Inspire education training and assessment

Assessment Workbook 2

TAE40116 Certificate IV

in Training and Assessment

student-holding-books-original.jpg

Assessment Units Upgrade

Version 1.0 Produced 7 September 2017

Copyright © 2017 Inspire Education Pty Ltd. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Inspire Education Pty Ltd.

Version control & document history

Date

Summary of modifications made

Version

07 September 2017

Version 1 for Upgrade adapted from Standard

1.0

Table of Contents

This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.

Table of Contents 3

Introduction 5

What is competency based assessment 5

The Basic Principles of Assessing Nationally Recognised Training 6

The Dimensions of Competency 8

Reasonable Adjustment 9

IMPORTANT NOTE 10

The Units of Competency 11

Context for Assessment 13

Assessment Requirements 13

Assessment Methods 15

Resources Required for Assessment 16

Instructions to Student 17

Assessment Workbook Cover sheet 18

Knowledge Assessment 19

Part 1 – Competency-based assessments 19

Part 2 – Assessment Tools 25

Part 3 – Validation 32

Part 4 – Standards, Policies & Procedures 38

Part 5 – Workplace Health and Safety 40

Practical Assessments 46

Instructions to Student 46

Project 1: Develop Three Assessment Tools 47

Workplace Pathway 49

Step 1: Plan development of assessment tool 50

Step 2: Develop assessment tool 56

Step 3: Review and trial assessment tool 58

Simulated Pathway 64

CASE STUDY 1: Compliant Learning Resources 65

Step 1: Plan development of assessment tool 68

Step 2: Develop assessment tool 73

Step 3: Review and trial assessment tool 74

Project 2: Plan and Organise Assessments 79

CASE STUDY 2: Makoto Miyagi 79

Part 1: Training and Assessment Pathway 80

Part 2: RPL Assessment Pathway 82

Project 3: Validate Three Assessment Tools 86

CASE STUDY 3: Compliant Learning Resources 86

Introduction

Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

What is competency based assessment

The features of a competency based assessment system are:

· It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.

· Assessment should mirror the environment the learner will encounter in the workplace.

· Assessment criteria should be clearly stated to the learner at the beginning of the learning process.

· Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.

· In competency assessment a learner receives one of only two outcomes – competent or not yet competent.

· The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.

· The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Definition of competency

Assessment in this context can be defined as:

· The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

The Basic Principles of Assessing Nationally Recognised Training

Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

· Fairness

· The individual’s learner’s needs are considered in the assessment process.

· Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.

· The RTO informs the learner about the assessment process, and provides the leaner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

· Flexibility

· Assessment is flexible to the individual learner by:

· reflecting the learner’s needs;

· assessing competencies held by the learner no matter how or where they have been acquired; and

· drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

· Validity

· Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.

· Validity requires:

 assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance;

 assessment of knowledge and skills is integrated with their practical application;

 assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and

 judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.

· Reliability

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

(from Standards for RTOs 2015, Table 1.8-1: Principles of Assessment)

The rules of evidence

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

· Valid

· The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

· Sufficient

· The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.

· Authentic

· The assessor is assured that the evidence presented for assessment is the learner’s own work.

· Current

· The assessors is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

(from Standards for RTOs 2015, Table 1.8-2: Rules of Evidence)

The Dimensions of Competency

The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

· Task skills

· Task management skills

· Contingency management skills

· Job role and environment skills

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

· the same learning opportunities as learners without a disability

· the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

· customising resources and assessment activities within the training package or accredited course

· modifying the presentation medium learner support

· use of assistive / adaptive technologies

· making information accessible both prior to enrolment and during the course

· monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

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

The Units of Competency

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following units of competency from TAE40116 Certificate IV in Training and Assessment:

TAEASS401 Plan assessment activities and processes

1. Determine the assessment approach

2. Prepare the assessment plan

3. Identify modification and contextualisation requirements

4. Develop the assessment instruments

TAEASS403 Participate in assessment validation

1. Prepare for validation

2. Participate in the validation of assessment tools

3. Contribute to validation outcomes

TAEASS502 Design and develop assessment tools

1. Determine the focus of the assessment tool

2. Design the assessment tool

3. Develop the assessment tool

4. Review and trial the assessment tool

For complete copies of the above units of competency:

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

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

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

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

Context for Assessment

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

Assessment Requirements

The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal four (4) key assessment components:

1. Performance Evidence

· describes the subtasks that make up the element of the unit

2. Knowledge Evidence

· describes the knowledge that must be applied in understanding the tasks described in the elements

3. Assessment Conditions

· describe the environment and conditions that assessments must be conducted under

4. Performance Criteria

· describes the performance required in tasks, as well as foundational skills, to demonstrate achievement of the outcomes outlined in the elements

The associated assessment methods in this workbook covers all of these components as detailed in the matrix below:

Units of Competency

Assessment Activities

TAEASS401

TAEASS403

TAEASS502

Knowledge assessment

Projects /Case Studies

Assessment Methods

Assessment Workbook

The Assessment Workbooks use the following assessment methods:

1. Knowledge Assessment - Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject

2. Projects/Case Studies - A task or activity completed according to set instructions and guidelines to meet the requirements of the relevant units

Resources Required for Assessment

Assessor to provide:

· Case studies and simulations

· Information about work activities, as necessary

Candidate will need access to:

· Computer with internet and email access and a working web browser.

· Installed software: MS Word, MS Excel, Adobe Acrobat Reader.

· Two (2) volunteers to review assessment tool you will develop in Project 1 Case Study 1. Ideally, the volunteers should be industry experts, VET trainers, and or assessors.

· Two (2) volunteers to trial the assessment tool you will develop in Project 1 Case Study 1.

· Templates needed to complete the assessment. These are already provided in this workbook.

Instructions to Student

This workbook is divided into two (2) categories: Knowledge Assessment and Project/Case Studies.

The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Project/Case Studies assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

Assessment Workbook Cover sheet

WORKBOOK:

WORKBOOK 2

TITLE:

Assessment Units Upgrade

FIRST AND SURNAME:

     

PHONE:

     

EMAIL:

     

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.

By submitting this work, I declare that:

· I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

· I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

· I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

· This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

· I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name :     

Signature:      

Date:      

Knowledge Assessment

Part 1 – Competency-based assessments

1. Consider the following components that make up the structure of a unit of competency.

Discuss the information found in each component and explain how this information is applied in a competency-based assessment.

Guidance: an example has been provided for your reference.

Components of a unit of competency

Information found in this component

How this information is applied in competency-based assessment activities and processes

Application

Describes the purpose of the unit relevant to how it will be applied in the workplace.

Information found in this section could be used as guidance in contextualising the assessment to suit relevant work roles.

Elements

     

     

Performance Criteria

     

     

Foundation Skills

     

     

Performance

Evidence

     

     

Knowledge

Evidence

     

     

Assessment Conditions

     

     

2. Consider a candidate completing the requirements for TAEASS502.

What is the minimum evidence that the candidate must provide to demonstrate his/her ability to complete the tasks outlined in the elements and performance criteria of the unit?

     

3. How do you determine the minimum standard for assessment the student must meet to demonstrate his/her competency?

Guidance: Describe where and how to access this information.

     

4.

