Self-assessment tool for Certificate IV in Training … Self-assessment from... · Web viewPhone (Bu s. hours) Mobile Fax Email Job title RTO Department Campus Checklist Complete

TAE40116 Self-assessment tool Version 1, 2019

TAA40104 to TAE40116

Core Unit RPL Self-assessment

© Sea Eagle Publications/Sandy Welton/Commonwealth of Australia


© Sea Eagle Publications/Sandy Welton/Commonwealth of Australia, January 2019

Some formatting in this document have been adapted from the TAA40104>TAE40110 Self-assessment tool developed by IBSA and copyright to the Commonwealth of Australia. This tool was developed under Creative Commons which allows adaptations for non-commercial purposes.

The original tool has been extensively modified based on equivalency mapping and incorporates content copyright to Sea Eagle Publications and Sandy Welton. Sandy Welton has given her permission for the reproduction of the RPL instruments incorporated in the schedules.

Conditions of use:

This tool has been developed exclusively for the use of Healthy Business Training Academy and their training partners. It may only be reproduced and distributed internally for the assessment of HBTA and training partner RPL candidates.

It may not be copied, reproduced, altered, or sold to any third parties without permission from Sea Eagle Publications.



Table of Contents

ContentsHow to use this tool..................................................................................................1

Using the tool to demonstrate equivalence in an RPL process...........................1

Instructions for using this tool..............................................................................2

Part B.......................................................................................................................4

Personal information and declaration form..........................................................4

Quick Skill Scan...................................................................................................7

Portfolio of evidence form..................................................................................10

Core unit schedules

1. TAEASS401 Plan assessment activities and processes...................12

Competency conversation/Knowledge revision........................................21

TAEASS401 Third Party Verification Form..............................................22

2. TAEASS402 Assess competence.....................................................24



3. TAEASS403 Participate in assessment validation ...........................35



4. TAEASS502 Design and develop assessment tools ........................45


Third Party Verification Form....................................................................55

5. TAEDEL401 Plan, organise and deliver group-based learning.........58


TAEDEL401 Third Party Verification Form...............................................65



6. TAEDEL402 Plan, organise and facilitate learning in the workplace ....................................................................67



7. TAEDES401 Design and develop learning programs........................76



8. TAEDES402 Use training packages and accredited courses to meet client needs.........................................................87

Competency conversation/Knowledge revision.....................................95

TAEDES402 Third Party Verification Form..............................................96

9. TAELLN411 Address adult language, literacy and numeracy skills..............................................................................98

Competency conversation/Knowledge revision......................................103

TAELLN411 Third Party Verification Form.............................................104



How to use this toolThe TAA40104 is past the stage where it can credit transfer into TAE qualifications. That deadline expired in October 1017. The ability to RPL into TAE40116 rests not so much with the content of the TAE40104 course but the currency of VET professional experience since graduating. This includes workplace experience, professional development and active involvement in VET networks where professional knowledge and experience is exchanged.

If you are a trainer, assessor or other vocational education and training (VET) practitioner, and you want to conduct an initial self-assessment against units of competency in the TAE40116 Certificate IV in Training and Assessment from the TAE16 Training and Education Training Package — this self-assessment tool allows you to respond to questions against each unit of competency, and progressively gather evidence as part of a process for recognising your competence.

This self-assessment tool is divided into two parts.

Part A: introduction, and instructions for using the tool.

Part B: contains the forms used in the self-assessment process:

1. Personal information and declaration form — use this to identify your completed self-assessment.

2. Skill scan — use this to identify and track the units you will self-assess.

3. Portfolio of evidence form — use this to progressively record details of your evidence.

4. Self-assessment forms — use these forms to respond to the self-assessment questions for each unit of competency in the core of TAE40116.

Using the tool to demonstrate equivalence in an RPL processIf you are using the tool as part of a process to demonstrate your equivalent competence for the purposes of TAE40116 vocational competency and regulatory compliance requirements, submit the tool with your portfolio of evidence to an RTO.

This evidence should incorporate:

The testamur and transcripts of your original TAE40104. These must be verified by the issuing RTO and not from JP notarisation.

Your CV and job descriptions, verification of currency of practice from the organisations in which you have been employed since attaining your TAE40104.

The enrolment form and fees. Note that both the declaration and the privacy statement must be signed.

Keep a copy of your portfolio for your own records in case you need to substantiate your claims for equivalence in an internal or external audit.

© Sea Eagle Publications/Sandy Welton/Commonwealth of Australia Page 1


Instructions for using this tool1. Access the Qualification Framework for the Certificate IV in Training and

Assessment from https://training.gov.au/Training/Details/TAE40116. This will give you access to all components of the qualification and the supporting companion documents.

2. Each unit is published as a continuous document online but as two separate downloadable documents:

The first part is the competency standards which comprise elements and performance criteria and foundation skills. These are the components that relate to workplace performance.

The second part is the assessment requirements which comprise the performance evidence (PE) that lists the ‘products’ which are the minimum requirements for verifying competency. Your application must at least address these in order to be valid. It also lists the required knowledge evidence and the conditions for assessment.

3. Go through the assessment requirement documents for each core unit so that you understand the summative requirements you must satisfy.

4. Note that you will need to refer to each unit of competency as you work through the self-assessment.

5. Choose the elective unit that you will self-assess, and tick them in the Unit summary form. TAE40110 Certificate IV in Training and Assessment is comprised of 10 units – 9 core and 1 elective. The schedules for the electives are in a separate document and may be sent to you as stand-alone documents if you prefer.

6. Progressively develop a portfolio of evidence, building up your references on the Portfolio of evidence form. Any one piece of evidence may be useful for a number of units of competency.

The evidence you provide must be:

current — showing experience you’ve had within at least the last five years

valid — verifying that your skills and knowledge meet the requirements specified in the unit of competency

authentic — proving that it was really produced by you or relates to you

reliable — including a range of evidence from a range of contexts

sufficient — covering all aspects of the relevant units of competency.

Ensure that the evidence you identify is accessible and able to be verified if necessary.


https://training.gov.au/Training/Details/TAE40116


4. Go to the Self-assessment forms and complete the key questions for the first unit you wish to self-assess. For any gaps identified, you may need to participate in further training or undertake additional experience and assessment in order to gain competence. If there are no or few gaps, move on to the follow-up questions. Identify and reference evidence as you go.

5. Work through the units until you have completed a self-assessment for all the units for which you will nominate equivalence.

6. Complete and sign the Personal information and declaration form.

7. Competency conversation/Knowledge revisionA competency conversation is a meeting between you and your assessor, where you discuss and explain your work experience. It is an informal discussion - not an examination. The competency conversation may be face to face or by telephone, Skype or other means of communication. Your assessor will make notes of your responses. They may ask if you consent to having your responses recorded, so that they have an accurate and complete record. You have the right to refuse recording of your voice or videoing the meeting.Each set of unit schedules has a list of the types of questions you may respond to. Read each of the questions carefully and think about how you will respond. Note that this is an AQF4 qualification and the responses need to be in full sentences and are often required to provide examples of how the concepts or principles are applied.If, upon reading the knowledge evidence (KE) in the assessment requirements for each unit from training.gov.au, there are items where you have ‘gaps’ , discuss this with your assessor.Your assessor may suggest that you submit typed answers prior to holding the competency conversation, as this can reduce the time and cost of the RPL process. If your typed answers are sufficient, the competency conversation may not be necessary.

