s books.) This also helps you to remember

important points.

Talk to other people (fellow workers, fellow students, friends, family, or your

facilitator) about what you are learning. As well as help you clarify and understand

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new ideas, talking also gives you a chance to find out extra information and to get fresh

ideas and different points of view.

Using this Learner Guide

A Learner Guide is just that, a guide to help you learn. A Learner Guide is not a

textbook. Your Learner Guide will:

1. Describe the skills you need to demonstrate to achieve competency for this unit.

2. Provide information and knowledge to help you develop your skills.

3. Provide you with structured learning activities to help you absorb knowledge

and information and practice your skills.

4. Direct you to other sources of additional knowledge and information about

topics for this unit.

How to Get the Most Out of Your Learner Guide

Read through the information in the Learner Guide carefully. Make sure you

understand the material.

Some sections are quite long and cover complex ideas and information. If you come

across anything you do not understand:

1. Talk to your facilitator.

2. Research the area using the books and materials listed under Resources.

3. Discuss the issue with other people (your workplace supervisor, fellow workers,

fellow students).

4. Try to relate the information presented in this Learner Guide to your own

experience and to what you already know.

5. Ask yourself questions as you go. For example, ‘Have I seen this happening

anywhere?’ ‘Could this apply to me?’ ‘What if…’ This will help you to ‘make

sense’ of new material, and to build on your existing knowledge.

6. Talk to people about your study. Talking is a great way to reinforce what you

are learning.

7. Make notes.

8. Work through the activities. Even if you are tempted to skip some activities, do

them anyway. They are there for a reason and even if you already have the

knowledge or skills relating to a particular activity, doing them will help to

reinforce what you already know. If you do not understand an activity, think

carefully about the way the questions or instructions are phrased. Read the

section again to see if you can make sense of it. If you are still confused, contact

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your facilitator or discuss the activity with other students, fellow workers or

with your workplace supervisor.

Learning Checkpoints

This Learner Guide contains learning checkpoints which are represented by the

following icons:

Checkpoint! Let’s Review

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

The Units of Competency

The units of competency specify the standards of performance required in the workplace.This assessment addresses the following units of competency from TAE40116 Certificate IV in Training and Assessment:TAEASS401 Plan assessment activities and processes1. Determine the assessment approach2. Prepare the assessment plan3. Identify modification and contextualisation requirements4. Develop the assessment instrumentsTAEASS403 Participate in assessment validation1. Prepare for validation2. Participate in the validation of assessment tools3. Contribute to validation outcomesTAEASS502 Design and develop assessment tools1. Determine the focus of the assessment tool2. Design the assessment tool3. Develop the assessment tool4. Review and trial the assessment toolFor complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

https://training.gov.au/Training/Details/TAEASS401

https://training.gov.au/Training/Details/TAEASS403

https://training.gov.au/Training/Details/TAEASS502

Context for Assessment Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to competency standards or accredited courses relevant to the learning programs.

Assessment Requirements The assessment requirements specify the evidence and required conditions for assessment.Each unit of competency can be unbundled to reveal four (4) key assessment components:1. Performance Evidence· describes the subtasks that make up the element of the unit2. Knowledge Evidence· describes the knowledge that must be applied in understanding the tasks described in the elements3. Assessment Conditions· describe the environment and conditions that assessments must be conducted under4. Performance Criteria· describes the performance required in tasks, as well as foundational skills, to demonstrate achievement of the outcomes outlined in the elementsThe associated assessment methods in this workbook covers all of these components as detailed in the matrix below:Units of CompetencyAssessment ActivitiesTAEASS401TAEASS403TAEASS502Knowledge assessmentProjects /Case Studies

Assessment Methods Assessment WorkbookThe Assessment Workbooks use the following assessment methods:1. Knowledge Assessment – Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject2. Projects/Case Studies – A task or activity completed according to set instructions and guidelines to meet the requirements of the relevant units

Resources Required for Assessment Assessor to provide:· Case studies and simulations· Information about work activities, as necessaryCandidate will need access to:· Computer with internet and email access and a working web browser.· Installed software: MS Word, MS Excel, Adobe Acrobat Reader.· Two (2) volunteers to review assessment tool you will develop in Project 1 Case Study 1. Ideally, the volunteers should be industry experts, VET trainers, and or assessors.· Two (2) volunteers to trial the assessment tool you will develop in Project 1 Case Study 1.· Templates needed to complete the assessment. These are already provided in this workbook.

Instructions to Student This workbook is divided into two (2) categories: Knowledge Assessment and Project/Case Studies.The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Project/Case Studies assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment.Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

Assessment Workbook Cover sheet WORKBOOK:WORKBOOK 2TITLE:Assessment Units UpgradeFIRST AND SURNAME: PHONE: EMAIL: Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.By submitting this work, I declare that:· I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.· I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.· I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.· This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.· I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.Name : Signature: Date:

Knowledge Assessment

Part 1 – Competency-based assessments 1. Consider the following components that make up the structure of a unit of competency.Discuss the information found in each component and explain how this information is applied in a competency-based assessment.Guidance: an example has been provided for your reference.Components of a unit of competencyInformation found in this componentHow this information is applied in competency-based assessment activities and processesApplicationDescribes the purpose of the unit relevant to how it will be applied in the workplace.Information found in this section could be used as guidance in contextualising the assessment to suit relevant work roles.Elements Performance Criteria Foundation Skills PerformanceEvidence KnowledgeEvidence Assessment Conditions 2. Consider a candidate completing the requirements for TAEASS502.What is the minimum evidence that the candidate must provide to demonstrate his/her ability to complete the tasks outlined in the elements and performance criteria of the unit? 3. How do you determine the minimum standard for assessment the student must meet to demonstrate his/her competency?Guidance: Describe where and how to access this information. 4.Assessor Guide 2 Version No. 1.0 Produced 07 September 2017Page 20 © Inspire Education Pty Ltd.Assessor Guide 2 Version No. 1.0 Produced 07 September 2017© Inspire Education Pty Ltd. Page 195. Access the units TAEASS402 and TAEASS502 on training.gov.au and identify the following:(1) purpose of assessing candidates against the unit, and(2) contexts of assessment for the unitsGuidance:· There are several ways to answer this question; however, your answer must be consistent with the competency standards of the unit.· An example using unit TAEASS403 has been provided for your reference.UnitPurpose of assessmentContexts of assessmentTAEASS403To assess the candidate’s skills and knowledge required to participate in an assessment validation processAssessment tasks must be relevant to work roles performed by assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.TAEASS402 TAEASS502 Assessor Guide 2 Version No. 1.0 Produced 07 September 2017Page 21 © Inspire education Pty ltd.6. List the four dimensions of competency and how they are incorporated in the development of assessment tools.Guidance: describe where and how to access this informationDimensions of competencyHow they are incorporated in the development of assessment tools 7. Briefly explain how units of competency are contextualised.Guidance: For the purpose of this assessment, your responses must align with contextualisation guidelines provided in the implementation guide for the TAE Training and Education Training Package. 8. Match the training package components below to their correct application in developing assessment tools.a. Assessment guidelinesb. Qualifications frameworkc. Competency standardsHow Training Package Components are applied in the Development of Assessment Tools It sets the outcome and level of performance required in the assessment. It provides guidance to which units meet the requirements of each qualification according to the set qualification level. It provides guidance on how assessment tasks can be developed and contextualised to meet the assessment requirements.9. From the options below, choose three (3) statements that describe the relationship between the assessment context and the assessment tools.☐The assessment context and conditions can help clarify the target group and purpose of the assessment tool being developed.☐Using familiar contexts and conditions in the assessment will give the candidate an unfair advantage when completing the assessment.☐The assessment context helps determine if an assessment tool is suitable for a learner/group of learners.☐A candidate given an assessment tool that replicates their workplace context will perform better than if they were given an assessment tool with unfamiliar context.