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

Page 20 © Inspire Education Pty Ltd.

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

© Inspire Education Pty Ltd. Page 19

5. Access the units TAEASS402 and TAEASS502 on training.gov.au and identify the following:

(1) purpose of assessing candidates against the unit, and

(2) contexts of assessment for the units

Guidance:

· There are several ways to answer this question; however, your answer must be consistent with the competency standards of the unit.

· An example using unit TAEASS403 has been provided for your reference.

Unit

Purpose of assessment

Contexts of assessment

TAEASS403

To assess the candidate’s skills and knowledge required to participate in an assessment validation process

Assessment tasks must be relevant to work roles performed by assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.

TAEASS402

     

     

TAEASS502

     

     

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

Page 21 © Inspire education Pty ltd.

6. List the four dimensions of competency and how they are incorporated in the development of assessment tools.

Guidance: describe where and how to access this information

Dimensions of competency

How they are incorporated in the development of assessment tools

     

     

     

     

     

     

     

     

7. Briefly explain how units of competency are contextualised.

Guidance: For the purpose of this assessment, your responses must align with contextualisation guidelines provided in the implementation guide for the TAE Training and Education Training Package.

     

8. Match the training package components below to their correct application in developing assessment tools.

a. Assessment guidelines

b. Qualifications framework

c. Competency standards

How Training Package Components are applied in the Development of Assessment Tools

     

It sets the outcome and level of performance required in the assessment.

     

It provides guidance to which units meet the requirements of each qualification according to the set qualification level.

     

It provides guidance on how assessment tasks can be developed and contextualised to meet the assessment requirements.

9. From the options below, choose three (3) statements that describe the relationship between the assessment context and the assessment tools.

☐
The assessment context and conditions can help clarify the target group and purpose of the assessment tool being developed.

☐
Using familiar contexts and conditions in the assessment will give the candidate an unfair advantage when completing the assessment.

☐
The assessment context helps determine if an assessment tool is suitable for a learner/group of learners.

☐
A candidate given an assessment tool that replicates their workplace context will perform better than if they were given an assessment tool with unfamiliar context.

Part 2 – Assessment Tools

1. Match the following assessment methods to their correct descriptions.

a. Portfolio

b. Questioning

c. Direct observation

d. Third-party evidence

Descriptions

   

i. Candidate is assessed by the assessor real time in the workplace or in a simulated environment. The purpose of this method is gather first-hand evaluative information from the candidate.

   

ii. Candidate collects work samples and validated pieces of evidence that demonstrates performance and completion of specific tasks. The purpose of this method is allow the candidate to document their competency and to provide physical evidence (e.g. workplace documents completed) for assessment.

   

iii. Generally most applicable to assessment of knowledge evidence. The purpose of this method is to test the underpinning knowledge of the candidate.

   

iv. Observation by supervisors, trainers, team members, etc. are documented and used by the assessor to assess the candidate’s competence. The purpose of this method is to provide supplementary evidence or documentation of the candidate’s competency where direct observation from an assessor is not possible.

2. Below are different examples of assessment scenarios. Determine the best assessment method from the following list to use in each scenario.

a. Portfolio

b. Questioning

c. Direct observation

Scenario

   

i. Candidate is required to physically demonstrate their competency in preparing drinks using appropriate methods as part of their assessment in SITHFAB004 - Prepare and serve non-alcoholic beverages.

   

ii. Candidate is required to demonstrate their knowledge and understanding of work health and safety (WHS) legislation and regulations.

   

iii. Candidate submitting a research report they previously completed as part of their application for recognition of prior learning in BSBRES401 – Analyse and present research information.

3. Select the assessment methods and instruments that would best meet the following evidence-gathering opportunities:

Guidance: other assessment methods and instruments may be applicable; However, for the purpose of this assessment, select only the best answer from the options provided in the drop-down lists below. An example has been provided for your reference

Evidence gathering opportunities

Assessment methods

Assessment instruments

Demonstrating knowledge on the different principles of evidence

Questioning

Written questionnaire

developing an assessment instrument

Choose an item.

Choose an item.

using two-way communication and feedback with the candidate

Choose an item.

Choose an item.

RPL assessment

Choose an item.

Choose an item.

4. Briefly explain methods you can use to trial and review an assessment tool:

Guidance: Give one (1) method for trialing and one (1) method for reviewing assessment tools.

Assessment tool quality check

Example method

(Provide one (1) for each)

Reviewing an assessment tool

   

Trialling an assessment tool

   

5. Briefly explain the purpose and context of RPL assessments.

Purpose of RPL assessments

   

Context of RPL assessments

   

6. Briefly explain the two guiding principles underlying the context for reasonable adjustment in assessment activities:

a) inclusive practice

b) universal design

Inclusive practice

   

Universal design

   

7. Match the following types of evidence to their correct descriptions.

a. Direct evidence

b. Indirect evidence

c. Supplementary evidence

Description

   

i. Evidence observed and assessed by the assessor first-hand

   

ii. Evidence gathered through a third-party observer and assessed by the assessor

   

iii. Other pieces of evidence that can indicate relevant performance or completion of a requirement

8. List the five (5) components of an assessment tool.

   

9. From the list below identify three (3) types of evidence that can be submitted for a recognition of prior learning assessment.

☐
i. observation record completed by the assessor for the candidate

☐
ii. testimony from friends and family

☐
iii. certification from previous employers

☐
iv. portfolio of evidence

☐
v. workplace documents

Part 3 – Validation

1. From the options listed, select two (2) reasons for carrying out assessment validation.

☐
i. To ensure that assessment strategies meet the learning needs of the students.

☐
ii. To ensure that assessment processes, assessment resources and assessment outcomes follow the principles of assessment and the rules of evidence.

☐
iii. To ensure that the training provider always provides access to assessment outcomes when requested.

☐
iv. To ensure that only a few candidates are able to receive competent marking.

2. Describe different approaches to validation in the following stages of an assessment:

Stage of assessment

Approaches to validation

Before assessment

   

During assessment

   

After assessment

   

3. The following are critical aspects of validation. In your own words, describe each.

Your response must be between 100 – 150 words.

Critical aspects of validation

Description

Reviewing assessment practice

   

Reviewing assessment judgements

   

4. List the four principles of assessment and explain how each of them is applied in validation of competency-based assessments.

Principles of Assessment

Application in validation

   

   

   

   

   

   

   

   

5. List the four rules of evidence and explain how they are applied in the validation of competency-based assessments.

Rules of evidence

Application in validation

   

   

   

   

   

   

   

   

6. List two (2) obligations of assessors when conducting or participating in validation activities, under applicable legislation and/or standards.

   

Part 4 – Standards, Policies & Procedures

Compliant Training Services

Provided in the link below is the Training and Assessment Strategy (TAS) of Compliant Training Services for the course TAE40116.

Compliant Training Services TAE40116 TAS username: learner password: studyhard

Review the TAS and answer the questions that follow.

1. Briefly explain the following Compliant Training Services policies and procedures:

Compliant Training Services policies and procedures

Explanation

Prerequisites/Entry Requirements of the course

   

Delivery and Assessment Staff Requirements

   

RPL Policy

   

Licensing, Legislative,

Regulatory or Certification

Considerations

   

2. Match the following principles of assessment to their definitions/characteristics.

a. Fairness

b. Flexibility

c. Validity

d. Reliability

The definitions below are taken and adapted from Table 1.8-1: Principles of Assessment, of the Standards for RTOs 2015.