8. Third party reports. These may be from your employer, your supervising training manager or a senior co-worker who is able to verify your skills. Two (2) reports per unit are required and you should copy and paste these forms into a separate document to give to your referees.

If you are unable, for any reason to obtain a report, please discuss this with your assessor as alternative methods of skills assessment might be required for any gaps.

9. Gap training. If there are self-identified, or assessor identified, gaps in your knowledge and skills you will be offered the opportunity to undertake gap training. In most cases this may be segments of a unit, but can be a requirement to undertake a whole unit because of major changes from TAA40104 up until the current qualification.

This may incur extra costs and you will be notified of this before you proceed.

10. Filling the gaps with an assessment only pathway. If you are confident that you possess the skills, but cannot access documentary or other evidence of this, you may undertake to fill the gap by assessment only. There is no additional charge for this as it is part of the overall assessment process.


Part BPersonal information and declaration form

Name

Postal address

Phone (Bus. hours)

Mobile

Fax

Email

Job title

RTO

Department

Campus

Checklist

Complete the checklist below to tick off attachments:

□ Completed Unit summary form showing TAE40110 units for which I am seeking equivalence.

□ Completed Portfolio of evidence form.

□ Attached portfolio of evidence.

□ Completed self-assessment questions for _____ units.

Declaration

Sign this declaration when all steps are completed and submit it to the RTO.

I declare that the information I have provided is accurate, that the evidence I have presented is authentic, and that I have based my responses on my reading of the requirements for the units of competency as set out in this tool, and the TAE16 Training and Education Training Package.

Signed .................................................................. Date



Applicant Details:

1. Qualification you are seeking entry or RPL into

Current Training position:

Years of professional practice in VET industry:

2 Personal Details

Surname

Preferred Title (Mr, Mrs, Ms, Miss)

First Name/s

Any other name used

Home Address

Postal address if different from above

Telephone Numbers Home: Work:

Mobile: Fax:

Date of Birth / /

Gender MALE / FEMALE

Age

Are you a permanent Resident of Australia

YES / NO

3 Current Employment

Are you currently employed?

If Yes, in which occupation are you currently employed?

Who is your current employer?

YES / NO

………………………………………………………

……………………………………………………….

4. Armed Forces details (If Applicable)

Branch of Service

Trade classification on discharge

5© Sea Eagle Publications/Sandy Welton/Commonwealth of Australia




5. Further Training

Have you undertaken any Training and Assessment qualifications or higher-education adult learning qualifications?

This may include Statements of Attainment and must include statements of results.

YES / NO

Have you under YES / NO

If Yes please list. You will be required to provide certificates and statements of attendance

6. Is there any further information you wish to give in support of your application?

7. Professional Referees (relevant to Training and Assessment experience)

Name

Position

Organisation

Phone Number

Mobile Number

Email Address

Name

Position

Organisation

Phone Number

Mobile Number

Email Address



Quick Skill ScanThis form will provide a snapshot of your existing capabilities and allow you to self-identify areas where you might need additional training to bring you up to speed. It is not part of the formal assessment, but it is a useful way of reviewing your current skills against the foundations of professional practice.

Tick I would like to learn this task/Topic I can do this already and this is my evidence

How a knowledge of adult learning styles, whole brain theories and basic learning psychology to improve my planning of learning activities

Use a Unit of Competency to develop a TNA checklist or RPL checklist

Conduct a Training Needs Analysis(TNA) and write up a proforma TNA project plan

Analyse a work task or task set and map it in a Skills Matrix as a planning tool

Unpack a Unit of Competency and develop a master assessment matrix

Develop assessment plans for workplace learning

Cluster related or co-requisite Units by using an holistic mapping tool

Use a validation checklist to self-check own work against the Principles of Assessment

Write assessment tools for different AQF levels

Prepare RPL assessment tools




Use a risk assessment matrix to check the quality and inherent risks in different RPL/RCC evidence types

Check the legal/ethical/organisational requirements relating to evidence collection

Prepare an assessment resource checklist

Develop or use validation tools and take part in validation processes

Develop learning methodologies and learning resource matrices as simple planning tools

Develop program plans, session plans and action learning plans

Evaluate a commercial resource through validation mapping and an evaluation checklist

Write learning resources to commercial publication standards

Produce accurate costings of training resource development and training and assessment activities

Develop an information/induction session includingsafety induction program (with handouts)

Interview or evaluate learner groups and profile them




Look at the organisation as a Learning Organisation and develop a simple learning culture proposal

Conduct effective risk and hazard safety assessments

Develop a safety risk assessment report and a safety risk control action plan

Develop learner plans for coaching and mentoring

Learn (and demonstrate) some techniques for workplace coaching and mentoring

Conduct an evaluation on learning and assessment and prepare a simple report

Explain the industry structure and the legal aspects of compliance in the VET industry

Work within a contract training or funded training environment.

Keep training records and issue qualifications

Use access and equity principles to plan information and to deliver training and assessment services

Provide information to prospective students and comply with SRTO(2015) standards



Supporting evidence(as relevant)

Tick the items you can provide

Year

completed

Office Use Only – assessor to use this section to align documents to specific units of competency and identify key questions for competency conversation

Brief CV or Work History

Job descriptions or evidence of currency

Testamurs/Results of Assessment

Certificates/Results of Assessment – interstate/overseas

Testamurs/Results of Assessment – universities

Results/Statement of Attendance/ Certificates – non accredited training courses

Results/Statement of Attendance/ Certificates – in house courses

Results/Statement of Attendance/ Certificates – workshops, seminars, symposiums, etc

References/letters from previous employers/supervisors

Third party reports

Any other documentation that may demonstrate industry experience will be details in the portfolio work.

Portfolio of evidence form1. Locate evidence of your competency related to each unit1.

2. Clearly number each piece of evidence, add it to your portfolio and list it on the form.

3. Organise your portfolio of evidence in a logical way that links the evidence to this form and, if it is not a hard copy, provides adequate information to its location and accessibility.

1



Portfolio of evidence form

Evidence item number

This item is:

(e.g. self-created document, email, CD, video recording, link to electronic file, third party evidence)

This shows evidence related to:

(add unit/s codes, element numbers, self-assessment question numbers or other relevant details)



1. TAEASS401 Plan assessment activities and processes

Code and title of TAE16 unit

Code and title of related TAA04 unit(s)

Equivalent Comments in relation to TAA04 Training and Assessment Training Package

TAEASS401 Plan assessment activities and processes

TAAASS401C Plan and organise assessment

N Unit enhanced to include additional assessment instruments, additional assessment plans and a new element on contextualisation requirements.

