TAE40116-Assessment Units Upgrade
Table of Contents
Assessment Units Upgrade
TAE40116
Certificate IV in Training and Assessment
Assessment Cluster
Learner Guide
Version 1.1 Produced 21 October 2017
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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
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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
http://training.gov.au/Training/Details/TAEASS403
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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
Further Reading
Further Reading directs you to external resources that are highly recommended for
you to read. They also contain additional questions to facilitate supplementary
learning and to guide you to relate what you have read in real life.
Checkpoint! Let’s Review contains review questions for you to answer on your own
to ensure that you have learned key points from the relevant section. If you have a hard
time answering these questions, do not worry. You can always revisit chapters and take
another shot at these review questions.
Additional Research, Reading, and Note-Taking
If you are using the additional references and resources suggested in the Learner Guide
to take your knowledge a step further, there are a few simple things to keep in mind to
make this kind of research easier.
Always make a note of the author’s name, the title of the book or article, the edition,
when it was published, where it was published, and the name of the publisher. This
includes online articles. If you are taking notes about specific ideas or information, you
will need to note down the page number as well. This is called the reference
information. You will need this for some assessment tasks, and it will help you to find
the book again if you need to.
Keep your notes short and to the point. Relate your notes to the material in your
Learner Guide. Put things into your own words. This will give you a better
understanding of the material.
Start off with a question you want answered when you are exploring additional
resource materials. This will structure your reading and save you time.
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INTRODUCTION
Welcome to your Learner Guide for the TAE40116 Assessment Cluster!
The VET system is a flexible system of education that is client-focused, industry-
informed and nationally-recognised. It delivers quality education to its clients and
provides industries with a workforce equipped with the right knowledge and skills.
This Learner Guide is your introduction to
developing assessment tools, assessing
competence, and participating in validation
activities. In this cluster, you will learn how
to gather evidence to determine your
learners’ competence, support your learners
through the assessment process, develop
your own assessment tools, and participate in
assessment validation.
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I. INTRODUCTION TO COMPETENCY-BASED
ASSESSMENT
What is Assessment?
As a broad definition, assessment is the process of making and recording judgements
about a learner’s skills and knowledge and determining if competency has been
achieved. It also confirms if a person is able to perform to the standard expected in the
workplace, as defined by relevant competency standards from a training package or by
the learning outcomes of a VET-accredited course.
There are many forms of assessment. Some of which include assessments in schools,
higher education, and sports which commonly use norm-referenced assessments
while workplace assessments use the competency-based form of assessments.
Competency-based Assessment
The Standards for RTOs 2015 defines assessment as:
‘The process of collecting evidence and making judgements on whether competency
has been achieved; to confirm that an individual can perform to the standard
required in the workplace, as specified in a training package or a VET-accredited
course.’
(Source: Guide to Developing Assessment Tools)
VET follows an assessment system that allows the trainers and assessors to work with
learners to collect evidence of competence, using the benchmarks provided by the
units of competency. In VET, assessment is focused on what learners can do and
whether their performance meets the criteria specified by industry in the competency
standards. Assessments in VET are reflective of the environment that the learner will
encounter in the workplace.
In competency–based assessment (CBA), learners are assessed against competency
standards and are assessed as either: Competent or Not Yet Competent. This
allows assessors to identify gaps between the skills students have and the skills
industries have identified that they need, ensuring that VET graduates are properly
equipped with the knowledge and skills they require to join the workforce upon
completion.
Competent
•When the person has demonstrated and achieved all required competencies.
Not Yet Competent
•When as person has partially addressed required competencies but has the opportunity to demonstrate them again.
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CBA is very different from the method used in schools because it is less focused on the
amount of time students spend in training sessions and focuses instead on
physical evidence of a student’s ability to demonstrate competence in
specific areas. This also allows for flexible training delivery because students can
work on knowledge components independently, if they choose, and present practical
evidence under the supervision of a qualified trainer or assessor.
Competency Standards
In CBA, students are trained and assessed against competency standards. Competency
standards define requirements for effective workplace performance in a discrete area
of work, work function, activity, or process. They outline the minimum standard in
assessments. They are identified in training packages through units of competency
that are designed to meet the needs of industries. The units of competency detail the
tasks, skills, knowledge, and attributes students must be able to demonstrate upon
completion of the unit or a qualification.
a. Structure of Competency Standards
Below is an outline of the structure of competency standards or unit/s of
competency and what each field contains. This is taken from the Standards for
Training Packages 2012.
