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Design Cluster
Version 2.0 Produced 15 June 2020
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources
Version control & document history
Date
Summary of modifications made
Version
13 April 2016
Version 1 final produced following assessment validation.
v1.0
7 February 2017
Updated Questions and Case Studies to meet External Validation recommendations
v1.1
17 May 2017
Updated Questions and Case Studies to meet updates in Learner Guide
v1.2
18 July 2017
Updated Questions # 4, 7, 23
Updated mapping to include Foundation Skills
Restructured Case Studies to meet Internal Validation recommendations
v1.3
14 August 2017
Minor corrections in Learning Program templates
Restructured tasks to meet Oral Communication foundation skill
v1.4
30 May 2018
Updated link for Implementation Guide in Project 5
V1.5
13 September 2018
added a comment on Case Study 1 Project 1 Task 1
v1.6
09 September 2019
Paraphrased instructions for clarity for Knowledge Assessment Q16, Q37, Q38
V1.7
5 November 2019
Updated ACSF link under ‘Training LLN Analysis’ section
V1.8
03 February 2020
Changes in the font style and color in grey form boxes.
V1.9
05 February 2020
Revised guidelines in the Learning Program Template.
V1.10
19 February 2020
Changed filenames of required documents in Project 4.
V1.11
28 April 2020
Added email address in Project 3, Step 2.
V1.12
05 June 2020
Amended instructions in Question 2, Project 2 and Project 5Templates.
V1.13
15 June 2020
Updated BSB Implementation Guidelines link in Case Study 3, page 100.
V2.0
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.
Introduction 6
What is competency based assessment 6
Definition of competency 7
The Basic Principles of Assessing Nationally Recognised Training 7
The Dimensions of Competency 8
Reasonable Adjustment 9
The Units of Competency 11
Context for Assessment 12
Assessment Requirements 12
Assessment Methods 13
Resources Required for Assessment 14
Instructions to Student 15
Assessment Workbook Cover Sheet 16
Knowledge Assessment 17
Practical Assessments 50
The practical assessment demonstrates the skills required for the following units of competency covered in this workbook: 50
1. TAEDES401 Design and develop learning programs 50
2. TAEDES402 Use training packages and accredited courses to meet client needs 50
3. TAELLN411 Address adult language, literacy and numeracy skills 50
Case Study 1 – Catering Assistant Training 51
Project 1 – Conduct Training Needs Analysis 1 54
Project 1 Checklist 63
Project 2 – Design and Develop Learning Program 1 64
Supplementary Task 2: Marking Result Form 82
Project 2 Checklist 83
Project 3 – Evaluate Learning Program 84
Project 3 Checklist 88
Case Study 2 – Housekeeping Assistant Training 89
Project 4 – Training Needs Analysis 2 92
Project 4 Checklist 98
Case Study 3 – Cascade Peak Training Institute 99
Project 5 – Design and Develop Learning Program 2 103
Project 5 Checklist 122
Workbook Checklist 123
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.
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