Summary of required evidence

# Details (& comments if required) of evidence required for TAEASS401 - Plan assessment activities and processes

How or where related Evidence item number or electronic link

1 Currency of practice (EG CV, PD, workplace verifications and actual evidence as detailed below)

UoC overall

2 Related and mapped within this document UoCs from the qualification TAA40104 Certificate IV in Training and Assessment: 2a TAAASS401C - Plan and organise assessment

2b TAAASS403B - Develop assessment tools

UoC overall and related to all aspects of the mapping document



3a

Three (3) MORE occasions of planning and organising the assessment process, (TAAASS401C required 2)

one (1) of which must via an RPL assessment pathway, (TAAASS401C required 1)related to different endorsed or accredited unit of competency (or clusters of units of competency) for each -including the following for each occasion:

a documented assessment plan a different endorsed or accredited unit of competency

(or clusters of units of competency) for each contextualisation of the unit(s) of competency and the

selected assessment tools, where required incorporation of reasonable adjustment strategies development of suitable assessment instruments for

each (TAAASS403B required the development of instruments / tools for 3 UoCs. To ensure that FIVE instruments are documented overall and also to include TWO RPL assessments a, THREE associated instruments are required. The two RPL instruments will also be used in the RPL assessment tool for the current UoC TAEASS502 - Design and develop assessment tools)

following organisational arrangements.

Performance Evidence

Foundation skills



3b

Examples of mapping the assessment instruments against the unit or course requirement (Maps need to be specifically included in the gap evidence because:

TAA UoC states “meet the competency standards” Versus

TAE UoC (4,3) states “Map assessment instruments against the unit or course requirement)

Elements and Performance Criteria

Foundation skills

4 Making the distinction between assessment tools and instruments – NOTE the term ‘assessment instruments’ is used in TAAASS403B PC – 2.3.

(Evidence of knowledge may be within evidence and examples provided and/or could be obtained via a competency conversation) Should you require clarification between the terms ‘tool’ and ‘instrument’ you can find this in the range statements in TAA40104 units.

This evidence is also related to the assessment process required for TAEASS502 Design and develop assessment tools)

Knowledge Evidence



Answer the following questions to rate yourself against the key requirements of this unit, and list the evidence you will draw on to support your rating.

Self-rating – list the evidence that might support this rating.

Evidence item number or electronic link

1.1 Are you able to:

● Plan and organise the assessment process in a range of contexts?

● Plan and organise the assessment process for RPL candidates?

● Plan and organise the assessment process for those requiring reasonable adjustment (including both disability or LLN adjustments)?

● Analyse and map the planned assessments and assessment activities against units of competency from training packages or accredited courses?

● Check advice provided by the candidate or workplace on contextualisation needs?

● Use Training Package implementation advice to guide contextualisation?

● Determine opportunities for integrated assessment activities and change assessment tools to facilitate this?

□ with guidance

□ independently

□ lead others

Evidence:




● Collect evidence to assess competence that demonstrates:

○ documented assessment plans, including simple assessment instruments

○ having covered a range of assessment events, using different types of assessment instruments

○ catering for a number of candidates and addressing the specific needs of individuals

○ different competency standards or accredited curricula

○ an RPL assessment

○ contextualisation of competency standards and the selected assessment tools, where required?

□ with guidance

□ independently

□ lead others

Evidence:



1.3 Do you have examples of:

● Assessment planning documentation that links in to an RTO’s policies and procedures?

● Assessment/RPL planning documentation that includes:

○ mapping of simple assessment instruments against competency standards or accredited curricula

○ mapping of foundation skills against assessment activities

○ a range of work-focused evidence gathering strategies

○ a strategy to address language literacy and numeracy requirements of the competency standards

○ instructions for both candidates and assessors

○ tests for validity, reliability, sufficiency and authenticity

○ built-in moderation and validation processes to ensure sustainability and continuous improvement?

□Yes □No

Evidence:




● Integrated assessment activities:

○ assessment activities, including RPL, that demonstrate contextualisation of competency standards

○ assessment documentation that reflects reasonable adjustment, and the access and equity needs of various learning groups?

□Yes □No

Evidence:



Suggestions of appropriate evidence: Notes:

□ Suggested documentation:

● planning documents

● assessment maps and matrices

● assessment instruments

● annotated assessment tools showing planned contextualised assessment tools

● notes of meetings

● recordings.

□ Current position description:

● performance review reports

● professional development participation.

□ Curriculum vitae:

● formal qualifications – certificates, Statements of Attainment.

● professional development- statements of attendance

● PD plans and matrices

□ Third party evidence:

● employer/manager testimonial

● workplace evidence.

What gaps have you identified?



How might you address these gaps?

□ Gap training (provide details below):

What –

Where –

When –

□ Supervised workplace mentoring (provide details below):

Who –

What –

Where –

When –

□ RPL – Develop and gather evidence (provide details below):

What –

Where –

When –



Competency conversation/Knowledge revision

Main question – to start the discussion:

In what ways do you ensure that you comply with legal and ethical requirements, the principles of assessment and the rules of evidence when conducting assessments

Supplementary questions – to expand upon the main question:

How do you ensure that your assessment is competency based and relates directly to the competency standards?

What is the difference between an assessment instrument and an assessment tool

How do you ensure compliance with the principles of assessment when conducting an assessment?

How do you apply the rules of evidence when conducting and recording an assessment?

Describe the range of assessment purposes and contexts that are relevant to assessments that you conduct.

Give examples of the assessment methods that you use and the resources you use in conducting assessments

In relation to your own assessment practice, give an example of when you may need to make reasonable adjustments

What organisational documents do you refer to when planning and conducting assessments?

What is the RPL policy and procedure in your organisation? Describe an RPL that you conducted.

Think of a time when you had to use cultural sensitivity in conducting assessment and ensure equitable treatment. What was the situation and what actions did you take?

What legislative requirements do you comply with in conducting assessment? Can you give an example

What are your WHS responsibilities when conducting assessments? Relate this to the types of assessment you conduct.

Are all of your assessments unit by unit or are some clustered? How do you decide whether to cluster?





TAEASS401 Third Party Verification Form

Name of Candidate

Name of Third Party (Referee)

Position of Third Party

Name of RTO or other organisation

Work relationship of Third Party to the Candidate

TelephoneEmail

Please tick the checkbox where you can confirm from your own knowledge that the candidate meets the criteria.

NOTE: It is not necessary for you to tick every box – only those you can confirm from your own knowledge of the candidate’s work performance

mapping

(assessor use)

Criteria for assessment

PC 1.1-1.2 Develops and documents assessment plans for learning and assessment pathways and for RPL

☐

PC 1.1-1.2

PE 8

Uses the Training and Assessment Strategy, relevant workplace standards and consultation with stakeholders such as industry representatives in planning assessment processes

☐

PC 2.1 Regularly analyses units of competency and assessment requirements and provides advice and information on evidence required to demonstrate competence

☐

PC 2.2 Collaborates in selection of appropriate assessment methods and instruments for the context of assessment

☐

PC 2.3

PE 8

Presents draft assessment plans for approval according to organisational procedures and quality management system

☐



PC 3.1-3.4

PC 4.1-4.5

Develops and documents assessment instruments for learning and assessment pathways and for RPL

☐

PC 3.1

PC 3.2

Designs assessment instruments that are contextualised for the specific work environment/role of the candidate or target group, using information from the workplace and training package companion documents

☐

PC 3.3

PC 4.1

Analyses and makes modifications / improvements to existing assessment tools

☐

PC 3.4 Collaborates in determining whether integrated assessment is appropriate (clustering of units) and reports on recommendations or makes changes to existing assessment tools

☐

PC 4.3 Develops mapping summaries, mapping assessment instruments and tools back to the requirements of units of competency

☐

PC 4.4 Designs assessment instruments that have clear and sufficient instructions for both the candidate and the assessor.