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(Source: Standards for Training Packages 2012)
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How are these applied in competency-based assessment activities?
Application Information found in this section could be used as guidance in
contextualising the assessment to suit relevant work roles.
Elements
Information found in this section could be used to determine
the key outcomes of the unit in the context of the relevant
workplace function
Performance
Criteria
Information found in this section could be used to define the
required level of performance to which the completion of the
outcomes (elements) must be assessed against.
Foundation
Skills
Information found in this section could be used in setting the
LLN requirements for the course.
Performance
Evidence
Information found in this section could be used in setting the
actual, or simulated assessments, to be conducted for the
course.
Knowledge
Evidence
Information found in this section could be used in setting the
knowledge assessments to be conducted for the course.
Assessment
Conditions
Information found in this section could be used in setting the
requirements for the course.
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b. Who Can Conduct CBA?
Only well-qualified assessors may conduct competency-based assessments in the
Australian VET sector. Assessors have the following roles and responsibilities:
Assessor Roles
The roles and duties of assessors vary depending on their job role and tasks. They
may include some or all of the following (see next page):
Further Reading
For more in-depth reading on how to meet trainer and assessor requirements, click on the link below:
Meeting Trainer and Assessor Requirements
• This involes working in collaboration with the main assessor, cadidate, and other stakeholders to contriute in collecting evidence for assessment or in the assessment process.
Contributing to Assessment
• This involves working with the learner and other stakeholders to plan and organise assessments activities in the training and assessment, and/or RPL assessment pathways.
Planning Assessment Activities and Processes
• This involves working with the learner and other stakeholders to conduct assessments activities in the training and assessment, and/or RPL assessment pathways.
Assessing Competence
• This involves working with the learner and other relevant stakeholders to design and develop assessment tools and instruments in the training and assessment, and/or RPL assessment pathways.
Designing and developing Assessment Tools
• This involves working in collaboration with relevant stakeholders such as co-assessors to prepare for validation, partificate in validation of assessment tools, and contribute to validation outcomes.
Participating in Assessment Validations
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c. Assessor Responsibilities
As an assessor, you are tasked with various duties but whatever specific role you
may have, you need to fulfill these three (3) main responsibilities:
d. How to Remain Current as an Assessor
In addition to having the right qualification, assessors must ensure that they
remain current in their knowledge and skills in assessment practices and in the
industry. Below are some steps that can help assessors ensure their currency.
Be Qualified
• Ensure that you have the necessary assessor and industry skills and experience.
• Ensure that you have the required qualification as an assessor and in the industry.
Be Current
• Ensure that you are up-to-date with the latest trends and developments in your industry and in assessment practices.
• Ensure that there is continuous developement in your VET knowledge and skills.
Be Professional
• Ensure that you exercise the guidelines set out by the Code of Practice of Assessors.
• Perform the duties of an assessor and comply with the principle of assessment.
Step 3 – Continue to Develop
Continue to develope competence in assessing
Continue to be up-to-date with industry skills and knowledge
Step 2 – Stay ‘Current’
Have professional developement in assessing
Have professional development in your industry
Step 1 – Get the right Qualification and Experience
Get qualified as an assessor. Get the qualification, skills, and
experience required by your industry.
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e. Code of Practice for Assessors
The writers of the TAE10 training package developed a code of practice for
assessors based on the code of practice developed by the US-based National
Council for Measurement in Education (NCME). Although this was made with the
previous TAE training package, this code of practice is still applicable to assessors
holding the current training and assessment qualification:
1. The differing needs and requirements of the learners, the local enterprise/s
and/or industry are identified and handled with sensitivity.
2. Potential forms of conflict of interest in the assessment process and/or
outcomes are identified and appropriate referrals are made, if necessary.
3. All forms of harassment are avoided throughout the assessment process and
in the review and reporting of assessment outcomes.
4. The rights of learners are protected during and after the assessment process.
5. Learners are made aware of their rights and processes of appeal.
6. Irrelevant personal or interpersonal factors that are have no impact on the
assessment of competence must not influence the assessment outcomes.