   

i. The learner’s needs are considered in the assessment process.

   

ii. Assessments against the unit/s of competency and the associated assessment requirements cover the broad range of skills and knowledge that are essential to competent performance.

   

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

   

iv. The assessment reflects the learner’s needs

Part 5 – Workplace Health and Safety

1. Complete the following information about workplace health and safety:

Notifiable incidents are:

   

Notifiable incidents relate to:

   

If a notifiable incident occurs the model WHS Act sets out that:

   

2. Consider the following:

Scenario

You are going to conduct an assessment for the unit CPPCLO3036 – Clean at heights using an assessment tool in your organisation where the candidate is instructed to demonstrate the safe use of a bosun chair.

There are no further instructions available to you or the candidate, so you decide to read the instructions for use from the manufacturer before conducting the assessment. It states that:

· The unit must be withdrawn from use 7 years after the manufacture date.

After inspecting the labels on the unit, you discover that although the bosun chair does not show any visible signs of wear, it is already meant to be withdrawn from service. You determine that this assessment activity is too hazardous for the candidate to complete.

Discuss the procedures you must follow to report this hazard.

Guidance: Your responses must be based on the procedures for reporting hazards in place in your organisation OR in an organisation you are familiar with.

   

3. Answer the following questions about WHS responsibilities relevant to emergency procedures:

Who holds the duty to prepare an emergency plan for the workplace?

   

What must be included in the emergency procedures?

(list two)

   

4. Answer the following questions about WHS responsibilities relevant to personal protective equipment:

What is a personal protective equipment?

   

When can Personal Protective Equipment be used?

   

When should PPE be provided?

   

What is the role of the assessor in facilitating the use of PPE in a training environment?

   

What are the maintenance requirements for personal protective equipment?

   

5. Complete the following table about sources of WHS information:

   

leads the development of national policy to improve work health and safety and workers’ compensation arrangements across Australia

   

forms the basis of the WHS Acts being enacted across Australia to harmonise work health and safety law.

   

set out more detailed requirements to support the duties in the Model Work Health and Safety (WHS) Act.

   

are practical guides to achieving the standards of health, safety and welfare required under the Work Health and Safety (WHS) Act and the WHS Regulations in a jurisdiction.

6.

7. Review the hazard reporting procedure below and answer the questions that follow:

Choose an item.

True or False: Only WHS officers are authorised to take action in resolving hazard identified.

Choose an item.

What must an assessor do first if a hazard is identified in the assessment venue?

Choose an item.

What must an assessor do if the hazard identified has not been resolved after taking action to resolve it?

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

Page 98 © Inspire Education Pty Ltd.

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

© Inspire Education Pty Ltd. Page 95

Practical Assessments

Instructions to Student

This workbook contains all the instructions you need to complete the practical assessment requirements relevant to this cluster.

This practical assessment will assist your completion of the assessment activities relevant to the requirements of the units covered in this workbook:

UNIT

Assessment Requirements

TAEASS502

Design and develop assessment tools+

develop three (3) assessment tools that support different assessment methods, and address at least one unit of competency each

TAEASS401

Plan assessment activities and processes

Plan and organise five (5) assessments

· Three (3) assessments (training and assessment pathway)

· Two (2) RPL assessments (RPL pathway)

TAEASS403

Participate in assessment validation

Participate in three (3) validation sessions

These requirements will be addressed through the following projects:

· Project 1: Develop three assessment tools - must cover three different units of competency

· Project 2: Plan and organise assessment for five candidates - two of which must be RPL assessments - assessments must be within the VET context against at least one endorsed or accredited unit of competency - development of two assessment instruments covering two units (different from the units used in Project 1)

· Project 3: Participate in three validation sessions

Project 1: Develop Three Assessment Tools

Project Overview

This project requires you to develop three (3) assessment tools, each covering at least one (1) different unit of competency.

The development of each assessment tool is divided into three parts:

Part 1: Plan development of assessment tool

Part 2: Develop the assessment tool

Part 3: Review and trial the assessment tool

This project can be completed through a real workplace or simulated scenario. Instructions for both pathways are provided below, choose the pathway that best suits your needs. If you have any concerns or queries, please direct them to your assessor.

Before proceeding, select the pathway you will be completing this project through:

☐ Workplace

☐ Simulated

Note: You must only select one (1).

Instructions to Workplace Supervisor

Dear Workplace Supervisor,

Thank you for allowing the candidate to complete this Project in your workplace. This Project requires the candidate to develop three (3) assessment tools for at least one (1) unit of competency each.

Please read the candidate instructions that follow. You will be asked to sign and date the following:

· Supervisor Consent Form

The Supervisor Consent Form documents that you have given the candidate permission to conduct the Project tasks in your workplace. It also states that candidates must be given access to and permission to submit, organisational documents relevant to the Project.

· Supervisor Declaration Forms

There are also Supervisor Declaration Forms for you to complete in Step 1, and at the end of Step 3.

Workplace Pathway

Project Requirements

To complete this project, you will need access to the following resources:

· access to a client and/or clients to be assessed against three (3) different units of competency, where one (1) must require assessment through RPL

· consent forms completed by the candidate and your workplace supervisor

Guidance: You must submit these to your assessor before proceeding with the project. Follow the prompts provided to you in the instructions.

· assessment tool development documentation

Guidance: You can submit documentation from your organisation as long as they contain the requirements for the assessment. The information you require to complete the project will be outlined for you in the candidate instructions.

Where the information required is not included in your workplace documentation, please fill in the necessary templates provided to you in this workbook.

administration, analytics, business

Step 1: Plan development of assessment tool

Part 1: Analyse the requirements of the assessment

Mapping: R1.0 (p), GWD1.0 (p)

a) Have your client/s and workplace supervisor sign and date the consent forms provided in the link below.

TAE40116 Forms and Templates

Download “Workplace Consent Form Candidate,”

“Workplace Consent Form Supervisor”

Username: learner Password: studyhard

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

Client

· WP_ConsentFormC1 ,

· WP_ConsentFormC2 ,

and so on.

Supervisor

· WP_ConsentFormSup

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

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

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

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

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

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

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

· the target group of candidates

· the purpose of the assessment tool

· the assessment pathway the candidate will take

· context in which the assessment tool will be used

· industry contacts

· industry requirements

· contextualisation guidelines

· other related documentation to inform assessment tool development

· methods, instruments, and context of the assessments

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

TAE40116 Forms and Templates

Download “Assessment Tool Development Planning Template”

Username: learner Password: studyhard

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

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

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

· their assessment pathway of choice

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

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

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

· active listening,

· comprehension of client requirements, and

· appropriate use of grammar, vocabulary, and pronunciation.

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

Supervisor Declaration

By signing this declaration, I am confirming that the candidate discussed and confirmed the details of the assessment with the client/s in my presence before proceeding with the project.

I am also confirming that the candidate demonstrated active listening, adequate comprehension, and the appropriate use of grammar, vocabulary, and pronunciation during our session.

