Education

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

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Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

© Inspire Education Pty Ltd. Page 19

5. 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

 

 

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

Page 21 © Inspire education Pty ltd.

6. 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

 

 

 

 

 

 

 

 

7. 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.

 

8. 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.

9. 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.

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.

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.

3. Select the assessment methods and instruments that would best meet the following evidence-gathering opportunities:

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 drop-down lists below. An example has been provided for your reference

Evidence gathering opportunities

Assessment methods

Assessment instruments

Demonstrating knowledge on the different principles of evidence

Questioning

Written questionnaire

developing an assessment instrument

Choose an item.

Choose an item.

using two-way communication and feedback with the candidate

Choose an item.

Choose an item.

RPL assessment

Choose an item.

Choose an item.

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

 

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

Purpose of RPL assessments

 

Context of RPL assessments

 

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

 

7. 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. Other pieces of evidence that can indicate relevant performance or completion of a requirement

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

 

9. 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

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.

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

 

3. The following are critical aspects of validation. In your own words, describe each.

Your response must be between 100 – 150 words.

Critical aspects of validation

Description

Reviewing assessment practice

 

Reviewing assessment judgements

 

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

 

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

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

 

Part 4 – Standards, Policies & Procedures

Compliant Training Services

Provided in the link below is the Training and Assessment Strategy (TAS) of Compliant Training Services for the course TAE40116.

Compliant Training Services TAE40116 TAS username: learner password: studyhard

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

 

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

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:

 

2. 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.

 

3. 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)

 

4. 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?

 

5. 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.

6.

7. Review the hazard reporting procedure below and answer the questions that follow:

Choose an item.

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

Choose an item.

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

Choose an item.

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

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

Page 98 © Inspire Education Pty Ltd.

Assessor Guide 2 Version No. 1.0 Produced 07 September 2017

© Inspire Education Pty Ltd. Page 95

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

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).

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.

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.

administration, analytics, business

Step 1: Plan development of assessment tool

Part 1: Analyse the requirements of the assessment

Mapping: R1.0 (p), GWD1.0 (p)

a) Have your client/s and workplace supervisor sign and date the consent forms provided in the link below.

TAE40116 Forms and Templates

Download “Workplace Consent Form Candidate,”

“Workplace Consent Form Supervisor”

Username: learner Password: studyhard

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

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 this workbook.

TAE40116 Forms and Templates

Download “Assessment Tool Development Planning Template”

Username: learner Password: studyhard

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.

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:

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]

· [UNIT CODE – ATDP]

· [UNIT CODE – ATDP]

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

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