☐

PC 4.5

PE 8

Collaborates in the trialling and/or review of draft assessment instruments and documents outcomes according to the organisation’s quality management system.

☐



Please provide a few comments on your personal evaluation of the candidate and the way that they develop assessment plans and assessment instruments in their work role.

NOTE: Comments are REQUIRED.

Signed

Date



2. TAEASS402 Assess competence




TAEASS402 Assess Competence

TAAASS402C Assess Competence

N Re-written unit and equivalent between TAE40110 and TAE40116.


# Details (& comments if required) of evidence required for TAEASS402- Assess competence

How or where related Evidence item number or electronic link


UoC overall

2 Related and mapped within this document, UoCs from the qualification TAA40104 Certificate IV in Training and Assessment:

2a TAAASS402C - Assess competence




3 The PE requires evidence of assessment of at least five (5) candidates (TAAASS402C required “a number of Candidates’) within the vocational education and training (VET) context against at least one endorsed or accredited unit of competency (ensure the assessment cover an entire unit of competency) according to the organisation's assessment processes and practices including:

the application of different assessment methods and instruments involving a range of activities and events

using two-way communication and feedback with the candidate

exercising judgement in making the assessment decision

recording and reporting assessment outcomes in accordance with the assessment system and organisational, legal and ethical requirements

reviewing the assessment process.

The assessment tools for this may be self-authored or sourced from existing workplace resources, contextualised as required for your candidates.

The proof of conducting assessments may also include workplace records of results. All candidate names may be redacted.


Foundation skills

4 As also required for the UoC TAEASS401 - The distinction between assessment tools and instruments – See the notes for TAEASS401.

Knowledge Evidence









● Provide evidence of assessing competence of at least five of candidates within the vocational education and training (VET) context against different units of competency or accredited curricula, following the relevant assessment plan?

□with guidance

□independently

□lead others

Evidence:


● Provide evidence of conducting an RPL assessment?

□with guidance

□independently

□lead others

Evidence:




● Documented methods you used to assess an entire unit of competency that show:

○ the mapping of the assessment strategy to the relevant benchmarks (training package, accredited course, specification) that confirm the requirements of the evidence being collected

○ the application of various assessment methods and instruments involving a range of assessment activities and events, including:

– RPL opportunities

– consideration of special needs of candidates including language, literacy and numeracy; culturally sensitive issues and WHS issues?

● Provision for two-way communication and feedback, including:

○ preparing candidates for assessment

○ information for candidates and assessors

○ specialist support where needed, and how that was embedded in the assessment?

● How the workplace was the preferred location for gathering evidence and/or how a simulated workplace was provided?

□Yes □No

Evidence:



2.3 Continued:

● How judgement was exercised in making the assessment decision?

● The reasons for decisions in the assessment activities?

● How and when assessment outcomes were recorded and reported?


● How you made and documented reasonable adjustment in at least one assessment?

□Yes □No

Evidence:

2.5 Can you provide examples of:

● Assessment records and reports completed in accordance with your RTO’s assessment system and organisational, legal and ethical requirements?

□Yes □No

Evidence:

2.6 Can you show:

● How the assessment process you implemented was reviewed, including:

○ moderation participation

○ validation participation?

□Yes □No

Evidence:




□ Documentation:

● videos of practical assessment sessions

● feedback from your candidates



● photos

● audio recordings

● iAuditor sessions or similar
















What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –





In what ways do you ensure that you comply with legal and ethical requirements, the principles of assessment and the rules of evidence when conducting assessments


How do you ensure that your assessment is competency based and relates directly to the competency standards?

What is the difference between an assessment instrument and an assessment tool

How do you ensure compliance with the principles of assessment when conducting an assessment?

How do you apply the rules of evidence when conducting and recording an assessment?

Describe the range of assessment purposes and contexts that are relevant to assessments that you conduct.

Give examples of the assessment methods that you use and the resources you use in conducting assessments

In relation to your own assessment practice, give an example of when you may need to make reasonable adjustments

What organisational documents do you refer to when planning and conducting assessments?

What is the RPL policy and procedure in your organisation? Describe an RPL that you conducted.

Think of a time when you had to use cultural sensitivity in conducting assessment and ensure equitable treatment. What was the situation and what actions did you take?

What legislative requirements do you comply with in conducting assessment? Can you give an example



What are your WHS responsibilities when conducting assessments? Relate this to the types of assessment you conduct.

Are all of your assessments unit by unit or are some clustered? How do you decide whether to cluster?




Name of Candidate





TelephoneEmail



mapping

(assessor use)


PE 1 Has conducted assessment of a minimum of 5 VET candidates within the past 12 months against units of competency using a range of assessment methods involving a range of activities

☐

PE 2 Has conducted a minimum of one RPL assessment within the past 12 months

☐

PE 3

PC 3.3

Has conducted a minimum of one assessment within the past 12 months applying reasonable adjustment and regularly collaborates in making decisions on and implementing reasonable adjustments to ensure equitable treatment of candidates

☐



mapping

(assessor use)


PC 1.1

PC 1.6

PC 1.7

PC 3.4

Follows all organisational, legislative and ethical requirements in preparing for assessment including arranging relevant resources and specialist support where required

☐

PC 1.2 Conducts assessment according to the assessment plan and using the units of competency as the benchmarks for assessment

☐

PC 1.3

PC 1.4

Collaborates in determining assessment methods including analysing unit requirements to identify opportunities for integrated assessment in actual or simulated activities

☐

PC 2.1 Uses the current version of assessment tools, complying with all assessment guidance and benchmarks to gather quality evidence

☐

PC 3.1 Determines when RPL assessment is appropriate and supports and guides the candidate in gathering evidence

☐

PC 3.2 Demonstrates professional and appropriate communication skills with colleagues and candidates for assessment, showing sensitivity to individual and cultural difference

☐

PC 3.5 Follows safe work practices and organisational procedures for ensuring safety during the assessment process

☐

PC 4.1

PC 4.2

PC 4.3

PE

Makes objective, informed and expert judgements of competency, based upon the evidence and according to organisational procedures

☐



mapping

(assessor use)


PC 4.4

PC 5.1

PC 5.2

PC 5.3

PE

Records assessment decisions in a way that demonstrates the assessment was fair, reliable and valid, including documenting feedback to the candidate and any follow-up required.

☐

PC 6.1

PC 6.2

PE

Collaborates in moderation and validation activities to review assessment processes and judgements and contributes to continuous improvement of assessment practices

☐

Please provide a few comments on your personal evaluation of the candidate and the way that they plan, conduct and review assessment in their work role.