Supervisor’s Name:

Signature:

Position:

Date Signed:

Contact Number:

Email Address:

Name of Client/s:

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

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

· active listening,

· comprehension of client requirements, and

· appropriate use of grammar, vocabulary, and pronunciation.

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

Supervisor Declaration

By signing this declaration, I am confirming that the candidate discussed and confirmed the details of the assessments with me before proceeding with the project.

I am also confirming that the candidate demonstrated active listening, adequate comprehension, and the appropriate use of grammar, vocabulary, and pronunciation during our session.

Supervisor’s Name:

Signature:

Position:

Date Signed:

Contact Number:

Email Address:

f) Once completed, save your assessment planning tool as

· [UNIT CODE – ATDP]

· [UNIT CODE – ATDP]

· [UNIT CODE – ATDP]

Part 2: Design the assessment tool

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

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

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

· Who is your learner cohort?

· Who will collect the evidence?

· Where and how will the assessment be conducted?

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

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

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

· elements

· performance criteria

· performance evidence

· knowledge evidence

· assessment criteria

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

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

TAE40116 Forms and Templates

Download “Competency Mapping Template”

Username: learner Password: studyhard

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

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

d) Once completed save your competency mapping template as:

· [UNIT CODE] – CMP

· [UNIT CODE] – CMP

· [UNIT CODE] – CMP

Step 2: Develop assessment tool

Develop the assessment instruments

a) Access and review the assessment instrument templates available to you in your workplace. For any questions and concerns, direct them to your workplace supervisor or your assessor.

When reviewing the assessment instrument templates, consider the assessment pathway the client/s wants to take. For instance, if the client/s wants to be assessed through the RPL pathway you can create assessment instruments that will allow them to present evidence of their current competency.

b) Use these templates to develop assessment instruments that support the collection of evidence required by the unit. Remember to provide clear and specific instructions to both the candidate and assessor when using or administering the assessment instrument.

The assessment tasks must address the requirements of the unit, including:

· performance criteria

· performance evidence

· knowledge evidence

· assessment conditions, and

the client’s needs.

Where necessary, add further guidance to ensure that the assessment tools reflect the principles of assessment and the rules of evidence.

c) When developing assessment instruments, consider the following:

· assessment system policies and procedures

· storage and retrieval needs

d) Return to the competency map you completed in Step 1 and look at the assessment tasks mapped in the assessment instruments, ensure that the tasks meet the unit requirements. If necessary, revise the competency map to meet any changes you make.

e) Note that each assessment instrument must include clear and specific instructions for,

· the administration of the assessment

· submission (for the student)

· marking, including guides and benchmark answers (for the assessor only)

f) Save each assessment instrument using the filename:

· [UNIT CODE] – instrument1

· [UNIT CODE] – instrument2

· [UNIT CODE] – instrument3 , etc.

Step 3: Review and trial assessment tool

Part 1: Review the assessment tools.

a) Find two (2) volunteers to participate in the review of the assessment tool. Ideally, find people who are:

· Relevant industry experts

· Other trainers and assessors

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

· active listening

· comprehension of assessment requirements

· appropriate use of grammar, vocabulary, and pronunciation

b) Provide a copy of the assessment tool and the assessment map to your volunteers. Have them review the assessment tool and the assessment map using the review form linked below:

TAE40116 Forms and Templates

Download “Assessment Tool Review Form”

Username: learner Password: studyhard

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

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

· [UNIT CODE]-ATR1

· [UNIT CODE]-ATR2

Part 2: Amend the assessment tools as needed

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

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

Unit Code

Assessment Instrument

Write the filename/s of the assessment instrument

Amendments

Outline the amendments you have done on the document

     

     

     

     

     

     

     

     

     

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

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

Part 3: Trial the assessment

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

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

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

· active listening

· comprehension of assessment requirements

· appropriate use of grammar, vocabulary, and pronunciation

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

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

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

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

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

TAE40116 Forms and Templates

Download “Assessment Workbook Evaluation Form”

Username: learner Password: studyhard

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

d) Submit the completed feedback forms using the filenames:

· [UNIT CODE]-ATFF1

· [UNIT CODE]- ATFF2

Part 4: Make final amendments

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

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

Unit Code

Assessment Instrument

Write the filename/s of the assessment instrument

Amendments

Outline the amendments you have done on the document

     

     

     

     

     

     

     

     

     

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

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

Supervisor Declaration

By signing this declaration, I am confirming that the candidate completed all of the tasks outlined in the Workplace Pathway Instructions for Project 1.

Supervisor’s Name:

Signature:

Position:

Date Signed:

Contact Number:

Email Address:

Evidence to submit

The following evidence is required for this project:

Check box once complete

1. Assessment plans Submit one (1) assessment plan for each candidate you will be creating the assessment tool and instruments for. Save the files as:

· Client1 – AP[UNIT CODE]

· Client 2 – AP[UNIT CODE], etc.

Note: If the assessment plan does not contain all the information required in Step 1, you can also submit a copy of the Client’s Profile or a copy of a Training Needs Analysis completed for the candidates/learner group.

|_|

2. Client and Workplace Supervisor Consent Forms

|_|

3. Assessment Tool Development Plan for each unit Save the files as: [UNIT CODE]-ATDP

|_|

4. Competency Map for each unit Save the files as: [UNIT CODE]-Competency Map

|_|

5. Assessment Instruments for each unit Save the files as: [UNIT CODE]-instrument1

|_|

6. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:

· [UNIT CODE]-ATR1

· [UNIT CODE]-ATR2

|_|

7. Amended instruments after the review (Note: Only if applicable) Save the files as: [UNIT CODE]-instrument1.V2

|_|

8. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:

· [UNIT CODE]-ATFF1

· [UNIT CODE]- ATFF2

|_|

9. Amended instruments after the trial (Note: Only if applicable) Save the files as: [UNIT CODE]-instrument1.Final

|_|

End of Project 1 – Develop Three Assessment Tools

Simulated Pathway

For the simulated pathway, the relevant forms and templates will be provided to you to document your performance, note that these may not meet the standard documentation used in your workplace.

You will be required to complete the tasks in this project through the details provided in the Case Study below. Specific information about the task will also be provided through the Role Play with your assessor.

CASE STUDY 1: Compliant Learning Resources

Compliant Learning Resources (Compliant) is known for leading the way in the development of Quality Learning and Assessment Resources for high demand qualifications in Australia’s Vocational Education and Training (VET) sector. Compliant’s design and development process focuses on:

· Real World Simulations that Enhance the Adult Learning Experience

· Industry Relevant Learning Resources

· Training Package Compliant Assessment tools

· Rigorous Validation to Ensure You Get Through Audit

You may read more about Compliant Learning Resources by clicking on the logo below:

S:\Compliant Learning Resources\Artwork\Logo Compliant.jpg

Username: learner Password: studyhard NOTE: If the link is not working, copy & paste the url to your browser: http://compliantlearningresources.com.au/network/

Scenario:

Abigail is working as a Junior Instructional Designer for Compliant Learning Resources. ABC Training Services, a long-time client of Compliant, has just placed an order for three assessment tools, one for each of the following units:

1. BSBITU101 - Operate a personal computer

2. BSBITU102 - Develop keyboard skills

3. BSBITU201 - Produce simple word processed documents

These units will be used in ABC’s Certificate I in Business course.

