Taeass502 assessment examples

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

CHECKLIST FOR PREPARING TASKS

DAY 1

Program commencement - no specific requirements. Time for review and planning for managing time.

DAY 2

Plan, design and develop assessment tools

Between day 2 and 3 you are required to complete documentation for tool 1 ready to review on day 3.

You need to develop for Tool 1:

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments - observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

DAY 3 -

Reviewing Assessment tool

You need to bring a hard copy of the following documents that you have developed.

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments - observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

· One copy of Template L: Report on the trial and review of an assessment tool that will be used during the review.

DAY 4

Conduct assessment

Training & Assessment (not RPL)

You need to bring 4 hard copies of each of the following documents that you have developed and reviewed ready to conduct assessment.

Four copies of your assessment tool:

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

Also bring 4 copies of:

· Assessment brief checklist (Template M)

· Assessment feedback for (Template N)

· Assessment feedback for candidate (Template O)

DAY 5

Participate in validation

Please bring one copy of the documents you developed for task 3.1. Items listed below:

· Competency Map (Template B)

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

· Marking Guide (Template K)

· One copy of Template P: Assessment tool validation record

National Unit Details

Unit Codes

TAEASS401

Unit Titles

Plan assessment activities and processes

TAEASS502

Design and develop assessment tools

TAEASS402

Assess competence

TAEASS403

Participate in assessment validation

Assessment Information

Qualifications

TAE40116 Certificate IV in Training and Assessment

Type

Task 1: Knowledge questions - Written responses

Task 2: Plan assessment activities and processes (RPL)

Task 3: Design, develop and trial assessment tools

Task 4: Plan assessment activities and processes (training & assessment pathway)

Task 5: Assess competence

Task 6: Participate in assessment validation

Due Date

6 weeks from last day of workshop

General Information

Decision Making Rules

All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.

Reasonable adjustment

Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.

Reasonable adjustment usually involves varying:

· the processes for conducting the assessment (eg: allowing additional time, varying the venue)

· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)

Special Consideration

Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

Unit requirements and Assessment conditions

Application

TAEASS401 Plan assessment activities and processes

This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system.

It applies to individuals with assessment planning responsibilities.

In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.

TAEASS502 Design and develop assessment tools

This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.

It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.

TAEASS402 Assess competence

This unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.

It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.

TAEASS403 Participate in assessment validation

This unit describes the skills and knowledge required to participate in an assessment validation process.

It applies to assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.

Assessment support

Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. Included within the cost of each workshop is an assessor guidance session. This session is mandatory and you will need to book in your time when you receive your invitation. This session is designed to provide you with a one on one conversation with your assessor where you can clarify aspects of the assessment that you are unsure about. It is not designed for you to send in drafts for review or to get extensive feedback on work you have completed thus far. The conversation with your Assessor will be followed up with an email outlining what was discussed.

TASK 1

Knowledge Questions

Task 1:

Knowledge questions

When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.

Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.

1.1

Best practice

a. Explain what CBA is and describe how it works.

Competency based assessment is the assessment of a person or a group of people to determine if they can be able to undertake a task well. An assessment of their knowledge and skills is done mostly on-the-job situation

b. CBA is a form of criteria-referenced assessment. Explain the differences between criteria and norm-referenced assessments.

Criteria referenced assessment compares ones knowledge and skills against a predetermined standard which can include a learning goal. Here students could be categorized into groups such as basic, proficient and advanced while the norm referenced assessment mostly compare a person’s knowledge and skills to the overall group they are in. The assessment would be in relation to how others performed.

c. CBA aims to be client-focussed. Describe one (1) example of how you may apply a client-focussed approach when planning, developing or conducting assessments in your workplace.

I would want to know how the employees interact with the clients on a personal basis. This could be done in a questionnaire form to ensure if that the needs of the clients are factored in thus improving the relations and ensure client satisfaction is achieved.

d. Describe at least two (2) examples of candidate rights and one (1) example of candidate responsibilities in CBA

The candidate has a right to be assessed fairly and in a respectable manner thus should not be coerced into anything. The candidate also has a right to confidentiality such that the documents details should not be revealed to unauthorized personnel.

The candidates also have responsibilities which include completing their assessment tasks on time.

e. Describe at least two (2) examples of assessors’ legal and ethical responsibilities in CBA

Assessors are to inform candidates of their rights and the processes of appeal. The assessors are to ensure these rights are protected during and after the assessment process.

