Workplace Assessment

TASK 2

Plan RPL Assessment

(Using case study 1 – BSBWOR203)

Task 2:

Plan assessment activities and processes for Recognition of Prior Learning (RPL)For this task you will use the case study attached to:· Develop a competency based assessment plan for RPL· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan· Evaluate your development processes.Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.

Case Study 1

Plan and RPL assessment for:BSBWOR203 Work effectively with others

and develop one assessment instrument— a portfolio checklist for RPL.

Instructions

Read the case study on the next page and complete the steps below.

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

Case Study 1

About you and your RTO

You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:

-May or may not be engaged in paid work (although most clients are working either full or part time)

-Have diverse industry expertise and experience.

A recent experience

You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.

You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.

Your brief

Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

Step 1 – Determine assessment approach and context

Instructions

To do this, answer the questions below, based on the case study information on the previous page.

Questions for consideration:

1. What is the purpose and context of the RPL assessment—why might candidates apply for RPL in this unit?

They have prior learning, part of a qualification or update to the current version

2. What are the assessment benchmarks—i.e. what unit of competence are you assessing with this assessment tool?

BSBWOR203 Work effectively with others I would use the job environment skills unit of competence.

3. Who else might to be involved in—or informed of—the assessment?

The assessment could also need coordinators, administration staff. There could also be a number of people to help the assessment process including the workplace supervisor, a specialized support person and the trainer.There are people to be informed of the assessment process including the industry regulators, technicians and commonwealth department official among others.

4. What safety issues must be considered?

The assessment should be done in good physical and emotional safety conditions.Physiological issues/Anxiety – support them and ask them to contact you if required.Privacy – Make sure confidentiality and if necessary sign documents.Access issues identified.

5. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentation. eg policies and procedures will you use to inform and guide development of the assessment plan and tool?

Code of conduct must be taken into consideration when developing an assessment toolDuring the training, I would apply the contingency management skills to ensure I come up with the correct strategy to apply in the assessment. I would also use the task skills unit to enable to match the client’s needs.

Step 2 – Contextualise the unit of competency and its assessment requirements

Contextualise BSBWOR203 Work effectively with others for the target candidate. Refer to participant manual for example.

Elements and performance criteria	Contextualisation/Unpack
1	Develop effective workplace relationships
1.1	Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships	Eg Responsibilities & duties – relates to person’s position description
1.2	Take time and resource constraints into account in fulfilling work requirements of self and others
1.3	Encourage, acknowledge and act on constructive feedback provided by others in the workgroup
2	Contribute to workgroup activities
2.1	Provide support to team members to ensure workgroup goals are met
2.2	Contribute constructively to workgroup goals and tasks according to organisational requirements
2.3	Share information relevant to work with workgroup to ensure designated goals are met
2.4	Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3	Deal effectively with issues, problems and conflict
3.1	Respect differences in personal values and beliefs and their importance in the development of relationships
3.2	Identify any linguistic and cultural differences in communication styles and respond appropriately
3.3	Identify issues, problems and conflict encountered in the workplace
3.4	Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person
Foundation Skills	Contextualisation
Reading	•Identifies and interprets information to determine task requirements
Writing	•Completes required documentation using organisational formats•Composes simple documents for others to read
Oral communication	•Presents information and seeks advice using language and features appropriate to audience•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding
Numeracy	•Interprets information related to timeframes and resource quantities
Navigate the world of work	•Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures
Interact with others	•Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications
Get the work done	•Plans and organises work commitments to ensure deadlines and objectives are met•Uses formal analytical thinking techniques to recognise and respond to routine problems
Performance evidence
●	identify own responsibilities in relation to the team and the organisation’s requirements
●	work effectively in a workgroup including:· supporting team members· using culturally appropriate communication skills· acting on constructive feedback· cooperating and contributing to team goals· identifying improvement opportunities
●	identify problems and conflicts and address them appropriately.
Knowledge evidence
●	outline the organisational standards, policies and procedures that relate to own work role
●	outline team responsibilities and duties and their relationship to individual responsibilities and duties.
●	summarise conflict resolution techniques.
Conditions for assessment	Contextualisation
●	Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:· office equipment and resources· workplace documentation· case studies and, where possible, real situations· interaction with others.

Step 3 – Complete a competency map (matrix)

Develop a competency map by completing the template below. Refer to participant manual for example.

Unit Covered	BSBWOR203 Work effectively with others
Version number	v1	Date

List evidence or assessment activities hereTask 1: Portfolio of evidenceTask 2: 3rd Party ReportTask 3: Interview	Position description	CV	Professional development	Work plane	Workplace product	KPI’S Performance	Task 2 – 3rd party	Task 3 – interview
	1.1	1.2	1.3	1.4	1.5	1.6	2	3
	Task 1 – Portfolio of evidence
Elements and performance criteria
1	Develop effective workplace relationships
1.1	Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships	x					x	Q
1.2	Take time and resource constraints into account in fulfilling work requirements of self and others			x	x		x	Q2	Q1
1.3	Encourage, acknowledge and act on constructive feedback provided by others in the workgroup			x				Q3	Q2
2	Contribute to workgroup activities
2.1	Provide support to team members to ensure workgroup goals are met		x		x	x		Q4
2.2	Contribute constructively to workgroup goals and tasks according to organisational requirements		x			x
2.3	Share information relevant to work with workgroup to ensure designated goals are met				x		x	x	Q4
2.4	Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup			x	x
3	Deal effectively with issues, problems and conflict
3.1	Respect differences in personal values and beliefs and their importance in the development of relationships					x			x
3.2	Identify any linguistic and cultural differences in communication styles and respond appropriately				x
3.3	Identify issues, problems and conflict encountered in the workplace					x
3.4	Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person						x
Foundation Skills
Reading	•Identifies and interprets information to determine task requirements			x			x
Writing	•Completes required documentation using organisational formats•Composes simple documents for others to read						x
Oral communication	•Presents information and seeks advice using language and features appropriate to audience•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding					Xx	Xx
Numeracy	•Interprets information related to timeframes and resource quantities		x
Navigate the world of work	•Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures				x
Interact with others	•Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications		x				x
Get the work done	•Plans and organises work commitments to ensure deadlines and objectives are met•Uses formal analytical thinking techniques to recognise and respond to routine problems				x	x
Performance evidence
●	identify own responsibilities in relation to the team and the organisation’s requirements		x						x
●	work effectively in a workgroup including:•supporting team members•using culturally appropriate communication skills•acting on constructive feedback•cooperating and contributing to team goals•identifying improvement opportunities		x						x
●	identify problems and conflicts and address them appropriately.
Knowledge evidence
●	outline the organisational standards, policies and procedures that relate to own work role	x					x		x
●	outline team responsibilities and duties and their relationship to individual responsibilities and duties.								x
●	summarise conflict resolution techniques.	x				x
Assessment conditions
	Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:· office equipment and resources· workplace documentation· case studies and, where possible, real situations· interaction with others.

Step 4 – Document the RPL assessment plan

Document your plan by completing the template below. Refer to participant manual for example.

General information
RTO	ABC
Date prepared	14/10/19
Competency standards	BSBWOR203 Work effectively with others
Assessment pathway	☐	Training & Assessment	Program name
		Recognition of Prior Learning (RPL)
Candidate/s	Xaviar
Assessor/s	Gayan Kularatna
Assessment activities
	Method/task	Evidence	When/where completed	Instruments
1	Portfolio of evidence	1.1 Position description1.2 etc	You have 4 weeks from application to submit your portfolio evidenceEtc	Portfolio of evidence checklist
2	Research taskThird party	Mini research activity.	Written response and submitted with written portfolio	Tasks instructions plus marking check list
3	Interview	A week after the interview	Videoconference assessor to contact the assessor and organize the interview after reviewing the portfolio	Interview Report
Resources needed for the assessment
Venue or equipment requirements	Computer with access to internet, software needed to complete the portfolio
Documentation needed to assess competence (assessment tool documentation needed)	ABC training house student handbook obtained from its website, assessment tools and other templates needed to record the assessment process, quality of evidence provided and the results including:1. assessment cover sheets2. assessment instruments including the portfolio evidence checklist, research tasks and interview questions.3. Assessment results sheets
Safety and other logistics
Safety	Setting up an ergonomic workstation, recommended posture while using the computer, breaks to prevent eye restrains
People to be informed of the assessment	The Candidate, ABC training house RPL assessor, ABC training house assessment administration department, candidate workplace supervisor
Provision for:● Assessment support● Reasonable adjustments	Dedicated assessor to provide support as needed-reasonable adjustment not needed in this case
Recording and reporting:● How will results be recorded?● To whom will results be reported?	Dedicated assessor to document assessment result using the record of assessment results template provided-documented results to be emailed to ABC training house assessment administration team on assessment@abctraininghouse.edu.au within 2days of completion-if the results on the first attempt is NYC, the assessors must record the result, negotiate and record an action plan, inform the ABC training house assessment administration team of the results and action plan.
Other logistics	Nil

Step 5 – Develop an assessment instrument

Develop the portfolio checklist that you will use to review RPL candidate portfolios. To do this, complete the template below. Refer to participant manual for example.

Task 1 – Portfolio of evidence (Version 1)

Information and instructions
General information about this assessment activity
Candidate	Xaviar
Assessor	Gayan Kularatna
Competency standard/s	BSBWOR203 Work effectively with others
Instructions
Candidate instructions	Candidates to organise and conduct 20-minute training session for a small group of 2-5 people This assessment will take place during training time, in the training room you are accustomed to. The training topic should reflect the area of expertise.Prepare for the session on your own time. Come prepared on the day you deliver, with notes or materials you need to conduct the session.
Requirements for satisfactory completion	The candidates must meet all criteria below when conducting the sessionAll certificates and Institution detailsPortfolio- emails, meeting minutes etc.Relevant 3rd party testimonialsPossession description and KPI’s
Assessor instructions	Assessors must complete the checklist below while conducting the sessionReview the portfolio and 3rd party reportContact the 3rd partyDocument findingsContact candidate for interview

Assessment checklist
Evidence	S	NYS	Assessor comments
1.1	Position description		☐	Candidate has enough documents t backup initial interview
1.2	CV	☐	☐	Asked questions from immediate supervisor regarding the current job and the answers were satisfactory
1.3	Assessors contact details	☐	☐	Contacted the institution and cross-referenced the certificate number
1.4	Format requirement	· ☐	☐	Overseas certificates assessed by the Australian Embassy in relevant country
1.5	Document provided	☐	☐	All relevant documents are satisfactory
1.6	Email the evidence	☐	☐	All relevant documents sent in ZIP format and satisfactory

Result for this assessment activity
Result	☐	Satisfactory	☐	Not Yet Satisfactory
Assessor comments	The evidence given by the candidate are satisfactory
Assessor signature	Gayan Kularatna	Date signed	14/10/2019

Step 6 – Check the RPL instrument

Instructions

Ask another program participant to review your assessment instrument—the RPL portfolio checklist—and identify improvements. Ask the person who reviews your instrument to:

· Complete the Review Checklist below

· List recommended improvements on the next page

· Sign where indicated.

Name of reviewer

Ann Burges

Assessment Instrument: Review Checklist	Yes	No
General content and formatting
1. Do the instructions include clear and complete information for candidates?	☐	☐
2. Do the instructions include clear and complete information for assessors?	☐	☐
3. Is there enough space to document quality of evidence and make comments?	☐	☐
4. Is there space to note results for the assessment task or activity (S or NYS?)	☐	☐
5. Is version control noted?	☐	☐
Wording
6. Is the instrument valid?● Does the instrument cover the intended parts of the unit (and its assessment requirements)? To answer this question, return to the competency map and see if all parts of the unit that the developer of the instrument intended to cover, are covered.● Is it free of unnecessary assessment requirements?	☐	☐
7. Is the instrument reliable? Are instructions and assessment criteria clear, complete and in plain English?	☐	☐
8. Is the instrument flexible enough to cater to the diverse needs of the target candidate/s?	☐	☐
9. Is the instrument fair? Are assessment activities achievable by the target candidate/s? Does the instrument feature objective, unbiased wording?	☐	☐
Typos
10. Is the instrument free from typos and grammatical errors?	☐	☐

General feedback and recommendations for improvement

Assessment check list based on the portfolio of evidence provided on page 22 of assessment task.It should have been based on the six criteria in page 17
Reviewer’s signature	Ann Burges	Date signed	14/10/2019

Step 7 – Review and reflect

1. Reflect on this activity.

2. In the space below, summarise what you have learned about planning RPL assessment activities and processes, and developing assessment instruments:

The assessment checklist needs correcting due to haven’t used the map matrix to fill the checklist

Step 8 – Finalise the RPL plan & instrument

Instructions

Use the feedback provided to improve and finalise your RPL assessment plan and instrument.

Please see below for the Version 2

Task 1 – Portfolio of evidence (Version 2) (Assessment checklist has been corrected)

Information and instructions
General information about this assessment activity
Candidate	Xaviar
Assessor	Gayan Kularatna
Competency standard/s	BSBWOR203 Work effectively with others
Instructions
Candidate instructions	Candidates to organise and conduct 20-minute training session for a small group of 2-5 people This assessment will take place during training time, in the training room you are accustomed to. The training topic should reflect the area of expertise.Prepare for the session on your own time. Come prepared on the day you deliver, with notes or materials you need to conduct the session.
Requirements for satisfactory completion	The candidates must meet all criteria below when conducting the sessionAll certificates and Institution detailsPortfolio- emails, meeting minutes etc.Relevant 3rd party testimonialsPossession description and KPI’s
Assessor instructions	Assessors must complete the checklist below while conducting the sessionReview the portfolio and 3rd party reportContact the 3rd partyDocument findingsContact candidate for interview

Assessment checklist
Evidence	S	NYS	Assessor comments
1.1	Position description		☐	Candidate has enough documents to backup initial interview
1.2	CV	☐	☐	established and built rapport when communicating
1.3	Professional development	☐	☐	Identifying and using good strategies when liaison with others
1.4	Work plane	· ☐	☐	Provide support to team members to make sure goals are met
1.5	Workplace Product	☐	☐	Good understanding of differences in personal values and beliefs
1.6	KPI’s performance	☐	☐	Share information and seek assistance from appropriate persons when necessary

Result for this assessment activity
Result	☐	Satisfactory	☐	Not Yet Satisfactory
Assessor comments	The evidence given by the candidate are satisfactory
Assessor signature	Gayan Kularatna	Date signed	14/10/2019

National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Assessment Cover Sheet Students must include the following information and declaration of original authorship with their submission. student name: email: mobile: qualification: TAE40116 Certificate IV in Training and Assessment unit codes & titles: Workplace Assessment TAEASS401 Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Student Declaration I understand that competency will not be given if I do not meet the assessment evidence and activity requirements. I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/ I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made. Student signature: Date: Learning Resources, Assessment Materials and Tools This Kit includes required tasks for assessment of the following units: National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Please note: a checklist has been provided on the following page to assist with requirements throughout this 5 Day program. As some tasks will be assessed within workshop time, it is imperative that you come to each day prepared with required documents.

CHECKLIST FOR PREPARING TASKS

DAY 1	Program commencement – no specific requirements. Time for review and planning for managing time.
DAY 2	Plan, design and develop assessment tools
	Between day 2 and 3 you are required to complete documentation for tool 1 ready to review on day 3.You need to develop for Tool 1:· Assessment Plan (Template A)· Assessment Mapping (Template B)· Assessment cover sheet (Template C)· Instruction to candidate (Template D)· Instruments – observation checklist and written questions (Template E & F)· Record of assessment results (Template J)· Marking Guide (Template K)
DAY 3 –	Reviewing Assessment tool
	You need to bring a hard copy of the following documents that you have developed.· Assessment Plan (Template A)· Assessment Mapping (Template B)· Assessment cover sheet (Template C)· Instruction to candidate (Template D)· Instruments – observation checklist and written questions (Template E & F)· Record of assessment results (Template J)· Marking Guide (Template K)· One copy of Template L: Report on the trial and review of an assessment tool that will be used during the review.
DAY 4	Conduct assessment
	Training & Assessment (not RPL)You need to bring 4 hard copies of each of the following documents that you have developed and reviewed ready to conduct assessment.Four copies of your assessment tool:· Assessment Cover sheet (Template C)· Instructions to candidate (Template D)· Instruments (Template E & F)· Record of results (Template J)Also bring 4 copies of:· Assessment brief checklist (Template M)· Assessment feedback for (Template N)· Assessment feedback for candidate (Template O)
DAY 5	Participate in validation
	Please bring one copy of the documents you developed for task 3.1. Items listed below:· Competency Map (Template B)· Assessment Cover sheet (Template C)· Instructions to candidate (Template D)· Instruments (Template E & F)· Record of results (Template J)· Marking Guide (Template K)· One copy of Template P: Assessment tool validation record

National Unit Details
Unit Codes	TAEASS401	Unit Titles	Plan assessment activities and processes
	TAEASS502		Design and develop assessment tools
	TAEASS402		Assess competence
	TAEASS403		Participate in assessment validation

Assessment Information
Qualifications	TAE40116 Certificate IV in Training and Assessment
Type	Task 1: Knowledge questions – Written responses
	Task 2: Plan assessment activities and processes (RPL)
	Task 3: Design, develop and trial assessment tools
	Task 4: Plan assessment activities and processes (training & assessment pathway)
	Task 5: Assess competence
	Task 6: Participate in assessment validation
Due Date	6 weeks from last day of workshop
General Information	Decision Making RulesAll assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.Reasonable adjustmentReasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.Reasonable adjustment usually involves varying:· the processes for conducting the assessment (eg: allowing additional time, varying the venue)· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)Special ConsiderationStudents can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

Unit requirements and Assessment conditions
Application	TAEASS401 Plan assessment activities and processesThis 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.TAEASS502 Design and develop assessment toolsThis unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their 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.TAEASS402 Assess competenceThis unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.TAEASS403 Participate in assessment validationThis 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.
Assessment support	Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. Included within the cost of each workshop is an assessor guidance session. This session is mandatory and you will need to book in your time when you receive your invitation. This session is designed to provide you with a one on one conversation with your assessor where you can clarify aspects of the assessment that you are unsure about. It is not designed for you to send in drafts for review or to get extensive feedback on work you have completed thus far. The conversation with your Assessor will be followed up with an email outlining what was discussed.