Danah Roberts is the Training Manager of ABC Training Services. She is the contact person for this project. Below is her email outlining the specifications of the project.

From:

danah.r@ABCtrainingservices.net.au

To:

abigail.c@compliantlearningresources.net.au

Subject:

Design Specifications

Hi Abigail,

It was lovely meeting you the other day to discuss this new project.

As agreed, we have arranged for Compliant Learning Resources to develop the assessment tools for the following units:

1. BSBITU101 - Operate a personal computer

2. BSBITU102 - Develop keyboard skills

3. BSBITU201 - Produce simple word processed documents

I would like you to develop one assessment tool for each unit.

Should you have any questions or concerns, please don’t hesitate to send me an email, or call me at 1234567890.

I look forward to seeing the finished resources!

Cheers,

Danah Roberts

ABC Training Services

For this project, you will be playing the role of Abigail. Your task is to develop three (3) assessment tools according to the specifications of the client, and in compliance with Compliant Learning Resources’ relevant standards, policies, procedures and quality guidelines.

The development of each assessment tool must follow the steps outlined below:

Step 1: Plan development of assessment tool

Step 2: Develop assessment tool

Step 3: Review and trial assessment tool

Follow the instructions and prompts provided to you below, and complete the templates accordingly.

For the purpose of this assessment, your assessor will play the role of Danah Roberts, the Training Manager of ABC Training Services. Should you have any questions or concerns about the task, you may direct them to your assessor.

Note, that during this activity, you will also be assessed on your oral communication skills. To complete this assessment, you must book a call with your client (assessor) to confirm the requirements required to complete your “Development Planning Template”. During this conversation you must satisfactorily demonstrate the following skills:

· active listening,

· comprehension of client requirements, and

· appropriate use of grammar, vocabulary, and pronunciation.

Step 1: Plan development of assessment tool

Part 1: Analyse the requirements of the assessment

a) Download the Assessment Tool Development Planning Template provided in the link below:

TAE40116 Forms and Templates

Download “Assessment Tool Development Planning Template”

Username: learner Password: studyhard

b) Access the relevant unit requirements from https://training.gov.au , and review them.

c) Your assessor will play the role of the client, Danah Roberts, the training manager of ABC Training Services. You must contact the client and discuss with them the requirements of the assessment. The information the client provides to you will help you complete Part 1 of the Assessment Development Planning Template.

Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:

· active listening,

· adequate comprehension, and

· appropriate use of grammar, vocabulary, and pronunciation.

d) Review and analyse the client requirements against the requirements of the unit with your client. Discuss with the client if there are conflict/s with their requirements against the requirements of the unit.

e) Determine the focus of the assessment tool by completing the first part of the Planning Template provided. You must create one (1) Assessment Planning Template for each unit. An example is provided below for your reference:

Note: You will be asked to complete Part 2 of the Assessment Tool Development Planning Template, after completing Part 1 read the next set of instructions before completing Part 2. You are not required to complete Parts 3 and 4 of the Assessment Tool Development Planning Template.

Part I: Assessment Tool Focus

Target group of candidates

Guidance: List and describe the target group of candidates that will be completing this assessment tool

Participants in this program are predominantly:

· People who are presently employed, or wish to be employed in accounting job roles with duties such as.

· Operational reporting

· Producing non-complex management reports including compiling budget information

· Compiling data for job costing reports

· Supervising the operation of computer-based financial systems

· Classifying, recording and reporting accounting information

· Maintaining inventory records

· Managing a small office

Ensuring relevant legal requirements are adhered to

Purpose of the assessment tool

Guidance: determine the specific skills and knowledge assessed by the tool

To assess the candidate’s skills and knowledge required to prepare, document and manage budgets and forecasts, and encompasses forecasting estimates and monitoring budgeted outcomes.

Assessment pathway

Guidance: Select the pathway appropriate for the client requirements

|X| Training and Assessment

|_| RPL

If client would like to be assessed through RPL, identify the evidence the candidate can present. Select all that apply.

|_| Statement of Attainment

|_| References from former employers

|_| References from clients

|_| Work Samples (please specify)

________________________

________________________

________________________

|_| Others (please specify)

__________________

__________________ __________________

Context in which the assessment tool will be used

Guidance: determine the environment in which the assessment will be carried out, including real or simulated workplace

To be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to: common office equipment, technology, software and consumables.

Assessment tool will provide instructions to complete the assessment in a workplace environment or in a simulated environment.

Industry contacts

Guidance: List at least two industry contacts, individuals or organisations, to conduct industry consultations with.

· Felicia Flock – PwC Associate, Operational Consulting

· Kelly Kegan – Diploma of Accounting, Trainer and Assessor, ABC Training Services

· Mathew Morgan – Senior Accountant, Accountability Now

Industry requirements

Guidelines: List specific application/s of the unit relevant to the industry requirements

The unit has application to job roles that have responsibility for managing budgets and forecasts such as accountants and chief financial officers.

Contextualisation guidelines

Guidance: refers to relevant training package or accredited course contextualisation guidelines

Assessment must ensure competency is demonstrated in the context of the financial services work environment and conditions.

Other related documentation to inform assessment tool development

Guidance: may include but are not limited to:

information from the competency standards about:

· resources required for assessment

· assessment context

· appropriate assessment methods

Assessment must ensure access to and the use of a range of common office equipment, technology, software and consumables.

Method of assessment used to assess practical skills and knowledge will include:

· evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency

· verbal or written questioning on underpinning knowledge and skills which may include formal examinations

· setting and reviewing workplace projects and business simulations

· evaluating samples of work

accessing and validating third party reports.

Part 2: Design the assessment tool

a) Download the Competency Mapping Template provided in the link below:

TAE40116 Forms and Templates

Download “Competency Mapping Template”

Username: learner Password: studyhard

b) Complete a competency map for each of the following units of competency:

BSBITU101 Operate a personal computer

BSBITU102 Develop keyboard skills

BSBITU201 Produce simple word processed documents

Use the information provided in the unit of competency and assessment requirements.

c) Create a separate competency map document for each unit of competency. You should have three (3) competency mapping documents at the end of this step. Save each document using the filename: [UNIT CODE]-Competency Map You do not need to fill in the Assessment Method fields for now, you will come back to that in the next step of this Project.

d) Review and analyse the unit of competency and assessment requirements

e) Determine the most suitable methods for assessment. Consider the following:

a. Who is your learner cohort?

b. Who will collect the evidence?

c. Where and how will the assessment be conducted?

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

This information has been provided to you through your conversation with your client (assessor) in the Part 1. If necessary, contact your client to reconfirm these details.

f) Once you’ve decided on the assessment methods you will use in the assessment tool, determine the assessment instruments you will use to collect assessment evidence.

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

g) Complete the second part of the Planning Template you downloaded in Part 1. An example is provided below for your reference:

By this time, you have already completed the necessary parts of the Assessment Tool Development Plan. Save the completed document using the filename: [UNIT CODE]-ATDP

Note: You are not required to complete Parts 3 and 4 of the Assessment Tool Development Plan.