7. Evidence is verified against the Rules of Evidence.
8. Any assessment decisions should be based on available evidence that can be
produced and verified by another assessor.
9. Assessments are conducted within the boundaries of the assessment system
policies and procedures.
10. Formal agreement is obtained from learners and the assessor that the
assessment was carried out in accordance with agreed procedures.
11. Assessment systems and tools are consistent with equal opportunity
legislation.
12. Learners are informed of all assessment reporting processes prior to the
assessment.
13. Learners are informed of all known potential consequences of assessment
decisions prior to the assessment.
14. Confidentiality is maintained regarding assessment decisions/outcomes
and records of individual assessment outcomes, which identify personal
details, are only released with the written permission of the learner/s.
15. Assessment outcomes are used consistently for the purposes explained to
learners.
16. Self-assessments are periodically conducted to ensure current competence
against the TAE10 Training and Education training package competency
standards.
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17. Professional development opportunities are identified and sought.
18. Opportunities for networking amongst assessors are created and
maintained.
19. Opportunities are created for technical assistance in planning, conducting
and reviewing assessment practice and participating in assessment
validation.
Checkpoint! Let’s Review
1. What form of assessment does the Australian VET sector use?
2. List at least 3 possible roles of an assessor.
Activity 1
1. How do the Standards for RTOs define competency-based assessment?
2. What are the two (2) outcomes in CBA?
1.
2.
To view the answers to this activity, click here.
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Key Aspects of Competency-Based Assessment
The VET system, being a flexible system of education, follows a competency-based
form of assessment. It is client-focused, criteria referenced and evidence based.
CBA is Client-Focused
The VET sector takes on a client-focused
approach to training and assessment. This
means that the learner’s needs are considered
throughout the assessment process which
includes planning, organising, conducting, and
validation of the assessments. They are also
considered in the development or
contextualisation of assessment tools and
instruments. CBA promotes the client-focused
approach, which includes:
a. CBA is a Participatory Process
In CBA, learners and assessors are partners; the learner is involved in the process.
This partnership allows the learners to discuss their assessment needs and
negotiate an assessment approach that would suit them while ensuring that the
assessment requirements are still properly addressed.
b. Choice to be Assessed
As part of the participatory process, learners can choose whether or not they want
to be assessed. Before they make their decision, they must consider the possible
benefits of choosing to be assessed and the consequences of not submitting their
work for assessment.
Should I Be Assessed?
YES NO
☐
You may attain a nationally-
recognised qualification, skill set,
or statement of attainment.
☐
You may NOT get formally
recognised for your skills and
knowledge.
☐
You may get a pay raise if you
achieve the qualification, skill set,
or statement of attainment. ☐
If your workplace requires an
assessment, choosing not to be
assessed may affect your
employment. ☐ Your marketability may increase.
Learner Guide Version No. 1.1 Produced 21 October 2017 © Inspire Education Pty Ltd Page 23
c. Choice of Assessment Pathway
Learners should be able to negotiate a suitable assessment pathway, while
assessors must ensure that they discuss different assessment options with the
learners and guide them through the process of determining the best pathway for
their needs. There are three (3) pathways a learner can choose from:
Pathway 1 Training and Assessment Pathway
– Combines both training and assessment
Pathway 2
Assessment-only Pathway
– Only requires the learner to be assessed, where training is
not required
Pathway 3 A Combination of Pathway 1 and Pathway 2
d. CBA Should Reflect Realistic Working Conditions
Assessments can either occur in the workplace or in a simulated workplace
environment. Assessments that occur in the workplace usually follow requirements
that reflect a context familiar to the learner. If the assessment happens in a
simulated setting, the assessment conditions and requirements should be able to
reflect real working conditions, or conditions similar to the learner’s workplace.
e. Reasonable Adjustments
Reasonable adjustment refers to the modification of materials, equipment, or
environment to cater to any special needs that learners might have. This can
include:
Learners with disabilities and/or LLN needs, or
learners from different cultural backgrounds who cannot speak or read English
fluently yet, and the like.
These adjustments promote equal educational opportunities for all learners from
different walks of life.
In assessment, reasonable adjustment is any modification/s made to the
assessment process to address the special needs of a learner and help them
complete the assessment. However, reasonable adjustment must not affect the
outcomes of the assessment or lower competency standards for the learner.