TASK 1

Knowledge Questions

Task 1:

Knowledge questionsWhen preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.1.1Best practicea. Explain what CBA is and describe how it works.b. CBA is a form of criteria-referenced assessment. Explain the differences between criteria and norm-referenced assessments.c. CBA aims to be client-focussed. Describe one (1) example of how you may apply a client-focussed approach when planning, developing or conducting assessments in your workplace.d. Describe at least two (2) examples of candidate rights and one (1) example of candidate responsibilities in CBAe. Describe at least two (2) examples of assessors’ legal and ethical responsibilities in CBATo the candidate: replace this text with your response1.2Principles of Assessmenta. Name and define each of the four (4) Principles of Assessment.b. Describe how assessors apply the Principles of Assessment when:· planning assessment· developing assessment instruments and tools· assessing competence· participating in assessment validation.To the candidate: replace this text with your response1.3Rules of Evidencea. Name and define each of the four (4) Rules of Evidence.b. Describe how assessors use the Rules of Evidence when:· planning assessment· developing assessment instruments and tools· assessing competence· participating in assessment validationTo the candidate: replace this text with your response1.4Dimensions of Competencea. Name and define each of the four (4) Dimensions of Competence.b. Describe how assessors use the Dimensions of Competence when:· planning assessment· assessing competence· participating in assessment validation.To the candidate: replace this text with your response1.5Recognition of prior learning (RPL) assessmenta. Briefly explain the similarities and differences between RPL and training-and-assessment pathway assessments.b. Briefly describe the industry you work in (one sentence is sufficient), then describe one (1) reason why people in your industry or workplace may undertake RPL assessment.c. Describe one example of a quality RPL process or approach that a RTO offering qualifications relevant to your industry, could offer.d. Explain why your example is suitable for RPL assessments conducted in your industry or workplace.To the candidate: replace this text with your response1.6Inclusive assessment practicea. Define reasonable adjustment.b. Provide one (1) example of a reasonable adjustment you could apply when assessing competence of individuals in your industry or workplace.c. Research and identify at least two (2) sources of specialist support that you could access and use to support candidates—‘sources’ may include agencies, web-based information or activities, and/or specialist personnel:· Name each source of specialist support you find· Describe the type of support available from each source· For one of the two sources of specialist support described above, briefly explain how you would organise this support, or help a candidate access this support, if required.d. Name one (1) example of a cultural sensitivity or equity consideration that you may come across as an assessor in your industry. Describe one (1) way you could manage this issue to ensure a fair and equitable assessment.To the candidate: replace this text with your response1.8Safetya. Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry. To do this, answer the questions below about the workplace/s or environment/s where you assess (or intend to assess):b. How and to whom do (or could) you report safety hazards and incidents?c. Briefly describe emergency procedures.d. Must personal protective equipment (PPE) be worn? If so, list the PPE required and briefly explain why it is needed.e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.f. How do (or could) you access WHS information relevant to assessments you plan and conduct?1.7Training packages and their usea. Name the four (4) endorsed components of a training package and summarise the information found in each component.b. Briefly explain what it means to ‘contextualise’ training package competency standards when using them as the basis for assessment.c. Briefly explain guidelines for contextualising units of competency.d. Describe how assessors can stay up-to-date with latest updates made to training packages and units of competency.e. Explain what a training and assessment strategy (TAS) is. Describe how assessors use a TAS to plan and develop assessments.To the candidate: replace this text with your response1.8Assessment instrumentsExplain the difference between an assessment instrument and an assessment tool. List the main components of a typical assessment tool.To the candidate: replace this text with your response1.9SafetyDescribe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry.To do this, answer the questions below abouta. Briefly describe workplace/s or environment/s where you assess (or intend to assess).Answer remaining parts of this question based on the environment/s described in part A above:b. How and to whom do (or could) you report safety hazards and incidents?c. Briefly describe emergency proceduresd. Must personal protective equipment (PPE) be worn?● if so, list the PPE required and briefly explain why it is needed.● if not, briefly justify why PPE is not required.e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.f. How do (or could) you access WHS information relevant to assessments you plan and conduct?To the candidate: replace this text with your response1.10EvaluationDescribe the different evaluation methods that can be used to trial and review assessment tools. Include examples from your own experience.To the candidate: replace this text with your response1.11Management systemsExplain the information management system you have in your organisation and how assessment records are stored and maintained.To the candidate: replace this text with your response1.12Assessment validationa. Define ‘assessment validation’.b. Explain the benefits of assessment validationc. Other than assessment tools, describe one (1) aspect of assessment that you may focus on when participating in assessment validation.d. Describe a systematic, ongoing process your workplace uses (or could use) to validate assessment—include validation that may be appropriate before, during and after an assessment.e. Describe the legal and ethical obligations of those who participate in assessment validation—consider confidentiality, anti-discrimination and copyright, and other obligations.To the candidate: replace this text with your response

TASK 2

Plan RPL Assessment

(using case study 1 – BSBWOR203)

Task 2:

Plan assessment activities and processes for Recognition of Prior Learning (RPL)For this task you will use the case study attached to:· Develop a competency based assessment plan for RPL· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan· Evaluate your development processes.Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.

Case Study 1

( Plan and RPL assessment for: BSBWOR203 Work effectively with others and develop one assessment instrument— a portfolio checklist for RPL. )

Instructions

Read the case study on the next page and complete the steps below.

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

Case Study 1

About you and your RTO

You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:

-May or may not be engaged in paid work (although most clients are working either full or part time)

-Have diverse industry expertise and experience.

A recent experience

You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.

You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.

Your brief

Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

Step 1 – Determine assessment approach and context

Instructions

To do this, answer the questions below, based on the case study information on the previous page.

Questions for consideration:

1. What is the purpose and context of the RPL assessment—why might candidates apply for RPL in this unit?

2. What are the assessment benchmarks—i.e. what unit of competence are you assessing with this assessment tool?

BSBWOR203 Work effectively with others

3. Who else might to be involved in—or informed of—the assessment?

4. What safety issues must be considered?

5. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures will you use to inform and guide development of the assessment plan and tool?

Step 2 – Contextualise the unit of competency and its assessment requirements

Contextualise BSBWOR203 Work effectively with others for the target candidate. Refer to participant manual for example.

Elements and performance criteria	Contextualisation/Unpack
1	Develop effective workplace relationships
1.1	Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships	Eg Responsibilities & duties – relates to person’s position description
1.2	Take time and resource constraints into account in fulfilling work requirements of self and others
1.3	Encourage, acknowledge and act on constructive feedback provided by others in the workgroup
2	Contribute to workgroup activities
2.1	Provide support to team members to ensure workgroup goals are met
2.2	Contribute constructively to workgroup goals and tasks according to organisational requirements
2.3	Share information relevant to work with workgroup to ensure designated goals are met
2.4	Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3	Deal effectively with issues, problems and conflict
3.1	Respect differences in personal values and beliefs and their importance in the development of relationships
3.2	Identify any linguistic and cultural differences in communication styles and respond appropriately
3.3	Identify issues, problems and conflict encountered in the workplace
3.4	Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person
Foundation Skills	Contextualisation
Reading	•Identifies and interprets information to determine task requirements
Writing	•Completes required documentation using organisational formats•Composes simple documents for others to read
Oral communication	•Presents information and seeks advice using language and features appropriate to audience•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding
Numeracy	•Interprets information related to timeframes and resource quantities
Navigate the world of work	•Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures
Interact with others	•Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications
Get the work done	•Plans and organises work commitments to ensure deadlines and objectives are met•Uses formal analytical thinking techniques to recognise and respond to routine problems
Performance evidence
●	identify own responsibilities in relation to the team and the organisation’s requirements
●	work effectively in a workgroup including:· supporting team members· using culturally appropriate communication skills· acting on constructive feedback· cooperating and contributing to team goals· identifying improvement opportunities
●	identify problems and conflicts and address them appropriately.
Knowledge evidence
●	outline the organisational standards, policies and procedures that relate to own work role
●	outline team responsibilities and duties and their relationship to individual responsibilities and duties.
●	summarise conflict resolution techniques.
Conditions for assessment	Contextualisation
●	Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:· office equipment and resources· workplace documentation· case studies and, where possible, real situations· interaction with others.

Step 3 – Complete a competency map (matrix)

Develop a competency map by completing the template below. Refer to participant manual for example.

Unit Covered	BSBWOR203 Work effectively with others
Version number	v1	Date

List evidence or assessment activities hereTask 1: Portfolio of evidenceTask 2: 3rd Party ReportTask 3: Interview	Position description						Task 2 – 3rd party	Task 3 – interview
	1.1	1.2	1.3	1.4	1.5	1.6	2	3
	Task 1 – Portfolio of evidence
Elements and performance criteria
1	Develop effective workplace relationships
1.1	Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships
1.2	Take time and resource constraints into account in fulfilling work requirements of self and others
1.3	Encourage, acknowledge and act on constructive feedback provided by others in the workgroup
2	Contribute to workgroup activities
2.1	Provide support to team members to ensure workgroup goals are met
2.2	Contribute constructively to workgroup goals and tasks according to organisational requirements
2.3	Share information relevant to work with workgroup to ensure designated goals are met
2.4	Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3	Deal effectively with issues, problems and conflict
3.1	Respect differences in personal values and beliefs and their importance in the development of relationships
3.2	Identify any linguistic and cultural differences in communication styles and respond appropriately
3.3	Identify issues, problems and conflict encountered in the workplace
3.4	Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person
Foundation Skills
Reading	•Identifies and interprets information to determine task requirements
Writing	•Completes required documentation using organisational formats•Composes simple documents for others to read
Oral communication	•Presents information and seeks advice using language and features appropriate to audience•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding
Numeracy	•Interprets information related to timeframes and resource quantities
Navigate the world of work	•Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures
Interact with others	•Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications
Get the work done	•Plans and organises work commitments to ensure deadlines and objectives are met•Uses formal analytical thinking techniques to recognise and respond to routine problems
Performance evidence
●	identify own responsibilities in relation to the team and the organisation’s requirements
●	work effectively in a workgroup including:•supporting team members•using culturally appropriate communication skills•acting on constructive feedback•cooperating and contributing to team goals•identifying improvement opportunities
●	identify problems and conflicts and address them appropriately.
Knowledge evidence
●	outline the organisational standards, policies and procedures that relate to own work role
●	outline team responsibilities and duties and their relationship to individual responsibilities and duties.
●	summarise conflict resolution techniques.
Assessment conditions
	Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:· office equipment and resources· workplace documentation· case studies and, where possible, real situations· interaction with others.

Step 4 – Document the RPL assessment plan

Document your plan by completing the template below. Refer to participant manual for example.

General information
RTO
Date prepared
Competency standards	BSBWOR203 Work effectively with others
Assessment pathway	☐	Training & Assessment	Program name
		Recognition of Prior Learning (RPL)
Candidate/s
Assessor/s
Assessment activities
	Method/task	Evidence	When/where completed	Instruments
1	Portfolio of evidence	1.1 Position description1.2 etc	You have 4 weeks from application to submit your portfolio evidenceetc	Portfolio of evidence checklist
2
3
Resources needed for the assessment
Venue or equipment requirements
Documentation needed to assess competence (assessment tool documentation needed)
Safety and other logistics
Safety
People to be informed of the assessment
Provision for:● Assessment support● Reasonable adjustments
Recording and reporting:● How will results be recorded?● To whom will results be reported?
Other logistics

Step 5 – Develop an assessment instrument

Develop the portfolio checklist that you will use to review RPL candidate portfolios. To do this, complete the template below. Refer to participant manual for example.

Task 1 – Portfolio of evidence

Information and instructions
General information about this assessment activity
Candidate
Assessor
Competency standard/s	BSBWOR203 Work effectively with others
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

Assessment checklist
Evidence	S	NYS	Assessor comments
1.1	Position description	☐	☐
1.2		☐	☐
1.3		☐	☐
1.4		☐	☐
1.5		☐	☐
1.6		☐	☐

Result for this assessment activity
Result	☐	Satisfactory	☐	Not Yet Satisfactory
Assessor comments
Assessor signature		Date signed

Step 6 – Check the RPL instrument

Instructions

Ask another program participant to review your assessment instrument—the RPL portfolio checklist—and identify improvements. Ask the person who reviews your instrument to:

· Complete the Review Checklist below

· List recommended improvements on the next page

· Sign where indicated.

Name of reviewer

Assessment Instrument: Review Checklist	Yes	No
General content and formatting
1. Do the instructions include clear and complete information for candidates?	☐	☐
2. Do the instructions include clear and complete information for assessors?	☐	☐
3. Is there enough space to document quality of evidence and make comments?	☐	☐
4. Is there space to note results for the assessment task or activity (S or NYS?)	☐	☐
5. Is version control noted?	☐	☐
Wording
6. Is the instrument valid?● Does the instrument cover the intended parts of the unit (and its assessment requirements)? To answer this question, return to the competency map and see if all parts of the unit that the developer of the instrument intended to cover, are covered.● Is it free of unnecessary assessment requirements?	☐	☐
7. Is the instrument reliable? Are instructions and assessment criteria clear, complete and in plain English?	☐	☐
8. Is the instrument flexible enough to cater to the diverse needs of the target candidate/s?	☐	☐
9. Is the instrument fair? Are assessment activities achievable by the target candidate/s? Does the instrument feature objective, unbiased wording?	☐	☐
Typos
10. Is the instrument free from typos and grammatical errors?	☐	☐

General feedback and recommendations for improvement

Reviewer’s signature		Date signed

Step 7 – Review and reflect

1. Reflect on this activity.

2. In the space below, summarise what you have learned about planning RPL assessment activities and processes, and developing assessment instruments:

Step 8 – Finalise the RPL plan & instrument

Instructions

Use the feedback providedto improve and finalise your RPL assessment plan and instrument.

TASK 3

Plan Assessment

&

Develop Assessment Tools

Task 3

Design and develop assessment toolsFor this taskyou are required to:· Develop three (3) Assessment Plansfor three (3)entire units of competency.· Design and develop assessment tools for each of the three (3) plans· Trial and review each of the three (3) assessment tools.Note:· One of the tools must be an RPL assessment.· Instruments must reflect different assessment methods· When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.The following pages provide the instructions for each of the three assessment plans/tools.

3.1 Assessment Plan and Tool 1

This tool will be used in the program to conduct group assessment on Day 4.This is not an RPL assessment.You will need to choose from the units of competency listed below to plan, design and develop your assessment documentation. BSBITU101 Operate a personal computer· BSBITU102 Develop keyboarding skillsYour assessment methods should at least include demonstration and written questions.This documentation must be fully completed ready for review on day 3Instructions for this task are below.

Assessment plan and tool 1
1	Background information:a. Name the unit of competency your assessment plan/tool coversb. Describe the target candidate/sc. Explain the purpose of this assessmentd. Briefly describe how and with whom you identified the information provided in your responses to questions a-c abovee. Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.
	To the candidate: replace this text with your response
2	Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.
	To the candidate: replace this text with your response
3	a. Documented Assessment plan (Template A)b. Competency map (matrix) (Template B)
	To the candidate: replace this text with your response
4	First draft of Assessment tool documents—to include:a. Assessment cover sheet (Template C)b. Instructions for candidates (Template D)c. Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)d. Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)e. Instructions / marking guide for assessors (Template K)Note: Include version control on all your documents
	To the candidate: replace this text with your response
5	Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)
	To the candidate: replace this text with your response
6	Final version of assessment tool documents, including competency map.
	To the candidate: replace this text with your response

3.2 Assessment Plan and Tool 2

You will need to choose your own from units of competency to plan, design and develop your assessment documentation. This is not an RPL assessment.· Ensure your chosen unit is higher than AQF level 1 and must reflect different assessment methods.· When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.Instructions for this task are below.

Assessment plan and tool 2
1	Background information:a. Name the unit of competency your assessment plan/tool coversb. Describe the target candidate/sc. Explain the purpose of this assessmentd. Briefly describe how and with whom you identified the information provided in your responses to questions a-c abovee. Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.
	To the candidate: replace this text with your response
2	Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.
	To the candidate: replace this text with your response
3	c. Documented Assessment plan (Template A)d. Competency map (matrix) (Template B)
	To the candidate: replace this text with your response
4	First draft of Assessment tool documents—to include:f. Assessment cover sheet (Template C)g. Instructions for candidates (Template D)h. Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)i. Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)j. Instructions / marking guide for assessors (Template K)Note: Include version control on all your documents
	To the candidate: replace this text with your response
5	Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)
	To the candidate: replace this text with your response
6	Final version of assessment tool documents, including competency map.
	To the candidate: replace this text with your response

3.3 Recognition of Prior Learning Assessment Plan and Tool 3

You will need to choose your own from units of competency to plan, design and develop your assessment documentation. This is a RPL assessment.· Ensure your chosen unit is higher than AQF level 1 and must reflect different assessment methods.· When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.Instructions for this task are below.

Assessment plan and tool 3 (RPL)
1	Background information:a. Name the unit of competency your RPL assessment plan/tool coversb. Describe the target candidate/sc. Explain the purpose of this RPL assessmentd. Briefly describe how and with whom you identified the information provided in your responses to questions a-c abovee. Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.
	To the candidate: replace this text with your response
2	Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.
	To the candidate: replace this text with your response
3	e. Documented RPL Assessment plan (Template A)f. Competency map (matrix) (Template B)
	To the candidate: replace this text with your response
4	First draft ofRPL Assessment tool documents—to include:k. Assessment cover sheet (Template C)l. Instructions for candidates (Template D)m. Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)n. Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)o. Instructions / marking guide for assessors (Template K)Note: Include version control on all your documents
	To the candidate: replace this text with your response
5	Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)
	To the candidate: replace this text with your response
6	Final version of assessment tool documents, including competency map.
	To the candidate: replace this text with your response

3.4 Reflection Questions

a. Select 1 of the assessment tools you developed for this task and answer the questions below:· Name the assessment tool you select· Justify your choice of assessment methods and instruments used in this tool. To do this, explain how they:· are suitable for the target candidate/s and their context· are contextualised in a way that complies with the guidelines for contextualisation· meet the principles of assessment· support collection of evidence that meets the rules of evidence.To the candidate: replace this text with your responseb. Explain how your assessment tool covers each of the dimensions of competence:· Task skills· Task management skills· Contingency management skills· Job/role environment skills.To the candidate: replace this text with your responsec. Explain how your assessment tool promotes a healthy and safe assessment.To the candidate: replace this text with your responsed. Could this tool be suitable for candidates seeking recognition of current competence (RCC)?· If so, explain why· If not, explain how you would adapt the tool to suit RCC candidates.To the candidate: replace this text with your responsee. Explain why you chose to review/trial the draft tool as you did.To the candidate: replace this text with your responsef. Briefly describe one other evaluation method you could have used to review/trial the tool.To the candidate: replace this text with your responseg. Describe how your assessment tool meets requirements of assessment system policies and procedures. To do this:· Describe formatting requirements, if any—e.g. did you follow a style guide when formatting the tool?· Describe the version control system that will be used to:· track ongoing improvements made to the assessment tool and· confirm the latest version in use· Describe the system you followed to ensure that your assessment tool documentation:· was saved, filed and stored safely and securely· is accessible only by people authorised to do so.· Briefly describe a systematic process that will (or could) be used to continuously review, evaluate and improve the assessment tool.To the candidate: replace this text with your response

TASK 4

Plan Assessment

(using case study 2 – BSBCMM401)

Task 4:

Plan assessment activities and processes for training and assessment pathwayFor this task you will use the case study attached to:· Develop a competency-based assessment plan· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan· Evaluate your development processes.