Part 2: Assessment Tool Design

Assessment methods

Guidance: select assessment methods to be used for the assessment tool

Assessment instruments

Guidance: list at least two different assessment instruments for each selected assessment method, to provide options for collection of evidence

Assessment context

Guidance: indicate the context in which the assessment will take place, and how the assessment instruments will be administered

|X| Direct observation

Observation form

Video recording

Observation in a workplace/ Observation in a simulated work environment in a classroom

|X| Product based methods

Reports

Presentations

Case study

Projects

|_| Portfolio

|X| Questioning

Questionnaire (written)

Questionnaire (oral)

Written questions (multiple choice, True or False, and short answer tests)

Oral examination

|_| Third-party evidence

|_| Others:

Step 2: Develop assessment tool

Develop the assessment instruments

a) Develop the assessment instruments that support the collection of evidence required by the unit.

Note: Remember to provide clear and specific instructions to both the candidate and assessor for the use or administration of the assessment instrument. Add further guidance if necessary, to ensure that the assessment tools reflect the principles of assessment and the rules of evidence.

b) Templates for different types of assessment instruments are provided in the link below:

TAE40116 Forms and Templates

See list for Assessment Instruments

Username: learner Password: studyhard

c) Edit the templates as needed to meet the requirements of the assessments

When reviewing the assessment instrument templates, consider the assessment pathway the client/s wants to take. For instance, if the client/s wants to be assessed through the RPL pathway you can create assessment instruments that will allow them to present evidence of their current competency.

d) Develop the assessment tasks to address all the requirements of the unit:

a. Performance criteria

b. Performance evidence

c. Knowledge evidence

d. Assessment Conditions

e) When developing the assessment tasks, consider relevant:

· assessment system policies and procedures

· storage and retrieval needs

Consider the candidate’s needs when developing the assessment tasks.

f) Using the competency map you completed in Part 1, map each assessment task to the corresponding unit requirement it is addressing. An example is provided for you below:

g) Each assessment instrument must include clear and specific procedures for the assessor and the candidate

a. For the administration of the assessment

b. Submission instructions (for the student)

c. Marking guide and benchmark answers (for the assessor only)

h) Save each assessment instrument using the filename:

[UNIT CODE]-instrument1 , [UNIT CODE]-instrument2 , etc.

Step 3: Review and trial assessment tool

Part 1: Review the assessment tools.

a. Find two volunteers to participate in the review of the assessment tool. Ideally, find people who are:

· Relevant industry experts

· Other trainers and assessors

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

· active listening

· usage of appropriate grammar, vocabulary, and pronunciation

· adequate comprehension

b. Provide a copy of the assessment tool and the assessment map to your volunteers. Have them review the assessment tool and the assessment map using the review form linked below:

TAE40116 Forms and Templates

Download “Assessment Tool Review Form”

Username: learner Password: studyhard

Note: Your volunteers must sign and date the declaration found at the end of the Assessment Tool Review Form for their feedback to be considered valid. They must also provide their contact details in case your assessor will need to call for confirmation.

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

· [UNIT CODE]-ATR1

· [UNIT CODE]-ATR2

Part 2: Amend the assessment tools as needed

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

b) On the space provided below, outline the amendments you’ve done on the assessment tools.

Unit Code

Assessment Instrument

Write the filename/s of the assessment instrument

Amendments

Outline the amendments you have done on the document

     

     

     

     

     

     

     

     

     

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

For example, if you amended instrument 1 from the BSBITU101 assessments, the original document would have the filename: ‘BSBITU101-instrument1’, while the amended document will have the filename: ‘BSBITU101-instrument1.V2’.

Part 3: Trial the assessment

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

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

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

· active listening

· usage of appropriate grammar, vocabulary, and pronunciation

· adequate comprehension

c) Once completed, seek their feedback using the Assessment Trial Feedback form provided below:

TAE40116 Forms and Templates

Download “Assessment Trial Feedback Form”

Username: learner Password: studyhard

Before wrapping up the trial, ensure that your volunteers have signed and dated the declaration section, and provided their contact details. Your assessor may contact your volunteers to confirm details when necessary.

d) Submit the completed feedback forms using the filenames:

· [UNIT CODE]-ATFF1

· [UNIT CODE]- ATFF2

Part 4: Make final amendments

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

b) On the space provided below, outline the amendments you’ve done on the assessment tools.

Unit Code

Assessment Instrument

Write the filename/s of the assessment instrument

Amendments

Outline the amendments you have done on the document

     

     

     

     

     

     

     

     

     

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

For example, if you amended instrument 1 from the BSBITU101 assessments, following the recommendations from the trial feedback, the amended document will have the filename: ‘BSBITU101-instrument1.Final’.

Evidence to submit The following evidence is required for this project:

Check box once complete

1. Assessment Tool Development Plan for each unit Save the files as: BSBITU101-ATDP, BSBITU102-ATDP, BSBITU201-ATDP

|_|

2. Competency Map for each unit Save the files as: BSBITU101-Competency Map, BSBITU102-Competency Map, BSBITU201-Competency Map

|_|

3. Assessment Instruments for each unit Save the files as: BSBITU101-instrument1, BSBITU102-instrument1, BSBITU201-instrument1

|_|

4. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:

· BSBITU101-ATR1, BSBITU102-ATR1, BSBITU201-ATR1

· BSBITU101-ATR2, BSBITU102-ATR2, BSBITU201-ATR2

|_|

5. Amended instruments after the review (Note: Only if applicable) Save the files as: BSBITU101-instrument1.V2, BSBITU102-instrument1.V2, BSBITU201-instrument1.V2

|_|

6. Assessment Trial Feedback Form Submit two accomplished forms for each unit. Save the files as:

· BSBITU101-ATFF1, BSBITU102-ATFF1, BSBITU201-ATFF1

· BSBITU101- ATFF2, BSBITU102- ATFF2, BSBITU201- ATFF2

|_|

7. Amended instruments after the trial (Note: Only if applicable) Save the files as: BSBITU101-instrument1.Final, BSBITU102-instrument1.Final, BSBITU201-instrument1.Final

|_|

End of Project 1 – Develop Three Assessment Tools

Project 2: Plan and Organise Assessments

This project is divided into two parts:

Part 1: Training and Assessment Pathway

· Plan and organise assessments via the training and assessment pathway

Part 2: RPL Assessment Pathway

· Plan and organise assessments via the RPL assessment pathway

You will be provided with a case study to perform all the tasks included in this project. The case study will include all the instructions and information you need to complete this project.

CASE STUDY 2: Makoto Miyagi

Makoto Miyagi was an Automotive Technology Teacher in Tokyo for seven years. He moved to Australia with his family two years ago. In the last two years, he focused on developing his English communication skills, and completing his qualification for AUR40616 Certificate IV in Automotive Electrical Technology. He aims to work as an automotive electrical technology trainer in Australia.

He is now working on his TAE40116 Certificate IV in Training and Assessment course.

