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Lln cultural and social sensitivities

29/03/2021 Client: saad24vbs Deadline: 2 Day

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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