Case study 2

( Plan a training and assessment-pathway assessment for: BSBCMM401 Make a presentation and develop one observation instrument )

Instructions

Read the case study on the next page and complete the steps below.

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit

Step 3 – Complete the assessment map

Step 4 – Develop the assessment plan for BSBCMM401

Step 5 – Develop an observation checklist to support your assessment plan

Step 6 – Ask another participant to review your observation checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the assessment plan and instrument (checklist)

Case study 2

About you and your RTO

You are a trainer and assessor for ABC Training House, a RTO. ABC Training House’s clients are members of the public who:

-may or may not be engaged in paid work, (although most clients are working either full or part time

-have diverse industry expertise and experience

Scenario

ABC Training House has just written a two (2)-day version of its popular Presentations with Panache program. In the past this program has run over three (3) days, and ABC Training House’s in-house designers have just modified it to run over two (2) days.

More information about the program is on the next page.

ABC Training House’s Compliance Manager, Cameron Compliance, engages you to plan the assessment for this program.

Cameron is flexible about when and where learners will be asked to complete assessment activities. Options include:

-during training

-after training (e.g. in the workplace)

-or both

Cameron tells you that there is no assessment strategy as yet, so you are free to plan the assessment in a way that you think will work best for ABC Training House’s clients.

Your assessment plan must cover aspects of BSBCMM401 Make a presentation—the unit and its assessment requirements.

Your brief

Using the templates provided, complete the following:

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit

Step 3 – Complete the assessment map

Step 4 – Develop the assessment plan for BSBCMM401

Step 5 – Develop an observation checklist to support your assessment plan

Step 6 – Ask another participant to review your observation checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the assessment plan and instrument (checklist)

More information about the learning program

Delivery mode	Face to face
Program duration (total)	2 days, 9:00am – 5:00pm
Assessment	During training	To be confirmed
	In workplace	To be confirmed
Number of learners	To be confirmed: will depend on assessment arrangements
Target learner group (profile)	● Members of the public: various skills, knowledge and industries● Some will complete this program as a stand-alone program; others have enrolled in BSB40215 Certificate IV in Business
Special needs	Some learners may need foundation skill support—e.g.● Oral communication skills—speaking skills needed to present information clearly and with impact● Writing skills needed to produce presentation plans and aidsAll learners to complete an oral communication and writing assessment before finalising enrolment.
Training topics(Activities and assessment tasks not included)	● Welcome and introduction● Characteristics of effective presentations● How to plan a presentation:– Step 1 – Decide objective– Step 2 – Consider the audience– Step 3 – Develop content– Step 4 – Organise resources– Step 5 – Prepare for delivery● How to deliver a presentation:– Principles of communication– Managing nerves– Handling questions● How to gather and respond to feedback on a presentation

Other information about this program

Up to 2.5 hours are available during training time for summative assessment activities. When planning your assessment, you may decide whether or not to incorporate one or more assessment task/s into the training time.

Step 1 – Determine assessment approach

Instructions

Questions for consideration

1. Who are the target candidates? (provide details of job role, industry etc)

2. What is the purpose of the assessment in this case:

· Why might program participants want to attain a statement of attainment for BSBCMM401?

· Will all participants want to attain a statement of attainment, or just some?

3. What are the assessment benchmarks (we know this):

BSBCMM401 Make a presentation

5. Who else might to be involved in—or informed of—the assessment?

7. What safety issues must be considered?

8. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures, will you use to inform and guide development of the assessment plan and tool?

Step 2 – Contextualise the unit

Contextualise the unit and its assessment requirements for your target candidate/s.

	Elements and performance criteria	Contextualisation/Unpack
1	Prepare a presentation
1.1	Plan and document presentation approach and intended outcomes
1.2	Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3	Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4	Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5	Select techniques to evaluate presentation effectiveness
2	Deliver a presentation
2.1	Explain and discuss desired outcomes of the presentation with the target audience
2.2	Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
2.3	Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
2.4	Use persuasive communication techniques to secure audience interest
2.5	Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
2.6	Summarise key concepts and ideas at strategic points to facilitate participant understanding
3	Review the presentation
3.1	Implement techniques to review the effectiveness of the presentation
3.2	Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
3.3	Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented
Foundation Skills
Reading	•Reviews and analyses documents to identify information relevant to a specific presentation
Writing	•Develops material to convey ideas and information to target audience in an engaging way
Oral communication	•Presents information using words and non-verbal features appropriate to the audience and context•Uses listening and questioning techniques to gather information required to develop or modify presentations•Interprets audience reactions and changes words or non-verbal features accordingly
Interact with others	•Selects and uses appropriate conventions and protocols to encourage interaction or to present information•Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals•Recognises the need to alter personal communication style in response to the needs or expectations of others
Get the work done	•Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes•Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas•Uses the main features and functions of digital tools to complete work tasks
	Performance evidence
●	prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:effective presentation strategies and communication principlesaids and materials to support the presentation
●	select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.
	Knowledge evidence
●	identify information collection methods that will support review and feedback of presentations
●	identify regulatory and organisational obligations and requirements relevant to presentations
●	describe the principles of effective communication
●	describe the range of presentation aids and materials available to support presentations.
	Conditions for assessment
●	Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:•equipment, materials and business software packages for making a presentation•business technology•interaction with others.

Step 3 – Complete a competency map (matrix)

Units Covered	BSBCMM401 Make a presentation
Version	Version number	v1, draft 1	Date

List methods of assessment hereTask 1:Task 2:Task 3:Task 4:
	1	2	3	4
Elements and performance criteria
1	Prepare a presentation
1.1	Plan and document presentation approach and intended outcomes
1.2	Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3	Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4	Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5	Select techniques to evaluate presentation effectiveness
2	Deliver a presentation
2.1	Explain and discuss desired outcomes of the presentation with the target audience
2.2	Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
2.3	Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
2.4	Use persuasive communication techniques to secure audience interest
2.5	Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
2.6	Summarise key concepts and ideas at strategic points to facilitate participant understanding
3	Review the presentation
3.1	Implement techniques to review the effectiveness of the presentation
3.2	Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
3.3	Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented
Foundation Skills
Reading	•Reviews and analyses documents to identify information relevant to a specific presentation
Writing	•Develops material to convey ideas and information to target audience in an engaging way
Oral communication	•Presents information using words and non-verbal features appropriate to the audience and context•Uses listening and questioning techniques to gather information required to develop or modify presentations•Interprets audience reactions and changes words or non-verbal features accordingly
Interact with others	•Selects and uses appropriate conventions and protocols to encourage interaction or to present information•Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals•Recognises the need to alter personal communication style in response to the needs or expectations of others
Get the work done	•Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes•Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas•Uses the main features and functions of digital tools to complete work tasks
Performance evidence
●	prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:• effective presentation strategies and communication principles• aids and materials to support the presentation
●	select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.
Knowledge evidence
●	identify information collection methods that will support review and feedback of presentations
●	identify regulatory and organisational obligations and requirements relevant to presentations
●	describe the principles of effective communication
●	describe the range of presentation aids and materials available to support presentations.
Conditions for assessment
●	Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:• equipment, materials and business software packages for making a presentation• business technology• interaction with others.

Step 4 – Document the assessment plan

Document your plan by completing the template below.

General information
RTO	ABC Training House
Date prepared
Competency standards	BSBCMM401 Make a presentation
Assessment pathway		Training & Assessment	Program name	Presenting with Panache
	☐	Recognition of Prior Learning (RPL)
Candidate/s
Assessor/s
Assessment activities
	Method/task	Evidence	When/where completed	Instruments
1
2
3
4
Resources needed for the assessment
Venue or equipment requirements
Documentation needed to assess competence (assessment tool documentation needed)
Safety and other logistics
Safety
People to be informed of the assessment
Provision for:● Assessment support● Reasonable adjustments
Recording and reporting:● How will results be recorded?● To whom will results be reported?
Other logistics

Step 5 – Develop an assessment instrument

Develop an observation checklist that will be part of the assessment tool for BSBCMM401 Make a presentation.

To do this, complete the template below, or type an observation checklist using a format of your choice that includes the equivalent of all information shown in the template below.

Information and instructions
General information about this activity
Candidate name
Assessor name
Competency standard	BSBCMM401 Make a presentation
Observation date
Information and instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

Observation criteria
Did the candidate:	Yes	No
1		☐	☐
2		☐	☐
3		☐	☐
4		☐	☐
5		☐	☐
6		☐	☐
7		☐	☐
8		☐	☐
9		☐	☐
10		☐	☐
Result for this assessment activity
Result	☐	Satisfactory	☐	Not Yet Satisfactory
Assessor comments	We would normally add more space here
Assessor signature		Date signed

Step 6 – Check the instrument

Instructions

Ask another program participant to review your assessment instrument—Observation checklist —and identify improvements. Ask the person who reviews your instrument to:

· Complete the Review Checklist below

· List recommended improvements on the next page

· Sign where indicated.

Name of reviewer

Assessment Instrument: Review Checklist	Yes	No
General content and formatting
1. Do the instructions include clear and complete information for candidates?	☐	☐
2. Do the instructions include clear and complete information for assessors?	☐	☐
3. Is there enough space to document quality of evidence and make comments?	☐	☐
4. Is there space to note results for the assessment task or activity (S or NYS?)	☐	☐
5. Is version control noted?	☐	☐
Wording
6. Is the instrument valid?● Does the instrument cover the intended parts of the unit (and its assessment requirements)? To answer this question, return to the competency map and see if all parts of the unit that the developer of the instrument intended to cover, are covered.● Is it free of unnecessary assessment requirements?	☐	☐
7. Is the instrument reliable? Are instructions and assessment criteria clear, complete and in plain English?	☐	☐
8. Is the instrument flexible enough to cater to the diverse needs of the target candidate/s?	☐	☐
9. Is the instrument fair? Are assessment activities achievable by the target candidate/s? Does the instrument feature objective, unbiased wording?	☐	☐
Typos
10. Is the instrument free from typos and grammatical errors?	☐	☐

General feedback and recommendations for improvement

Reviewer’s signature		Date signed

Step 7 – Review and reflect

1. Reflect on this activity.

2. In the space below, summarise what you have learned about planning assessment activities and processes, and developing assessment instruments:

Step 8 – Finalise the plan & instrument

Instructions

Use the feedback provided to improve and finalise your assessment plan and instrument.