Learner Guide Version No. 1.1 Produced 21 October 2017 Page 24 © Inspire Education Pty Ltd
The following considerations may need to be made to address a learner’s
reasonable adjustment needs:
(Source: TAE10, TAEASS301B)
Taking into account learner’s language, literacy, and numeracy requirements
Providing personal support services, such as arranging for:
•Member of the community to accompany the learner
•Reader
•Interpreter
•Attendant carer
•Scribe
Using adaptive technology or special equipment
Providing flexible assessment sessions to allow for such things as fatigue or administering of medication
Format of assessment materials, such as:
— In Braille
— In first language
— Use of auditape or videotape
Making adjustments to the physical environment
Revising proposed assessment methods and instruments
Considering age and gender
Considering cultural beliefs, traditional practices and religious observances.
Learner Guide Version No. 1.1 Produced 21 October 2017 © Inspire Education Pty Ltd Page 25
There are two (2) principles that serve as the basis of reasonable adjustment in
assessment. These are:
1. Inclusive Practice – Where trainers use a range of assessment tools and
strategies to meet individual needs and provide learning experiences that
take into account differing learning styles or preferences while recognising
the differences among learners and ensuring no one is excluded.
2. Universal Design- Universal design in VET means designing assessment
tools and strategies to be accessible and useable by learners with widely
different backgrounds and abilities.
f. Learners’ Rights and Responsibilities
CBA should ensure that learners’ rights and responsibilities are protected.
Assessment Units Upgrade
Version 1.0 Produced 7 September 2017
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Version control & document history
Date | Summary of modifications made | Version |
07 September 2017 | Version 1 for Upgrade adapted from Standard | 1.0 |
This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.
What is competency based assessment 5
The Basic Principles of Assessing Nationally Recognised Training 6
The Dimensions of Competency 8
Resources Required for Assessment 16
Assessment Workbook Cover sheet 18
Part 1 – Competency-based assessments 19
Part 4 – Standards, Policies & Procedures 38
Part 5 – Workplace Health and Safety 40
Project 1: Develop Three Assessment Tools 47
Step 1: Plan development of assessment tool 50
Step 2: Develop assessment tool 56
Step 3: Review and trial assessment tool 58
CASE STUDY 1: Compliant Learning Resources 65
Step 1: Plan development of assessment tool 68
Step 2: Develop assessment tool 73
Step 3: Review and trial assessment tool 74
Project 2: Plan and Organise Assessments 79
Part 1: Training and Assessment Pathway 80
Part 2: RPL Assessment Pathway 82
Project 3: Validate Three Assessment Tools 86
CASE STUDY 3: Compliant Learning Resources86
Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed.There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.
What is competency based assessmentThe features of a competency based assessment system are:· It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.· Assessment should mirror the environment the learner will encounter in the workplace.· Assessment criteria should be clearly stated to the learner at the beginning of the learning process.· Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.· In competency assessment a learner receives one of only two outcomes – competent or not yet competent.· The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.· The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.Definition of competencyAssessment in this context can be defined as:· The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The Basic Principles of Assessing Nationally Recognised TrainingDeveloping and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:The principles of assessment· Fairness· The individual’s learner’s needs are considered in the assessment process.· Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.· The RTO informs the learner about the assessment process, and provides the leaner with the opportunity to challenge the result of the assessment and be reassessed if necessary.· Flexibility· Assessment is flexible to the individual learner by:· reflecting the learner’s needs;· assessing competencies held by the learner no matter how or where they have been acquired; and· drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.· Validity· Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.· Validity requires: assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance; assessment of knowledge and skills is integrated with their practical application; assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.· Reliability· Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.(from Standards for RTOs 2015, Table 1.8-1: Principles of Assessment)The rules of evidenceWhen collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;· Valid· The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.· Sufficient· The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.· Authentic· The assessor is assured that the evidence presented for assessment is the learner’s own work.· Current· The assessors is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.
