TAE

TAE40116 Certificate IV

in Training and

Assessment

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Assessment Cluster

Version 2.7 Produced 12 March 2020

Copyright © 2018 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

A s

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Assessment Workbook 3 Version No. 2.7 Produced 12 March 2020

Page 2 © Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

04 September 2015

Version 1 for TAE40116 adapted from TAE40110 resources

1.0

09 September 2016

Minor formatting updates made

throughout document

Added Knowledge Assessment item – Part 2 Question 11

1.1

7 February 2017

Minor formatting updates made

throughout document

▪ Updated Questions and Practical Assessments to meet External Validation

recommendations

1.2

13 June 2017

Updated Questions to meet the External

Validation recommendations

Extracted Practicum to create Skills

Workbook

Added Knowledge Assessment items –

Part 1 Question 11

Part Question 2 and 3

Added benchmarks to Project 3

2.0

24 June 2017 Added workplace pathway to Project 1 2.1

21 November 2017 Added log in details for KA Part 4 2.2

21 September 2018 Updated the elements of TAEASS401

and TAEASS403 2.3

10 September 2019

Minor revisions in Knowledge

Assessment items [Part 2 Q3 and Q8,

Part 3 Q3, Part 5 Q8]

Minor revisions in instructions in certain

parts of Projects 1,2 and 3

2.4

03 February 2020 Changes in the font style and color in the

grey form boxes. 2.5

18 February 2020 Updated instructions to remove

references to intranet. 2.6

12 March 2020 Revised Case Study 1 submission

requirements 2.7

Assessment Workbook 3 Version No. 2.7 Produced 12 March 2020

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 ……………………………………………………………………………………………………………… 5

WHAT IS COMPETENCY BASED ASSESSMENT ……………………………………………………… 5

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED

TRAINING ………………………………………………………………………………………………………………………… 6

THE DIMENSIONS OF COMPETENCY ……………………………………………………………………….. 8

REASONABLE ADJUSTMENT ……………………………………………………………………………………… 9

THE UNITS OF COMPETENCY …………………………………………………………………………………… 11

CONTEXT FOR ASSESSMENT ……………………………………………………………………………………. 13

ASSESSMENT REQUIREMENTS ……………………………………………………………………………….. 13

ASSESSMENT METHODS ……………………………………………………………………………………………. 15

RESOURCES REQUIRED FOR ASSESSMENT ………………………………………………………… 17

INSTRUCTIONS TO STUDENT …………………………………………………………………………………… 18

ASSESSMENT WORKBOOK COVER SHEET …………………………………………………………… 19

KNOWLEDGE ASSESSMENT ……………………………………………………………………………………… 20

Part 1 – Competency-based assessments …………………………………………………………………………….. 20

Part 2 – Assessment Tools …………………………………………………………………………………………………. 28

Part 3 – Validation …………………………………………………………………………………………………………….. 38

Part 4 – Standards, Policies & Procedures ……………………………………………………………………………. 44

Part 5 – Workplace Health and Safety …………………………………………………………………………………. 46

PRACTICAL ASSESSMENTS ……………………………………………………………………………………….. 54

Instructions to Student …………………………………………………………………………………………….. 54

Project 1: Develop Three Assessment Tools ……………………………………………………………………………. 55

Workplace Pathway ………………………………………………………………………………………………………….. 57

Step 1: Plan development of assessment tool ……………………………………………………………………………. 58

Step 2: Develop assessment tool …………………………………………………………………………………………………… 64

Step 3: Review and trial assessment tool ………………………………………………………………………………….. 66

Simulated Pathway ……………………………………………………………………………………………………. 72

CASE STUDY 1: Compliant Learning Resources ………………………………………………………………………….. 73

Step 1: Plan development of assessment tool ……………………………………………………………………………. 76

Step 2: Develop assessment tool …………………………………………………………………………………………………… 81

Step 3: Review and trial assessment tool ………………………………………………………………………………….. 83

PROJECT 2: PLAN AND ORGANISE ASSESSMENTS ……………………………………………. 88

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CASE STUDY 2: Makoto Miyagi ………………………………………………………………………………. 88

Part 1: Training and Assessment Pathway ………………………………………………………………………………… 89

Part 2: RPL Assessment Pathway …………………………………………………………………………………………….. 91

PROJECT 3: VALIDATE THREE ASSESSMENT TOOLS ………………………………………………. 94

CASE STUDY 3: Compliant Learning Resources …………………………………………………. 94

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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.

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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.

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▪ 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)

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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

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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.