TASK 5

Conduct Assessment

Task 5:Assess competence on 5 occasionsFor this task you are required to conduct assessment whilst meeting the following criteria.· Each assessment must cover an entire unit of competency and its assessment requirements.· At least one assessment must be recognition of prior learning (RPL – candidate 1).· You must assess a different candidate on each occasion (Candidate 2-5).· You must make a reasonable adjustment in the assessment of at least one candidate.Please note: You must conduct each assessment under supervision of a qualified assessor. This will be done during day 4.Candidate 1Candidate 2Candidate 3Candidate 4Candidate 5Using case study 3 – conduct an RPL assessment with Kelly.Please note: the tool has been provided for youUsing one of the tools you developed for task 3 (not RPL) of the assessment kit – conduct a group assessment for 4 candidates.You must make a reasonable adjustment in the assessment of at least one candidate.5.1 Assessment for candidate 1TaskPlan and conduct assessmentPlan and conduct an RPL assessment using case study 3. You are required to prepare and conduct assessment for unit BSBCMM401 Make a presentation.You will need to read the case study, review the candidate’s work, prepare and conduct a verbal assessment and make judgement of competency.You will work in pairs in which you will be observed whilst:· You play the role of ‘assessor’· A fellow student will play the role of ‘candidate’ (Kelly)· Your TAE trainer will assess you using the observer checklists.You will then swap roles.Case study 3( Assess competence through RPL of a candidate—’Kelly Kandidate’—in the unit: BSBCMM401 Make a presentation )Requirements for satisfactory completionYou must complete all parts of this task to a satisfactory standard.Who will assess youYour TAE trainer—a qualified assessor—will supervise you throughout all stages of this task. The TAE trainer /assessor will decide the result for this task (Competent or NYC) after the conclusion of training.Read the background information starting on the next page.Prepare for assessment1. Review the evidence provided for Kelly and prepare to conduct an RPL assessment.· Document your feedback using the assessment instruments provided.· Use the rules of evidence to judge the evidence provided so far.· Prior to conducting your verbal assessment, review the verbal questions provided, adding more as required.2. Conduct a verbal assessment withKelly, make a decision of competence and share that decisionMeet with Kelly to complete the RPL assessment:· Brief Kelly on the assessment process and requirements· Conduct verbal assessment—document your feedback using the assessment instrument provided· Conduct a final review of all evidence and make a decision of competence· Provide assessment results and feedback to Kelly.3. Review and reflect on this activity· Write a personal reflection on what you learned from having completed this task.Case Study 3InstructionsRead the information below to familiarise yourself with the purpose and context of Kelly’s RPL assessment.BackgroundYou are a trainer and assessor for your local RTO, ABC Training House.Kelly has enrolled in BSB40215 Certificate IV in Business. Kelly has chosen the option to undertake RPL assessment for BSBCMM401 Make a presentation.Kelly’s evidence:First, Kelly will email you completed work of having planned and delivered a presentation. Kelly will be asked to submit:1. The presentation outline or equivalent that Kelly had prepared2. PowerPoint or other visual aid to support the presentation3. A video of Kelly delivering the presentation planned.You will review items 1-3 above, then contact Kelly to organise a face to face meeting to conduct a verbal assessment.4. At the meeting you will ask Kelly verbal questions as provided, plus additional questions you may have after viewing Kelly’s presentation.You should be able to confirm Kelly’s result for the unit by the end of the interview.Prepare for assessmentReview the evidence provided for Kellyand prepare to conduct an RPL assessment.· Document your feedback using the assessment instruments provided.· Use the rules of evidence to judge the evidence provided so far.· Prior to conducting your verbal assessment, review the verbal questions provided, adding more as required.Kelly has now emailed to you work completed. Work submitted includes:1. Presentation plan2. PowerPoint for the presentation3. Video of Kelly delivering the presentation.InstructionsLook at the evidence Kelly has submitted.Document feedback using the assessment instruments provided. You’ll complete this activity in three parts:a. Read the presentation plan and PowerPoint that Kelly has submitted (these start on the next page). Document feedback by completing Assessment instrument A: document review checklist(find this checklist on the page following Kelly’s presentation plan and PowerPoint).b. View the video—follow instructions provided for Part B of this activity.c. Use the rules of evidence to judge the quality of evidence submitted so far—follow instructions provided.a. Read the presentation plan and PowerPoint for KellyPresentation planWhat is the objective of your presentation?By the end of my presentation I hope that audience members will adopt a dog from an animal rescue or equivalent associationWho is your audience?Anyone who wants a petWhat visual aids will you use?PowerPoint – see belowHow will you manage questions?I prefer to take questions at the end of the presentationPresentation outline1. Why so many dogs need a home2. Why dogs make great pets3. How to adopt a dog4. ConclusionPowerPointAssessment instrument A: document review checklistInformation and instructionsGeneral information about this assessment activityCandidateKelly KandidateAssessorTask titlePlan, deliver and review one presentationCompetency standard/sBSBCMM401 Make a presentationInstructionsCandidate instructionsCompile the evidence listed below and mail or email to the RTO.Requirements for satisfactory completionThe evidence must meet all assessment criteria listed below S = Satisfactory; NYS = Not Yet SatisfactoryAssessor instructionsDocument the quality of the evidence by completing the checklist below.Assessor to complete these columnsQuality of evidenceEvidenceRequired qualitySNYS1Presentation plan1a. Presentation objective is clear and measurable☐☐1b. Audience description is provided☐☐1c. Presentation content supports the objective☐☐1d. Presentation content is appropriate for the target audience☐☐2Visual aid2a. Type of visual aid selected is appropriate for this presentation☐☐2b. Content is easy to read and interpret☐☐2c. Design and content of the visual aid supports the objective☐☐Result for this assessment activityResult☐Satisfactory☐Not Yet SatisfactoryAssessor commentsAssessor signatureDate signedb. View the video and judge the quality of performance observedInstructions1. View the video of Kelly delivering the presentation. Download the video from: https://youtu.be/wb5LSZ3NdRQ (accessed 01.05.2017).2. While viewing the video, document the quality of Kelly’s presentation delivery. To do this, complete the observation checklist that begins below:Assessment instrument B: observation checklistInformation and instructionsGeneral information about this activityCandidate nameKelly KandidateAssessor nameCompetency standardBSBCMM401 Make a presentationObservation dateInstructionsCandidate instructionsPlease mail or email to our RTO, a video of you delivering the presentation you planned for this task. Ensure that your delivery meets the criteria listed below.Requirements for satisfactory completionResult for criteria identified with an asterisk (*) must be ‘yes’Result for all other criteria must be ‘yes’ or ‘N/A’The assessor will use their discretion when assessing this activity.Assessor instructionsView the video submitted and document the quality of the presentation by completing the checklist below.Observation criteriaDid the candidate:YesNoN/A1Establish a positive rapport with the audience2Explain and discuss the desired outcomes of the presentation or set the scene for the presentation in a way that supports the presentation outcomes*3Use presentation aids or materials to support target audience understanding4Use relevant stories, examples or data to back up key points made*5Monitor non-verbal and verbal audience communication to promote attainment of outcomes☐6Provide opportunities for audience to seek clarification or ask questions*7Emphasise/summarise key concepts and ideas at strategic points*8Finish on a strong note that includes a clear ‘call to action’ where applicable*Observation checklist, continuedResult for this assessment activityResultSatisfactoryNot Yet SatisfactoryAssessor commentsAssessor signatureDate signedInstructionsPrepare to conduct the verbal assessment1. Review the verbal questioning instrument.2. Consider any additional questions you want to ask Kelly about the evidence presented to date. Add up to two (2) questions to the questionnaire below.Once you have completed the verbal questioning instrument you will be ready to conduct your RPL interview with Kelly.Assessment instrument C: verbal questionsDetails of questioningCandidate nameKelly KandidateAssessor nameCompetency standardBSBCMM401 Make a presentationInterview dateInstructions for useInformation and instructions for useAssessor instructions1. Complete this questionnaire: add additional questions you want to ask, having viewed the video of the candidate delivering the presentation and related documents. Make a note of desired responses.2. Conduct the interviewask the candidate the questions listed below:● Document the quality of each response by completing the checklist that accompanies each question● Add comments as appropriate to create a detailed and accurate record of the candidate’s responses.Requirements for satisfactory completionThe candidate must answer all questions to a satisfactory standard. Requirements for a satisfactory response to each question are listed with the question.Note to the assessor: Use your discretion when judging the quality of each response. The candidate may offer a response that is not among the list of acceptable answers, but which is acceptable. In this case, assign a satisfactory result for the question.Questions1a. Describe one (1) example of how you can obtain feedback on presentations you deliverb. Describe how you could use this feedback to identify improvements.Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)Candidate must offer satisfactory responses for both parts A and B of this question. Examples of satisfactory responses are listed below.APart A responses may include:●Verbal or written feedback from audience members—e.g. feedback form☐●Written or verbal feedback from an observer—e.g. supervisor observes and gives feedback☐●Data—e.g. degree to which the presentation objectives are achieved☐●Other appropriate suggestion:☐BPart B responses may include:●Self-reflection—verbal or written☐●Other appropriate suggestion:☐Result for this question☐Satisfactory☐Not yet satisfactoryAssessor notes2Identify at least two (2) regulatory and/or organisational obligations and requirements relevant to presentationsCriteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)The candidate must offer at least two (2) responses—2 regulatory, 2 organisational, or one of each are all satisfactory. Examples are listed below.aRegulatory—Anti-discrimination: mustn’t harass or discriminate against others☐bOrganisational—must use organisation’s branded PowerPoints☐cOrganisational—key message to consistently deliver☐dOrganisational—must meet required time frames☐eOrganisational—management must approve pres’n content and visual aids before delivery☐fOther reasonable suggestion:☐Result for this question☐Satisfactory☐Not yet satisfactoryAssessor notes3Describe two (2) principles of effective communication that you do or could use when you deliver presentationsCriteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)Candidate must describe at least two (2) principles. Examples are listed below:●Revisit and re-cap key points at regular intervals throughout the session☐●Multi-sensory presentation—tell them and show them using visual aids and gestures☐●Get audience involved—ask questions; ask them to “think of a time” etc.☐●Use Plain English—e.g. Active voice; one point per sentence☐●Other:☐Result for this question☐Satisfactory☐Not yet satisfactoryAssessor notes4Describe at least two (2) presentation aids and materials available to support presentations you may deliver in your workplaceCriteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)The candidate must offer at least two (2) examples of presentations aids or materials that are relevant to the types of presentations the candidate delivers. Possible satisfactory responses are listed below:aVisual aid—e.g. PowerPoint, Prezi, etc.☐bWork product—e.g. Sample of a product discussed in the presentation☐cProp—e.g. Containers full of ‘big’ and ‘little’ stones as a metaphor for big vs little priorities (reference: Stephen Covey)☐dReference material—e.g. handout or pamphlet☐eAnother person—e.g. to act as assistant or to model an item (such as a new uniform)☐fOther reasonable suggestion:☐Result for this question☐Satisfactory☐Not yet satisfactoryAssessor notesAdd up to two (2) additional questions you want to ask Kelly5Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)The candidate must:Possible satisfactory responses are listed below:a☐b☐cOther reasonable suggestion:☐Result for this question☐Satisfactory☐Not yet satisfactoryAssessor notes6Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)The candidate must:Possible satisfactory responses are listed below:a☐b☐cOther reasonable suggestion:☐Result for this question☐Satisfactory☐Not yet satisfactoryAssessor notesAssessment result for verbal questioningResultSatisfactoryNot Yet SatisfactoryAssessor commentsAssessor signatureDate signedConduct the verbal assessment withKelly, make a decision of competence and share that decisionMeet with Kelly to complete the RPL assessment:· Brief Kelly on the assessment process and requirements· Conduct verbal assessment—document your feedback using the assessment instrument provided· Conduct a final review of all evidence and make a decision of competence· Provide assessment results and feedback to Kelly.Assessment brief checklistBelow is a blank template for an assessment brief checklist. Use it to prepare an agenda that covers how you will explain the assessment process and requirements to Kelly. Make personal notes below each agenda item.Tick () when discussed or clarified with the candidateHow CBA worksHow competency-based assessments work: Below, write notes about how you will check the candidate’s understanding of how competency-based assessments work☐What happens if result is C and what happens if result is NYC☐Assessment process, activities and requirementsReason for the assessment☐Competency standard/s being assessed☐Assessment process and activities—what to do, when and where, including modifications made to suit candidate context, where applicable☐How well candidates must perform to attain a competent result☐What to bring, what to wear, how to prepare, etc., as applicable☐Candidate rights and responsibilitiesAppeals process☐Names of those will be advised of assessment results☐Responsibility to submit authentic evidence☐Candidate’s right to choose whether or not to undertake assessment☐Inclusive assessment practiceSupport available☐Specific needs—e.g. specialised support or reasonable adjustment☐Conduct the interview, make a decision of competence and share that decision with Kelly—1. Interview Kelly—document the quality of Kelly’s responses using the space provided on the verbal questioning instrument2. Review all evidence Kelly has presented and decide the assessment result for the unit—Competent (C) or Not Yet Competent (NYC)3. Share your decision with Kelly and give feedback that justifies the result. Discuss and confirm next steps.Use the rules of evidence to judge evidence provided so farDiscussion questions:Is the evidence valid, current and authentic?Complete the table below to document your thoughts, as follows:KeyWhen answering ‘How strong is this evidence’the evidence clearly meets this rule● the evidence somewhat meets this rulethe evidence does not meet this ruleAssign a rating out of 5:5 = very strong (very useful for this assessment)1 = very weak (not at all useful).ValidCurrentAuthenticHow strong is this evidence?Example: how to fill in this table●1Task 1: Checklists completed by the original trainer2Task 2: Presentation plan (copy of plan)3Task 2: Visual aid (PowerPoint)4Task 2: Delivery (video)5Verbal QuestionsIs the evidence sufficient?Has the candidate provided enough evidence to demonstrate competence?☐Yes☐NoDocument the assessment resultDocument Kelly’s assessment result. To do this, complete the template below.Assessment resultsGeneral information about the assessmentRTOABC Training HouseCandidate nameKelly KandidateAssessor nameCompetency standardBSBCMM401 Make a presentationResults for each assessment taskSNYSDateTask 1Plan, deliver and review one presentation☐one month agoTask 2Plan, deliver and review a second presentation☐☐Task 3Assessment – verbal questions☐☐Result for the unitResult☐Competent☐Not Yet CompetentAssessor commentsAction planComplete only if the result was NYCAssessor signatureDate signedReview and reflectPart I: Self-evaluation and summary of feedback receivedReflect on this task and on your performance as an ‘assessor’. List at least two (2) things in each column of the table below:Things I did wellOpportunities for improvementPart II: Action planIn the space below, list at least three (3) things you will focus on to further develop your skills as an assessor.123Assessment 5.1Two observation checklists to be completed by a qualified TAE AssessorGeneral information – Assessor to completeAssessor name (the person being observed as ‘assessor’)TAE Assessor NameDate assessedInstructions for the TAE AssessorObserve the ‘assessor’ conduct the RPL assessment interview. You will observe the ‘assessor’:· Brief Kelly· Conduct the interview and document the quality of Kelly’s responses using the verbal questioning instrument prepare for this activity· Decide Kelly’s final assessment result for BSBCMM401, then share that result with Kelly.· Document the result you recommend for the ‘assessor’ (Satisfactory or Not Yet Satisfactory).Requirements for satisfactory completionAll items on the checklists that follow should be ticked ‘yes’—either:a. The required criteria is observed in the evidence-gathering activity, orb. As part of a verbal review, the ‘assessor’ identifies an item that they missed, without someone else having to tell them. In this case, the observer should tick ‘yes’ for that item.Observation Checklist 1 – Conduct a candidate briefingTAE Assessor to complete →YesNoCommentsWhen briefing the candidate, did the assessor discuss or clarify (not necessarily in the order listed):1How competency based assessments work2What will happen if the result if ‘C’ (competent) and what will happen if the result is NYC (not yet competent)3Reason for the assessment4The competency standard/s being assessed5Assessment process and activities—what to do, when and where (explain the entire assessment process, not just the part of the assessment we’ll complete today)6How well candidates must perform to attain a competent result (entire assessment process)7Other information as needed—e.g. what to bring, what to wear, how to prepare, etc.8Candidate’s right to appeal the assessment decision9Candidate’s right to confidentiality—and who will be advised of assessment results10Candidate’s responsibility to submit authentic evidence11Candidate’s right to choose whether or not to undertake assessment12Where to go for help or with more questions13Options for reasonable adjustment or specialised supportThroughout the brief did the assessor:14Establish a supportive assessment environment15Provide information in a clear, concise way16Encourage questions and ensure the candidate’s understanding of items discussedGeneral comments

Observation checklist2 – Interview the candidate, judge

	TAE Assessor to complete →	Yes	No	Comments
Conduct the assessment interview—Did the assessor:
1	Gather evidence the way they said they would in the brief?
2	Use personal and supportive interpersonal skills—e.g.● provided clear instructions and checked for understanding where necessary.● demonstrated non-verbal strategies to keep the candidate at ease, without misleading the candidate about their progress?
3	Provide adequate opportunities for the candidate to give evidence and demonstrate a satisfactory performance?
4	Document evidence accurately and in a timely manner—i.e. document evidence as they saw or heard it?
5	Ensure a physically and emotionally safe assessment
Judge evidence, make a decision and give feedback—Did the assessor:
When sharing feedback, did the assessor:
1	Make an appropriate decision of competence?
2	Share the decision with the candidate?
3	Give specific feedback that supported the result, including:● Things that were particularly well done; and/or● Gaps in performance?
4	Clarify ‘next steps’ with candidate—e.g.:a. If ‘not yet competent’ result:● Suggest strategies to attain a competent result next time?● Arrange another opportunity to be assessed?b. If ‘competent’ result:● Explain what happens next.
5	Encourage questions and comments to ensure that the candidate fully understood the assessment result, reasons for the result, and what happens next?
6	Maintain a supportive approach without being misleading?

Observation checklist, cont’d

‘ASSESSOR’S’ PERFORMANCE
Brief candidate	Satisfactory	☐	Not yet satisfactory	☐
Gather evidence	Satisfactory	☐	Not yet satisfactory	☐
Feedback
TAE Assessor name (PRINT)
TAE Assessor signature
Date signed

5.2Assessmentsfor candidate 2-5

TaskPlan and conduct group assessmentYou are required to assess 4 people using an assessment tool you developed for Task 3 of your assessment kit. This assessment is not RPL.You will use the same tool to assess all 4 candidates in a group assessment.For this group assessment you need to show that you have:· Prepared for assessment· Briefed the candidates· Conducted the assessment· Provided feedback and made the assessment decision.· Recorded the assessment results.A qualified assessor must complete the observation form(Template N) for each of the candidates (four observations in total) and must:· have supervised all aspects of the assessment· have completed all parts of the form, including comments· sign and date the form where indicatedPlease note: for authenticity purposes, you must submit either:· a hard copy or a scanned hard copy of the form which shows the hand written signature of the qualified assessor OR· a pdf version of the form that includes the qualified assessor’s digital signature (A Word document with typed name in the signature space is not acceptable)Prepare for assessmentYou are required to prepare all the documents you will need to conduct a group assessment for 4 candidates.Gather together and print the following materials to place in a kit ready to conduct your assessment:· all assessment instruments· supporting resources (if required)· assessment briefing checklist for each participant (Template M)· prepared assessment results sheet for each participant (Template J)· feedback from each candidate (Template O)Conduct the assessmentYou are required to provide evidence of having prepared for assessment by briefing your candidates and administering your assessments.Commence the assessment activity by completing the following:· Prepare the space in which you will be conducting the assessment to ensure facilities are appropriate to your assessments and safe.· Check that your candidates are ready for assessment· Brief the candidates on the activity, including information about the unit of competency and the process you will be taking to conduct the assessment.· Ask the candidates if they require special support while undertaking the assessment and document for each assessment.· Provide the candidates with their assessment instruments, explaining each of the assessment tasks and provide them with time to complete them.· Provide an opportunity for any of the candidates to meet with you individually and discuss requirements and/or provision for reasonable adjustment. Document any of these meetings and keep on record.· For one of your assessments that you are conducting, make a reasonable adjustment ensuring you maintain the integrity of the unit of competency in line with the Rules of evidence and Principles of assessment.Make an assessment decisionYou are required to collect evidence and use processes to decide on competency for those candidates.· Collate the evidence and review it against the corresponding marking guide to identify whether it satisfactorily covers all assessment criteria in the assessment task.· Document whether the assessment task was satisfactorily completed by the candidates. Complete an Assessment results sheet for each candidate.· For each candidate, provide clear, specific feedback as to what they missed or misrepresented in their evidence providing them with an opportunity to rectify and resubmit or attempt to demonstrate again. This should cover everything that has not been marked off as satisfactory in the marking guide.· Agree and document with the participant a new date for resubmission (if required).

Task	Task title	Questions
5.3	Review assessment process	Reflect on this task: identify strengths and opportunities for improvement as an assessor. Answer the following questions:a. Were the assessment methods and activities suitable? Explain why or why not.b. Were the assessment instruments you used suitable and easy to use? Explain why or why not?c. Strengths: What did you do well and why? Include specific examples.d. Opportunities: What could you have done better? Discuss your thoughts about how to do it better next time.e. Further development: What skill areas will you focus on to further develop your ability to assess competence?f. Identify at least one assessment conducted for this task, in which you made a reasonable adjustment.g. Describe the candidate special need that warranted the reasonable adjustmenth. Describe the adjustment madei. Explain how the adjustment was ‘reasonable’ (i.e. explain how the adjustment met candidate needs and maintained the integrity of the assessment)j. Demonstrate evidence of having helped the candidate prepare for assessment by responding to these questions:k. Describe how and when you explained and discussed the assessment process and requirements with the candidatel. Describe support options you discussed with the candidate, including specialist support, if applicable
		To the candidate: replace this text with your response
You must submit evidence of:Assessment documentation for 4 candidates:· Briefing checklist (Template M)· Completed assessment instruments· Record of results (Template J)· Assessment Feedback form (completed by qualified assessor) (Template N)· Assessment feedback from candidate (Template M)· Responses to reflection questions.

TASK 6

Validation

Task 6:

Participate in Assessment ValidationFor this task you are required to participate in 3 validation sessions.· On each occasion validate a different tool – three (3) assessment tools· At least 2 people, including you, must participate in each validation· Contribute actively to the validation activities and outcomes by collaborating in discussion and documenting the outcomes.· Submit aAssessment tool validation record(1 for each session) noting your discussion and findings and any action for improvement.The following task requirements are for one (1) validation only. You will need all components of this task – 6.1 and 6.2 – completed three times. One for each validation.TaskTask titleTask requirements/Questions6.1Background information about each validationa. Explain who wrote the assessment tool that you validated.b. Name the unit/s of competency covered in the assessment tool validated.c. Describe the target candidate/s.d. Explain the purpose of the assessment tool.e. Describe key assessment system policies and procedures that the tool must support. As a minimum, explain:● assessment submission policies and procedures● how candidates receive information that is relevant to all assessments within an organisation—e.g. information about appeals, confidentiality, etc.6.2Validation paperworkValidation paperwork—all documents you and fellow validators used or produced as part of this validation—including:a. Copies of the unit of competency (and its assessment requirements) that the tool you validated intended to coverb. A copy of the assessment tool you validatedc. Competency map that covers the entire unit and its assessment requirements and which you referred to or created to confirm validity and sufficiency of the assessment toold. Authenticated Assessment tool validation record(Template P) that documents the validation participants, process and outcomes(optional) Other documents that show how you prepared for and contributed to the validation activity.6.3ReflectionSelect one (1) of the assessment validations you participated in for this task.· Name the assessment validation that you select· Answer the following questions about this validation activity:a. Describe how and with whom you clarified details of the validation—e.g. its purpose, context and scope, plus logistics such as when and where validation would occurb. Describe the materials you reviewed/arranged in preparation for the assessment validationc. Describe how you confirmed (or could confirm) that you were using the most recent versions of validation reference materials and templatesd. Describe one (1) example of how you resolved (or could resolve) a difference in opinion between validators.You must submit evidence of:· 3xAssessment tool validation record(Template P)· Tools validated including competency map and marking guides· Copy of units of competency that tools were based on· Response to questions

TEMPLATES

Template A: Assessment Plan

General information
RTO
Date prepared
Unit of competency title and code
Assessment pathway	☐	Training & Assessment	Program name
	☐	Recognition of Prior Learning (RPL)
Candidate/s
Assessor/s
Assessment activities
	Method/task	Evidence	When/where completed	Instruments
1
2
3
Resources needed for the assessment
Venue or equipment requirements
Documentation needed to assess competence
Safety, assessment administration and other logistics
Safety
People to be informed of the assessment
Provision for:● Assessment support● Reasonable adjustments
Recording and reporting:● How will results be recorded?● To whom will results be reported?
Other logistics

Template B: Competency mapping

Complete the competency map to show how your assessment instruments collectively cover the entire unit and its assessment requirements

Unit/s covered
Version	Version number		Date

Assessment tasks or evidence1. Name of task2. Name of task etc.
	1	2	3	4	5	6	7
Elements and performance criteria
1
1.1
1.2
1.3
1.4
2
2.1
2.2
2.3
2.4
3
3.1
3.2
3.3
3.4
4
4.1
4.2
4.3
4.4
Foundation Skills
Learning
Reading
Writing
Oral communication
Numeracy
Navigate the world of work
Interact with others
Get the work done
Performance evidence
●
●
●
●
●
●
Knowledge evidence
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●
●
●
●
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Assessment conditions
●
●

Assessment tool templates

This section contains a selection of templates that you may combine to create an assessment tool

This includes templates for:

· Assessment Cover sheet

· Assessment instructions for candidates and assessors

· Assessment instruments

· Administrative templates to record assessment information and results

How to use these templates to create an assessment tool:

Modify, re-order, remove and add to this suite of templates to create an assessment tool that is suitable for your target candidate/s and their workplace context.