Signed

Date



3. TAEASS403 Participate in assessment validation




TAEASS403 Participate in assessment validation

TAAASS404B Participate in assessment validation

N Re-written unit with additional PE


# Details (& comments if required) of evidence required for TAEASS403- Design and develop assessment tools

How or where related



UoC overall


2a TAAASS404B - Participate in assessment validation




3 Actively participating in a minimum of one validation session (TAAASS404B required 2 validation sessions) that address the critical aspects of validation

Clearly identifying the purpose for each validation, and the legal and ethical responsibilities of assessors

Collating and presenting documentation for each validation in a logical manner

Communicating and liaising with relevant people

Providing feedback and interpreting documentation in validation sessions

Recording their contribution to validation findings.

(Ensure evidence presented includes “assessment maps to assist in determining validity of assessment instruments)


Foundation skills







● Actively participate in validation sessions or meetings which, in combination, address the critical aspects of validation using different validation approaches and activities?

□ with guidance □ independently □ lead others

Evidence:


● Clearly explain purposes of validation and the legal and ethical responsibilities of assessors?


Evidence:




● Documentation which outlines clear, sequential steps in a validation process, including:

○ consideration of assessment processes, methods and products

○ a record of outcomes and intended actions

○ changes to own assessment practice, arising from participation in the validation process?

□Yes □No

Evidence:


● Validation and moderation plans, and the communication plan for liaison with relevant people?

□Yes □No

Evidence:




□ Documentation:

● records of meetings

● validation forms

● validation planning documents

● assessment instruments, tools and plans validated

● recordings of meetings


















What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –





What is your organisation’s system for validating assessment tools and how do you contribute to validation?


How do you determine the evidence needed to demonstrate competence?

What are the reasons for carrying out validation? When does it / should it occur?

What are the components of assessment tools?

What do you think the critical aspects of a validation process are?

What work health and safety requirements do you need to consider when validating an assessment tool?




Name of Candidate





TelephoneEmail



mapping

(assessor use)


PC 1.1 Collaborates with other assessors to prepare for validation in compliance with organisational policies and procedures

☐

PC 1.2 Prepares documentation to be submitted to validation meetings including assessment tools, the assessment plan / training and assessment strategy and all other relevant documents

☐

PC 1.3 Ensures documentation presented to validation meeting is the current version

☐

PC 1.4

PC 2.1

PC 2.7

Actively participates in validation meetings where the tool is mapped to the unit/s of competency and the result documented

☐

PC 2.2 Actively participates in analysing whether the tool guides the assessment process so that it is fair, flexible, reliable and valid,

☐



PC 2.3

PC 2.4

PC 2.5

with sufficient guidance for both the candidate and the assessor

PC 2.2

PC 2.3

PC 2.6

Actively participates in analysing whether the tool ensures evidence that is gathered and recorded is valid, sufficient, current and authentic

☐

PC 3.1

PC 3.2

Contributes to validation findings in a way that supports the organisation’s continuous improvement processes, recording the outcomes and making recommendations for improvement

☐

Please provide a few comments on your personal evaluation of the candidate and the way that they contribute to validation of assessment tools in their work role.


Signed

Date



4. TAEASS502 Design and develop assessment tools




TAEASS502 Design and develop assessment tools

TAAASS403B Develop assessment tools

N Unit enhanced to make the distinction between tools and instruments clearer – provides a better fit at Diploma level.


# Details (& comments if required) of evidence required for TAEASS502 - Design and develop assessment tools




UoC overall

2 Related and mapped within this document, UoCs from the qualification TAA40104 Certificate IV in Training and Assessment: 2a TAAASS403B - Develop assessment tools




3a

As detailed in Section 1a. Summary of required evidence for the TAE(16) UoC TAEASS401 Plan assessment activities and processes

(the below will be provided for TAEASS401 and should be assessed and included for this UoC as well)

The Three (3) MORE occasions of planning and organising the assessment process and the development of suitable assessment instruments for each as required in the TAE(16) UoC TAEASS401 Plan assessment activities and processes

When assessing the assessment instruments presented for TAEASS401 ensure they:

include the instruments for collecting evidence, reflecting the principles of assessment and the rules of evidence, and related instructions to the assessor/s and candidates

show how the contextual needs of different environments are addressed

TAEASS401 specifically notes the following as well –

contextualisation of the unit(s) of competency and the selected assessment tools, where required

incorporation of reasonable adjustment strategies


Foundation skills

3b

(The below will be provided for TAEASS401 and while not exactly required for this UoC, it can be assessed and included for this UoC as well)

Examples of mapping the assessment instruments against the unit or course requirement (Maps need to be specifically included in the gap evidence because TAA UoC states “meet the competency standards” Versus TAE UoC (4,3) states “Map the assessment instruments against the unit or course requirement)

Elements and Performance Criteria

Foundation skills





4 (The below will be provided for TAEASS401 and while not exactly required for this UoC, it can be assessed and included for this UoC as well)

The distinction between assessment tools and instruments – NOTE the term ‘assessment instruments’ is used in TAAASS403B PC – 2.3. (Evidence of knowledge may be within evidence and examples provided and/or could be obtained via a CC with the candidate’s response reflecting the content as detailed in the References / Clarification of terms provided at the end of this document – This evidence is also related to the assessment process required for TAEASS502 Design and develop assessment tools)

Knowledge Evidence

(not specially detailed in this UoC but ‘implied’)





Location of this evidence (e.g. electronic link, portfolio.)


● Develop assessment tools that support different assessment methods, and address at least three units of competency packaged at different Australian Qualifications Framework (AQF) levels?

□with guidance □independently □lead others

Evidence:


● Develop assessment tools that include instruments for collecting evidence, reflecting the principles of assessment and rules of evidence, and the related instructions to assessor/s and candidates?


Evidence:


● Show how the contextual needs of different environments are addressed?

□with guidance

□independently

□lead others

Evidence:




● Apply the RTO’s assessment systems policies and procedures to review and trial your assessment tool?

● Report on the trial and review of the assessment tools, including proposed changes?

□with guidance

□independently

□lead others

Evidence:




● A range of assessment instruments that include the following components:

○ templates and proformas to be used in the documentation of the assessment instrument

○ documented individual assessment tasks, including oral questioning, observation, demonstration, work placements, portfolio collection, etc.

○ candidate self-assessment materials

○ marking guides, including appropriate responses, behaviours and levels of independent application of skill expected at the AQF level

○ Benchmarks for RPL evidence collection

○ checklists for judgment of evidence

○ instructions for both assessors and candidates?

□Yes □No

Evidence:


● The Recognition of Prior Learning (RPL) methodology you have used to ensure candidates are able to gain recognition of current competency prior to undertaking training?

□Yes □No

Evidence:



4.7 How do you:

● Ensure that organisational, legal and ethical requirements are met in the development of an assessment tool for a qualification?

Do you have examples of:

● Ways you achieved this in the development of an assessment tool for a qualification you have delivered?

□Yes □No

Evidence:

4.8 How do you:

● Ensure that reasonable adjustments are able to be made in the application of your assessment instruments?

Do you have examples of:

● The way you have integrated guidelines for reasonable adjustment in your assessment tool?