Part 2 – Assessment Tools 1. Match the following assessment methods to their correct descriptions.a. Portfoliob. Questioningc. Direct observationd. Third-party evidenceDescriptions i. Candidate is assessed by the assessor real time in the workplace or in a simulated environment. The purpose of this method is gather first-hand evaluative information from the candidate. ii. Candidate collects work samples and validated pieces of evidence that demonstrates performance and completion of specific tasks. The purpose of this method is allow the candidate to document their competency and to provide physical evidence (e.g. workplace documents completed) for assessment. iii. Generally most applicable to assessment of knowledge evidence. The purpose of this method is to test the underpinning knowledge of the candidate. iv. Observation by supervisors, trainers, team members, etc. are documented and used by the assessor to assess the candidate’s competence. The purpose of this method is to provide supplementary evidence or documentation of the candidate’s competency where direct observation from an assessor is not possible.2. Below are different examples of assessment scenarios. Determine the best assessment method from the following list to use in each scenario.a. Portfoliob. Questioningc. Direct observationScenario i. Candidate is required to physically demonstrate their competency in preparing drinks using appropriate methods as part of their assessment in SITHFAB004 – Prepare and serve non-alcoholic beverages. ii. Candidate is required to demonstrate their knowledge and understanding of work health and safety (WHS) legislation and regulations. iii. Candidate submitting a research report they previously completed as part of their application for recognition of prior learning in BSBRES401 – Analyse and present research information.3. Select the assessment methods and instruments that would best meet the following evidence-gathering opportunities:Guidance: other assessment methods and instruments may be applicable; However, for the purpose of this assessment, select only the best answer from the options provided in the drop-down lists below. An example has been provided for your referenceEvidence gathering opportunitiesAssessment methodsAssessment instrumentsDemonstrating knowledge on the different principles of evidenceQuestioningWritten questionnairedeveloping an assessment instrumentChoose an item.Choose an item.using two-way communication and feedback with the candidateChoose an item.Choose an item.RPL assessmentChoose an item.Choose an item.4. Briefly explain methods you can use to trial and review an assessment tool:Guidance: Give one (1) method for trialing and one (1) method for reviewing assessment tools.Assessment tool quality checkExample method(Provide one (1) for each)Reviewing an assessment tool Trialling an assessment tool 5. Briefly explain the purpose and context of RPL assessments.Purpose of RPL assessments Context of RPL assessments 6. Briefly explain the two guiding principles underlying the context for reasonable adjustment in assessment activities:a) inclusive practiceb) universal designInclusive practice Universal design 7. Match the following types of evidence to their correct descriptions.a. Direct evidenceb. Indirect evidencec. Supplementary evidenceDescription i. Evidence observed and assessed by the assessor first-hand ii. Evidence gathered through a third-party observer and assessed by the assessor iii. Other pieces of evidence that can indicate relevant performance or completion of a requirement8. List the five (5) components of an assessment tool. 9. From the list below identify three (3) types of evidence that can be submitted for a recognition of prior learning assessment.☐i. observation record completed by the assessor for the candidate☐ii. testimony from friends and family☐iii. certification from previous employers☐iv. portfolio of evidence☐v. workplace documents

Part 3 – Validation 1. From the options listed, select two (2) reasons for carrying out assessment validation.☐i. To ensure that assessment strategies meet the learning needs of the students.☐ii. To ensure that assessment processes, assessment resources and assessment outcomes follow the principles of assessment and the rules of evidence.☐iii. To ensure that the training provider always provides access to assessment outcomes when requested.☐iv. To ensure that only a few candidates are able to receive competent marking.2. Describe different approaches to validation in the following stages of an assessment:Stage of assessmentApproaches to validationBefore assessment During assessment After assessment 3. The following are critical aspects of validation. In your own words, describe each.Your response must be between 100 – 150 words.Critical aspects of validationDescriptionReviewing assessment practice Reviewing assessment judgements 4. List the four principles of assessment and explain how each of them is applied in validation of competency-based assessments.Principles of AssessmentApplication in validation 5. List the four rules of evidence and explain how they are applied in the validation of competency-based assessments.Rules of evidenceApplication in validation 6. List two (2) obligations of assessors when conducting or participating in validation activities, under applicable legislation and/or standards.

Part 4 – Standards, Policies & Procedures Compliant Training ServicesProvided in the link below is the Training and Assessment Strategy (TAS) of Compliant Training Services for the course TAE40116.Compliant Training Services TAE40116 TAS username: learner password: studyhardReview the TAS and answer the questions that follow.1. Briefly explain the following Compliant Training Services policies and procedures:Compliant Training Services policies and proceduresExplanationPrerequisites/Entry Requirements of the course Delivery and Assessment Staff Requirements RPL Policy Licensing, Legislative,Regulatory or CertificationConsiderations 2. Match the following principles of assessment to their definitions/characteristics.a. Fairnessb. Flexibilityc. Validityd. ReliabilityThe definitions below are taken and adapted from Table 1.8-1: Principles of Assessment, of the Standards for RTOs 2015. i. The learner’s needs are considered in the assessment process. ii. Assessments against the unit/s of competency and the associated assessment requirements cover the broad range of skills and knowledge that are essential to competent performance. iii. Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment. iv. The assessment reflects the learner’s needs

Part 5 – Workplace Health and Safety 1. Complete the following information about workplace health and safety:Notifiable incidents are: Notifiable incidents relate to: If a notifiable incident occurs the model WHS Act sets out that: 2. Consider the following:ScenarioYou are going to conduct an assessment for the unit CPPCLO3036 – Clean at heights using an assessment tool in your organisation where the candidate is instructed to demonstrate the safe use of a bosun chair.There are no further instructions available to you or the candidate, so you decide to read the instructions for use from the manufacturer before conducting the assessment. It states that:· The unit must be withdrawn from use 7 years after the manufacture date.After inspecting the labels on the unit, you discover that although the bosun chair does not show any visible signs of wear, it is already meant to be withdrawn from service. You determine that this assessment activity is too hazardous for the candidate to complete.Discuss the procedures you must follow to report this hazard.Guidance: Your responses must be based on the procedures for reporting hazards in place in your organisation OR in an organisation you are familiar with. 3. Answer the following questions about WHS responsibilities relevant to emergency procedures:Who holds the duty to prepare an emergency plan for the workplace? What must be included in the emergency procedures?(list two) 4. Answer the following questions about WHS responsibilities relevant to personal protective equipment:What is a personal protective equipment? When can Personal Protective Equipment be used? When should PPE be provided? What is the role of the assessor in facilitating the use of PPE in a training environment? What are the maintenance requirements for personal protective equipment? 5. Complete the following table about sources of WHS information: leads the development of national policy to improve work health and safety and workers’ compensation arrangements across Australia forms the basis of the WHS Acts being enacted across Australia to harmonise work health and safety law. set out more detailed requirements to support the duties in the Model Work Health and Safety (WHS) Act. are practical guides to achieving the standards of health, safety and welfare required under the Work Health and Safety (WHS) Act and the WHS Regulations in a jurisdiction.6.7. Review the hazard reporting procedure below and answer the questions that follow:Choose an item.True or False: Only WHS officers are authorised to take action in resolving hazard identified.Choose an item.What must an assessor do first if a hazard is identified in the assessment venue?Choose an item.What must an assessor do if the hazard identified has not been resolved after taking action to resolve it?Assessor Guide 2 Version No. 1.0 Produced 07 September 2017Page 98 © Inspire Education Pty Ltd.Assessor Guide 2 Version No. 1.0 Produced 07 September 2017© Inspire Education Pty Ltd. Page 95

Practical Assessments

Instructions to StudentThis workbook contains all the instructions you need to complete the practical assessment requirements relevant to this cluster.This practical assessment will assist your completion of the assessment activities relevant to the requirements of the units covered in this workbook:UNITAssessment RequirementsTAEASS502Design and develop assessment tools+develop three (3) assessment tools that support different assessment methods, and address at least one unit of competency eachTAEASS401Plan assessment activities and processesPlan and organise five (5) assessments· Three (3) assessments (training and assessment pathway)· Two (2) RPL assessments (RPL pathway)TAEASS403Participate in assessment validationParticipate in three (3) validation sessionsThese requirements will be addressed through the following projects:· Project 1: Develop three assessment tools – must cover three different units of competency· Project 2: Plan and organise assessment for five candidates – two of which must be RPL assessments – assessments must be within the VET context against at least one endorsed or accredited unit of competency – development of two assessment instruments covering two units (different from the units used in Project 1)· Project 3: Participate in three validation sessions

Project 1: Develop Three Assessment Tools Project OverviewThis project requires you to develop three (3) assessment tools, each covering at least one (1) different unit of competency.The development of each assessment tool is divided into three parts:Part 1: Plan development of assessment toolPart 2: Develop the assessment toolPart 3: Review and trial the assessment toolThis project can be completed through a real workplace or simulated scenario. Instructions for both pathways are provided below, choose the pathway that best suits your needs. If you have any concerns or queries, please direct them to your assessor.Before proceeding, select the pathway you will be completing this project through:☐ Workplace☐ SimulatedNote: You must only select one (1).Instructions to Workplace SupervisorDear Workplace Supervisor,Thank you for allowing the candidate to complete this Project in your workplace. This Project requires the candidate to develop three (3) assessment tools for at least one (1) unit of competency each.Please read the candidate instructions that follow. You will be asked to sign and date the following:· Supervisor Consent FormThe Supervisor Consent Form documents that you have given the candidate permission to conduct the Project tasks in your workplace. It also states that candidates must be given access to and permission to submit, organisational documents relevant to the Project.· Supervisor Declaration FormsThere are also Supervisor Declaration Forms for you to complete in Step 1, and at the end of Step 3.

Workplace Pathway Project RequirementsTo complete this project, you will need access to the following resources:· access to a client and/or clients to be assessed against three (3) different units of competency, where one (1) must require assessment through RPL· consent forms completed by the candidate and your workplace supervisorGuidance: You must submit these to your assessor before proceeding with the project. Follow the prompts provided to you in the instructions.· assessment tool development documentationGuidance: You can submit documentation from your organisation as long as they contain the requirements for the assessment. The information you require to complete the project will be outlined for you in the candidate instructions.Where the information required is not included in your workplace documentation, please fill in the necessary templates provided to you in this workbook.

Step 1: Plan development of assessment tool Part 1: Analyse the requirements of the assessmentMapping: R1.0 (p), GWD1.0 (p)a) Have your client/s and workplace supervisor sign and date the consent forms provided in the link below.