Template C: Assessment cover sheet (this template can be used as part of your assessment tool)

General information
RTO Name
Unit/s assessed
CANDIDATE to complete this section
Name
USI *
Address
Phone	Daytime		Evening
Email
Company name
Date submitted
Candidate declaration—By signing below, 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 timethis portfolio contains my own work except where I have made due reference to work by other/s. I am aware that a false declaration may lead to withdrawal of a qualification or statement of attainment.
Candidatesignature*		Date signed
* Candidates must provide a REAL signature. If submitting your portfolio electronically, either insert an electronic signature in the space above, or print this page, sign it, then submit a scan of the signed page.
ASSESSOR to complete this section
Name of assessor
Date portfolio received
Date portfolio review completed

* USI stands for Unique Student Identifier. If you don’t yet have a USI go to: http://www.usi.gov.au/create-your-USI/Pages/default.aspx Use this USI every time you enrol in nationally recognised training or assessment.

Template D: Assessment information and instructions for candidates

Welcome to your assessment!

Read this document carefully

It has important information about your assessment. Contact us if you have questions.

Assessment tasks / activities:

Task (List the methods used to assess)	Description
1	Eg Observation	<Describe task in more detail here. Describe what candidates must do, and how well they must perform to attain a satisfactory result on the task>
2	<name task or item of evidence>
3	<name task or item of evidence>

Condition of Assessment:

Requirements for a competent result

To attain a competent result, you must <continue here with information about what candidates must demonstrate to attain a competent result>

What else you should know

<Add more info as needed—e.g. how to prepare, what to bring, what to wear, as applicable>

Template E: Assessment instrument: Observation

Information and instructions
General information about this activity
Candidate name
Assessor name
Competency standard
Observation date
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions
Observation criteria
Did the candidate:	Yes	No
1		☐	☐
2		☐	☐
3		☐	☐
4		☐	☐
5		☐	☐
6		☐	☐
Result for this assessment activity
Result		Satisfactory		Not Yet Satisfactory
Assessor comments
Assessor signature		Date signed
Candidate signature		Date signed

Template F: Assessment instrument: Written

Information and instructions
General information about this assessment activity
Competency standard
Candidate name
Test date
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

Paragraph-style questions
Answer the following questions:
1	Replace this text with the question

True/false questions
Circle true or false beside each statement
1	Statement here	true	false
2	Statement here	true	false

Multiple choice questions
Circle the correct answer to each question below (1 point each)
1	Question here
	A	Responses here (and below)
	B
	C
	D

Result for this assessment activity
Result	☐	Satisfactory	☐	Not Yet Satisfactory
Assessor comments
Assessor signature		Date signed

( You’ll also need to prepare a marking guide / answer key for assessors )

Template G: Assessment instrument: Verbal

Information and instructions
General information about this assessment activity
Candidate name
Assessor name
Competency standard
Interview date
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

Questions
1
Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)
The candidate must <replace this text with information about the type of answer the candidate must provide, or about the number of ‘correct’ responses to be offered>Possible satisfactory responses are listed below:
a		☐
b		☐
c		☐
Result for this question	☐	Satisfactory	☐	Not yet satisfactory
Assessor notes

Questions
2
Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)
The candidate must <replace this text with information about the type of answer the candidate must provide, or about the number of ‘correct’ responses to be offered>Possible satisfactory responses are listed below:
a		☐
b		☐
c		☐
Result for this question	☐	Satisfactory	☐	Not yet satisfactory
Assessor notes

Questions
3
Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met)
The candidate must <replace this text with information about the type of answer the candidate must provide, or about the number of ‘correct’ responses to be offered>Possible satisfactory responses are listed below:
a		☐
b		☐
c		☐
Result for this question	☐	Satisfactory	☐	Not yet satisfactory
Assessor notes

Add more questions, as required.

Result for this assessment activity
Result	☐	Satisfactory	☐	Not Yet Satisfactory
Assessor comments
Assessor signature		Date signed
Candidate signature		Date signed

Template H: Assessment Instrument: Portfolio of Evidence

Information and instructions
General information about this assessment activity
Candidate
Assessor
Competency standard/s
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

Assessment checklist
Evidence	S	NYS	Assessor comments
1		☐
2		☐
3		☐
4		☐
5		☐

Result for this assessment activity
Result	☐	Satisfactory	☐	Not Yet Satisfactory
Assessor comments
Assessor signature		Date signed
Candidate signature		Date signed

Template I: Assessment instrument Third party questionnaire

Information and instructions
Information and instructions for the candidate
What to do
Choosing an appropriate third party referee
Information and instructions for the Referee
Information
What to do
Questionnaire (referee to complete)
Preliminary information
Name of candidate
Name of third party referee
Date completed
Information about you (the referee)
Company		Position held
Relationship to candidate (e.g. supervisor)
Length of time you’ve known the candidate
Phone (daytime)		Email
May we contact you if we need more information?	☐	Yes	☐	No
Questions about the candidate’s routine work practices
1	Question here
2	Question here
3	Question here
Additional comments about the candidate’s work performance
Referee Declaration
Signature		Date signed

Template J: Record of assessment results

General information about the assessment
Candidate name
Unit of competency
RTO
Assessor name
Assessment pathway	☐	Training and assessment	☐	RPL
Assessment date/s
Result for each assessment task or activity	S	NYS
1		☐	☐
2		☐	☐
3		☐	☐
4		☐	☐
5		☐	☐
Result for the unit of competency
Result	☐	Competent	☐	Not Yet Competent
Assessor comments
Action plan
Assessor signature		Date signed
Candidate signature		Date signed

Template K: Marking guide for assessors

General information about the assessment
Unit of competency
RTO
Assessment pathway	☐	Training and assessment	☐	RPL

Information and instructions for assessors

When to use this guide

<replace this text with information about when this guide is to be used>

What to do

<replace this text with information about how assessors should use this guide>

Marking guide Option 1—Information-based marking guide

Task / activity 1 – Name of activity

For a satisfactory result on this task, candidates must:

· <replace this text with assessment criteria>

· <replace this text with assessment criteria>

Task / activity 2 – Name of activity

For a satisfactory result on this task, candidates must:

· <replace this text with assessment criteria>

· <replace this text with assessment criteria>

Marking guide Option 2—Marking checklist

Task / activity 1 – Name of activity

Did the candidate	Yes	No
1	<Type assessment criteria here>	☐
2	<Type assessment criteria here>	☐
3	<Type assessment criteria here>	☐
4	<Type assessment criteria here>	☐
5	<Type assessment criteria here>	☐

Marking guide Option 3—Copy of the same assessment task that candidates receive, with extra information added for assessors

Task / activity 1 – Name of activity

Task description

Replace this text with the same information / instructions candidates received—e.g. a question the candidate was asked

Assessor information

Replace this text with the ‘correct answer’ or other information assessors need to ensure that all assessors conducting this assessment will exercise similar standards.

Template L: Report on the trial and review of an assessment tool

General information
Date of report
Prepared by
Unit/s covered in the assessment tool that was trialled
Assessment pathway	☐	Training and assessment	☐	RPL
The trialling process
Date/s of trial
Location/s of trial
Participants	Number of candidate/s
	Names of assessor/s
	Other participants (if applicable)
How and when feedback was collected and reviewed
Assessment activities and documents used in the trial
Assessment activities conducted as part of this trial:
Assessment tool documentation used in the trial
What assessment methods/instruments were used in this pilot assessment?(tick all applicable boxes)	Observation—simulation	☐
	Observation—on the job	☐
	Assigned practical task	☐
	Written questions	☐
	Verbal questions	☐
	Log book	☐
	Third party questionnaire	☐
	RPL portfolio	☐
What other assessment tool documentation was used?	Marking guide for assessors	☐
	Other (list):	☐

Assessment review – Findings and recommendations

Questions for discussion

1. Are assessment tasks valid—suitable for the unit/s assessed; free of unnecessary assessment tasks or requirements; produced evidence that was valid, sufficient, current and authentic; produced evidence that let assessors confidently make an evidence-based decision of competence.2. Are the assessment tasks fair—assessment activities possible for target candidate/s to complete; offer candidates sufficient opportunity to demonstrate skills and knowledge held?

Summary of feedback

Recommended improvements

Assessment instructions for candidates

Questions for discussion

1. Does preliminary assessment information give a clear, complete and accurate description of the assessment activities, requirements, timeframes, and information about candidate rights and responsibilities in assessment?2. Are instructions for each task clear and complete—gave an accurate description of the task; answered all candidate questions; interpreted the same way by candidates and assessors, alike.

Summary of feedback

Recommended improvements

Instructions and marking guides for assessors

Questions for discussion

Are instructions and guidance for assessors clear and complete—did they answer all assessor questions; did they provide all information needed to reach an assessment decision; did all assessors interpret these instructions and marking guidance the same way?

Summary of feedback

Recommended improvements

Presentation, layout and ease of use

Questions for discussion

1. Does the assessment tool documentation include capacity:· to note details of the assessment: candidate name and information; assessor name; details of unit/s assessed; assessment date/s; candidate consent to be assessed· for candidates to provide required information and responses to questions· for assessors to document/record: quality of evidence provided (including comments); results for each assessment task; overall result for the unit/s; general feedback on performance; action plan if needed.2. Was the assessment tool documentation laid out in a logical sequence and formatted for easy use by assessors and candidates alike?3. Did the length of time it took to complete the assessment match expectations?

Summary of feedback

Recommended improvements

Information in this report verified by
Name		Signature		Date

Template M: Assessment briefing checklist

Use this template to record details if having briefedyour candidate prior to assessment.

General information
Candidate name
Assessor name
Competency standard assessed
Date of assessment brief
Tick () if the following was discussed/clarified with the candidate:
How CBA works	How competency-based assessments work	☐
	What happens if result is C and what happens if result is NYC	☐
Assessment process, activities and requirements	Reason for the assessment	☐
	Competency standard/s being assessed	☐
	Assessment process and activities—what to do, what evidence to submit, how to collect suitable evidence to support RPL, when and where and how RPL assessment will be conducted, including modifications made to suit candidate context, where applicable	☐
	Other—what to bring, what to wear, how to prepare, etc., as applicable	☐
Candidate rights and responsibilities	Appeals process	☐
	Confidentiality and names of those will be advised of assessment results	☐
	Responsibility to submit authentic evidence	☐
	Candidate’s right to choose whether or not to undertake assessment	☐
Inclusive assessment practice	Support available	☐
	Specific needs—e.g. specialised support or reasonable adjustment	☐
Agreed by
Candidate	Signature		Date signed
Assessor	Signature		Date signed

Template N:Assessment feedback form

To be completed by the qualified assessor who observes the participant assessing competence

Information and instructions for the qualified assessor

Observe the participant assessing competence of an entire unit of competency (including its assessment requirements), in a real assessment environment.

As you observe the assessment, document the participant’s performance by completing all sections of the feedback form that begins on the next page. This includes:

· completing the checklist on the next page—tick () ‘yes’, ‘no’, or ‘NA’ to each criterion listed (where the ‘NA’ column is blacked out, the criterion applies to all assessments)

· adding written comments to describe, in more detail, about the participant’s performance as an assessor—use the space provided after the checklist.

At the conclusion of the assessment, sign and date where indicated, then return the completed form to the participant.

For a competent result on each occasion, 20 of the 21 items listed on the checklist must be ticked ‘yes’ or ‘NA’.

Template N: Assessment feedback form (to be completed by a qualified TAE assessor)

Name of Assessor (person playing the role of ‘assessor’
Name of candidate (person playing role of learner)
Information about you (the qualified assessor)
Name
Qualification you hold	☐	TAE40110 or TAE40116 Certificate IV in Training & Assessment
Your contact details	Phone (mobile preferred)
	Email
Information about the assessment observed
Unit assessed
Pathway	☐	☐Training and assessment	☐	☐RPL
Assessment date
Location of assessment		Swinburne Professional

When assessing competence, did the participant	Yes	No	N/A
1	Confirm with you—or others, as needed—requirements for the assessment. This may include seeking your guidance about: 1) requirements of the unit/s to be assessed; 2) how the candidate might best approach assessment—e.g. opportunities to integrate assessment into the candidate’s work routines, or to use simulated assessment activities, and/or 3) requirements of them as the assessor.
2	Discuss the assessment process and requirements with the candidate
3	Identify and document changes made to assessment activities or instruments (if any) to accommodate candidate context or identified support needs
4	(for RPL assessment/s) Help the candidate identify and gather their own evidence to support recognition of prior learning (RPL)
5	Organise documents and other resources needed for the assessment
6	Access specialist assessment support, or help the candidate access specialist support, if required
7	Use the agreed assessment methods and tools to gather quality evidence
8	Apply the principles of assessment and rules of evidence when gathering evidence
9	Support the candidate throughout all stages of the assessment
10	Make reasonable adjustment/s if required
11	Ensure the candidate’s physical and emotional safety at all times
12	Ensure the safety of workplace personnel, equipment and other assets
13	Make a decision of competence (C or NYC) based on available evidence and using the rules of evidence
14	Make a decision of competence in line with agreed assessment procedures
15	Give the candidate clear and constructive feedback (verbally or in writing)
16	(if the result was NYC) Document a follow-up plan to help the candidate attain a competent result on their next attempt
17	Record assessment outcomes and feedback promptly and accurately
18	Promptly submit results and other required assessment documentation according to assessment procedures and confidentiality conventions
19	Inform other relevant parties of the assessment decision, according to confidentiality conventions
20	Use professional and supportive two-way verbal and written interpersonal skills throughout all stages of the assessment
21	Review the assessment process with the candidate, with you and/or others?

Comments

Instructions for the supervising assessor: Use the space below to: 1) note participant’s strengths, plus opportunities to improve as an assessor; 2) If you ticked ‘no’ to any criteria, please give details.

Assessment result
Result		Competent		Not Yet Competent
Assessor signature		Date signed

Return this form to the participant after you have completed and signed it.

Template O: Assessment feedback form for candidates

Instructions

Use this template for the candidate to record their feedback about the assessment.

General information about the assessment
RTO
Candidate name
Assessor name
Competency standard
Assessment pathway		Training and assessment pathway		RPL
Assessment date/s
Assessment location/s

Instructions for the candidatePlease rate your assessment experience by ticking () the appropriate column beside each question below.	Excellent	Very good	Fair	Poor
Questions about the assessment
1. Did the assessor clarify the assessment process with you before the assessment began, including consideration of practical and WHS issues?
2. Were assessment documents clear and helpful?
3. Did your assessment experience match expectations?
4. Did the assessor support you, both during your preparation and throughout the assessment?
5. Do you think the assessment was appropriate for the competencies assessed?
6. Do you feel that the assessor made a fair assessment decision?
7. Did you receive specific, useful feedback about your performance?
8. Did you and the assessor discuss what will happen after the assessment?
9. Was the assessment environment comfortable and suitable?
In general, how do you rate:
10. The assessment process?
11. The assessment materials and documentation?
12. The assessor?
13. (if applicable) assistance provided by other RTO staff?

What aspects of this assessment worked for you?

What suggestions for improvement do you have?

What else would you like to tell us?