□Yes □No

Evidence:




□ Documentation:

● assessment mapping, matrices

● self-authored TAS and TNA if appropriate

● assessment plans

● self-authored assessment instruments

● self-authored assessment tools

● records of trials of self-authored tools

● feedback from trial participants

● notations of CQI conducted for trialled tools
















What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –





What types of assessment tool have you designed and what methods do you use to develop the tools?


What types of assessment instruments have you developed and what do you take into account when determining the method of assessment?

What practical considerations do you take into account when designing assessment instruments?

How do you apply the principle of fairness when developing an assessment tool

How do you apply the principle of flexibility when developing an assessment tool?

How do you apply the principle of reliability when developing an assessment tool?

How do you ensure that your assessment tool is valid?

How do you ensure that your assessment tool meets the rule of sufficiency?

What considerations do you take into account so as to ensure evidence will be current and authentic?

What are the dimensions of competency? Can you explain them by relating the to a task in an assessment tool that you developed?

What are the guidelines for contextualisation?

What is a companion document and why do you refer to it when designing assessment tools?

In relation to the assessment tools you have developed, what have you included in relation to the assessor’s responsibility for work health and safety?




Name of Candidate





TelephoneEmail



mapping

(assessor use)Criteria for assessment

PE 1 Within the past 12 months, has developed a minimum of 3 assessment tools comprising a number of instruments and a range of assessment methods for 3 different units of competency or clusters of units.

☐

PE 1 Within the past 12 months, has developed assessment tools that are contextualised for specific work roles and work environments

☐

PE 2 Within the past 12 months, has trialled and reviewed a minimum of 3 assessment tools that they have developed and reported on the results of the trials

☐

PC 1.1 Designs assessment tools that meet the needs of the target group identified in the organisation’s training and assessment strategy

☐

PC 1.2 Accesses units of competency and uses these as the basis for developing assessment tools

☐



mapping


PC 1.3 Accesses information about the target group workplace and work role and designs assessment tools that fit the context of the workplace.

☐

PC 1.4 Consults with all relevant personnel and researches industry guidelines, training package companion documents when designing assessment tools

☐

PC 2.1 Designs assessment tools that effectively guide the assessment process, have appropriate assessment methods for the context of work and the context in which assessment will take place and meet the principles of assessment

☐

PC 2.2 Has designed both learning and assessment pathway assessment tools and RPL assessment tools

☐

PC 2.3

PC 3.1

Designs assessment tools with a range of assessment activities to ensure sufficient and valid evidence is collected

☐

PC 2.4

PC 3.3

Designs assessment tools that are practical for use and administration

☐

PC 3.2 Includes clear instructions for the candidate and specific guidance for the assessor in assessment tools, so that assessment will be fair and reliable

☐

PC 4.1-4.4 Follows organisational procedures for trialling and reviewing draft assessment tools, seeking and analysing feedback and amending as required prior to finalisation

☐

PC 4.5 Formats and files finalised assessment tools according to organisational procedures

☐

REQUIRED: Please list the code and title of 3 units of competency (or clusters) where the candidate developed assessment tools within the past 12 months.

1

2



3

Please provide a few comments on your personal evaluation of the candidate and the way that they design and develop assessment tools in their work role.


Signed

Date



5. TAEDEL401 Plan, organise and deliver group-based learning




TAEDEL401Plan, organise and deliver group-based learning

TAADEL401B Plan and organise group-based delivery

TAADEL402B Facilitate group-based learning

N Two TAA units merged and content re-written.

TAE10 unit modified with new PE.


# Details (& comments if required) of evidence required for TAEDEL401 Plan, organise and deliver group-based learning




UoC overall

2 Related and mapped within this document, UoCs from the qualification TAA40104 Certificate IV in Training and Assessment: 2a TAADEL401B Plan and organise group-based delivery

2b TAADEL402B Facilitate group-based learning


3 Preparing and facilitating group-based learning of 2 consecutive sessions of 40 mins duration to 8 individuals is required




Foundation skills







● Facilitate group-based learning by preparing and delivering a series of training sessions, including:

○ substantive training sessions (e.g. 40–60 minutes), that follow one of the learning program designs you have developed

○ training sessions that specifically address group and individual learner needs and learner characteristics?


Evidence:


● Identify and respond to diversity and the individual needs of participants in your training programs?


Evidence:



5.3 Are you able to show:

● Documentation of your session planning approach, including:

○ linking of session plans to learning program documentation

○ segmentation of learning components and outline of delivery methods

○ contextualisation of generic learning materials to meet requirements of specific groups

○ physical and infrastructure requirements for successful delivery identified and confirmed as available

○ monitoring and reporting strategy?

□ Yes □ No

Evidence:

5.4 Are you able to show:

● How you access and use documented resources and support personnel to guide inclusive practices in the delivery of your training?

● How you manage your record keeping and reporting requirements?

□Yes □No

Evidence:




● The application of interpersonal communication skills in the management and facilitation of your group training sessions, for example:

○ engagement and inclusivity of all individuals in the group

○ conflict and negotiation skills

○ motivational behaviours

○ observational skills to monitor and diagnose individual and group progress?

□Yes □No

Evidence:

5.6 Are you able to outline:

● Learning theories that underpin your practice?

● Learning principles essential to the engagement of adult learners?

● A range of learner styles?

● WHS relating to group-based learning?

□Yes □No

Evidence:




□ Documentation:

● videos of practical demonstrations

● presentations



● photos

● recordings.
















What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –





What kinds of group training do you deliver, on what subjects and to what types of learner groups?


What learning theories and/or learning principles do you find most useful in guiding your group training techniques?

In relation to the vocational subjects that you train, how do you maintain industry currency?

What are the characteristics and needs of your learner groups and what kinds of adjustments do you make to group training methods to allow for individual or special needs?

In relation to one of the learning programs that you deliver in a group environment, how is it delivered, over what time frame and what is your personal role in the management of the learning program?

How do you decide on the appropriate delivery methods for a target group?

What inappropriate behaviours have you needed to deal with in group training and how did you do so?

How do you identify when a learner is having difficulties and what do you do?

What organisational record-management systems apply in your organisation for group training and what is their purpose?

How do you go about evaluating and revising your session plans?

What assessment methods do you use in group training?

What is the meaning of the term “inclusive practice” and what resources and/or support personnel do you use to ensure that you practice inclusivity?

How do you use the diversity of the group participants to support learning?





TAEDEL401 Third Party Verification Form

Name of Candidate




TelephoneEmail



mapping


PE 1-2

PC 4.1

Has delivered a minimum of 3 group training sessions to groups of 8 or more participants, including consecutive sessions of at least 40 minutes

☐

PE 4

KE 13

Follows organisational policies and procedures for inclusive practices, implementing reasonable adjustments and seeking support from relevant personnel or documented resources

☐

PC 1.1 Plans group training sessions in line with learning programs and delivery requirements

☐PC 1.2 Accesses information in relation to target group characteristics and needs and

applies this information in planning group training☐

PC 1.3

KE 13

Conducts hazard identification and risk assessment in line with organisational policies and procedures and effectively manages risks in the group training environment

☐

PC 1.4

PC 3.3

Regularly liaises with organisational personnel in order to confirm own role in group delivery and to arrange venue, resources etc. for group delivery

☐



PC 2.1-2.2

KE 13

Prepares and documents session plans for group delivery and systematically reviews session plans according to organisational procedures

☐

PC 3.1-3.2 Sources and prepares learning materials for group delivery, modifying the resources to meet the needs of the target group and context of employment

☐PC 5.1-5.4

KE 13

Monitors the progress of participants in group learning environments, documenting learning outcomes and reporting according to organisational procedures.