TAE40116 Forms and Templates

Download “Workplace Consent Form Candidate,”

“Workplace Consent Form Supervisor”

Username: learner Password: studyhard

Once completed, submit these to your assessor. Save your Consent Forms as,

Client

· WP_ConsentFormC1 ,

· WP_ConsentFormC2 ,

and so on.

Supervisor

· WP_ConsentFormSup

Note: to avoid confusion, you are referred to as the trainee assessor in the Consent Forms. Briefly explain this to your supervisor and client before asking them to complete their respective Consent Forms.

Before beginning the project, you must ensure that your workplace supervisor has read your instructions for this Project and that you have briefed your supervisor that they must sign the Supervisor Declarations provided here.

b) Access and review your clients’ profile, assessment plan or training needs analysis documentation, and the relevant unit requirements from training.gov.au

Note: at least one (1) of your clients must require assessment through RPL

c) Access your organisation’s assessment tool planning template, the information provided in your clients’ profile/assessment plan/training needs analysis will help you complete the relevant documentation. You must submit one (1) assessment tool planning template for each unit of competency. Determine the focus of the assessment tool by completing the required information in the assessment tool planning documentation.

Note: Before submitting your organisation’s assessment tool planning template, please ensure that it includes the following information:

· the unit of competencies to be covered by each assessment tool

· the target group of candidates

· the purpose of the assessment tool

· the assessment pathway the candidate will take

· context in which the assessment tool will be used

· industry contacts

· industry requirements

· contextualisation guidelines

· other related documentation to inform assessment tool development

· methods, instruments, and context of the assessments

If your organisation’s assessment tool planning template does not include the information outlined above, please complete the Assessment Tool Development Planning Template provided in this workbook.

TAE40116 Forms and Templates

Download “Assessment Tool Development Planning Template”

Username: learner Password: studyhard

Note: If you choose to complete the Assessment Development Planning Template provided in this workbook, you are not required to complete parts 3 and 4 of this form. You can leave these two parts blank for submission.

d) Before proceeding to the next part of the assessment, you must discuss and confirm the following details with your client/s:

· the unit/s of competency they will be assessed against, and

· their assessment pathway of choice

Note that if the client/s chooses to undergo RPL assessment, you must take note of the evidence they can submit. This information can help you as you develop the assessment tools and instruments in Step 2.

You must have your workplace supervisor confirm that this has been done by having them sign the declaration form below. The names of the client/s present during the discussion and confirmation session must be listed here.

Note that, during this activity, you will also be assessed for your oral communication skills. You must be able to demonstrate the following in your discussion with your supervisor:

· active listening,

· comprehension of client requirements, and

· appropriate use of grammar, vocabulary, and pronunciation.

The declaration below is for your workplace supervisor to complete, you must ensure that this form has been completed, signed and dated before submission.

Supervisor Declaration
By signing this declaration, I am confirming that the candidate discussed and confirmed the details of the assessment with the client/s in my presence before proceeding with the project.I am also confirming that the candidate demonstrated active listening, adequate comprehension, and the appropriate use of grammar, vocabulary, and pronunciation during our session.
Supervisor’s Name:	Signature:
Position:
Date Signed:
Contact Number:	Email Address:
Name of Client/s:

e) Before moving to Step 2, review and analyse your determined assessment methods and instruments against the requirements of the unit with your supervisor. You must discuss and confirm the accuracy of your information with your supervisor, including any conflict/s between the client’s requirements and the unit requirements. Revise your assessment tool development plan according to your supervisor’s recommendations before submission, if necessary.

Note, that during this activity, you will also be assessed for your oral communication skills. You must be able to demonstrate the following in your discussion with your supervisor:

· active listening,

· comprehension of client requirements, and

· appropriate use of grammar, vocabulary, and pronunciation.

The declaration below is for your workplace supervisor to complete, you must ensure that this form has been completed, signed and dated before submission.

Supervisor Declaration
By signing this declaration, I am confirming that the candidate discussed and confirmed the details of the assessments with me before proceeding with the project.I am also confirming that the candidate demonstrated active listening, adequate comprehension, and the appropriate use of grammar, vocabulary, and pronunciation during our session.
Supervisor’s Name:	Signature:
Position:
Date Signed:
Contact Number:	Email Address:

f) Once completed, save your assessment planning tool as

· [UNIT CODE – ATDP]

Part 2: Design the assessment tool

a) Access your organisation’s competency mapping template, and complete one (1) for each full unit of competency.

Use the information provided in the unit of competency and assessment requirements to complete the competency mapping template. Create a separate mapping competency mapping document for each unit of competency. You should have three (3) competency mapping documents at the end of this step.

b) When determining the most suitable methods of assessment for the client/s consider the following questions:

· Who is your learner cohort?

· Who will collect the evidence?

· Where and how will the assessment be conducted?

· How will the assessment outcomes be recorded and distributed to the candidates?

You should have already accessed this information in Part 1, and discussed these with your supervisor. If necessary, discuss and reconfirm these details with your workplace supervisor.

Note: Before submitting your organisation’s competency mapping template, ensure that it includes the following:

· elements

· performance criteria

· performance evidence

· knowledge evidence

· assessment criteria

· assessment items and methods, you planned, that are mapped to performance criteria, performance evidences, knowledge evidences, and assessment criteria.

If your organisation’s competency mapping template does not include the information outlined above, please complete the Competency Mapping Template provided in this workbook.

TAE40116 Forms and Templates

Download “Competency Mapping Template”

Username: learner Password: studyhard

c) Look at the assessment methods and instruments you plotted in the assessment tool planning document, and map them against the relevant performance criteria, performance evidence, knowledge evidence, and assessment criteria. Ensure that the assessment methods and instruments meet the requirements of the unit, if necessary revise the assessment methods and instruments you plotted earlier.

Note: The assessment methods you select must also meet the principles of assessment, while the assessment instruments must support the collection of evidence that meets the rules of evidence.

d) Once completed save your competency mapping template as:

· [UNIT CODE] – CMP

Step 3: Review and trial assessment tool Part 1: Review the assessment tools.a) Find two (2) volunteers to participate in the review of the assessment tool. Ideally, find people who are:· Relevant industry experts· Other trainers and assessorsYou must facilitate the review of the assessment tools. This can be done through video conference or face-to-face session, etc. with the volunteers as long as you are able to demonstrate the following during the session:· active listening· comprehension of assessment requirements· appropriate use of grammar, vocabulary, and pronunciationb) Provide a copy of the assessment tool and the assessment map to your volunteers. Have them review the assessment tool and the assessment map using the review form linked below:

TAE40116 Forms and Templates

Download “Assessment Tool Review Form”

Username: learner Password: studyhard

Note: Ensure that your volunteers have signed and dated the declaration section, and provided their contact details. Your assessor may contact your volunteers to confirm their responses or feedback when necessary.

c) Save the completed assessment tool review forms using the filenames:

· [UNIT CODE]-ATR1

· [UNIT CODE]-ATR2

Part 2: Amend the assessment tools as needed

a) Based on the outcome of the review you completed in part 1, amend the assessment tool as needed.

b) On the space provided below, list the changes you made to the assessment tools following the outcome of your review.

Unit Code	Assessment InstrumentWrite the filename/s of the assessment instrument	AmendmentsOutline the amendments you have done on the document

c) Save the amended assessment instruments, using the same filenames, and adding the prefix “.v2” (for version 2).

Guidance: For example, one of the unit of competencies you created an assessment for is BSBCMM401 Make a presentation, the original document has the file name: BSBCMM401-instrument1, while the amended document should have the file name: BSBCMM401-instrument1.v2

Part 3: Trial the assessment

a) Find two (2) volunteers to trial the assessment. Ideally, find volunteers who have similar characteristics to, and levels of ability of, the target learner group.

b) Facilitate the assessment for the volunteers, following the assessment procedures intended in the administration of the assessment tool.

You must facilitate the review of the assessment tools. This can be done through video conference or face-to-face session, etc. with the volunteers as long as you are able to demonstrate the following during the session:

· active listening

· comprehension of assessment requirements

· appropriate use of grammar, vocabulary, and pronunciation

c) Once completed, collect their feedback using an assessment evaluation form. If your organisation has its own assessment evaluation form, you can submit these as long as they include the following:

· a space for the clients to rate the assessment and the candidate’s performance,

· a space for the clients to leave their comments or feedback for the candidate, and

· a declaration section for the volunteers to sign that states that confirms that all of their rating of your performance reflected in the feedback form are accurate and true, and that they observed your oral communication skills to be adequate.

If your organisation’s forms do not include the above, you can submit the Assessment Evaluation Form provided in this workbook.

TAE40116 Forms and Templates

Download “Assessment Workbook Evaluation Form”

Username: learner Password: studyhard

Note: To avoid confusion, you are addressed as the trainee assessor in the Assessment Evaluation Form. Briefly explain this to your volunteers before asking them to complete the form. Ensure that your volunteers have signed and dated the declaration section, and provided their contact details. Your assessor may contact your volunteers to confirm their responses or feedback when necessary.

d) Submit the completed feedback forms using the filenames:

· [UNIT CODE]-ATFF1

· [UNIT CODE]- ATFF2

Part 4: Make final amendments

a) Based on the feedback from the trial you completed in step 3, amend the assessment tool as needed.

b) On the space provided below, list the changes you made to the assessment tools following the outcome of your review.