The assessors have an ethical responsibility of avoiding all forms of harassment throughout the assessment process.

The assessment is also to be done within the stipulated regulations of the assessment system policies and procedures. The assessors have a legal requirement of confidentiality of the records of the individuals.

1.2

Principles of Assessment

a. Name and define each of the four (4) Principles of Assessment.

-The assessment should be valid. This principle provides that the assessment should be done with competency in which the skills and knowledge should be integrated with practical application.

- Principle of reliability. The evidence presented for assessment should be reliable in that it can be consistently interpreted thus the results can be comparable.

-Principle of flexibility. The assessors should be flexible and be able to understand their candidates thus satisfy the learner’s needs.

- Principle of being fair. The assessors should conduct the process in a fair and transparent manner.

b. Describe how assessors apply the Principles of Assessment when:

· planning assessment

The assessors would apply the principle of validity in that they should plan for who the candidates they would assess and what instruments they would use. When planning, they would also factor in the principle of being fair in that they would prepare everything with this principle in mind.

· developing assessment instruments and tools

The assessors need to be flexible in that they should be able to use the tools available and be able to be within the budget of the assessment process.

· assessing competence

They should act in a fair manner thus ensure their assessment is in a competent manner in that their judgment is justified based on the evidence provided.

· participating in assessment validation.

Principle of validation would be applied here to ensure the assessors review and the evidences used.

1.3

Rules of Evidence

a. Name and define each of the four (4) Rules of Evidence.

- It should be current evidence. The candidates being assessed should be complacent with current skills and knowledge thus complying with the current standards.

- It should also be sufficient. The evidence should be able to demonstrate competence in that it should be comply with language, literacy and numeracy levels.

- The evidence should also be authentic. The candidate should be able to present their own work.

- It should be valid. The evidence should be able to address the different elements and performance criteria thus be able to reflect the skills of the candidate being assessed.

b. Describe how assessors use the Rules of Evidence when:

· planning assessment

The assessors would update their tools and instruments to ensure that the rule of current evidence is achieved.

· developing assessment instruments and tools

The assessors would apply the rule of sufficient to ensure the evidence being tabled by the candidate is competent enough.

· assessing competence

the assessors would use the rule of authentic to ensure the evidence is authentic.

· participating in assessment validation

The assessors would apply the rule of validity to ensure that the evidence being used by the candidates are valid.

1.4

Dimensions of Competence

a. Name and define each of the four (4) Dimensions of Competence.

i. Task skills: These are the specific skills needed to carry out the task as described

ii. Task skills management: this is the management of tasks which make up the job outcome being assessed.

iii. Contingency management skills: the ability to cope with irregularities or a breakdown in the routine

iv. Job environment skills: the effective dealing of expectations of the work environment, being able to show teamwork and following instructions.

b. Describe how assessors use the Dimensions of Competence when:

· planning assessment

The assessors could use their acquired task skills to help prepare and developing of assessment instruments. They ought to use contingency skills to cope up with inadequacy if there are any and be able to work as a team.

· assessing competence

They should be able to successfully use task management skills to ensure they assess their candidates competently.

· participating in assessment validation.

While participating in the process they should be able to use job environment skills to ensure they achieve their assessment goal.

To the candidate: replace this text with your response

1.5

Recognition of prior learning (RPL) assessment

a. Briefly explain the similarities and differences between RPL and training-and-assessment pathway assessments.

RPL assessment is based on knowledge acquired through life and work experience thus adding on to the qualification acquired through studying while training and assessment pathway is assessment based on the evidence from the acquired knowledge through studies. The similarity in both is that they both using the rules of evidence

b. Briefly describe the industry you work in (one sentence is sufficient), then describe one (1) reason why people in your industry or workplace may undertake RPL assessment.

Health industry: it enables the health worker gain experience thus evidence that they are competent in the field.

c. Describe one example of a quality RPL process or approach that a RTO offering qualifications relevant to your industry, could offer.

Volunteering or unpaid internship: the health worker is able to be attached to a health facility, they are then given simple tasks while making observation and gaining experience through observation. There are also other duties in which they are delegated with to help the cope with the work environment.

d. Explain why your example is suitable for RPL assessments conducted in your industry or workplace.