Template P: Assessment tool validation record

Part 1: General Information

Validation details
RTO
Validation date
Validation approach	☐	Face-to-face meeting
	☐	Other (describe):
Location (if applicable)

Purpose and focus of the Validation

Purpose	Validate an assessment tool
Relevant unit/s
Resources needed
Participants
Name	Organisation / Position

Part 2: Code of conduct

Participants in this validation acknowledge and agree that:
1. Be honest, respectful and open-minded With the validation leader and with each other.2. Equal ‘air time’ Allow everyone to have their say without interruption.3. Share diverse opinions—aim for consensus4. Validation leader will decide the response to mixed feedback In the event that validation participants have mixed feedback and do not reach consensus for a particular validation criterion, the validation leader will note all feedback and make the final decision.5. Copyright Please respect copyright of the materials and templates used in the validation. All validation materials are provided commercially, in confidence. Do not distribute them to others.6. Confidentiality You will be named as a participant in this validation, and this validation record will be openly available to anyone with a valid reason to review it. Please advise the validation leader if you prefer to be identified as ‘anonymous’ on this record.
Did all participants agree to these terms:● verbally at the start of the validation meeting● or by email beforehand?	☐	Yes	☐	No (details below)

Part 3: Validation Checklist

Does/is the assessment tool:	Yes	No	Comments
VALIDITY
1	Clearly identify units assessed by code and title	☐	☐
2	Address all aspects of the competency standard/s assessed:
	● Elements and performance criteria	☐	☐
	● Foundation Skills to the level described in the unit	☐	☐
	● Performance evidence	☐	☐
	● Knowledge evidence	☐	☐
	● Conditions for assessment	☐	☐
	Competency map attached	☐
3	Include activities that reflect realistic workplace requirements	☐	☐
4	Reflect realistic work conditions that include the dimensions of competence:
	● Task skills	☐	☐
	● Task management skills	☐	☐
	● Contingency management skills	☐	☐
	● Job / role environment skills	☐	☐
5	Promote collection of evidence that is:
	● Valid	☐	☐
	● Sufficient	☐	☐
	● Current	☐	☐
	● Authentic	☐	☐
6	Pitched at the correct AQF level	☐	☐
7	Free of unnecessary assessment tasks	☐	☐
FLEXIBILITY AND FAIRNESS
8	Offer a reasonable range of flexible options for how candidates complete and submit assessment tasks	☐	☐
9	Include information about available support and guidance if needed	☐	☐
RELIABILITY
10	Formatted and structured in a logical and easy-to-follow way	☐	☐
11	Include information, instructions and marking guide for assessors that includes:
	● clear instructions for administering the assessment—Plain English and concise	☐	☐
	● complete instructions for administering the assessment	☐	☐
	● decision-making rules and benchmarks to promote consistent outcomes	☐	☐
12	Include documented information for candidates that includes:
	● clear instructions	☐	☐
	● complete instructions	☐	☐
	● clear outline of evidence requirements for a competent outcome	☐	☐
ADMINISTRATION
13	Clearly identify version control	☐	☐
14	Include mechanisms to record:
	● Name of assessor/s	☐	☐
	● Name of candidate	☐	☐
	● Assessment date/s	☐	☐
	● Candidate’s written consent to be assessed (or equivalent)	☐	☐
	● Assessment results	☐	☐
	● Action plan in case of a NYC result	☐	☐
	● Other information needed to reflect the organisation’s policies and procedures related to assessment administration	☐	☐
	● Includes capacity for the assessor to note comments and feedback about the candidate’s performance.	☐	☐

Part 4: Validation outcomes

Summary of feedback and recommendations
Recommended Actions
Action required	By whom?	By when?
1
2
3
Signatures of validators

Submission and Result information
Submission Details	When submitting your work, please ensure you have signed the Declaration on the Assessment Cover Sheet.Your responses may be typed directly into this document, with any additional documentation provided as attachments Please title each attachment (i.e. Attachment A, B etc) and, reference these in the main document with an explanation of their relevance.All assessment tasks should be submitted via Canvas, our online learning management system. Please note:· Assessment due dates are to be 6 weeks from the final day of the learning workshop.· Feedback will be provided by your assessor within 3 weeks following the due date for submission.· If resubmission of work is required, this must be submitted within 2 weeksof receiving feedback from your assessor· Final feedback will be provided by your assessor within 2 weeks of resubmission.Extensions to the due date will be granted under exceptional circumstances.If you need an extension please contact your designated assessor at least one week before the due date.
Assessment results	Your assessment will be marked using the following scale on Canvas:Result CodeResult Certification DescriptionPUAchieved CompetencyNUNot Yet CompetentNENNo Engagement in UnitSENStopped Engagement in UnitIn addition to the results, you will also get detailed feedback from your assessor on each key aspect of your assessment. This will be provided to you via Canvas and can be accessed via “my grades”.Should you have any questions about the assessment process please feel free to contact your designated assessor.
Conditions	TAEASS401 Plan assessment activities and processesGather evidence to demonstrate consistent performance in conditions that are safe and which are typical of those experienced in the training and assessment environment. This includes access to the units of competency used in assessment planning activities.TAEASS502 Design and develop assessment toolsGather 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 relevant organisational policies and procedures in relation to the assessment system.TAEASS402 Assess competenceGather evidence to demonstrate consistent performance in a real assessment environment. The assessment environment must include access to assessment tools and recording materials.TAEASS403 Participate in assessment validationGather 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:· the texts and tasks usually found in the workplace· units of competency and other materials used in validation sessions.Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.All trainers and assessors delivering any TAE training products must hold one of· TAE50111 Diploma of Vocational Education and Training or its successor or· TAE50211 Diploma of Training Design and Development or it successor or· TAE550216 or A higher level qualification in adult education.As per clauses 1.22 – 1.23  item 7 of Schedule 1 of the Standards for Registered Organisations (RTOs) Amendment 2017.

Author: A Mastwyk	Date prepared: October 2018	Date last update August 2019	Location: Hawthorn	Version: 3.1
TAEASS401_TAEASS502_TAEASS402_TAEASS403 Assessment	Page 17 of 107

Swinburne Professional Education for Working Professionals

PO Box 218, H69 Hawthorn VIC 3122

P 1800 633 560 E indenrolments@swin.edu.au W www.swinburne.edu.au/professional/

TAE40116 TAEASS401 Plan assessment activities and processes TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAEASS502 Design and develop assessment tools

Participant Manual

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 2

Copyright

© 2018 Blackwater Projects.

All rights reserved.

This document was developed by Blackwater Projects learning and development consultancy and is used under license. It may only be reproduced or copied strictly in accordance with the terms of that license.

PO Box 4253 Balgowlah Heights NSW 2093 Australia

p +(61) 409 910 002 w blackwaterprojects.com.au e info@blackwaterprojects.com.au

These materials have been developed by Blackwater Projects learning and development consultancy and is used under license by Swinburne University of Technology.

The materials may not be duplicated without the written agreement of Swinburne Professional, Swinburne University of Technology, PO Box 218, H69, Hawthorn 3122 – Phone 1800 633 560 – Email swinburneprofessional@swin.edu.au

Version 1 – 7/5/2018

© May 2018 – All Rights Reservedmailto:swinburneprofessional@swin.edu.au

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 3

Contents

Program introduction …………………………………………………………………………… 5

Program focus and outcomes ……………………………………………………………………… 6

Introduction to competency-based assessment ……………………………………. 7

Introduction to this section ………………………………………………………………………….. 8 What is assessment? ………………………………………………………………………………… 9 What is quality assessment? …………………………………………………………………….. 12 What does it mean to be competent? …………………………………………………………. 17 Assessment pathways ……………………………………………………………………………… 20 Key features of competency-based assessment …………………………………………… 26 Assessor roles and responsibilities …………………………………………………………….. 34 Summary of this section …………………………………………………………………………… 43

Plan assessment activities and processes ………………………………………….. 44

Introduction to this section ………………………………………………………………………… 45 Plan assessment activities and processes: in context ……………………………………. 46 Plan assessment step 1. Determine the assessment approach ………………………. 49 Plan assessment step 2. Prepare the assessment plan …………………………………. 57 Plan assessment step 3. Develop assessment instruments ……………………………. 89 Recap: Plan assessment activities and processes—a ‘to-do’ list …………………….. 92 Summary of this section …………………………………………………………………………… 93

Design and develop assessment tools………………………………………………… 94

Introduction to this section ………………………………………………………………………… 95 Design and develop assessment tools: in context ………………………………………… 96 What is an assessment tool? …………………………………………………………………….. 97 Assessment tools for a training and assessment pathway ……………………………. 100 Assessment tools for RPL ………………………………………………………………………. 102 Design and develop assessment tools step 1. Determine the focus of the tool … 107 Design and develop assessment tools step 2. Design the assessment tool …….. 109 Design and develop assessment tools step 3. Develop the assessment tool …… 113 Design and develop assessment tools step 4. Review and trial …………………….. 152 Recap: Design and develop an assessment tool—a ‘to-do’ list ……………………… 168 Summary of this section …………………………………………………………………………. 169

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 4

Assess competence …………………………………………………………………………. 170

Introduction to this section ………………………………………………………………………. 171 Assessing competence: in context ……………………………………………………………. 172 Support the candidate ……………………………………………………………………………. 173 Assess competence step 1. Prepare for assessment and brief the candidate ….. 179 Assess competence step 2. Gather quality evidence …………………………………… 186 Assess competence step 3. Judge the evidence and make the assessment decision ……………………………………………………………………………………………….. 194 Assess competence step 4. Give feedback to the candidate ………………………… 197 Assess competence step 6. Review the assessment process ………………………. 209 Recap: Assess competence—a ‘to-do’ list …………………………………………………. 213 Summary of this section …………………………………………………………………………. 215

Participate in assessment validation …………………………………………………. 216

Introduction to this section ………………………………………………………………………. 217 Assessment validation: in context …………………………………………………………….. 218 Introduction to assessment validation ……………………………………………………….. 219 Participate in assessment validation step 1. Prepare for validation ………………… 223 Participate in assessment validation step 2. Participate actively in validation ….. 224 Participate in assessment validation step 3: Contribute to validation outcomes .. 225 Maintain validation records ……………………………………………………………………… 227 Recap: Participate in assessment validation—a ‘to-do’ list …………………………… 234 Summary of this section …………………………………………………………………………. 235

Program Summary …………………………………………………………………………… 236

References ………………………………………………………………………………………. 238

Appendix: Extra reading …………………………………………………………………… 240

VET Quality Framework …………………………………………………………………………. 241 Training packages …………………………………………………………………………………. 249

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 5

Program introduction

This manual will help you plan, organise, develop, conduct and ‘quality check’ your

assessment tools and practices

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 6

Program focus and outcomes

Competency standards

This participant manual covers the following units of competency:

● TAEASS401 Plan assessment activities and processes

● TAEASS402 Assess competence

● TAEASS403 Participate in assessment validation

● TAEASS502 Design and develop assessment tools.

Program outcomes

By the end of this program, participants should be able to:

● explain competency-based assessment and describe how it works

● use training package competency standards as the basis for assessment

● plan assessments:

– for RPL and training and assessment pathway assessments

– that cover all requirements of the industry benchmark (or equivalent)

– that are suitable for the context and meet candidate needs

● design and develop assessment tools and instruments:

– that cover all requirements of the industry benchmark (or equivalent)

– that are suitable for the context and meet candidate needs

● assess competence, including:

– recognition of prior learning assessments – training and assessment pathway assessments

● prepare for and participate in assessment validation.

Your personal objective—

Write your personal objective for this program below:

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Introduction to competency- based assessment

With regard to excellence, it is not enough to know, but we must try to have and use it

Aristotle

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Introduction to this section

Introduction to competency-based assessment

This section of the manual discusses assessment—what assessment is and how assessments should work.

We’ll pay particular attention to competency-based assessment, the form of assessment used in the Australian Vocational Education and Training (VET) system.

After reading this section of the manual and participating in the related learning activities, you should be able to:

● identify the four Principles of Assessment and explain how they guide all stages of the assessment process

● describe what it means to be ‘competent’

● define and discuss the difference between:

– a training and assessment pathway assessment

– a Recognition of Prior Learning (RPL) assessment

● identify key features of competency-based assessment

● discuss an assessor’s roles, plus their legal and ethical responsibilities in a competency-based assessment system.

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What is assessment?

A broad definition of assessment

There are many forms of assessment. For example:

● assessment in the school system—e.g. assignments and exams

● assessment in a higher education system—e.g. university

● assessment in a sporting context—e.g. race or team selection process

● workplace assessment—e.g. job interview, performance review or assessments to determine skills, knowledge or aptitudes held.

What is competency-based assessment?

Competency-based assessment is a flexible system. It focuses on what a person can do. How they learned is not important.

This manual focuses on competency-based assessment (CBA). CBA is the form of assessment used in Australia’s Vocational Education and Training (VET) sector. Many organisations that operate outside the national VET system also use CBA.

What are the possible results of a competency-based assessment?

The only possible results of a competency-based assessment are:

● competent or

● not yet competent.

Assessment is the process of reviewing, then forming a judgement about a person’s skills and/or knowledge

Competency-based assessment is the process of reviewing, then forming a judgement about a person’s competence—that is,

their ability to consistently perform work activities as expected in the workplace

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Competency standards

Documents called competency standards list criteria for competent performance. In Australia’s VET sector, competency standards are formatted as ‘units’ of competency.

More information

For more information about units of competency and how to access them, see the Appendix of this manual, starting on page 240.

National recognition

In the Australia’s VET sector, people may demonstrate competence in:

● a unit of competence— a single, defined work activity (e.g. BSBCMM401 Make a presentation)

● a skill set— a nationally-endorsed combination of units from a qualification that reflect a specific area of specialisation, workplace role or function (e.g. AVISS00001 Aerobatic Pilot Skill Set—includes 3 units)

● a qualification— a nationally-endorsed combination of core and elective units that collectively reflect a typical job position in a particular industry (e.g. SHB30115 Certificate III in Beauty Services—includes 15 units: 11 core and 4 electives)

Who may conduct competency-based assessments?

In the VET sector, only qualified assessors working on behalf of a registered training organisation (an RTO) may conduct competency-based assessments.

See page 35 for more information.

National recognition means that a person’s competence is understood and accepted throughout Australia

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AQF and training packages

What is the AQF?

AQF stands for Australian Qualifications Framework.

The AQF is a publication that outlines the 10 levels nationally-recognised qualifications offered across the three main educational sectors in Australia—school, vocational (VET), and higher education.

Assessors in the VET sector must understand the AQF so we can be sure to assess at the correct AQF level.

What are training packages?

Training packages are publications that contain the competency standards that make up the different AQF qualifications, skill sets or units that we may assess.

Assessors must understand, access and use training packages.

Want more information? See the Appendix

If the AQF and/or training packages are new to you—or if you need a refresher—please read the Appendix of this manual, starting on page 240.

To be a proficient assessor in the Australian VET system, you must understand and use the AQF and training packages

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What is quality assessment?

All aspects of our assessment practice should reflect the Principles of Assessment, including how we:

● plan and organise assessment

● develop assessment instruments and tools

● assess competence

We must routinely participate in a range of validation activities to ensure that our assessment practice consistently meets the Principles of Assessment.

The four Principles of Assessment

The Principles of Assessment state that assessments must be:

● valid

● reliable

● fair

● flexible.

More detail about each Principle follows.

The Principles of Assessment define quality assessment practice

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Principles of Assessment

Assessment is valid when the process assesses what it claims to assess

Valid

For validity to happen:

● assessment covers outcomes of the entire unit/s of competency and all assessment requirements

● the broad range of skills and knowledge essential to competent performance are assessed, including foundation skills

● assessment of knowledge and skills is integrated with their practical application

● sufficient evidence is collected—evidence should be gathered on a number of occasions, in a range of contexts, using different assessment methods.

● judgement of competency is based on evidence of candidate performance that is in line with the unit/s of competency and assessment requirements

The validity of assessment is enhanced when assessors:

● sample a sufficient range of the candidate’s performance in diverse circumstances

● assess performance in the workplace (where safe and practicable) and in realistic simulated situations that reflect workplace conditions, when necessary

● gather evidence of transferability to new situations

● use assessment tools that record/document workplace performance

● use multiple approaches to assessment

● include assessment of the dimensions of competence.

ASSESSMENT IS VALID IF…

“Any assessment decision of the RTO is justified, based on the evidence of performance [of the candidate]”

<https://www.asqa.gov.au/stan dards/chapter-4-training-and- assessment/clauses-18-112-

conduct-effective-assessment> (accessed 05.01.2018)

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Principles of Assessment

Assessment process and outcomes are consistent and repeatable

For reliability to happen:

● assessment benchmarks (e.g. unit/s of competency or other benchmark) must be clear and interpreted consistently by candidates and assessors

● assessment instructions and requirements must be clear and complete

● assessors must adhere to assessment instructions and requirements each time they conduct an assessment

● assessors must monitor and review own and others’ assessment decisions to ensure consistent judgements

The reliability of assessment is enhanced when assessors systematically:

● collaborate with other assessors to reach the assessment decision (moderation)

● review past decisions and compare these with decisions made by other assessors (validation)

● when creating or modifying assessment instruments or tools, prepare instructions for use by candidates and assessors that:

– are clear and complete – include requirements for satisfactory completion – include a marking guide for assessors, as

needed.

● participate in the review the training of assessors (systematic procedures).

Reliable

ASSESSMENT IS RELIABLE IF…

“Evidence presented for assessment is consistently interpreted and assessment results are comparable, irrespective of the assessor conducting the assessment.”

<https://www.asqa.gov.au/stan dards/chapter-4-training-and- assessment/clauses-18-112-

conduct-effective-assessment> (accessed 05.01.2018)

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Principles of Assessment

For fairness to happen the assessor must:

● provide clear, accurate and complete information about

– the assessment process and requirements – candidate rights and responsibilities in

assessment

● help candidates decide if they are ready for assessment

● help candidates decide the most suitable assessment pathway—training and assessment, or RPL

● help candidates identify suitable RPL evidence

● take candidate needs and characteristics into account

● recognise circumstances where a reasonable adjustment is appropriate and apply reasonable adjustments, where appropriate, OR explain reasons for not giving a reasonable adjustment

● document the assessment process and give feedback to candidates.

To be fair, assessment must:

● cover all requirements of the competency benchmarks, and nothing else

● be a collaborative process that the assessor and candidate agree to, and that the assessor supports

● document evidence requirements that are clear to candidates

● be equitable to all candidates

● be objective and inclusive, free from discrimination and bias

● provide opportunities for all candidates to challenge assessments and with provision for reassessment (systematic procedures).

Fair

ASSESSMENT IS FAIR IF…

“The individual [candidate’s] needs are considered in the assessment process.”

<https://www.asqa.gov.au/sta ndards/chapter-4-training-

and-assessment/clauses-18- 112-conduct-effective-

assessment> (accessed 05.12.2018)

Candidate needs are considered and accounted for

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Principles of Assessment

This manual provides information and examples of assessment practice that reflect the Principles of Assessment.

Assessment is flexible when it can accommodate the various needs of people involved in the assessment process.

For flexibility to happen assessments should:

● consistently practice ‘inclusive’ assessment by modifying the assessment timing, process, activities or instruments to meet needs of candidates and other parties impacted by the assessment process

● for candidates with a disability, apply reasonable adjustment/s, where warranted

● assess competencies held by the candidate, no matter how or where they have been acquired—this includes helping the candidate select the most suitable assessment pathway for them (RPL or training-and- assessment pathway)

● draw on a range of assessment methods and select methods that are appropriate to the context, the unit of competency and its assessment requirements, and to the candidate

Flexible

ASSESSMENT MUST BE FLEXIBLE TO THE INDIVIDUAL [CANDIDATE]

Based on information at: <https://www.asqa.gov.au/stand

ards/chapter-4-training-and- assessment/clauses-18-112-

conduct-effective-assessment> (accessed 05.12.2018)

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What does it mean to be competent?

In the Standards for Registered Training Organisations (RTOs) 2015, ‘competency’ is defined as:

… the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.

Standards for Registered Training Organisations (RTOs) 2015, Glossary

To say that someone is ‘competent’ means they have demonstrated the minimum required standard of performance for a particular workplace task or activity.

‘Minimum standard’ does not mean low standard. Competence is a starting point. ‘Competency’ means that an individual has demonstrated consistent and safe performance of a work activity as required, in realistic working conditions. Over time, a competent person may become ‘expert’ as they extend their knowledge and skills.