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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.

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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

This subject also partially addresses the requirements of:

TAEASS402 Assess competence

1. Prepare for the assessment

2. Gather quality evidence

3. Support the candidate

4. Make the assessment decision

5. Record and report the assessment decision

6. Review the assessment process

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TAELLN411 Address adult language, literacy and numeracy skills

1. Analyse LLN requirements.

2. Select and use resources and strategies to address LLN skill

requirements.

3. Use specialist support where required.

4. Evaluate effectiveness of learning support and assessment strategies in

addressing LLN requirements.

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/TAEASS402

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

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

http://www.training.gov.au/Training/Details/TAELLN411

https://training.gov.au/Training/Details/CHC52015

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

https://training.gov.au/Training/Details/TAEASS402

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

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

http://www.training.gov.au/Training/Details/TAELLN411

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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

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The associated assessment methods in this workbook covers all of these components

as detailed in the matrix below:

Units of Competency

Assessment Activities

T A

E A

S S

4 0

T A

E A

S S

4 0

T A

E A

S S

4 0

T A

E A

S S

5 0

T A

E L

L N

4 1 1

Knowledge assessment    

Projects /Case Studies    

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ASSESSMENT METHODS

There are four (4) workbooks in this course. Three (3) of which are the Assessment

Workbooks and one (1) is the Skills Workbook. This is Assessment Workbook 3.

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

The Assessment Workbooks in this course are as follows:

Workbook 1 – Design Cluster

Workbook 2 – Delivery Cluster

Workbook 3 – Assessment Cluster

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Skills Workbook

The Skills Workbook contains the practical assessment which covers the following

units of competency in TAE40116 Certificate IV in Training and Assessment:

▪ TAEASS402 Assess Competence

▪ TAELLN411 Address Adult Language, Literacy, and Numeracy Skills

These practical assessment activities will be completed during your Vocational

Placement or in your workplace, once you have received approval from the Vocational

Placement Coordinator.

You should not commence with the Skills Workbook until you have

successfully completed the three (3) assessment workbooks and have

received feedback from your assessor.

The assessment method used in the Skills Workbook includes:

1. Practical Assessment – A practical assessment containing instructions and

activities that must be completed by the candidate in a real workplace to

demonstrate the skills relevant to the units of competency included in this

subject.

The skills workbook in this course is:

Assessment Cluster Skills Workbook

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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.

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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.

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ASSESSMENT WORKBOOK COVER SHEET

WORKBOOK: WORKBOOK 3

TITLE: Assessment Cluster

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:

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KNOWLEDGE ASSESSMENT

Part 1 – Competency-based assessments

1. Briefly explain how Vocational Education Training is considered a competency- based system.

2. How does competency-based assessment differ from other types of assessments?

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3. Briefly explain how the competency standards are used as the basis of qualifications.

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4. 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

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5. 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?

6. 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.

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7. 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

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8. 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

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9. 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.

10. 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.

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11. 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.

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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.

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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.

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3. From the choices below, select the assessment methods and instruments that would best meet the following evidence-gathering opportunities:

Questioning Written

questionnaire Direct

observation Project

Portfolio Document Checklist

Template Feedback

Form

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 box. An example has been provided for your reference. You may only use each option once.

Evidence gathering

opportunities Assessment methods Assessment instruments

Demonstrating knowledge on the different principles

of evidence Questioning Written questionnaire

developing an assessment

instrument

using two-way

communication and

feedback with the

candidate

RPL assessment

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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

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

Purpose of RPL

assessments

Context of RPL

assessments

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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

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7. Select two (2) statements below that describe applicable reasonable adjustments.

☐

i. A Spanish candidate taking the qualification ‘10557NAT –

Certificate IV in TESOL’ is having difficulty completing the

written assessment in English and requests to take the

assessment in Spanish.

☐ ii. A candidate having difficulty completing the written assessment

due to fractured wrists requests to take the assessment verbally.

☐

iii. A candidate without access to qualified supervisors to observe

his/her performance requests to submit a video recording of his

performance to the assessor.

☐

iv. A candidate required to demonstrate performance of a task does

not have access to a qualified observer or video recorder. He

requests to submit a detailed written report about the completed

procedure.

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8. 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. Evidence submitted to support other evidence

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

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10. Briefly explain the difference between assessment tools and assessment instruments.

11. Suppose you are to conduct a written assessment for the unit BSBFIA401 in a classroom setting. List three (3) resources needed to conduct the written assessment. Indicate any costs or fees that are relevant to the assessment. Guidance:

• Indicate how many of each resource is required and who should provide them.