☐

Please provide a few comments on your personal evaluation of the candidate and the way that they plan and deliver group training in their work role.

Signed

Date



6. TAEDEL402 Plan, organise and facilitate learning in the workplace




TAEDEL402 Plan, organise and facilitate learning in the workplace

TAADEL403B Facilitate individual learning

TAADEL404B Facilitate work-based learning

N Two TAA units merged and content re-written.


# Details (& comments if required) of evidence required for TAEDEL402 Plan, organise and facilitate learning in the workplace




UoC overall

2 Related and mapped within this document, UoCs from the qualification TAA40104 Certificate IV in Training and Assessment: 2a TAADEL403B Facilitate individual learning

2b TAADEL404B Facilitate work-based learning


3 Evidence of delivery of work-based learning and knowledge of delivery PE



under contracts of training (apprenticeships/traineeships/funding contracts) as applicable.

KE





● Prepare and facilitate work-based learning?

● Work within a contract training framework (if applicable)?


Evidence:




● Provide evidence of developing work-based learning pathways on at least two occasions, including:

○ identifying learning needs

○ analysing work practices, work environment and work activities

○ identifying and addressing WHS related to training in the workplace

○ organising and allocating work in a way that reflects learning needs, and provides effective learning opportunities through work processes?


Evidence:


● A learning facilitation relationship being conducted:

○ with different individuals

○ that demonstrates communication skills and flexibility

○ that demonstrates one or more of the processes or techniques being taught?

□Yes □No

Evidence:




● How the workplace systems, processes and practices were considered in the development of the workplace learning pathway?

● How key personnel were consulted in the development of the workplace learning pathway?

□Yes □No

Evidence:


● Your planning documentation, including:

○ learning plan that reflects individual learner needs

○ sequenced learning pathway

○ monitoring and reporting forms

○ evaluation plan

○ feedback plan for review and continuous improvement of implementation?

□Yes □No

Evidence:




□ Documentation:

● learner profiles and learner plans

● records of trainer workplace sessions

● records of training sign offs for contractual arrangements

● feedback from trainees and workplace supervisors

● presentations

● session planning documents

● recordings.





● formal qualifications- certificates, Statements of Attainment.











What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –





What is your role in planning and implementing learning through work-based activities?


What kinds of work-based learning occurs in your organisation and what is your role in supporting this?

What methods do you use to identify skill needs in the workplace? Please illustrate this with an example.

When designing a learning program for work-based learning, how do you match the methods of training delivery to the learning styles or preferences of individual learners? Please give an example.

In relation to a work-based learning pathway that you planned and implemented, what were the work health and safety considerations and how did you manage safety?

What kinds of contractual arrangements can apply in a work-based learning pathway? What is your experience of planning and implementing this kind of learning pathway?

In relation to a work-based learning pathway that you implemented, how did you monitor the supervision and support for the learner? How often did you meet with the learner and what was your relationship with them?

Using the same example, how did you go about explaining the objectives of the work-based learning and the processes to the learner? What was their reaction?

In this example, what was the sequence of the workplace tasks and why did you decide upon this sequence.

What techniques did you use to encourage the learner to take responsibility for their learning and seek opportunities to transfer knowledge gained to different tasks or contexts?

Have you designed session plans for work-based learning? Have you delivered the training yourself? Generally, how do you plan for each session with the learner?

What ethical standards do you think are most important when working with learners in a work-based learning pathway?

Are there any issues you experience in deciding when to close and finalise a learning facilitation relationship? How do you manage closure?



As a result of learning programs that you have planned and implemented, what kinds of improvements to work practices or work-based learning have you been able to recommend?

TAEDEL402 Third Party Verification Form

Name of Candidate




TelephoneEmail



mapping

(assessor use)


PC 1.1-1.2

PE 2(a), (b)

Analyses training needs for individuals and groups within the workplace and provides reports and recommendations to address skills gaps or other training needs

☐

PC 1.3

PC 3.4

Investigates work health and safety requirements related to learning in the workplace and ensures compliance with safety policies and procedures and WHS legislation in planning, implementing and monitoring learning programs

☐

PC 2.1-2.3

PE 1

Addresses contractual requirements associated with apprenticeships or traineeships, liaising with internal personnel and the external training organisation to ensure contractual

☐



responsibilities are fulfilled.

PC 3.1-3.3

PC 4.1

PC 4.3

PE 1

Develops and documents individual learning plans for workplace learners, tailored for the learner and with input from the learner in the planning.

☐

PC 3.5

PE 1, 3

Takes responsibility for monitoring the progress of workplace learners, including ensuring sufficient supervision and support.

☐

PC 4.2

PC 4.4

PE 1

PE 2(c)

Liaises with all relevant personnel, including the learner, to ensure that workplace tasks are sequenced in a way that supports the learning outcome.

☐

PC 5.1-5.3

PC 5.5

PE 1, 3

Maintains a relationship with learners through regular meetings, providing support and feedback and keeping the momentum of the learning moving forward at an appropriate pace, modifying as required.

☐

PC 5.4 Demonstrates ethical and professional behaviour at all times in their work role

☐

PC 6.1-6.4 Finalises and reports upon completion of work-based learning programs, including making recommendations for improvement on the basis of lessons learned.

☐

Please provide a few comments on your personal evaluation of the candidate and the way that they plan and implement work-based learning in their work role.

Signed

Date



7. TAEDES401 Design and develop learning programs




TAEDES401 Design and develop learning programs

TAADES402B Design and develop learning programs

N Re-written unit, incorporates some elements of ENV units.


# Details (& comments if required) of evidence required for TAEDES401 Design and develop learning programs




UoC overall

2 Related and mapped within this document, UoCs from the qualification TAA40104 Certificate IV in Training and Assessment: (PLUS see UoC mapping & tracking through the various Training Packages at the end of this document for further information)

2a TAADES402B Design and develop learning programs

2b TAAENV401B Work effectively in VET

2c TAAENV403B Ensure a healthy and Safe learning environment

2d TAADES401B Use Training Packages to meet client needs




3 The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

designing, developing and reviewing learning programs within the vocational education and training (VET) context

preparing and developing a minimum of two learning programs:

that contain differentiated learning program designs to reflect particular needs, contexts and timelines

at least one of which must be based on competency standards or accredited courses, and must cover at least one entire unit of competency or accredited course module.

Performance evidence







● Design, develop and review learning programs in the VET context?


Evidence:

7.2 Have you:

● Prepared and developed a minimum of two learning programs that contain differentiated learning program designs to reflect particular needs, contexts and timelines?

● Based at least one of these programs on competency standards or accredited courses, and covered at least one entire unit of competency or accredited course module?


Evidence:




● The use of your RTO’s quality assurance policies and procedures in the design and development of your learning programs?