Figure: Competence illustrated

The pages that follow explain the components of competence shown above.

Since our job as assessors is to assess competence, we must understand what competence means,

then ensure that our assessments truly measure competence

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Skills ↔ knowledge ↔ attitudes

Candidates must demonstrate the skills, knowledge and attitudes required to perform the work task or activity being assessed. Here’s an example:

Figure: Skills, knowledge and attitudes needed to operate a forklift

ex am

pl e

Operate a forklift

Examples of skills, knowledge and attitudes needed to operate a forklift include:

Skills ● Efficient driving techniques ● Able to identify points of balance and safe lifting positions on a range of

loads ● Able to read instructions, procedures and signage relevant to the operation

of a forklift

Knowledge ● Forklift handling procedures ● Principles of stress management when handling a forklift ● Operating hazards and related defensive driving and hazard control

techniques

Attitudes ● Confidence operating forklift ● Commitment to operate forklift as per workplace expectations—evidenced

by consistent operation of the forklift as per expectations.

Dimensions of competence

The definition of competence includes the ability to perform a work task in realistic workplace conditions. The dimensions of competence remind us of what some of these conditions may be; we must therefore consider them when assessing competence. The dimensions of competence are:

● Task skills Involve the ability to perform individual tasks as per workplace expectations

● Task management skills Involve the ability to manage a number of different tasks, operations, activities within the job role or work environment and meet deadlines

● Contingency management skills Involve the ability to respond to irregularities and breakdowns in routine

● Job/role environment skills Involves the ability to deal with responsibilities and expectations of the workplace, including working with others and meeting personal responsibilities to maintain a healthy, safe and productive workplace.

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Figure: Dimensions of competence related to operating a forklift ex

am pl

e Operate a forklift

Examples of the dimensions of competence related to operating a forklift—the candidate:

Task skills ● Checks forklift condition

● Drives the forklift—start, manoeuvre, steer, position, and stop

● Operates the forklift to handle loads

● Monitors site conditions

● Monitors and maintain forklift performance

Task management skills

● Completes jobs by required deadlines, and efficiently enough to complete other jobs and meet related deadlines

● Monitors the site layout and obstacles while operating the forklift

Contingency management skills

● Monitors and anticipates operational hazards, and takes appropriate action

● Follows required procedures in the event of an operational emergency

● Takes prompt action is to report and/or rectify accidents, incidents and any identified faults or malfunctions

Job/role environment skills

● Works effectively with colleagues and contributes positively to the workplace environment

● Maintain and update records regarding forklift operation, in accordance with workplace procedures and legislative requirements.

Transfer skills

Competence also means demonstrating transfer of skills—this means that candidates perform the work task or activity in a reasonable range of circumstances (e.g. uses the forklift to lift and transport different types and weights of loads).

Summarising what it means to be ‘competent’

In summary, ‘competence’ means that an individual has demonstrated:

● the skills, knowledge and attitudes to perform a task consistently, as required

● in realistic working conditions (dimensions of competence)

● the ability to transfer skills and knowledge to new situations and environments.

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Assessment pathways

The two most common assessment pathways are:

1. training and assessment pathway

2. assessment-only pathway (RPL).

The figure below shows key similarities and differences between training and assessment pathway and RPL assessments:

Figure: Training vs RPL assessment

Details about each pathway follow.

An assessment pathway refers to the ‘route’ (the path) a person takes to get to competence

Training and assessment pathway

Not Yet Competent

 Training Program Assessment-only

pathway (RPL)

Figure: Assessment Pathways

Competent

● Attend training

● To demonstrate competence: Complete assigned assessment tasks

● Don’t attend training

● To demonstrate competence: Submit their choice of information and examples of work.

TRAINING PARTICIPANTS RPL CANDIDATES

Must meet requirements

for competence

somewhat flexible PROCESS most flexible

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Training and assessment pathway

Candidates selecting this pathway choose to participate in training that will help them develop the knowledge, skills, commitment and confidence needed to attain a competent assessment result. In a training and assessment pathway, assessment may take place:

● before training—a diagnostic assessment Purpose is to ‘diagnose’ training needs.

● throughout training—formative assessments Purpose is to monitor participant progress. Formative assessments may or may not be formal; that is, they may or may not contribute to the overall assessment outcome.

● at and/or after the conclusion of training—a summative assessment Purpose is to holistically assess each participant’s ability to perform the work activities taught, in realistic working conditions.

The timeline below illustrates the three different types of assessments that may form part of a training and assessment pathway.

Figure: Types of assessments in a training and assessment pathway



Diagnostic assessment



Formative assessments Summative assessment

  &/or

Timeline

Before training

After training in the workplace

During training

  

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Assessment-only pathway— Recognition of Prior Learning (RPL)

In an assessment-only pathway, we assess candidates without training them first. The most common term used to describe an assessment-only pathway assessment is Recognition of Prior Learning (RPL).

In the Standards for Registered Training Organisations (RTOs) 2015, RPL is defined as…

… an assessment process that assesses the competency/s of an individual that may have been acquired through formal, non-formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or VET accredited courses [sic].

Standards for Registered Training Organisations (RTOs) 2015, Glossary

To be clear…

RPL is a form of assessment. It is not the same thing as ‘getting credit’. We must assess RPL candidates to verify competence (we just don’t need to train them first).

Why might people undertake RPL assessment?

People undertake RPL assessment to gain formal recognition of skills and knowledge they already hold. They may do this because:

● they want or need formal recognition of their skills and knowledge to:

– meet regulatory requirements

– get a new job or promotion

– attain a qualification

● a quality RPL assessment process will save the candidate time and money because they don’t need to participate in training that covers skills and knowledge

RPL—a ‘plain English’ explanation

RPL is an assessment process that allows experienced individuals to gain a qualification, skill set or statement of attainment by producing

evidence of what they already know, can do, or have done

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they already hold.

Can anyone undertake RPL?

No. RPL is only suitable for individuals who:

1. currently hold the skills, knowledge and experience needed to meet competency requirements

2. are able to provide valid, sufficient, current and authentic evidence of their skills, knowledge and experience.

RTOs must screen all potential RPL candidates and confirm their suitability for RPL, before finalising their enrolment in RPL (and accepting any fees that apply).

How does RPL work?

Each RTO will have its own RPL policies and processes. An RTO’s RPL processes must include the three main steps shown below.

Figure: RPL process at a glance

The table below describes some of the different ways RTOs may apply these steps to form their own, systematic RPL processes.

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Table: How RPL processes work

Stage How the RTO might manage this stage of the RPL process

1 Confirm eligibility for RPL

Written RPL information The RTO produces a document or equivalent that describes RPL requirements. They distribute it to individuals who express interest in RPL. Individuals use this information (and contact the RTO with more questions as needed) to decide if RPL is a good choice for them. OR

Interview An RTO representative conducts an ‘eligibility interview’ with individuals who are interested in RPL. By the end of the interview the RTO representative and the individual decide the best course of action—RPL or another alternative.

2

Candidate compiles and presents a portfolio of evidence

 Formative approach (collaborative) The RTO assigns an RPL assessor immediately upon enrolment. The assessor works collaboratively and progressively with the candidate to: ● identify suitable examples of RPL evidence ● progressively judge evidence and give feedback until

the candidate has provided all evidence needed to attain a competent result

OR

Summative approach: variation 1—written portfolio The RTO sends the candidate an ‘RPL kit’ with written instructions. The candidate follows these instructions and compiles a portfolio of evidence. When complete, they submit the portfolio to the RTO for marking. OR

&

Summative approach: variation 2—written portfolio with interview (we sometimes call this interview a ‘competency conversation’) The candidate compiles a portfolio of evidence as described above. When complete, they: ● EITHER submit the portfolio to the RTO for marking—

an assessor marks the portfolio, then contacts the candidate to arrange an interview OR

● contact the RTO to arrange a time to meet with the assessor and present their evidence at the RPL interview.

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Stage How the RTO might manage this stage of the RPL process

3 RPL assessor makes a decision

In all RPL situations, the RPL assessor must produce a written report that documents: ● the assessment result ● feedback about the evidence submitted.

If the result is not yet competent

If the result is not yet competent, the assessment report must include a recommended action plan that either: ● offers the candidate ways to address gaps and attain a

competent result OR

● suggests alternatives to RPL.

To address gaps in competence, the RPL assessor may: ● contact third parties to get additional evidence of

competence ● ask the candidate to submit more evidence ● (if not already done) interview the candidate and

conduct a ‘competency conversation’ ● assign a targeted task or activity to address gaps in

competence ● recommend targeted coaching, training or self-directed

learning to address minor gaps in competence ● recommend a training-based pathway to attain

competence.

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Key features of competency-based assessment

This section of the manual discusses the key features of competency-based assessment (CBA).

We’ll discuss the following features of competency-based assessment:

1. CBA is client-focussed. This means that:

● CBA is participatory

● candidates may choose whether or not to be assessed

● candidates may choose the assessment pathway of choice

● assessments should reflect realistic working conditions

● CBA is flexible and promotes inclusivity

● candidates have rights (and responsibilities) in CBA

2. CBA is based on criteria

3. CBA is evidence-based.

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CBA is client focussed

One of the key themes of VET in Australia is a client-focussed approach. This includes a client-focussed approach to assessment.

A client-focussed approach means that we must consider the needs of the client when planning, organising, developing, conducting and validating assessments.

Below are some examples of how a CBA is client-focussed.

CBA is participatory

In CBA, candidates are involved in the assessment process. The relationship between assessor and candidate is a collaborative one. Candidates may discuss their assessment needs and negotiate assessment approaches that best suit their needs while still addressing competency requirements.

The assessor should guide and support the candidate throughout the assessment. Assessors therefore need effective communication skills.

In CBA, candidates choose to be assessed

In CBA, candidates must choose to undertake assessment. We cannot force a candidate into assessment if they do not want to be assessed.

When choosing whether or not to be assessed, potential candidates must consider:

1. the benefits of choosing to be assessed Benefits may include a Nationally Recognised Qualification, Skill Set or Statement of Attainment, a promotion or a pay rise, or increased marketability.

2. the consequences of not choosing to be assessed Candidates not choosing to be assessed are not formally recognised for their skills and knowledge. Furthermore, in some workplaces, assessment may be required to satisfy regulatory or legislative requirements; choosing not to be assessed may result in the candidate losing their job.

In CBA, candidates have a choice of assessment pathways

For more information about assessment pathways, see page 20.

Candidates and assessors are ‘partners’ in assessment

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CBA should reflect realistic working conditions

● If assessment occurs in the workplace Most likely the assessment requirements will reflect the candidate’s context.

● If assessment occurs in a simulated workplace setting Assessment conditions and requirements must reflect realistic working conditions for the type of workplace in which the candidate works or may work.

CBA is flexible and promotes inclusivity

Inclusive assessment practice

All assessment candidates will benefit from inclusive assessment practice.

Examples of inclusive assessment practice include (but aren’t limited to):

● Assessment takes into account candidates’ previous experiences. For example, a candidate who did not do well in school may be anxious about their assessment; you may need to: – correct misconceptions about how competency-based assessment works – take steps to reassure and support the candidate throughout assessment

● Assessment reflects candidates’ real world conditions, for example: – either assessment processes are highly tailored to a particular client group – or assessment processes are flexible and allow candidates to choose realistic

workplace scenarios upon which to base assessment activities.

● The assessment processes and tools address cultural sensitivities and equity considerations. For example: – Cultural sensitivities relating to:

 cultural beliefs, religious practice or traditions—assessors may need to adjust the assessment approach or their communication style to ensure that candidates feel safe and supported in the assessment

 workplace culture—e.g. the need to maintain confidentiality when assessing a manager whose team members are aware of the assessment

– Equity considerations:  the wording of assessment instructions is objective, equitable and non-

biased  the assessment activities themselves must not discriminate against any

candidate or candidate type—e.g. an assessment that requires candidates to obtain feedback on performance from their employer would discriminate against candidates who are not employed.

Inclusive assessment practice means ensuring that assessment processes and materials are relevant and safe

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● Assessment is flexible enough to allow amendments to suit the needs of a particular candidate—e.g. re-scheduling assessment around a candidate’s availability or to accommodate unforeseen circumstances that arise

● Assessment takes into account candidates’ foundation skills, including: – learning, reading, writing, oral communication and numeracy – core skills for work, including the ability to:

 navigate the world of work  interact with others  get the work done, using technology as needed.

● Reasonable adjustment, where required (see below).

Reasonable adjustment

Sometimes, practicing inclusivity means adjusting the assessment to meet the needs of someone with a disability.

! Adjustments must be ‘reasonable’—that is, they must:

● maintain integrity of the assessment and meet competency standards ● help candidates access the opportunity to undertake assessment ● maintain safety ● not cause undue hardship to the RTO (e.g. cost).

Examples of reasonable adjustment include but are not limited to:

● providing support people—e.g. scribe or support person for a candidate with an intellectual disability

● providing assistive technology—e.g. to enhance vision or allow to for physical disability

● modifying format of assessment materials—e.g. braille assessment

● modifying assessment processes—e.g. oral assessment for a candidate who has difficulty writing

● adjusting the physical environment—e.g. providing access and physical layout so a candidate in a wheelchair can complete the assessment.

A ‘reasonable adjustment’ is…

an adjustment to the assessment process or materials that allows a candidate with a disability fair access to the assessment,

and fair opportunity to successfully complete it

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More information about specialist support

Sometimes, to apply a reasonable adjustment, we get help from ‘specialists’—specialist people (as in example one of reasonable adjustment above), or specialist equipment (as in example two).

For more information about specialist support, see page 173.

In CBA, candidates have rights

A client-focussed approach to assessment means that candidates have rights. We discussed candidates’ right to choose whether-or-not to be assessed on page 27.

Other candidate rights include:

● the right to appeal the assessment decision Candidates have a right to appeal the assessment decision if they disagree with the decision reached by the assessor. All Registered Training Organisations (RTOs) must have a documented appeals process. We should inform candidates of their right to appeal before we assess them.

● the right to confidentiality RTOs and assessors must respect candidate confidentiality. They must:

– share information about candidates and their assessment activities with authorised people, only

– document assessment results promptly and ensure that assessment records remain secure and confidential.

● the right to access their own assessment records All candidates have a right to access their own assessment records. RTOs should ensure the availability of such records while simultaneously preventing those without authorisation from accessing them.

● the right to fair and respectful treatment All candidates have a right to be treated fairly and respectfully by the assessor, by other RTO staff, and by other candidates.

Candidates also have responsibilities

Candidates have a responsibility to:

● complete assessment tasks as required

● advise their assessor if they have any particular needs that may warrant a reasonable adjustment

● submit authentic evidence (i.e. submit their own work, without plagiarising)

● respect the rights of others—including the assessor and other candidates.

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CBA is based on criteria

Competency-based assessment is an example of a criteria-referenced assessment.

Criteria vs. norm-referenced assessments

In criteria-referenced assessments, we assess candidates against a set of criteria (in CBA the criteria are competency standards).

Criteria-referenced assessments stand in contrast to norm-referenced assessments. In a norm-referenced assessment, we compare the candidate’s performance with the performance of other candidates.

The table below summarises the differences between criteria and norm-referenced assessments:

Table: Criteria vs norm-referenced assessments

Type of assessment

Criteria-referenced Norm-referenced

Definition Candidate performance is compared to the assessment criteria

Candidate performance is compared with other candidates’ performances

Key features

● Is not a competitive process—all candidates have the opportunity to succeed

● Requirements for ‘success’ remain constant

● Is a competitive process—not all candidates will succeed

● Requirements for ‘success’ fluctuate depending on the performance levels of the candidates

Examples ● Competency-based assessment— everyone has the potential to achieve a ‘competent’ result

● Some school assessments—e.g. a score of 75% is required for a Distinction.

● A race—fastest wins

● A job interview—best wins

● University entrance exam—top 25 finishers get into university.

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CBA is based on evidence

What is evidence?

Evidence is the ‘proof’ offered by a candidate to demonstrate their competence.

What is the role of evidence in CBA?

In CBA:

● candidates have a responsibility to provide evidence of their competence.

● assessors have a responsibility to help candidates identify suitable evidence and must base their assessment decisions solely on the evidence provided. They may not base assessment decisions on:

– how hard the candidate has worked, or

– how much they like the candidate, or

– how much potential they think the candidate has.

Rules of Evidence

Evidence that candidates provide must be of an acceptable quality. So what is ‘quality’ evidence?

Assessors consider the rules of evidence when identifying, gathering, and analysing evidence.

The rules of evidence state that ‘quality’ evidence is:

● Valid—it relates to the competency standard/s assessed

● Sufficient—it covers all requirements of the competency standard/s assessed and shows consistent performance over time

● Current—it shows that the candidate is competent ‘today’

● Authentic—the evidence can be verified as the candidate’s own work.

Evidence should also be reliable—it should demonstrate consistent performance over time.

The rules of evidence define quality evidence

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Summarising the key features of competency-based assessment

Pages 26 to this point have discussed the key features of competency-based assessment.

To recap:

1. CBA is client-focussed. This means that:

● CBA is participatory

● candidates may choose whether or not to be assessed

● candidates may choose the assessment pathway of choice

● assessments should reflect realistic working conditions

● CBA is flexible and promotes inclusivity

– candidates’ previous experiences should be taken into account

– assessment reflects candidates’ real world conditions

– cultural sensitivities and equity considerations are addressed

– support may be provided to address foundation skill needs, where needed

– reasonable adjustments are applied, where appropriate.

● candidates have rights (and responsibilities) in assessment

2. CBA is based on criteria

3. CBA is based on evidence.

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Assessor roles and responsibilities

Assessor roles

Specific duties of individual assessors will vary, depending on their defined job role. Your role as an assessor may include any or all of the following duties:

● Contribute to assessment This means working in collaboration with another assessor, a candidate or other stakeholders to contribute in some way to an individual’s assessment.

● Plan assessment activities and processes This means working in collaboration with the candidate and other stakeholders to plan and organise training and assessment pathway and RPL assessments.

● Develop assessment instruments (and sometimes assessment tools) In preparation for assessment, assessors may need to modify or sometimes develop assessment instruments or tools needed to assess competence.