• For example: Assessment workbook – one/student (provided by RTO)

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12. Discuss how an assessor can demonstrate cultural sensitivity and equity considerations in assessment activities. Provide two ways (2) for each.

Ways how you can demonstrate this

Cultural sensitivity

Equity consideration

13. 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

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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.

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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

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3. In your own words, describe briefly each of the critical aspects of validations.

Critical aspects of

validation Description

Reviewing

assessment

practice

Reviewing

assessment

judgements

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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

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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

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

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Part 4 – Standards, Policies & Procedures

Compliant Training Services

Access Compliant Training Services TAE40116 TAS in your student portal

(The Hub). 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

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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

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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:

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2. Consider the following:

Scenario

From the options given below, choose three (3) steps that will help ensure the proper maintenance and safe use of the equipment described in the scenario.

☐ ii. Immediately report any signs of damage found on the equipment and remove it from service.

☐ iii. Regularly inspect the bosun chair and its rigging before and after use, and record the results of the inspection.

☐ iv. Report signs of damage on the equipment, but do not remove it from service.

☐ v. Conduct the assessment with the candidate without inspecting the bosun chair or its accompanying straps.

☐ v. Before conducting the assessment, consult the instructions for use

from the manufacturer to ensure that maintenance and use of the equipment is correct.

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3. 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.

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4. 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)

5. From the options below, choose three (3) activities involved in the maintenance

of relevant equipment as identified in the ‘How to Manage Work Health and

Safety Risks’ code of practice.

☐ i. inspection of equipment

☐ ii. not assessing the control-measures set in place

☐ iii. repair and replacement of damaged equipment

☐ iv. identifying damage found on the equipment without notifying the

relevant personnel

☐ v. setting up control-measures that are suitable for the work environment

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6. 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?

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7. 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.

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8. Review the hazard reporting procedure below:

Answer the following items with the respective choices per item.

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

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

the choices below:

• File a complaint; or

• Complete a hazard form; or

• Assess if it is safe to take action

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

Choose only one from the choices below:

• File a complaint; or

• Complete a hazard form; or

• Assess if it is safe to take action

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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

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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).

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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.

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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.

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Step 1: Plan development of assessment tool

Part 1: Analyse the requirements of the assessment

a) Download the Client’s Workplace Consent Form and the Supervisor’s

Workplace Consent Form.

Have your client/s and workplace supervisor sign and date the above consent

forms.

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

https://training.gov.au/

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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 the Hub.

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.

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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:

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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]

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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 the Hub.

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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.

c) Once completed save your competency mapping template as:

▪ Project1-[UNIT CODE] – CMP

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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)

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f) Save each assessment instrument using the filename:

▪ Project1-[UNIT CODE] – instrument1

▪ Project1-[UNIT CODE] – instrument2

▪ Project1-[UNIT CODE] – instrument3, etc.

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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 Assessment Tool Review Form.

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

▪ Project1-[UNIT CODE]-ATR1

▪ Project1-[UNIT CODE]-ATR2

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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

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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 Workbook Evaluation Form provided in the Hub.

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.

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d) Submit the completed feedback forms using the filenames:

▪ Project1-[UNIT CODE]-ATFF1

▪ Project1-[UNIT CODE]- ATFF2

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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: Project1-BSBCMM401-instrument1.v2, while the amended document should have the file name: Project1-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:

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At the end of this project you must submit the following documents:

Document Unit Code 1 Unit Code 2 Unit Code 3

Assessment Tool

Development Plan for

each unit:

[UNIT CODE]-ATDP [UNIT CODE]-ATDP [UNIT CODE]-ATDP

Competency Map for

each unit: [UNIT CODE]-

Competency Map [UNIT CODE]-

Competency Map

Assessment

Instruments for each

unit:

[UNIT CODE]- instrument1

Two accomplished

Assessment Tool

Review for each unit:

[UNIT CODE]-ATR1 [UNIT CODE]-ATR2

If applicable,

amended instruments

after the review:

[UNIT CODE]- instrument1.V2

Two accomplished

Assessment Trial

Feedback Form for

each unit:

[UNIT CODE]-ATFF1 [UNIT CODE]-

ATFF2

[UNIT CODE]-ATFF1 [UNIT CODE]-

ATFF2

[UNIT CODE]-ATFF1 [UNIT CODE]-

ATFF2

If applicable,

amended instruments

after the trial:

[UNIT CODE]- instrument1.Final

Other documents that you must submit for assessment:

▪ Client and Workplace Supervisor Consent Forms

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Simulated Pathway

The templates that you will need for this project are provided inside the ‘Forms and

Templates’ folder under the Assessment Cluster on your student portal (The Hub).