Unit Code	Assessment InstrumentWrite the filename/s of the assessment instrument	AmendmentsOutline the amendments you have done on the document

c) Save the amended assessment instruments, using the same filenames, and adding the prefix “.Final”.

Guidance: For example, one of the unit of competencies you created an assessment for is BSBCMM401 Make a presentation, the original document has the file name: BSBCMM401-instrument1.v2, while the amended document should have the file name: BSBCMM401-instrument1.Final

Supervisor Declaration
By signing this declaration, I am confirming that the candidate completed all of the tasks outlined in the Workplace Pathway Instructions for Project 1.
Supervisor’s Name:	Signature:
Position:
Date Signed:
Contact Number:	Email Address:

Evidence to submitThe following evidence is required for this project:	Check box once complete
1. Assessment plans Submit one (1) assessment plan for each candidate you will be creating the assessment tool and instruments for. Save the files as:· Client1 – AP[UNIT CODE]· Client 2 – AP[UNIT CODE], etc.Note: If the assessment plan does not contain all the information required in Step 1, you can also submit a copy of the Client’s Profile or a copy of a Training Needs Analysis completed for the candidates/learner group.	\|_\|
2. Client and Workplace Supervisor Consent Forms	\|_\|
3. Assessment Tool Development Plan for each unit Save the files as: [UNIT CODE]-ATDP	\|_\|
4. Competency Map for each unit Save the files as: [UNIT CODE]-Competency Map	\|_\|
5. Assessment Instruments for each unit Save the files as: [UNIT CODE]-instrument1	\|_\|
6. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:· [UNIT CODE]-ATR1· [UNIT CODE]-ATR2	\|_\|
7. Amended instruments after the review (Note: Only if applicable) Save the files as: [UNIT CODE]-instrument1.V2	\|_\|
8. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:· [UNIT CODE]-ATFF1· [UNIT CODE]- ATFF2	\|_\|
9. Amended instruments after the trial (Note: Only if applicable) Save the files as: [UNIT CODE]-instrument1.Final	\|_\|
End of Project 1 – Develop Three Assessment Tools

Simulated PathwayFor the simulated pathway, the relevant forms and templates will be provided to you to document your performance, note that these may not meet the standard documentation used in your workplace.You will be required to complete the tasks in this project through the details provided in the Case Study below. Specific information about the task will also be provided through the Role Play with your assessor.

CASE STUDY 1: Compliant Learning Resources Compliant Learning Resources (Compliant) is known for leading the way in the development of Quality Learning and Assessment Resources for high demand qualifications in Australia’s Vocational Education and Training (VET) sector. Compliant’s design and development process focuses on:· Real World Simulations that Enhance the Adult Learning Experience· Industry Relevant Learning Resources· Training Package Compliant Assessment tools· Rigorous Validation to Ensure You Get Through AuditYou may read more about Compliant Learning Resources by clicking on the logo below:Username: learner Password: studyhard NOTE: If the link is not working, copy & paste the url to your browser: http://compliantlearningresources.com.au/network/Scenario:Abigail is working as a Junior Instructional Designer for Compliant Learning Resources. ABC Training Services, a long-time client of Compliant, has just placed an order for three assessment tools, one for each of the following units:1. BSBITU101 – Operate a personal computer2. BSBITU102 – Develop keyboard skills3. BSBITU201 – Produce simple word processed documentsThese units will be used in ABC’s Certificate I in Business course.Danah Roberts is the Training Manager of ABC Training Services. She is the contact person for this project. Below is her email outlining the specifications of the project.From:danah.r@ABCtrainingservices.net.auTo:abigail.c@compliantlearningresources.net.auSubject:Design SpecificationsHi Abigail,It was lovely meeting you the other day to discuss this new project.As agreed, we have arranged for Compliant Learning Resources to develop the assessment tools for the following units:1. BSBITU101 – Operate a personal computer2. BSBITU102 – Develop keyboard skills3. BSBITU201 – Produce simple word processed documentsI would like you to develop one assessment tool for each unit.Should you have any questions or concerns, please don’t hesitate to send me an email, or call me at 1234567890.I look forward to seeing the finished resources!Cheers,Danah RobertsABC Training ServicesFor this project, you will be playing the role of Abigail. Your task is to develop three (3) assessment tools according to the specifications of the client, and in compliance with Compliant Learning Resources’ relevant standards, policies, procedures and quality guidelines.The development of each assessment tool must follow the steps outlined below:Step 1: Plan development of assessment toolStep 2: Develop assessment toolStep 3: Review and trial assessment toolFollow the instructions and prompts provided to you below, and complete the templates accordingly.For the purpose of this assessment, your assessor will play the role of Danah Roberts, the Training Manager of ABC Training Services. Should you have any questions or concerns about the task, you may direct them to your assessor.Note, that during this activity, you will also be assessed on your oral communication skills. To complete this assessment, you must book a call with your client (assessor) to confirm the requirements required to complete your “Development Planning Template”. During this conversation you must satisfactorily demonstrate the following skills:· active listening,· comprehension of client requirements, and· appropriate use of grammar, vocabulary, and pronunciation.

Step 1: Plan development of assessment tool Part 1: Analyse the requirements of the assessmenta) Download the Assessment Tool Development Planning Template provided in the link below:TAE40116 Forms and TemplatesDownload “Assessment Tool Development Planning Template”Username: learner Password: studyhardb) Access the relevant unit requirements from https://training.gov.au , and review them.c) Your assessor will play the role of the client, Danah Roberts, the training manager of ABC Training Services. You must contact the client and discuss with them the requirements of the assessment. The information the client provides to you will help you complete Part 1 of the Assessment Development Planning Template.Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:· active listening,· adequate comprehension, and· appropriate use of grammar, vocabulary, and pronunciation.d) Review and analyse the client requirements against the requirements of the unit with your client. Discuss with the client if there are conflict/s with their requirements against the requirements of the unit.e) Determine the focus of the assessment tool by completing the first part of the Planning Template provided. You must create one (1) Assessment Planning Template for each unit. An example is provided below for your reference:Note: You will be asked to complete Part 2 of the Assessment Tool Development Planning Template, after completing Part 1 read the next set of instructions before completing Part 2. You are not required to complete Parts 3 and 4 of the Assessment Tool Development Planning Template.Part I: Assessment Tool FocusTarget group of candidatesGuidance: List and describe the target group of candidates that will be completing this assessment toolParticipants in this program are predominantly:· People who are presently employed, or wish to be employed in accounting job roles with duties such as.· Operational reporting· Producing non-complex management reports including compiling budget information· Compiling data for job costing reports· Supervising the operation of computer-based financial systems· Classifying, recording and reporting accounting information· Maintaining inventory records· Managing a small officeEnsuring relevant legal requirements are adhered toPurpose of the assessment toolGuidance: determine the specific skills and knowledge assessed by the toolTo assess the candidate’s skills and knowledge required to prepare, document and manage budgets and forecasts, and encompasses forecasting estimates and monitoring budgeted outcomes.Assessment pathwayGuidance: Select the pathway appropriate for the client requirements|X| Training and Assessment|_| RPLIf client would like to be assessed through RPL, identify the evidence the candidate can present. Select all that apply.|_| Statement of Attainment|_| References from former employers|_| References from clients|_| Work Samples (please specify)________________________________________________________________________|_| Others (please specify)____________________________________ __________________Context in which the assessment tool will be usedGuidance: determine the environment in which the assessment will be carried out, including real or simulated workplaceTo be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to: common office equipment, technology, software and consumables.Assessment tool will provide instructions to complete the assessment in a workplace environment or in a simulated environment.Industry contactsGuidance: List at least two industry contacts, individuals or organisations, to conduct industry consultations with.· Felicia Flock – PwC Associate, Operational Consulting· Kelly Kegan – Diploma of Accounting, Trainer and Assessor, ABC Training Services· Mathew Morgan – Senior Accountant, Accountability NowIndustry requirementsGuidelines: List specific application/s of the unit relevant to the industry requirementsThe unit has application to job roles that have responsibility for managing budgets and forecasts such as accountants and chief financial officers.Contextualisation guidelinesGuidance: refers to relevant training package or accredited course contextualisation guidelinesAssessment must ensure competency is demonstrated in the context of the financial services work environment and conditions.Other related documentation to inform assessment tool developmentGuidance: may include but are not limited to:information from the competency standards about:· resources required for assessment· assessment context· appropriate assessment methodsAssessment must ensure access to and the use of a range of common office equipment, technology, software and consumables.Method of assessment used to assess practical skills and knowledge will include:· evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency· verbal or written questioning on underpinning knowledge and skills which may include formal examinations· setting and reviewing workplace projects and business simulations· evaluating samples of workaccessing and validating third party reports.Part 2: Design the assessment toola) Download the Competency Mapping Template provided in the link below:TAE40116 Forms and TemplatesDownload “Competency Mapping Template”Username: learner Password: studyhardb) Complete a competency map for each of the following units of competency:BSBITU101 Operate a personal computerBSBITU102 Develop keyboard skillsBSBITU201 Produce simple word processed documentsUse the information provided in the unit of competency and assessment requirements.c) Create a separate competency map document for each unit of competency. You should have three (3) competency mapping documents at the end of this step. Save each document using the filename: [UNIT CODE]-Competency Map You do not need to fill in the Assessment Method fields for now, you will come back to that in the next step of this Project.d) Review and analyse the unit of competency and assessment requirementse) Determine the most suitable methods for assessment. Consider the following:a. Who is your learner cohort?b. Who will collect the evidence?c. Where and how will the assessment be conducted?d. How will the assessment outcomes be recorded and distributed to the candidates?This information has been provided to you through your conversation with your client (assessor) in the Part 1. If necessary, contact your client to reconfirm these details.f) Once you’ve decided on the assessment methods you will use in the assessment tool, determine the assessment instruments you will use to collect assessment evidence.Note: The assessment methods you select must meet the principles of assessment, while the assessment instruments must support the collection of evidence that meets the rules of evidence.g) Complete the second part of the Planning Template you downloaded in Part 1. An example is provided below for your reference:By this time, you have already completed the necessary parts of the Assessment Tool Development Plan. Save the completed document using the filename: [UNIT CODE]-ATDPNote: You are not required to complete Parts 3 and 4 of the Assessment Tool Development Plan.Part 2: Assessment Tool DesignAssessment methodsGuidance: select assessment methods to be used for the assessment toolAssessment instrumentsGuidance: list at least two different assessment instruments for each selected assessment method, to provide options for collection of evidenceAssessment contextGuidance: indicate the context in which the assessment will take place, and how the assessment instruments will be administered|X| Direct observationObservation formVideo recordingObservation in a workplace/ Observation in a simulated work environment in a classroom|X| Product based methodsReportsPresentationsCase studyProjects|_| Portfolio|X| QuestioningQuestionnaire (written)Questionnaire (oral)Written questions (multiple choice, True or False, and short answer tests)Oral examination|_| Third-party evidence|_| Others:

Step 3: Review and trial assessment tool Part 1: Review the assessment tools.a. Find two volunteers to participate in the review of the assessment tool. Ideally, find people who are:· Relevant industry experts· Other trainers and assessorsYou must facilitate the review of the assessment tools. This can be done through video conference or face-to-face session, etc. with the volunteers as long as you are able to demonstrate the following during the session:· active listening· usage of appropriate grammar, vocabulary, and pronunciation· adequate comprehensionb. Provide a copy of the assessment tool and the assessment map to your volunteers. Have them review the assessment tool and the assessment map using the review form linked below:TAE40116 Forms and TemplatesDownload “Assessment Tool Review Form”Username: learner Password: studyhardNote: Your volunteers must sign and date the declaration found at the end of the Assessment Tool Review Form for their feedback to be considered valid. They must also provide their contact details in case your assessor will need to call for confirmation.c. Save the completed assessment tool review forms using the filenames:· [UNIT CODE]-ATR1· [UNIT CODE]-ATR2Part 2: Amend the assessment tools as neededa) Based on the outcome of the review you completed in step 1, amend the assessment tool as needed.b) On the space provided below, outline the amendments you’ve done on the assessment tools.Unit CodeAssessment InstrumentWrite the filename/s of the assessment instrumentAmendmentsOutline the amendments you have done on the document c) Save the amended assessment instruments, using the same filenames, and adding the prefix “.v2” (for version 2).For example, if you amended instrument 1 from the BSBITU101 assessments, the original document would have the filename: ‘BSBITU101-instrument1’, while the amended document will have the filename: ‘BSBITU101-instrument1.V2’.Part 3: Trial the assessmenta) Find two volunteers to trial the assessment. Ideally, find volunteers who have similar characteristics to, and levels of ability of, the target learner group.b) Facilitate the assessment for the volunteers, following the assessment procedures intended in the administration of the assessment tool.You must facilitate the review of the assessment tools. This can be through video conference or face-to-face session, etc. with the volunteers as long as you are able to demonstrate the following during the session:· active listening· usage of appropriate grammar, vocabulary, and pronunciation· adequate comprehensionc) Once completed, seek their feedback using the Assessment Trial Feedback form provided below:TAE40116 Forms and TemplatesDownload “Assessment Trial Feedback Form”Username: learner Password: studyhardBefore wrapping up the trial, ensure that your volunteers have signed and dated the declaration section, and provided their contact details. Your assessor may contact your volunteers to confirm details when necessary.d) Submit the completed feedback forms using the filenames:· [UNIT CODE]-ATFF1· [UNIT CODE]- ATFF2Part 4: Make final amendmentsa) Based on the feedback from the trial you completed in step 3, amend the assessment tool as needed.b) On the space provided below, outline the amendments you’ve done on the assessment tools.Unit CodeAssessment InstrumentWrite the filename/s of the assessment instrumentAmendmentsOutline the amendments you have done on the document c) Save the amended assessment instruments, using the same filenames, and adding the prefix “.Final”.For example, if you amended instrument 1 from the BSBITU101 assessments, following the recommendations from the trial feedback, the amended document will have the filename: ‘BSBITU101-instrument1.Final’.Evidence to submit The following evidence is required for this project:Check box once complete1. Assessment Tool Development Plan for each unit Save the files as: BSBITU101-ATDP, BSBITU102-ATDP, BSBITU201-ATDP|_|2. Competency Map for each unit Save the files as: BSBITU101-Competency Map, BSBITU102-Competency Map, BSBITU201-Competency Map|_|3. Assessment Instruments for each unit Save the files as: BSBITU101-instrument1, BSBITU102-instrument1, BSBITU201-instrument1|_|4. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:· BSBITU101-ATR1, BSBITU102-ATR1, BSBITU201-ATR1· BSBITU101-ATR2, BSBITU102-ATR2, BSBITU201-ATR2|_|5. Amended instruments after the review (Note: Only if applicable) Save the files as: BSBITU101-instrument1.V2, BSBITU102-instrument1.V2, BSBITU201-instrument1.V2|_|6. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:· BSBITU101-ATFF1, BSBITU102-ATFF1, BSBITU201-ATFF1· BSBITU101- ATFF2, BSBITU102- ATFF2, BSBITU201- ATFF2|_|7. Amended instruments after the trial (Note: Only if applicable) Save the files as: BSBITU101-instrument1.Final, BSBITU102-instrument1.Final, BSBITU201-instrument1.Final|_|End of Project 1 – Develop Three Assessment Tools

Project 2: Plan and Organise Assessments This project is divided into two parts:Part 1: Training and Assessment Pathway· Plan and organise assessments via the training and assessment pathwayPart 2: RPL Assessment Pathway· Plan and organise assessments via the RPL assessment pathwayYou will be provided with a case study to perform all the tasks included in this project. The case study will include all the instructions and information you need to complete this project.

CASE STUDY 2: Makoto MiyagiMakoto Miyagi was an Automotive Technology Teacher in Tokyo for seven years. He moved to Australia with his family two years ago. In the last two years, he focused on developing his English communication skills, and completing his qualification for AUR40616 Certificate IV in Automotive Electrical Technology. He aims to work as an automotive electrical technology trainer in Australia.He is now working on his TAE40116 Certificate IV in Training and Assessment course.Makoto had just completed the lectures and workshops for the design cluster which covers the following units:· TAEDES401 Design and develop learning programs· TAEDES402 Use training packages and accredited courses to meet client needs· TAELLN411 Address adult language, literacy and numeracy skillsMakoto is ready to take the assessment tasks for these units and has requested to take the assessments on the following dates:· 7 July 20xx* – TAEDES401· 14 July 20xx* – TAEDES402· 21 July 20xx* – TAELLN411*20xx is current year

Part 1: Training and Assessment Pathway This part is divided into three steps:· Review and analyse the assessment requirements· Prepare an assessment plan for each of the units· Identify modification and contextualisation requirements for existing assessment toolsTo assist you in the completion of these steps, use the Assessment Plan Template provided in the link below:TAE40116 Forms and TemplatesDownload “Assessment Plan Template”Username: learner Password: studyhardNote, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:· active listening,· adequate comprehension, and· appropriate use of grammar, vocabulary, and pronunciation.Before completing the assessment plan, you must contact your assessor to confirm:· the purpose, context, and details of the assessment, and other information needed to complete the ‘Background of Assessment’ field in the Assessment Plan Template.You are also provided with Makoto’s student profile to help get a better picture of Makoto’s assessment needs.Name:Makoto MiagiStart Date:Qualification Code:TAE40116End Date:Course Title:Certificate IV in Training and AssessmentStatus:ActiveCourse PackagingClusterUnit CodeUnit NameStatusDesign ClusterTAEDES401Design and develop learning programsTAEDES402Use training packages and accredited courses to meet client needsTAELLN411Address adult language, literacy and numeracy skillsDelivery ClusterTAEDEL401Plan, organise and deliver group-based learningTAEDEL402Plan, organise and facilitate learning in the workplaceBSBCMM401Make a presentationAssessment ClusterTAEASS401Plan assessment activities and processesTAEASS402Assess competenceTAEASS403Participate in assessment validationTAEASS502Design and develop assessment toolsStudent ProfileCore SkillsSummary of ACSF alignment of learner’s skillsCommentsLevel 1Level 2Level 3Level 4Level 5LearningIdentifies personal strengths and weaknesses in different contexts and seeks to develop skills and knowledge in areas of needReadingMakes content predictions on the basis of prior knowledge of the subject and emerging understanding of text structuresWritingRefers to dictionary to check spelling or vocabulary choices;Extends key vocabulary to include personal details of self, family and relevant others, most aspects of everyday life and other vocabulary of personal significanceOral CommunicationBegins to provide key information relevant to an exchange;Uses simple questions and instructions in order to exchange or obtain goods or services, or gather and provide informationNumeracyInterprets and comprehends a range of everyday mathematical information that is embedded in familiar and routine textsNOTESMakoto is an expert in his field, auto mechanics. He’s been an automotive instructor in Japan for 7 years, and has been running his own shop for 3 years. He moved to Australia two years ago and is seeking to get employment facilitating relevant workshops in a local RTO in Brisbane. Although technically very qualified in training and his field of expertise, Makoto has some language and communication challenges. He was able to complete most of his requirements for his AUR40616 Certificate IV in Automotive Electrical Technology qualification via RPL assessment.You must complete one (1) assessment plan for each unit of competency and have three (3) files ready for submission at the end of this project. Once completed, save the Assessment Plans using the following filenames:· AssessmentPlan TAEDES401· AssessmentPlan TAEDES402· AssessmentPlan TAELLN411After completing the assessment plans submit them to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of each of the plans.