Makoto had just completed the lectures and workshops for the design cluster which covers the following units:

· TAEDES401 Design and develop learning programs

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

· TAELLN411 Address adult language, literacy and numeracy skills

Makoto is ready to take the assessment tasks for these units and has requested to take the assessments on the following dates:

· 7 July 20xx* - TAEDES401

· 14 July 20xx* - TAEDES402

· 21 July 20xx* - TAELLN411

*20xx is current year

Part 1: Training and Assessment Pathway

This part is divided into three steps:

· Review and analyse the assessment requirements

· Prepare an assessment plan for each of the units

· Identify modification and contextualisation requirements for existing assessment tools

To assist you in the completion of these steps, use the Assessment Plan Template provided in the link below:

TAE40116 Forms and Templates

Download “Assessment Plan Template”

Username: learner Password: studyhard

Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:

· active listening,

· adequate comprehension, and

· appropriate use of grammar, vocabulary, and pronunciation.

Before completing the assessment plan, you must contact your assessor to confirm:

· the purpose, context, and details of the assessment, and other information needed to complete the ‘Background of Assessment’ field in the Assessment Plan Template.

You are also provided with Makoto’s student profile to help get a better picture of Makoto’s assessment needs.

Name:

Makoto Miagi

Start Date:

Qualification Code:

TAE40116

End Date:

Course Title:

Certificate IV in Training and Assessment

Status:

Active

Course Packaging

Cluster

Unit Code

Unit Name

Status

Design Cluster

TAEDES401

Design and develop learning programs

TAEDES402

Use training packages and accredited courses to meet client needs

TAELLN411

Address adult language, literacy and numeracy skills

Delivery Cluster

TAEDEL401

Plan, organise and deliver group-based learning

TAEDEL402

Plan, organise and facilitate learning in the workplace

BSBCMM401

Make a presentation

Assessment Cluster

TAEASS401

Plan assessment activities and processes

TAEASS402

Assess competence

TAEASS403

Participate in assessment validation

TAEASS502

Design and develop assessment tools

Student Profile

Core Skills

Summary of ACSF alignment of learner’s skills

Comments

Level 1

Level 2

Level 3

Level 4

Level 5

Learning

Identifies personal strengths and weaknesses in different contexts and seeks to develop skills and knowledge in areas of need

Reading

Makes content predictions on the basis of prior knowledge of the subject and emerging understanding of text structures

Writing

Refers to dictionary to check spelling or vocabulary choices;

Extends key vocabulary to include personal details of self, family and relevant others, most aspects of everyday life and other vocabulary of personal significance

Oral Communication

Begins to provide key information relevant to an exchange;

Uses simple questions and instructions in order to exchange or obtain goods or services, or gather and provide information

Numeracy

Interprets and comprehends a range of everyday mathematical information that is embedded in familiar and routine texts

NOTES

Makoto is an expert in his field, auto mechanics. He’s been an automotive instructor in Japan for 7 years, and has been running his own shop for 3 years. He moved to Australia two years ago and is seeking to get employment facilitating relevant workshops in a local RTO in Brisbane. Although technically very qualified in training and his field of expertise, Makoto has some language and communication challenges. He was able to complete most of his requirements for his AUR40616 Certificate IV in Automotive Electrical Technology qualification via RPL assessment.

You must complete one (1) assessment plan for each unit of competency and have three (3) files ready for submission at the end of this project. Once completed, save the Assessment Plans using the following filenames:

· AssessmentPlan TAEDES401

· AssessmentPlan TAEDES402

· AssessmentPlan TAELLN411

After completing the assessment plans submit them to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of each of the plans.

Part 2: RPL Assessment Pathway

The next cluster after the Design Cluster is the Delivery Cluster. After reviewing the requirements for the units included in the delivery cluster, Makoto believes he can complete the following units via the RPL pathway:

a. TAEDEL401 Plan, organise and deliver group-based learning

b. BSBCMM401 Make a presentation

Makoto has requested to take the assessments on the following dates:

· 3 August 20xx *– TAEDEL401

· 10 August 20xx *– BSBCMM401

*20xx is current year

Part 2 is divided into two tasks:

Task 1: Complete the two RPL Assessment Plans for Makoto (one for each unit: TAEDEL401 and BSBCMM401)

To assist you in the completion of this task, use the RPL Assessment Plan Template provided in the link below:

TAE40116 Forms and Templates

Download “RPL Assessment Plan Template”

Username: learner Password: studyhard

You may edit the plan as needed to address the assessment requirements of each unit. You are required to complete one RPL Assessment Plan for each unit:

· TAEDEL401 Plan, organise and deliver group-based learning

· BSBCMM401 Make a presentation

Once completed, save the RPL Assessment Plan using the following filenames:

· RPLPlanTAEDEL401

· RPLPlanBSBCMM401

Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:

· active listening,

· adequate comprehension, and

· appropriate use of grammar, vocabulary, and pronunciation.

Submit the assessment plans to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of the plan.

Task 2: Contextualise the RPL Assessment Instruments for Makoto

This task requires you to contextualise the RPL Assessment Instruments for Makoto. You will need to consider Makoto’s previous work and learning experiences, and review them against the unit requirements.

To assist you in completing this task, follow the steps outlined below:

1) Create an assessment map for each of the following units:

a. TAEDEL401 Plan, organise and deliver group-based learning

b. BSBCMM401 Make a presentation

Use the RPL Assessment Mapping Template provided in the link below:

TAE40116 Forms and Templates

Download “RPL Assessment Mapping Template”

Username: learner Password: studyhard

2) As you complete the maps, review the unit requirements and start planning the evidence documents that Makoto could submit to show competence in each of the unit criteria.

Save the RPL Assessment Maps using the following filenames:

· RPLMapTAEDEL401

· RPLMapBSBCMM401

3) Download the RPL Assessment Template provided on the link below and contextualise the instructions to fit Makoto’s RPL Assessment Needs:

TAE40116 Forms and Templates

Download “RPL Assessment Template”

Username: learner Password: studyhard

Fill in the “Evidence Required” section of the form and describe the different workplace evidence that Makoto could submit for his RPL assessment. Make sure to consider Makoto’s previous work and learning experience.

Check the following implementation guides for any advice relevant to contextualisation needs you identified for Makoto:

TAE Implementation Guide

Download “TAE Training and Education Implementation Guide”

Username: learner Password: studyhard

BSB Implementation Guide

Download “BSBv2_Implementation_Guide.pdf

RPL Assessment Instrument:

4) On your assessment map, make sure you map each requirement (PCs, PEs, KEs and Assessment Conditions) to an evidence document. Write the corresponding documents on the column headings, and then tick the boxes that match the evidence documents to the unit requirements that they address:

Assessment Map:

Note that each unit requirement MUST have a corresponding evidence document to demonstrate the candidate’s competence.