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.

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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:

(Username: learner Password: studyhard)

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.

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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

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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.

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Step 1: Plan development of assessment tool

Part 1: Analyse the requirements of the assessment

a) Download the Assessment Tool Development Planning

Template.

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.

https://training.gov.au/

Assessment Workbook 3 Version No. 2.7 Produced 12 March 2020

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

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

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Page 78 © Compliant Learning Resources

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

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.

Assessment Workbook 3 Version No. 2.7 Produced 12 March 2020

Part 2: Design the assessment tool

a) Download the Competency Mapping Template.

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: Project1-[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.

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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: Project1-[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

Direct observation Observation form

Video recording

Observation in a workplace/ Observation in a simulated work

environment in a classroom

Product based methods Reports

Presentations

Case study Projects

Portfolio

Questioning Questionnaire (written)

Questionnaire (oral)

Written questions (multiple choice, True or False, and short

answer tests) Oral examination

Third-party evidence

Others:

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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

Assessment Instrument Templates folder in the Hub.

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:

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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:

Project1-[UNIT CODE]-instrument1, Project1-[UNIT CODE]-instrument2,

etc.

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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. Download the Assessment Tool Review Form and

hand them over to your volunteers. Each of your two (2) volunteers

must have a copy of the form, which they are going to use to review your

assessment tools against.

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

– Project1-[UNIT CODE]-ATR1

– Project1-[UNIT CODE]-ATR2

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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: ‘Project1-BSBITU101-instrument1’, while the amended

document will have the filename: ‘Project1-BSBITU101-instrument1.V2’.

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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) Download the Assessment Trial Feedback Form/Participant

Feedback Form, and hand them over to your trial volunteers. Each of your

two (2) volunteers must have a copy of the form, which they are going to use

to review your assessment tools against.

Before wrapping up the trial, ensure that your volunteers have hand-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:

– Project1-[UNIT CODE]-ATFF1

– Project1-[UNIT CODE]- ATFF2

Assessment Workbook 3 Version No. 2.7 Produced 12 March 2020

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: ‘Project1-BSBITU101-instrument1.Final’.

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At the end of this project you must submit the following documents:

# Evidence document Completed

Three (3) Assessment Tool Development Plans

• Project1-BSBITU101-ATDP

• Project1-BSBITU102-ATDP

• Project1-BSBITU201-ATDP

☐

Three (3) Competency Mapping Tools

• Project1-BSBITU101-CMP

• Project1-BSBITU102-CMP

• Project1-BSBITU201-CMP

☐

Two (2) Assessment Tool Review Forms for each unit

• Project1-BSBITU101-ATR1

• Project1-BSBITU101-ATR2

• Project1-BSBITU102-ATR1

• Project1-BSBITU102-ATR2

• Project1-BSBITU201-ATR1

• Project1-BSBITU201-ATR2

☐

Two (2) Assessment Trial Feedback Form for each unit

• Project1-BSBITU101-ATFF1

• Project1-BSBITU101-ATFF2

• Project1-BSBITU102-ATFF1

• Project1-BSBITU102-ATFF2

• Project1-BSBITU201-ATFF1

• Project1-BSBITU201-ATFF2

☐

Three (3) Final Amended Assessment Instruments

• Project1-BSBITU101-AssessmentInstruments.final

• Project1-BSBITU102- AssessmentInstruments.final

• Project1-BSBITU201- AssessmentInstruments.final

☐

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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

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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, download and use the Assessment

Plan Template found in the ‘Forms and Templates’ folder of Subject 3 –

Assessment Cluster in the Hub.

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

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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:

▪ Project2-AssessmentPlan TAEDES401

▪ Project2-AssessmentPlan TAEDES402

▪ Project2-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.

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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 Hub.

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:

• Project2-RPLPlanTAEDEL401

• Project2-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.

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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

Download and use the RPL Assessment Mapping Template from the

‘Forms and Templates’ folder in the Hub.

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:

▪ Project2-RPLMapTAEDEL401

▪ Project2-RPLMapBSBCMM401

3) Download the RPL Assessment Tool Template and contextualise the

instructions to fit Makoto’s RPL Assessment Needs.

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.