Part 2: RPL Assessment Pathway The next cluster after the Design Cluster is the Delivery Cluster. After reviewing the requirements for the units included in the delivery cluster, Makoto believes he can complete the following units via the RPL pathway:a. TAEDEL401 Plan, organise and deliver group-based learningb. BSBCMM401 Make a presentationMakoto has requested to take the assessments on the following dates:· 3 August 20xx *– TAEDEL401· 10 August 20xx *– BSBCMM401*20xx is current yearPart 2 is divided into two tasks:Task 1: Complete the two RPL Assessment Plans for Makoto (one for each unit: TAEDEL401 and BSBCMM401)To assist you in the completion of this task, use the RPL Assessment Plan Template provided in the link below:TAE40116 Forms and TemplatesDownload “RPL Assessment Plan Template”Username: learner Password: studyhardYou may edit the plan as needed to address the assessment requirements of each unit. You are required to complete one RPL Assessment Plan for each unit:· TAEDEL401 Plan, organise and deliver group-based learning· BSBCMM401 Make a presentationOnce completed, save the RPL Assessment Plan using the following filenames:· RPLPlanTAEDEL401· RPLPlanBSBCMM401Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:· active listening,· adequate comprehension, and· appropriate use of grammar, vocabulary, and pronunciation.Submit the assessment plans to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of the plan.Task 2: Contextualise the RPL Assessment Instruments for MakotoThis task requires you to contextualise the RPL Assessment Instruments for Makoto. You will need to consider Makoto’s previous work and learning experiences, and review them against the unit requirements.To assist you in completing this task, follow the steps outlined below:1) Create an assessment map for each of the following units:a. TAEDEL401 Plan, organise and deliver group-based learningb. BSBCMM401 Make a presentationUse the RPL Assessment Mapping Template provided in the link below:TAE40116 Forms and TemplatesDownload “RPL Assessment Mapping Template”Username: learner Password: studyhard2) As you complete the maps, review the unit requirements and start planning the evidence documents that Makoto could submit to show competence in each of the unit criteria.Save the RPL Assessment Maps using the following filenames:· RPLMapTAEDEL401· RPLMapBSBCMM4013) Download the RPL Assessment Template provided on the link below and contextualise the instructions to fit Makoto’s RPL Assessment Needs:TAE40116 Forms and TemplatesDownload “RPL Assessment Template”Username: learner Password: studyhardFill in the “Evidence Required” section of the form and describe the different workplace evidence that Makoto could submit for his RPL assessment. Make sure to consider Makoto’s previous work and learning experience.Check the following implementation guides for any advice relevant to contextualisation needs you identified for Makoto:TAE Implementation GuideDownload “TAE Training and Education Implementation Guide”Username: learner Password: studyhardBSB Implementation GuideDownload “BSBv2_Implementation_Guide.pdfRPL Assessment Instrument:4) On your assessment map, make sure you map each requirement (PCs, PEs, KEs and Assessment Conditions) to an evidence document. Write the corresponding documents on the column headings, and then tick the boxes that match the evidence documents to the unit requirements that they address:Assessment Map:Note that each unit requirement MUST have a corresponding evidence document to demonstrate the candidate’s competence.5) Once completed save the two RPL Assessment Instruments and two RPL Assessment Maps using the following filenames:DocumentFilenameRPL Assessment Map for TAEDEL401RPLMapTAEDEL401RPL Assessment for TAEDEL401RPLAssessment TAEDEL401RPL Assessment Map BSBCMM401RPLMapBSBCMM401RPL Assessment for BSBCMM401RPLAssessment BSBCMM401Evidence to submit The following evidence is required for this project:Check box once complete1. Assessment plans Submit one (1) assessment plan for each unit of competency. Save the files as:· AssessmentPlan TAEDES401, AssessmentPlan TAEDES402, AssessmentPlan TAEDES411Note: After completing the assessment plans submit them to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of each of the plans.|_|2. RPL Assessment Plans Submit two for each unit. Save the files as: RPLPlanTAEDEL401, RPLPlanBSBCMM401Note: After completing the assessment plans submit them to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of each of the plans.|_|3. RPL Assessment Map for each unit Save the files as: RPLMapTAEDEL401, RPLMapBSBCMM401|_|4. RPL Assessment Instruments Save the files as: RPLAssessment TAEDEL401, RPLAssessment BSBCMM401|_|End of Project 2 – Plan and Organise Assessments