(from Standards for RTOs 2015, Table 1.8-2: Rules of Evidence)
The Dimensions of CompetencyThe national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:· Task skills· Task management skills· Contingency management skills· Job role and environment skills
Reasonable AdjustmentAdapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development CentreReasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.Why make a reasonable adjustment?We make reasonable adjustments in VET to make sure that learners with a disability have:· the same learning opportunities as learners without a disability· the same opportunity to perform and complete assessments as those without a disability.Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:· customising resources and assessment activities within the training package or accredited course· modifying the presentation medium learner support· use of assistive / adaptive technologies· making information accessible both prior to enrolment and during the course· monitoring the adjustments to ensure learner needs continue to be met.Assistive / Adaptive TechnologiesAssistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
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
Context for AssessmentGather 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 RequirementsThe 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 MethodsAssessment 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 AssessmentAssessor 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 StudentThis 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 sheetWORKBOOK: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:
Part 1 – Competency-based assessments1. 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 Tools1. 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 – Validation1. 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 & ProceduresCompliant 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 Safety1. 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
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 ToolsProject 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 PathwayProject 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 toolPart 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.
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.
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]
· [UNIT CODE – ATDP]
· [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.
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
· [UNIT CODE] – CMP
· [UNIT CODE] – CMP
Step 2: Develop assessment toolDevelop the assessment instrumentsa) Access and review the assessment instrument templates available to you in your workplace. For any questions and concerns, direct them to your workplace supervisor or your assessor.When reviewing the assessment instrument templates, consider the assessment pathway the client/s wants to take. For instance, if the client/s wants to be assessed through the RPL pathway you can create assessment instruments that will allow them to present evidence of their current competency.b) Use these templates to develop assessment instruments that support the collection of evidence required by the unit. Remember to provide clear and specific instructions to both the candidate and assessor when using or administering the assessment instrument.The assessment tasks must address the requirements of the unit, including:· performance criteria· performance evidence· knowledge evidence· assessment conditions, andthe client’s needs.Where necessary, add further guidance to ensure that the assessment tools reflect the principles of assessment and the rules of evidence.c) When developing assessment instruments, consider the following:· assessment system policies and procedures· storage and retrieval needsd) Return to the competency map you completed in Step 1 and look at the assessment tasks mapped in the assessment instruments, ensure that the tasks meet the unit requirements. If necessary, revise the competency map to meet any changes you make.e) Note that each assessment instrument must include clear and specific instructions for,· the administration of the assessment· submission (for the student)· marking, including guides and benchmark answers (for the assessor only)f) Save each assessment instrument using the filename:· [UNIT CODE] – instrument1· [UNIT CODE] – instrument2· [UNIT CODE] – instrument3 , etc.
Step 3: Review and trial assessment toolPart 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:
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.
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 ResourcesCompliant 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 toolPart 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 2: Develop assessment toolDevelop the assessment instrumentsa) Develop the assessment instruments that support the collection of evidence required by the unit.Note: Remember to provide clear and specific instructions to both the candidate and assessor for the use or administration of the assessment instrument. Add further guidance if necessary, to ensure that the assessment tools reflect the principles of assessment and the rules of evidence.b) Templates for different types of assessment instruments are provided in the link below:TAE40116 Forms and TemplatesSee list for Assessment InstrumentsUsername: learner Password: studyhardc) Edit the templates as needed to meet the requirements of the assessmentsWhen reviewing the assessment instrument templates, consider the assessment pathway the client/s wants to take. For instance, if the client/s wants to be assessed through the RPL pathway you can create assessment instruments that will allow them to present evidence of their current competency.d) Develop the assessment tasks to address all the requirements of the unit:a. Performance criteriab. Performance evidencec. Knowledge evidenced. Assessment Conditionse) When developing the assessment tasks, consider relevant:· assessment system policies and procedures· storage and retrieval needsConsider the candidate’s needs when developing the assessment tasks.f) Using the competency map you completed in Part 1, map each assessment task to the corresponding unit requirement it is addressing. An example is provided for you below:g) Each assessment instrument must include clear and specific procedures for the assessor and the candidatea. For the administration of the assessmentb. Submission instructions (for the student)c. Marking guide and benchmark answers (for the assessor only)h) Save each assessment instrument using the filename:[UNIT CODE]-instrument1 , [UNIT CODE]-instrument2 , etc.
Step 3: Review and trial assessment toolPart 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 AssessmentsThis 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 PathwayThis 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 PathwayThe 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 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
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. 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.