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

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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 Project2-RPLMapTAEDEL401

RPL Assessment for TAEDEL401 Project2-RPLAssessment

TAEDEL401

RPL Assessment Map BSBCMM401 Project2-RPLMapBSBCMM401

RPL Assessment for BSBCMM401 Project2-RPLAssessment

BSBCMM401

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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

The templates that you will need for this project are also provided inside the ‘Forms

and Templates’ folder under Subject 3 – Assessment Cluster in your student portal

(The Hub).

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. 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

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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:

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Step 1: Prepare for validation

▪ Discuss and confirm the purpose, context and scope of the validation process

with your client (Compliant Learning Resources). Record these details using

the Validation Checklist Template. 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:

▪ Validation checklist for BSBWHS201 (use filename: Project3- BSBWHS201-VC)

▪ Validation map for BSBWHS201 (use filename: Project3-BSBWHS201- CM)

▪ Validation report for BSBWHS201 (use filename: Project3-BSBWHS201- VR)

▪ Evidence documents for Validation Session 2:

▪ Validation checklist for CHCDIS007 (use filename: Project3-CHCDIS007 -VC)

▪ Validation map for CHCDIS007 (use filename: Project3-CHCDIS007 -CM)

▪ Validation report for CHCDIS007 (use filename: Project3-CHCDIS007 – VR)

▪ Evidence documents for Validation Session 3:

▪ Validation checklist for BSBITU306 (use filename: Project3-BSBITU306- VC)

▪ Validation map for BSBITU306 (use filename: Project3-BSBITU306-CM)

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▪ Validation report for BSBITU306 (use filename: Project3-BSBITU306- VR)

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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, and 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:

▪ Validation map for BSBWHS201 (use filename: Project3-BSBWHS201-CM)

▪ Validation map for CHCDIS007 (use filename: Project3-CHCDIS007 -CM)

▪ Validation map for BSBITU306 (use filename: Project3-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:

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▪ 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

To do this task, download and use the Validation Report Template where all

the above-mentioned requirements are outlined.

The following step will guide you on how you should complete the Validation

Report.

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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.

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

1. Complete the first page of the Validation Report.

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:

Unit(s) of Competency: TAEDES401 Design and develop learning programs

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

Assessor Guide 4

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.

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Assessor Guide/Candidate Instructions

Major

component Type of information Comments

The context 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.

3. Validation Report

Under the ‘Issues arising in regards to Units of Competency and Compliance,’

note any issues that you come across in your validation and identify whether

these are a minor, moderate or critical error.

Tag an issue as:

▪ Minor – Add to continuous improvement register, if you spot the

following:

o Minor grammatical errors

o Spelling errors

o Typos

o Formatting errors

▪ Moderate – Add to continuous improvement register, if you spot the

following:

o Confusing student instructions and benchmarks

o Version control not consistent throughout the document

o No wrong answers for multiple choice knowledge assessments

Assessment Workbook 3 Version No. 2.7 Produced 12 March 2020

▪ Critical – Immediate rectification required, if you spot the following:

o Performance Evidence, Knowledge Evidence and Performance

Criteria are not addressed in the assessment tool

o Mapped as full in the assessment tool but is only a partial, or

isn’t mapped at all

o No benchmarks, or insufficient benchmarks

For further guidance, consult with your assessor. A completed sample is

provided for you below.

Issues arising in regards to Units of Competency

and Compliance Select Issue Type and Action

Question 9 does not have sufficient benchmarks Critical – Immediate rectification

required

Grammatical errors in Question 1 Minor – Add to continuous

improvement register

4. Suggestions for improving the tool

You must provide at least one (1) suggestion for improving each of the three

(3) assessment tools you are validating.

Assessment Workbook 3 Version No. 2.7 Produced 12 March 2020

Step 4: Contribute to validation outcomes

To complete this assessment, you must book a call with your assessor to discuss the

findings of your validation and any recommendations you might have to improve

the assessment instrument. The outcomes of your conversation must be recorded

in your communication log.

The forms below can guide your conversation with your assessor. Write a summary

of your findings in the spaces provided below. Your responses must include a

discussion on the quality of the assessment and recommendations for the

improvement of the assessment.

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.

Assessment Workbook 3 Version No. 2.4 Produced 10 September 2019

This declaration is for your assessor to complete

Declaration

By affixing my signature below, I am declaring that the candidate was able to discuss their

validation findings and recommendations with me over the phone and that I was able to

assess their demonstration of adequate oral communication skills during our

conversation.

Assessor’s Name: Assessor’s Signature:

Date Completed:

End of Document

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