Project 3: Validate Three Assessment Tools

CASE STUDY 3: Compliant Learning ResourcesCompliant Learning Resources has hired you to conduct external validation on three of their resources. You’ve been tasked to complete three validation sessions, one for each of the following assessment tools:· Validation Session 1:· BSBWHS201 Contribute to health and safety of self and others· Validation Session 2:· CHCDIS007 – Facilitate the empowerment of people with disability· Validation Session 3:· BSBITU306 – Design and produce business documentsProvided in the link below are all the resources you will need to complete this task.TAE40116 Forms and TemplatesSee list of Validation DocumentsUsername: learner Password: studyhardAs an external validator for Compliant Learning Resources, you are required to comply with the following policies and procedures relevant to validation activities:· All communications between the external validator and Compliant Training Services employees regarding the validation or the validation outcomes must be documented in the validation communication log (the communication log template is provided in the validation documents).Guidance: For the purpose of this assessment, your trainer/assessor will play the role of the Compliant Training Services supervisor overseeing this validation exercise. All communications between you and your trainer/assessor via email or phone relevant to the validation exercise must be logged in the validation communication log.· External validators must use the validation tools provided by Compliant learning resources:· Competency Mapping Tool· Validation Reporting Tool· Validation Checklist· Validation Communication LogNote, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:· active listening,· adequate comprehension, and· appropriate use of grammar, vocabulary, and pronunciation.Detailed instructions are outlined in the steps provided below:Step 1: Prepare for validation· Discuss and confirm the purpose, context and scope of the validation process with your client (Compliant Learning Resources).Guidance: for the purpose of this assessment, your trainer/assessor will play the role of the client. Should you need to discuss or confirm any details of the validation process, you may contact your assessor. Make sure to document all communications related to the validation activity on the validation communication log as indicated in Compliant’s validation policies.· Arrange the materials required for the validation activitiesGuidance: all the materials that you will need in the validation sessions are provided to you in the case study. To document your completion of this step, you are also provided with a validation checklist which is included in the validation documents provided by Compliant Learning Resources. You are required to complete the checklist for each of the validation session you complete.· Check that all the documents you will be using in the validation are correctGuidance: check that you have all the resources required for assessment (templates, forms, case study materials, etc.) and that you have the correct versions of the documents you will be validating· You are given three assessment tools. You are required to complete one validation session for each assessment tool.· Analyse the relevant units of competency. Use the competency mapping tool provided by Compliant Learning Resources to outline the assessment requirements of the units you will use for the validation.· Take note that at the end of this task, you will be required to submit the following documents:· Evidence documents for Validation Session 1:· Competency map for BSBWHS201 (use filename: BSBWHS201-CM)· Validation report for BSBWHS201 (use filename: BSBWHS201-VR)· Validation checklist for BSBWHS201 (use filename: BSBWHS201-VC)· Evidence documents for Validation Session 2:· Competency map for CHCDIS007 (use filename: CHCDIS007 -CM)· Validation report for CHCDIS007 (use filename: CHCDIS007 -VR)· Validation checklist for CHCDIS007 (use filename: CHCDIS007 -VC)· Evidence documents for Validation Session 3:· Competency map for BSBITU306 (use filename: BSBITU306-CM)· Validation report for BSBITU306 (use filename: BSBITU306-VR)· Validation checklist for BSBITU306 (use filename: BSBITU306-VC)Step 2: Validate the assessment toolsThe validation of the assessment tools involves two parts:Part 1: ensuring that all the unit requirements are addressed by the assessment tool.This involves checking each unit requirement against the tasks in the assessment tools. The purpose of this is to ensure that the assessment tool will facilitate the students’ demonstration of all the knowledge and skills required by the unit/s of competency.To do this, use the validation mapping template you prepared in step 1. Map each unit requirement (PC, PE, KE, and AC) to the assessment tasks that would allow the students to demonstrate their competency in each of them.For your reference, an example of a validation map is provided below:Once you have completed mapping the tools against the unit requirements, save the competency mapping documents using the filenames:· Competency map for BSBWHS201 (use filename: BSBWHS201-CM)· Competency map for CHCDIS007 (use filename: CHCDIS007 -CM)· Competency map for BSBITU306 (use filename: BSBITU306-CM)Part 2: ensuring the assessment tools meet other compliance requirementsThis involves checking the assessment tools against other relevant industry and legislative standards for compliance. This includes but are not limited to:· Ensuring the tools meet the principles of assessment and rules of evidence· Ensuring that the context and conditions of assessment include clear instructions for the assessor and the candidate· Ensuring that the assessment decision-making rules and benchmarks are clear and enable consistent outcomes· Ensuring that recording mechanisms are clear and allow for sufficient information to be recordedThese requirements are all outlined in the validation reporting tool provided by Compliant Learning Resources.Step 3: Complete the validation report toolA full report of your validation outcomes must be reflected in the validation report tool. You must submit one (1) validation reporting tool for each validation session you conduct.Mapping: W1.0 (p), IO1.0 (p), GWD1.0 (p), 2.0 (p)Follow the steps provided below to complete the validation reporting tool accurately.1. Complete the first page of the validation reporting tool.Tick which documents you will be submitting along with the validation reporting tool. Specify the following:· the number of the Assessor Guide for the unit, and· the version number of the Competency Mapping ToolA completed sample is provided for you below.Validated by:Your NameDate:Date completedSubject Name:Design and develop learning programsAssessment Tool:Assessor GuideNumber of units:1Unit(s) of Competency:TAEDES401 Design and develop learning programsThe following materials must be attached or enclosed with this form:|X| Assessor Guide 4|X| Competency Mapping Tool(s)- Version No. 1.0|_| Relevant Unit(s) of Competency2. Assessor Guide/Candidate InstructionsRead the criteria in the column ‘Type of information.’ Where the assessment tool meets the criteria, tick the box. Where the assessment tool does not meet the criteria, leave the box unticked and write a detailed comment on what could be done to improve the tool. A completed sample is provided to you in the spaces provided on the following page.Assessor Guide/Candidate InstructionsMajorcomponentType of informationCommentsThe context|X| Unit(s) of Competency being assessed is outlined in candidate instructions|_| The context for assessment has been explained eg:“Evidence should be gathered in your workplace wherever possible, However a simulated workplace has been provided where no workplace currently exists.”Context for assessment is not explained. Add to instructions in Practical Assessments to address this.3. Validation ReportUnder the ‘Issues arising in regards to Units of Competency and Compliance,’ note any issues that you come across in your validation and identify whether these are a minor, moderate or critical error.Tag an issue as:· Minor – Add to continuous improvement register, if you spot the following:· Minor grammatical errors· Spelling errors· Typos· Formatting errors· Moderate – Add to continuous improvement register, if you spot the following:· Confusing student instructions and benchmarks· Version control not consistent throughout the document· No wrong answers for multiple choice knowledge assessments· Critical – Immediate rectification required, if you spot the following:· Performance Evidence, Knowledge Evidence and Performance Criteria are not addressed in the assessment tool· Mapped as full in the assessment tool but is only a partial, or isn’t mapped at all· No benchmarks, or insufficient benchmarksFor further guidance, consult with your assessor. A completed sample is provided for you below.Issues arising in regards to Units of Competency and ComplianceSelect Issue Type and ActionQuestion 9 does not have sufficient benchmarksCritical – Immediate rectification requiredGrammatical errors in Question 1Minor – Add to continuous improvement register4. Suggestions for improving the toolYou must provide at least one (1) suggestion for improving each of the three (3) assessment tools you are validating.Validation Session 1: BSBWHS201Validated against: Choose an item.Discuss the summary of your validation findings here:Click here to enter text.Validation Session 2: CHCDIS007Validated against: Choose an item.Discuss the summary of your validation findings here:Click here to enter text.Validation Session 3: BSBITU306Validated against: Choose an item.Discuss the summary of your validation findings here:Click here to enter text.Help Compliant Learning Resources improve their assessment tools by recording your recommendations on the feedback link below:Note: You must lodge at least one (1) feedback on the resources you validated here.CLICK HEREUpon completing the form, a copy of your responses will be emailed to you. Submit this to your assessor (use filename: Validation Feedback)Step 4: Contribute to validation outcomesTo complete this assessment, you must book a call with your assessor to discuss the findings of your validation and any recommendations you might have to improve the assessment instrument. The outcomes of your conversation must be recorded in your communication log.The forms below can guide your conversation with your assessor. Write a summary of your findings in the spaces provided below. Your responses must include a discussion on the quality of the assessment and recommendations for the improvement of the assessment.Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:· active listening,· adequate comprehension, and· appropriate use of grammar, vocabulary, and pronunciation.This declaration is for your assessor to completeDeclarationBy affixing my signature below, I am declaring that the candidate was able to discuss their validation findings and recommendations with me over the phone and that I was able to assess their demonstration of adequate oral communication skills during our conversation.Assessor’s Name:Assessor’s Signature:Date Completed:Evidence to submitThe following evidence is required for this project:Check box once complete1. Validation Session 1: a. Competency map for BSBWHS201: BSBWHS201-CM b. Validation report for BSBWHS201: BSBWHS201-VR c. Validation checklist for BSBWHS201: BSBWHS201-VC|_|2. Validation Session 2: a. Competency map for CHCDIS007: CHCDIS007-CM b. Validation report for CHCDIS007: CHCDIS007-VR c. Validation checklist for CHCDIS007: CHCDIS007-VC|_|3. Validation Session 3: a. Competency map for BSBITU306: BSBITU306-CM b. Validation report for BSBITU306: BSBITU306-VR c. Validation checklist for BSBITU306: BSBITU306-VC|_|End of Project 3 – Validate Three Assessments

Process – Project 1 Simulated Pathway

This is a step-by-step guide on how to complete Project 1 of the Assessment Units Upgrade.

1. The first thing that we will need to do is to understand the case study. Basically, the scenario is this: You are Abigail, and you are working as a Junior Instructional Designer. You have been tasked to design and develop three (3) assessment tools on the following units:

a. BSBITU101 – Operate a Personal Computer

b. BSBITU102 – Develop Keyboard skills

c. BSBITU201 – Produce simple word-processed documents

You should develop one assessment tool per unit. Each assessment tool must consist of at least two (2) assessment instruments, one that would address the practical component and another to address the knowledge component. The two most common assessment instruments developed are an “Observation Checklist” and a “Written Questionnaire.” It’s up to you if you want to have more than these two instruments.

You will need to book a trainer call as well to discuss the details of this Project with an Inspire trainer. Please complete this first before commencing with the Project.

If you have already completed the call task, kindly refer to a message sent to you by your trainer with the details for the Assessment Tool Development Plans.

2. PLAN THE DEVELOPMENT OF THE ASSESSMENT TOOLS: The next step is to fill out an Assessment Tool Development Plan. You may download the template from this link: https://bit.ly/2DBaBib. You will only need to fill out parts 1 and 2 of the ATDP, and we will need to see three (3) of these, one for each unit.

a. Part 1 of the ATDP will be filled out with further details, which you will gather from your call task with the Inspire Trainer. The details above will help you to identify your target group of learners, how the assessment will be conducted, and other details that may help you in developing your assessment tools.

b. Part 2 of the ATDP will now be filled out by you. Basically, you just have to tick the assessment methods you have selected. Then, indicate the assessment instruments that you will develop based on the methods you have chosen. You will then explain the context of assessment (which is usually found in the assessment conditions). Here is an example:

For a list of assessment methods and potential assessment instruments, you may click on this link: http://bit.ly/2V5oWM2

3. COMPETENCY MAPPING – After filling out the assessment tool development plan, you then have to complete a competency map for each of the three units. You may download the competency mapping template from this link: http://bit.ly/2TLKPdO

a. The first thing you will need to do is to list down all the Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions of the unit from training.gov.au. Please ensure that you write the mapping in the correct tab on the template and not in the instructions tab as seen in the following image:

b. Then, you must identify which PC, PE, and KE will be addressed in your assessment instruments. For example, you will develop an observation checklist based on the performance criteria and performance evidence of the unit, and your knowledge questions will be based on the knowledge evidence. You will then have to identify the specific items/task numbers mapped against the criteria. It’s very important that all the components of the unit are covered, and that there are no gaps. It’s also very important that you input the information in the correct tab in the competency mapping (see screenshot to know what I’m referring to: https://snag.gy/IyErq6.jpg).

Here is an example to give you an idea of what the competency mapping should look like.

4. DEVELOP THE INSTRUMENTS – After the mapping, you then have to develop the actual instruments themselves. You may use our templates to help you on this one, or you can design and develop them your own way. Just make sure that you have provided clear and specific instructions in your assessment tools. Here are the templates you can use: DIRECT OBSERVATION – https://bit.ly/2QrNBDC

ORAL QUESTIONNAIRE – https://bit.ly/2ykOFT8

THIRD PARTY REPORT – https://bit.ly/2COgUgV

WRITTEN QUESTIONNAIRE – https://bit.ly/2OQp8uE

These are just a selection of assessment instruments you can choose from. You do not have to use all of them. Based on your ATDP, what will your instruments be?