5) Once completed save the two RPL Assessment Instruments and two RPL Assessment Maps using the following filenames:

Document

Filename

RPL Assessment Map for TAEDEL401

RPLMapTAEDEL401

RPL Assessment for TAEDEL401

RPLAssessment TAEDEL401

RPL Assessment Map BSBCMM401

RPLMapBSBCMM401

RPL Assessment for BSBCMM401

RPLAssessment BSBCMM401

Evidence to submit The following evidence is required for this project:

Check box once complete

1. Assessment plans Submit one (1) assessment plan for each unit of competency. Save the files as:

· AssessmentPlan TAEDES401, AssessmentPlan TAEDES402, AssessmentPlan TAEDES411

Note: After completing the assessment plans submit them to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of each of the plans.

|_|

2. RPL Assessment Plans Submit two for each unit. Save the files as: RPLPlanTAEDEL401, RPLPlanBSBCMM401

Note: After completing the assessment plans submit them to your assessor for review and approval. Revise the assessment plans as needed according to your assessor’s advice until approved. Your final submission for this part of the project must include your assessor’s signature on the approval section of each of the plans.

|_|

3. RPL Assessment Map for each unit Save the files as: RPLMapTAEDEL401, RPLMapBSBCMM401

|_|

4. RPL Assessment Instruments Save the files as: RPLAssessment TAEDEL401, RPLAssessment BSBCMM401

|_|

End of Project 2 – Plan and Organise Assessments

Project 3: Validate Three Assessment Tools

CASE STUDY 3: Compliant Learning Resources

Compliant Learning Resources has hired you to conduct external validation on three of their resources. You’ve been tasked to complete three validation sessions, one for each of the following assessment tools:

· Validation Session 1:

· BSBWHS201 Contribute to health and safety of self and others

· Validation Session 2:

· CHCDIS007 - Facilitate the empowerment of people with disability

· Validation Session 3:

· BSBITU306 - Design and produce business documents

Provided in the link below are all the resources you will need to complete this task.

TAE40116 Forms and Templates

See list of Validation Documents

Username: learner Password: studyhard

As an external validator for Compliant Learning Resources, you are required to comply with the following policies and procedures relevant to validation activities:

· All communications between the external validator and Compliant Training Services employees regarding the validation or the validation outcomes must be documented in the validation communication log (the communication log template is provided in the validation documents).

Guidance: For the purpose of this assessment, your trainer/assessor will play the role of the Compliant Training Services supervisor overseeing this validation exercise. All communications between you and your trainer/assessor via email or phone relevant to the validation exercise must be logged in the validation communication log.

· External validators must use the validation tools provided by Compliant learning resources:

· Competency Mapping Tool

· Validation Reporting Tool

· Validation Checklist

· Validation Communication Log

Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes’ mark in the assessment criteria:

· active listening,

· adequate comprehension, and

· appropriate use of grammar, vocabulary, and pronunciation.

Detailed instructions are outlined in the steps provided below:

Step 1: Prepare for validation

· Discuss and confirm the purpose, context and scope of the validation process with your client (Compliant Learning Resources).

Guidance: for the purpose of this assessment, your trainer/assessor will play the role of the client. Should you need to discuss or confirm any details of the validation process, you may contact your assessor. Make sure to document all communications related to the validation activity on the validation communication log as indicated in Compliant’s validation policies.

· Arrange the materials required for the validation activities

Guidance: all the materials that you will need in the validation sessions are provided to you in the case study. To document your completion of this step, you are also provided with a validation checklist which is included in the validation documents provided by Compliant Learning Resources. You are required to complete the checklist for each of the validation session you complete.

· Check that all the documents you will be using in the validation are correct

Guidance: check that you have all the resources required for assessment (templates, forms, case study materials, etc.) and that you have the correct versions of the documents you will be validating

· You are given three assessment tools. You are required to complete one validation session for each assessment tool.

· Analyse the relevant units of competency. Use the competency mapping tool provided by Compliant Learning Resources to outline the assessment requirements of the units you will use for the validation.

· Take note that at the end of this task, you will be required to submit the following documents:

· Evidence documents for Validation Session 1:

· Competency map for BSBWHS201 (use filename: BSBWHS201-CM)

· Validation report for BSBWHS201 (use filename: BSBWHS201-VR)

· Validation checklist for BSBWHS201 (use filename: BSBWHS201-VC)

· Evidence documents for Validation Session 2:

· Competency map for CHCDIS007 (use filename: CHCDIS007 -CM)

· Validation report for CHCDIS007 (use filename: CHCDIS007 -VR)

· Validation checklist for CHCDIS007 (use filename: CHCDIS007 -VC)

· Evidence documents for Validation Session 3:

· Competency map for BSBITU306 (use filename: BSBITU306-CM)

· Validation report for BSBITU306 (use filename: BSBITU306-VR)

· Validation checklist for BSBITU306 (use filename: BSBITU306-VC)

Step 2: Validate the assessment tools

The validation of the assessment tools involves two parts:

Part 1: ensuring that all the unit requirements are addressed by the assessment tool.

This involves checking each unit requirement against the tasks in the assessment tools. The purpose of this is to ensure that the assessment tool will facilitate the students’ demonstration of all the knowledge and skills required by the unit/s of competency.

To do this, use the validation mapping template you prepared in step 1. Map each unit requirement (PC, PE, KE, and AC) to the assessment tasks that would allow the students to demonstrate their competency in each of them.

For your reference, an example of a validation map is provided below:

Once you have completed mapping the tools against the unit requirements, save the competency mapping documents using the filenames:

· Competency map for BSBWHS201 (use filename: BSBWHS201-CM)

· Competency map for CHCDIS007 (use filename: CHCDIS007 -CM)

· Competency map for BSBITU306 (use filename: BSBITU306-CM)

Part 2: ensuring the assessment tools meet other compliance requirements

This involves checking the assessment tools against other relevant industry and legislative standards for compliance. This includes but are not limited to:

· Ensuring the tools meet the principles of assessment and rules of evidence

· Ensuring that the context and conditions of assessment include clear instructions for the assessor and the candidate

· Ensuring that the assessment decision-making rules and benchmarks are clear and enable consistent outcomes

· Ensuring that recording mechanisms are clear and allow for sufficient information to be recorded

These requirements are all outlined in the validation reporting tool provided by Compliant Learning Resources.

Step 3: Complete the validation report tool

A full report of your validation outcomes must be reflected in the validation report tool. You must submit one (1) validation reporting tool for each validation session you conduct.

Mapping: W1.0 (p), IO1.0 (p), GWD1.0 (p), 2.0 (p)

Follow the steps provided below to complete the validation reporting tool accurately.

1. Complete the first page of the validation reporting tool.

Tick which documents you will be submitting along with the validation reporting tool. Specify the following:

· the number of the Assessor Guide for the unit, and

· the version number of the Competency Mapping Tool

A completed sample is provided for you below.

Validated by:

Your Name

Date:

Date completed

Subject Name:

Design and develop learning programs

Assessment Tool:

Assessor Guide

Number of units:

1

Unit(s) of Competency:

TAEDES401 Design and develop learning programs

The following materials must be attached or enclosed with this form:

|X| Assessor Guide 4

|X| Competency Mapping Tool(s)- Version No. 1.0

|_| Relevant Unit(s) of Competency

2. Assessor Guide/Candidate Instructions

Read the criteria in the column ‘Type of information.’ Where the assessment tool meets the criteria, tick the box. Where the assessment tool does not meet the criteria, leave the box unticked and write a detailed comment on what could be done to improve the tool. A completed sample is provided to you in the spaces provided on the following page.

Assessor Guide/Candidate Instructions

Major

component

Type of information

Comments

The context

|X| Unit(s) of Competency being assessed is outlined in candidate instructions

|_| The context for assessment has been explained eg:

“Evidence should be gathered in your workplace wherever possible, However a simulated workplace has been provided where no workplace currently exists.”

Context for assessment is not explained. Add to instructions in Practical Assessments to address this.