This enables the interns gain experience thus prepares them for the future work responsibilities.

1.6

Inclusive assessment practice

a. Define reasonable adjustment.

This is the lowering of standards in measuring performance to accommodate a candidate who has special requirements

b. Provide one (1) example of a reasonable adjustment you could apply when assessing competence of individuals in your industry or workplace.

In order to accommodate diversity in the workplace, the company could waiver the required. If there were blind employees instead of using questionnaire there would be use of braille and also increase of time to answering their questions.

c. Research and identify at least two (2) sources of specialist support that you could access and use to support candidates—‘sources’ may include agencies, web-based information or activities, and/or specialist personnel:

· Name each source of specialist support you find

Learning, literacy and numeracy support.

· Describe the type of support available from each source

Using a translator.

· For one of the two sources of specialist support described above, briefly explain how you would organise this support, or help a candidate access this support, if required.

I would ensure that the assessment is done using a translator let’s say in the deaf candidates to ensure they are conversant with the assessment thus accommodating their needs.

d. Name one (1) example of a cultural sensitivity or equity consideration that you may come across as an assessor in your industry. Describe one (1) way you could manage this issue to ensure a fair and equitable assessment.

Diversity is the cultural sensitivity issue in the company including racial discrimination. This could be managed by ensuring fairness is observed in the company.

1.8

Safety

a. Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry. To do this, answer the questions below about the workplace/s or environment/s where you assess (or intend to assess):

b. How and to whom do (or could) you report safety hazards and incidents?

c. Briefly describe emergency procedures.

d. Must personal protective equipment (PPE) be worn? If so, list the PPE required and briefly explain why it is needed.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

1.7

Training packages and their use

a. Name the four (4) endorsed components of a training package and summarise the information found in each component.

b. Briefly explain what it means to ‘contextualise’ training package competency standards when using them as the basis for assessment.

c. Briefly explain guidelines for contextualising units of competency.

d. Describe how assessors can stay up-to-date with latest updates made to training packages and units of competency.

e. Explain what a training and assessment strategy (TAS) is. Describe how assessors use a TAS to plan and develop assessments.

To the candidate: replace this text with your response

1.8

Assessment instruments

Explain the difference between an assessment instrument and an assessment tool. List the main components of a typical assessment tool.

To the candidate: replace this text with your response

1.9

Safety

Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry.

To do this, answer the questions below about

a. Briefly describe workplace/s or environment/s where you assess (or intend to assess).

Answer remaining parts of this question based on the environment/s described in part A above:

c. How and to whom do (or could) you report safety hazards and incidents?

Every person in the organization has the responsibility of reporting a safety and health hazard, they are supposed to report to their supervisors who in turn report the hazard to the management.

d. Briefly describe emergency procedures

This involves the handling an immediate unrecognized hazard condition when an emergency is detected, it needs quick intervention thus the employee should report it to the supervisor who would act in a quick manner by responding to the issue or even consulting the management. An example is a fire incident where an alarm could immediately be raised. Then evacuation plans commence after which there would be headcount of employees to ensure everyone is safe.

e. Must personal protective equipment (PPE) be worn?

Yes

● if so, list the PPE required and briefly explain why it is needed.

Safety signs, gloves, safety glasses, safety shoes etc, this is to avoid personal injuries. It is also in accordance of the industrial laws that safety gear be worm while at work.

● if not, briefly justify why PPE is not required.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

The equipment ought to be kept and in a safe manner. They also ought to be used in the properly manner.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

Through the company’s website.

To the candidate: replace this text with your response

1.10

Evaluation

Describe the different evaluation methods that can be used to trial and review assessment tools. Include examples from your own experience.

The different evaluation methods include formative assessment, summative assessment and process assessment. I have experienced the summative in the organization where assessors had come to assess on the state of the institution for them to give a report on accreditation.

To the candidate: replace this text with your response

1.11

Management systems

Explain the information management system you have in your organisation and how assessment records are stored and maintained.

We have a myriad of information management systems in the organization including in the sales and marketing such as sales management, customer relationship management, marketing management. In the operations department, there is the enterprise resource planning (ERP), operations support, in the finance department there is the general ledger, budgeting and planning among others. All these are categorized into the office information system, management reporting system and decision support system.