5. REVIEW OF THE ASSESSMENT TOOLS – After you have designed and developed your assessment tools for all three units, your next step would be to conduct a review of the assessment tools. Here is a link to download the Assessment Tool Review Form: https://bit.ly/2OLdrGb.

For the review, you need two (2) volunteers. You can get any two adult volunteers to serve as your reviewers. Have them review the assessment tool for each of the three units. Remember, each tool consists of the assessment instruments that you have designed and developed for each of the three units.

The Assessment Tool Review Form consists of specific criteria your reviewers can refer to. If they feel that the criteria have been met by the tool, they must tick the box. If the criteria have not been met, they may leave the box unticked. They would then have to provide a comment explaining what needs to be amended.

Here is an example for your reference. In the “Assessment Tool” section, make sure to indicate there ALL the instruments that were developed for that unit.

All in all, we need to see a total of SIX (6) Assessment Tool Review Forms. Basically, we need to see the following:

Assessment Tool for BSBITU101	· Assessment Tool Review Form from Volunteer 1· Assessment Tool Review Form from Volunteer 2
Assessment Tool for BSBITU102	· Assessment Tool Review Form from Volunteer 1· Assessment Tool Review Form from Volunteer 2
Assessment Tool for BSBITU201	· Assessment Tool Review Form from Volunteer 1· Assessment Tool Review Form from Volunteer 2

6. AMEND THE ASSESSMENT TOOLS IF NEEDED – Once the Review has been completed, please check if amendments are required. If so, make sure to apply those amendments to your assessment instruments, and submit a “version 2” of the instruments as well.

Next, record these amendments in the Completed Amendments Table, which you can find in your Assessment Units Upgrade workbook at around page 75. This is the table I am referring to:

IF NO AMENDMENTS ARE REQUIRED, no need to create a version 2. Then, you may just write “N/A – no amendments required” in the table.

7. TRIAL THE ASSESSMENT TOOLS – After having conducted the review (and making any necessary changes to the tool), you will now need to have these tools trialed. For the trial, facilitate a simulation of conducting the assessment, and have your volunteers try answering the assessment tools. You can have the tools trialed by the same volunteers, and they will have to fill out the Assessment Trial Feedback Form, which you can download here: https://bit.ly/2QPqeES

Here is an example for your reference:

Please have these forms printed and hand-signed for authenticity purposes. Again, we need to see six (6) participant feedback forms.

Assessment Tool for BSBITU101	· Assessment Trial Feedback Form from Volunteer 1· Assessment Trial Feedback Form from Volunteer 2
Assessment Tool for BSBITU102	· Assessment Trial Feedback Form from Volunteer 1· Assessment Trial Feedback Form from Volunteer 2
Assessment Tool for BSBITU201	· Assessment Trial Feedback Form from Volunteer 1· Assessment Trial Feedback Form from Volunteer 2

8. AMEND THE ASSESSMENT TOOLS AGAIN IF NEEDED – The final step will involve amending the assessment tools for a final time if required. If, after the trial, your volunteers suggested further changes, please apply those changes to the instruments and create a FINAL version of the assessment instruments. Then, fill out the completed final amendments table at around page 85 of your workbook. This is what that table looks like:

Once again, if no amendments are required, you will not need to create a final version. You may also just write “N/A – No amendments required” in the table.

These are basically the steps involved in Project 1 of the Assessment Units Upgrade. I also strongly recommend that you watch the pre-recorded webinar on Project 1, which you can access by going to “My Courses” > click on your course > Click on “Assessment Units Upgrade” > Project 1 Webinar.

Project 2: Plan and Organise Assessments

This is a step-by-step guide on how to complete Project 2 of the Assessment Units Upgrade.

The first thing that we will need to do is to understand the case study. The scenario is this: Makoto Miyagi is an Automotive Technology Trainer from Japan who is currently taking his Certificate IV in Training and Assessment. He has experience with training, but his LLN levels, particularly on reading and writing, are a little below the required level of the training. Your task is to develop assessment plans for Makoto on five (5) different units of competency.

PART 1 – Training and Assessment Pathway

For Project 2, part 1, you will be developing three assessment plans for the training and assessment pathway for the following units:

· TAEDES401 – Design and Develop Learning Programs

· TAEDES402 – Use training packages and accredited courses to meet client needs, and

· TAELLN411 – Address adult language, literacy and numeracy skills.

You will first need to fill out the “Background of Assessment” for the assessment plans. For the required details, please complete a call task with an Inspire Trainer. If you have already completed the call task, please refer to the Hub message they have sent detailing the information discussed. There, you will find the information you need to help you identify the Background of Assessment, which include the Purpose of Assessment, Context of Assessment, Applicable Industry, Assessment Requirements, and Evidence Requirements of Assessment.

You can download the assessment plan template from this link: http://bit.ly/2G8vbFW (Just copy and paste the link into your browser to start the download).

Now, the second part of the assessment plan would be up to you to fill out. This is that second part of the template:

The Assessment pathway for these three units is always “Training and assessment.” Now, you would just need to fill this out based on the information on the candidate as provided in the case study. What special needs and reasonable adjustment would the candidate need? What assessment methods will you select based on the unit? What other comments/instructions will you provide?

Project 2 – Part 2 – RPL Pathway

Next, you would need to complete two assessment plans for the RPL pathway for the following units:

· BSBCMM401 – Make a Presentation

· TAEDEL401 – Plan, organize and deliver group-based learning

Here is a link to download the template for the RPL Assessment Plan: http://bit.ly/2CTkx2H

1. Again, the first portion would be based on the same type of information as the ones in the three assessment plans above. The second half of it, “Assessment Plan,” would again be up to you to decide:

In this portion, you just need to decide what special needs/support is needed by the learner. What type of evidence as well will you require from him based on these units?

1. After you do the assessment plans for RPL, the next thing would be to map the evidence you list in the section above against the Performance Criteria, Performance Evidence, Knowledge Evidence, and Assessment Conditions of the unit. Here is a link to download the mapping template: http://bit.ly/2G7ecE2

You would need to fill this out with the Performance Criteria, Performance Evidence, Knowledge Evidence, and Assessment Conditions of the unit, and then map the evidence against these criteria. Here is a sample image to help you out:

1. Finally, after you have completed the mapping documents for both units, you would then need to fill out the RPL Assessment Tool Template, which you can download from here: http://bit.ly/2Un9UME

To assist you on filling this out, kindly refer to this sample template: http://bit.ly/2sS0363

I would also strongly recommend that you watch the recorded webinar for Project 2, which you can find when you go to My Courses > Click on your course > Assessment Units Upgrade > Question and Answer Webinars.

Project 3 – Participate in Assessment Validation

For Project 3, you will be conducting three validation sessions on the following units:

· BSBITU306 – Design and produce business documents (http://bit.ly/2RTdxxc)

· CHCDIS007 – Facilitate Empowerment of people with disability (http://bit.ly/2RSr0VS)

· BSBWHS201 – Contribute to health and safety of others (http://bit.ly/2sUOjzD)

You can download the assessor guides for these units in the links above.

1. First, you would need to fill up the Validation Checklists. We need one for each unit. You can download the template from this link: http://bit.ly/2RpxvKK. For the required details, please complete a call task with an Inspire Trainer. If you have already completed the call task, please refer to the Hub message they have sent detailing the information discussed. There, you should find all the details that have to be reflected in your Validation Checklists.

1. After filling out the validation checklists, you will need to do the validation mapping. You can download the validation mapping tool for these three units here:

1. BSBWHS201 – http://bit.ly/2G9w1SP

1. CHCDIS007 – http://bit.ly/2Wtjyiz

1. BSBITU306 – http://bit.ly/2Rl9XGY

Each document is already filled out with the PC, PE, KE, and Assessment Conditions of the unit. All you would need to do is to identify which items in the assessor guide are supposed to be mapped against those criteria and identify whether such items are “Met” or are a “Gap.” Here is a sample to help you:

1. After having done the mapping, your next step would be to fill out the validation reporting tool, which you can download from this link: http://bit.ly/2DHHQyh

We will need to see a total of three Validation Reporting Tools, one for each unit. The template contains a set of criteria, and you would have to check the assessor guide for the unit to determine whether or not those items were provided with the workbook. If such items were found, you just have to tick the box. If it was not provided, you can leave the box unticked, and just provide a short comment next to it.

At the end of the template, there are two types of tables to fill out:

1. The Issues arising in regards to Units of Competency and Compliance – List down here the issues you identified, and then select the type of issue and action from the drop down list.

1. Suggestions for Improving the tool – List down here your suggestions to address the issues you identified in the first table.

After the Validation Reporting Tool, fill out the Validation Summary Table, which you can find in your Assessment Units Upgrade workbook. It is around the last pages, and it looks something like this:

1. The last step is to book a call with a trainer to discuss your validation findings. You may book for this in advance, so you can take the call once you’re done with Project 3. After, you may polish up your work and submit.

I would also strongly recommend that you watch the recorded webinar for Project 3, which you can find when you go to My Courses > Click on your course > Assessment Units Upgrade > Question and Answer Webinars.

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Date	Summary of modifications made	Version
07 September 2017	Version 1 for Upgrade adapted from Standard	1.0