Taedel301a assessment answers

Swinburne Professional Education for Working Professionals

PO Box 218, H69 Hawthorn VIC 3122

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

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

Participant Manual

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 2

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© 2018 Blackwater Projects.

All rights reserved.

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

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

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

Version 1 – 7/5/2018

© May 2018 – All Rights Reserved

mailto:swinburneprofessional@swin.edu.au
Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 3

Contents

Program introduction ....................................................................................... 5

Program focus and outcomes ................................................................................. 6

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

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

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

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

Design and develop assessment tools......................................................... 94

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

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 4

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

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

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

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

Program Summary ....................................................................................... 236

References .................................................................................................... 238

Appendix: Extra reading .............................................................................. 240

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

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 5

Program introduction

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

assessment tools and practices

Participant Manual TAE40116 Assessment

SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 6

Program focus and outcomes

Competency standards

This participant manual covers the following units of competency:

● TAEASS401 Plan assessment activities and processes

● TAEASS402 Assess competence

● TAEASS403 Participate in assessment validation

● TAEASS502 Design and develop assessment tools.

Program outcomes

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

● explain competency-based assessment and describe how it works