● Assess competence This is what assessors do day-to-day. Assessing competence means working collaboratively with the candidate and other stakeholders to prepare for assessment, gather evidence, decide and share the assessment result with the candidate, and report the assessment decision to the RTO.

● Participate in assessment validation This means taking steps to ‘quality check’ your and your RTO’s assessment tools, processes and practices.

Discussion or personal reflection on your own time— What does your current role as ‘assessor’ include?

List your thoughts below:

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Assessor responsibilities

Assessors’ legal and ethical responsibilities include:

1. Get qualified Ensure that you have the required skills, experience and qualifications as an assessor, and in your industry

2. Remain current Ensure that you stay up-to-date with latest developments in assessment practice and in your industry

3. Be professional Perform your duties as an assessor in a way that reflects ‘best practice’—i.e. your practice reflects the Principles of Assessment and Code of Practice for assessors.

4. Meet Work Health and Safety responsibilities Assessors—like trainers—have a duty of care to ensure a physically and emotionally safe assessment.

Details about these responsibilities begin on the next page.

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Get qualified and remain current

To work for a registered training organisation, trainers and assessors must have the qualifications and experience listed in the extract below, from the Standards for Registered Training Organisations:

1.13 In addition to the requirements specified in Clause 1.14 and Clause 1.15,

the RTO’s training and assessment is delivered only by persons who have: a) vocational competencies at least to the level being delivered and

assessed; b) current industry skills directly relevant to the training and

assessment being provided; and c) current knowledge and skills in vocational training and learning that

informs their training and assessment

1.14 The RTO’s training and assessment is delivered only by persons who have: a) Prior to 1 January 2016, the training and assessment qualification …

or demonstrated equivalence of competencies b) from 1 January 2016, the training and assessment qualification …

Standards for Registered Training Organisations (RTOs) 2015, Standard 1, clauses 1.13 and 1.14

The figure below illustrates the requirements described above.

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Figure: Competencies required by trainers and assessors

Training and assessment competence and industry skills

Vocational competence and industry skills

Get the required vocational and industry qualifications

and experience

Requirements may be defined in the industry training package

Get qualified as a trainer and/or assessor

Requirements defined in the Standards for RTOs

(see above)

Maintain current training / assessing skills through ongoing work and

professional development in training/assessing

Maintain current knowledge and skills relevant to: ● industry ● vocational training and

learning through ongoing work and professional development in the industry you are training in.

+

Stay current

+

Get the right qualifications and experience

1

2

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Be professional

Standards for RTOs

The Standards for RTOs list performance requirements for assessors in Australia. We recommend that you read these in detail—especially standards 1 and 2—to identify some of your legal responsibilities as an assessor in Australia.

More information about the Standards for RTOs

See the appendix of this manual.

Code of practice for assessors

The code of practice on the next page is loosely based on an international code developed by the National Council for Measurement in Education.

Although it is not legally binding in Australia, this code reinforces outcomes of the TAE assessment units and offers a useful ‘best practice’ list to help assessors meet their legal and ethical requirements.

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Code of Practice for Assessors

1. The differing needs and requirements of the candidates, 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 candidates are protected during and after the assessment process

5. Candidates are made aware of their rights and processes of appeal

6. Personal or interpersonal factors that are irrelevant to the assessment of competence must not influence the assessment outcomes

7. Evidence is verified against the rules of evidence

8. Assessment decisions are 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 candidates 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. Candidates are informed of all assessment reporting processes prior to the assessment

13. Candidates 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 candidate/s

15. Assessment outcomes are used consistently with the purposes explained to candidates

16. Self-assessments are periodically conducted to ensure current competence against the TAE Training and Education Training Package competency standards

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.

National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Assessment Cover Sheet Students must include the following information and declaration of original authorship with their submission. student name: Gayan Kularatna email: gcku@outlook.com mobile: 0426447488 qualification: TAE40116 Certificate IV in Training and Assessment unit codes & titles: Workplace Assessment TAEASS401 Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Student Declaration I understand that competency will not be given if I do not meet the assessment evidence and activity requirements. I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/ I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made. Student signature: Gayan Kularatna Date: 18/12/2019 Learning Resources, Assessment Materials and Tools This Kit includes required tasks for assessment of the following units: National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Please note: a checklist has been provided on the following page to assist with requirements throughout this 5 Day program. As some tasks will be assessed within workshop time, it is imperative that you come to each day prepared with required documents.

CHECKLIST FOR PREPARING TASKS

DAY 1	Program commencement – no specific requirements. Time for review and planning for managing time.
DAY 2	Plan, design and develop assessment tools
	Between day 2 and 3 you are required to complete documentation for tool 1 ready to review on day 3.You need to develop for Tool 1:· Assessment Plan (Template A)· Assessment Mapping (Template B)· Assessment cover sheet (Template C)· Instruction to candidate (Template D)· Instruments – observation checklist and written questions (Template E & F)· Record of assessment results (Template J)· Marking Guide (Template K)
DAY 3 –	Reviewing Assessment tool
	You need to bring a hard copy of the following documents that you have developed.· Assessment Plan (Template A)· Assessment Mapping (Template B)· Assessment cover sheet (Template C)· Instruction to candidate (Template D)· Instruments – observation checklist and written questions (Template E & F)· Record of assessment results (Template J)· Marking Guide (Template K)· One copy of Template L: Report on the trial and review of an assessment tool that will be used during the review.
DAY 4	Conduct assessment
	Training & Assessment (not RPL)You need to bring 4 hard copies of each of the following documents that you have developed and reviewed ready to conduct assessment.Four copies of your assessment tool:· Assessment Cover sheet (Template C)· Instructions to candidate (Template D)· Instruments (Template E & F)· Record of results (Template J)Also bring 4 copies of:· Assessment brief checklist (Template M)· Assessment feedback for (Template N)· Assessment feedback for candidate (Template O)
DAY 5	Participate in validation
	Please bring one copy of the documents you developed for task 3.1. Items listed below:· Competency Map (Template B)· Assessment Cover sheet (Template C)· Instructions to candidate (Template D)· Instruments (Template E & F)· Record of results (Template J)· Marking Guide (Template K)· One copy of Template P: Assessment tool validation record

National Unit Details
Unit Codes	TAEASS401	Unit Titles	Plan assessment activities and processes
	TAEASS502		Design and develop assessment tools
	TAEASS402		Assess competence
	TAEASS403		Participate in assessment validation

Assessment Information
Qualifications	TAE40116 Certificate IV in Training and Assessment
Type	Task 1: Knowledge questions – Written responses
	Task 2: Plan assessment activities and processes (RPL)
	Task 3: Design, develop and trial assessment tools
	Task 4: Plan assessment activities and processes (training & assessment pathway)
	Task 5: Assess competence
	Task 6: Participate in assessment validation
Due Date	6 weeks from last day of workshop
General Information	Decision Making RulesAll assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.Reasonable adjustmentReasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.Reasonable adjustment usually involves varying:· the processes for conducting the assessment (eg: allowing additional time, varying the venue)· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)Special ConsiderationStudents can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

Unit requirements and Assessment conditions
Application	TAEASS401 Plan assessment activities and processesThis 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.TAEASS502 Design and develop assessment toolsThis unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their 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.TAEASS402 Assess competenceThis unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.TAEASS403 Participate in assessment validationThis 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.
Assessment support	Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. Included within the cost of each workshop is an assessor guidance session. This session is mandatory and you will need to book in your time when you receive your invitation. This session is designed to provide you with a one on one conversation with your assessor where you can clarify aspects of the assessment that you are unsure about. It is not designed for you to send in drafts for review or to get extensive feedback on work you have completed thus far. The conversation with your Assessor will be followed up with an email outlining what was discussed.

TASK 1

Knowledge Questions

Task 1:

Knowledge questionsWhen preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.1.1Best practicea. Explain what CBA is and describe how it works.Competency based assessment is the assessment of a person or a group of people to determine if they can be able to undertake a task well. An assessment of their knowledge and skills is done mostly on-the-job situationb. CBA is a form of criteria-referenced assessment. Explain the differences between criteria and norm-referenced assessments.Criteria referenced assessment compares ones knowledge and skills against a predetermined standard which can include a learning goal. Here students could be categorized into groups such as basic, proficient and advanced while the norm referenced assessment mostly compare a person’s knowledge and skills to the overall group they are in. The assessment would be in relation to how others performed.c. CBA aims to be client-focussed. Describe one (1) example of how you may apply a client-focussed approach when planning, developing or conducting assessments in your workplace.I would want to know how the employees interact with the clients on a personal basis. This could be done in a questionnaire form to ensure if that the needs of the clients are factored in thus improving the relations and ensure client satisfaction is achieved.d. Describe at least two (2) examples of candidate rights and one (1) example of candidate responsibilities in CBAThe candidate has a right to be assessed fairly and in a respectable manner thus should not be coerced into anything. The candidate also has a right to confidentiality such that the documents details should not be revealed to unauthorized personnel.The candidates also have responsibilities which include completing their assessment tasks on time.e. Describe at least two (2) examples of assessors’ legal and ethical responsibilities in CBAAssessors are to inform candidates of their rights and the processes of appeal. The assessors are to ensure these rights are protected during and after the assessment process.The assessors have an ethical responsibility of avoiding all forms of harassment throughout the assessment process.The assessment is also to be done within the stipulated regulations of the assessment system policies and procedures. The assessors have a legal requirement of confidentiality of the records of the individuals.1.2Principles of Assessmenta. Name and define each of the four (4) Principles of Assessment.-The assessment should be valid. This principle provides that the assessment should be done with competency in which the skills and knowledge should be integrated with practical application.- Principle of reliability. The evidence presented for assessment should be reliable in that it can be consistently interpreted thus the results can be comparable.-Principle of flexibility. The assessors should be flexible and be able to understand their candidates thus satisfy the learner’s needs.- Principle of being fair. The assessors should conduct the process in a fair and transparent manner.b. Describe how assessors apply the Principles of Assessment when:· planning assessmentThe assessors would apply the principle of validity in that they should plan for who the candidates they would assess and what instruments they would use. When planning, they would also factor in the principle of being fair in that they would prepare everything with this principle in mind.· developing assessment instruments and toolsThe assessors need to be flexible in that they should be able to use the tools available and be able to be within the budget of the assessment process.· assessing competenceThey should act in a fair manner thus ensure their assessment is in a competent manner in that their judgment is justified based on the evidence provided.· participating in assessment validation.Principle of validation would be applied here to ensure the assessors review and the evidences used.1.3Rules of Evidencea. Name and define each of the four (4) Rules of Evidence.- It should be current evidence. The candidates being assessed should be complacent with current skills and knowledge thus complying with the current standards.- It should also be sufficient. The evidence should be able to demonstrate competence in that it should be comply with language, literacy and numeracy levels.- The evidence should also be authentic. The candidate should be able to present their own work.- It should be valid. The evidence should be able to address the different elements and performance criteria thus be able to reflect the skills of the candidate being assessed.b. Describe how assessors use the Rules of Evidence when:· planning assessmentThe assessors would update their tools and instruments to ensure that the rule of current evidence is achieved.· developing assessment instruments and toolsThe assessors would apply the rule of sufficient to ensure the evidence being tabled by the candidate is competent enough.· assessing competencethe assessors would use the rule of authentic to ensure the evidence is authentic.· participating in assessment validationThe assessors would apply the rule of validity to ensure that the evidence being used by the candidates are valid.1.4Dimensions of Competencea. Name and define each of the four (4) Dimensions of Competence.i. Task skills: These are the specific skills needed to carry out the task as describedii. Task skills management: this is the management of tasks which make up the job outcome being assessed.iii. Contingency management skills: the ability to cope with irregularities or a breakdown in the routineiv. Job environment skills: the effective dealing of expectations of the work environment, being able to show teamwork and following instructions.b. Describe how assessors use the Dimensions of Competence when:· planning assessmentThe assessors could use their acquired task skills to help prepare and developing of assessment instruments. They ought to use contingency skills to cope up with inadequacy if there are any and be able to work as a team.· assessing competenceThey should be able to successfully use task management skills to ensure they assess their candidates competently.· participating in assessment validation.While participating in the process they should be able to use job environment skills to ensure they achieve their assessment goal.To the candidate: replace this text with your response1.5Recognition of prior learning (RPL) assessmenta. Briefly explain the similarities and differences between RPL and training-and-assessment pathway assessments.RPL assessment is based on knowledge acquired through life and work experience thus adding on to the qualification acquired through studying while training and assessment pathway is assessment based on the evidence from the acquired knowledge through studies. The similarity in both is that they both using the rules of evidenceb. Briefly describe the industry you work in (one sentence is sufficient), then describe one (1) reason why people in your industry or workplace may undertake RPL assessment.Health industry: it enables the health worker gain experience thus evidence that they are competent in the field.c. Describe one example of a quality RPL process or approach that a RTO offering qualifications relevant to your industry, could offer.Volunteering or unpaid internship: the health worker is able to be attached to a health facility, they are then given simple tasks while making observation and gaining experience through observation. There are also other duties in which they are delegated with to help the cope with the work environment.d. Explain why your example is suitable for RPL assessments conducted in your industry or workplace.This enables the interns gain experience thus prepares them for the future work responsibilities.1.6Inclusive assessment practicea. Define reasonable adjustment.This is the lowering of standards in measuring performance to accommodate a candidate who has special requirementsb. Provide one (1) example of a reasonable adjustment you could apply when assessing competence of individuals in your industry or workplace.In order to accommodate diversity in the workplace, the company could waiver the required. If there were blind employees instead of using questionnaire there would be use of braille and also increase of time to answering their questions.c. Research and identify at least two (2) sources of specialist support that you could access and use to support candidates—‘sources’ may include agencies, web-based information or activities, and/or specialist personnel:· Name each source of specialist support you findLearning, literacy and numeracy support.· Describe the type of support available from each sourceUsing a translator.· For one of the two sources of specialist support described above, briefly explain how you would organise this support, or help a candidate access this support, if required.I would ensure that the assessment is done using a translator let’s say in the deaf candidates to ensure they are conversant with the assessment thus accommodating their needs.d. Name one (1) example of a cultural sensitivity or equity consideration that you may come across as an assessor in your industry. Describe one (1) way you could manage this issue to ensure a fair and equitable assessment.Diversity is the cultural sensitivity issue in the company including racial discrimination. This could be managed by ensuring fairness is observed in the company.1.8Safetya. Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry. To do this, answer the questions below about the workplace/s or environment/s where you assess (or intend to assess):b. How and to whom do (or could) you report safety hazards and incidents?c. Briefly describe emergency procedures.d. Must personal protective equipment (PPE) be worn? If so, list the PPE required and briefly explain why it is needed.e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.f. How do (or could) you access WHS information relevant to assessments you plan and conduct?1.7Training packages and their usea. Name the four (4) endorsed components of a training package and summarise the information found in each component.b. Briefly explain what it means to ‘contextualise’ training package competency standards when using them as the basis for assessment.c. Briefly explain guidelines for contextualising units of competency.d. Describe how assessors can stay up-to-date with latest updates made to training packages and units of competency.e. Explain what a training and assessment strategy (TAS) is. Describe how assessors use a TAS to plan and develop assessments.To the candidate: replace this text with your response1.8Assessment instrumentsExplain the difference between an assessment instrument and an assessment tool. List the main components of a typical assessment tool.To the candidate: replace this text with your response1.9SafetyDescribe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry.To do this, answer the questions below abouta. Briefly describe workplace/s or environment/s where you assess (or intend to assess).Answer remaining parts of this question based on the environment/s described in part A above:c. How and to whom do (or could) you report safety hazards and incidents?Every person in the organization has the responsibility of reporting a safety and health hazard, they are supposed to report to their supervisors who in turn report the hazard to the management.d. Briefly describe emergency proceduresThis involves the handling an immediate unrecognized hazard condition when an emergency is detected, it needs quick intervention thus the employee should report it to the supervisor who would act in a quick manner by responding to the issue or even consulting the management. An example is a fire incident where an alarm could immediately be raised. Then evacuation plans commence after which there would be headcount of employees to ensure everyone is safe.e. Must personal protective equipment (PPE) be worn?Yes● if so, list the PPE required and briefly explain why it is needed.Safety signs, gloves, safety glasses, safety shoes etc, this is to avoid personal injuries. It is also in accordance of the industrial laws that safety gear be worm while at work.● if not, briefly justify why PPE is not required.e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.The equipment ought to be kept and in a safe manner. They also ought to be used in the properly manner.f. How do (or could) you access WHS information relevant to assessments you plan and conduct?Through the company’s website.To the candidate: replace this text with your response1.10EvaluationDescribe the different evaluation methods that can be used to trial and review assessment tools. Include examples from your own experience.The different evaluation methods include formative assessment, summative assessment and process assessment. I have experienced the summative in the organization where assessors had come to assess on the state of the institution for them to give a report on accreditation.To the candidate: replace this text with your response1.11Management systemsExplain the information management system you have in your organisation and how assessment records are stored and maintained.We have a myriad of information management systems in the organization including in the sales and marketing such as sales management, customer relationship management, marketing management. In the operations department, there is the enterprise resource planning (ERP), operations support, in the finance department there is the general ledger, budgeting and planning among others. All these are categorized into the office information system, management reporting system and decision support system. The assessment is stores in an electronic manner through the internet backed up by a cloud system.To the candidate: replace this text with your response1.12Assessment validationa. Define ‘assessment validation’.It is the quality review process that confirms your RTO’s assessment system can consistently produce valid assessment.b. Explain the benefits of assessment validationIt helps bring the assessment into alignment. It also helps ensure that the RTO training and assessment practices are relevant to the needs of the industry.c. Other than assessment tools, describe one (1) aspect of assessment that you may focus on when participating in assessment validation.Reviewing the statistically valid samples of the assessmentd. Describe a systematic, ongoing process your workplace uses (or could use) to validate assessment—include validation that may be appropriate before, during and after an assessment.There could be auditing at the finance department. An assessment could be done to review the finance book in which it could involve checks and balances.e. Describe the legal and ethical obligations of those who participate in assessment validation—consider confidentiality, anti-discrimination and copyright, and other obligations.The validators could include employees of the RTO. The participants could include employers and employer associations, other industry players, trainers and assessors or even consultants. They ought to work in an ethical manner such that they are fair and nonpartisan. They should also not discriminate against the minority groups. The validators also have a legal obligation of confidentiality.To the candidate: replace this text with your response