● The learning objectives, outcomes and goals derived from units of competency or other specifications developed in your learning program?

● The approach you take to addressing foundation skills in your learning program?

● The strategies you used to identify characteristics of the target group and the way you accommodated this in your learning programs?

● The way you addressed the language, literacy and numeracy requirements of your learning program?

● The assessment requirements of your learning programs?

□Yes □No

Evidence:




● Structured learning programs which include:

○ training needs analyses

○ delivery schedules

○ variety of modes of delivery?

● The strategies you use to engage key stakeholders in the review of your learning program?

□Yes □No

Evidence:


● Contextualised existing learning materials to suit the needs of a target group?

● New learning materials or activities developed as part of your learning program?

● Assessment planning documentation that:

○ maps assessment activities and methods to units of competency or other specifications on which your learning program is based

○ outlines the details of assessment tasks, required outcomes and reporting methods?

□Yes □No

Evidence:




● The methods you use to ensure a safe learning progression and environment?

● A risk control plan to minimise risk in the delivery of your learning program?

● The methods you use to review, evaluate and update your learning program, including:

○ the strategies you use to engage key stakeholders in the review of your learning program?

□Yes □No

Evidence:




□ Documentation:

● TNA, TAS or other planning documents

● programs and session plans

● records of sources of learning and assessment resources that are applicable to, or can be adapted to, the programs

● evaluations of existing resources for purpose

● records of industry consultation or authorisations

● records of contextualisation and CQI














What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –





What is your role in designing and developing learning programs and what is the methodology you use?


What training packages and/or accredited courses are relevant to your role in developing learning programs?

When designing a learning program, apart from the requirements of the units of competency, what else do you take into account?

What information do you include in a learning program? How does this differ from the information in a training and assessment strategy?

Describe two of the learning programs that you have developed and their different purposes and focuses.

How do you apply instructional design principles in the developing of a learning program?

What learning resources have you reviewed and applied to learning programs? How did you source them and how did you confirm they were appropriate?

Think of a time when you needed to develop learning activities and/or learning materials yourself. What was the need and what methods did you use?

What different delivery modes and methods have you used and why?

What legal requirements that relate to training in the VET sector do you take into account when developing learning programs?

In relation to a learning program that you developed, what WHS considerations did you take into account and how did you ensure a safe learning progression?

In relation to learning programs that you have developed, what LLN requirements did you take into account?



TAEDES401 Third Party Verification Form

Name of Candidate




TelephoneEmail



mapping

(assessor use)


PC 1.1-1.4

PC 4.5

PE 1

Develops and documents learning programs that relate to vocational outcomes such as qualifications or units of competency including:

purpose competency standards (units of competency) LLN requirements characteristics and needs of the target group risk control plan

☐

PC 2.1

PC 2.3

Conducts all work in compliance with the VET Quality Framework and organisational policies, procedures and quality standards

☐

PC 2.2 Identifies when a training package has been superseded, analyses and documents the changes

☐

PC 3.1

PC 4.1

Researches and documents learning outcome statements for each stage or “chunk” of learning in learning programs, together with time-frames.

☐



PC 3.2 Sources and evaluates learning resources to determine whether they are appropriate for learning programs

☐

PC 3.3 Identifies assessment requirements for each stage in learning programs

☐

PC 4.2 Consults with stakeholders to identify appropriate delivery strategies

☐

PC 4.4 Consults with stakeholders to review existing learning programs either in relation to changes in training packages or for continuous improvement purposes

☐

Please provide a few comments on your personal evaluation of the candidate and the way that they design and develop learning programs in their work role.

Signed

Date



8. TAEDES402 Use training packages and accredited courses to meet client needs




TAEDES402 Use training packages and accredited courses to meet client needs

TAADES401B Use training packages to meet client needs

N Re-written unit, incorporates some elements of ENV units.

Updating of compliance requirements.

Section 1a. Summary of required evidence

# Details (& comments if required) of evidence required for TAEDES402 Use training packages and accredited courses to meet client needs




UoC overall

2 Related and mapped within this document, UoCs from the qualification TAA40104 Certificate IV in Training and Assessment: 2a TAADES401B Use Training Packages to meet client needs

2b TAAENV401B Work effectively in VET

2c TAADES402B Design and develop learning programs




3 The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

analysing a training package and/or accredited course, to examine its component parts, identify relevant qualifications and units of competency or modules, and contextualise those to meets the specific needs of one client

demonstrate a minimum of two examples of analysing training specifications, including at least one training package; the other may be another training package or an accredited course that meets a specific client need.

Performance evidence







● Analyse and unpack a training package and/or accredited course to:

○ examine its component parts

○ interpret and use a qualifications framework

○ use implementation and interpretation guides

○ identify appropriate AQF levels for qualification and units

○ identify relevant units of competency or modules

○ contextualise these to meet a specific client need?


Evidence:


● Analysing two training specifications (one must be a training package)?

□Yes □No

Evidence:




● Sourcing of training package and/or accredited course to meet identified client needs, including documented strategy for assessing that need?

□Yes □No

Evidence:


● Using a training package or accredited course to package a training program to meet an identified client need, with particular attention to:

○ qualification framework and rules

○ licensing requirements and prerequisites, if applicable

○ choosing electives to meet client needs and job roles

○ implementation and interpretation guides

○ required AQF levels for outcomes

○ assessment guidelines?

● A documented approach to packaging such a program?

□Yes □No

Evidence:




● The analysis, interpretation and contextualisation of a unit of competency or module to link its requirements to the work environment of the client, including:

○ clear and logical documentation of the analysis of the components of the training program?

□Yes □No

Evidence:


● Interpreting the units of competency for particular requirements, such as:

○ language, literacy for numeracy

○ knowledge, skills, critical aspects of evidence

○ foundation skills

○ dimensions of competency?

□Yes □No

Evidence:

8.7 Do you know where to source:

● training package information?

● Australian Qualification Framework (AQF) guidelines?

□Yes □No

Evidence:



8.8 Do you know:

● The format and structure of accredited courses?

● The format and structure of competency standards?

● The difference between endorsed and non-endorsed components of training packages?

□Yes □No

Evidence:

8.9 Can you explain:

● Contextualisation and where it can be used?

● Dimensions of competency?

● The difference between endorsed and non-endorsed components of training packages?

● Reasonable adjustment to assessment?

□Yes □No

Evidence:




□ Documentation:

● TNA and TAS as relevant

● presentations



● photos

● recordings.














What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –





How have you analysed training package and/or accredited course information and applied them to the needs of clients or a target group?


What is the AQF and what information does it provide? Why is it relevant to Training Packages?

Who develops training packages and how are they endorsed and what are the endorsed components? Where do you locate them once endorsed?

Why might an accredited course be developed? Who develops accredited courses and what body usually endorses them?

What are the dimensions of competency and why are they important in VET? Can you explain the dimensions of competency with an example such as driving a car?

What are the similarities and differences between an accredited course and a training package qualification

What information is in a unit of competency?

What information is in an assessment requirements document?

What is meant by competency based VET training and assessment?

Describe how you go about analysing a unit of competency.

What is contextualisation and what can you do and what must you not do when contextualising?

Are companion volumes an endorsed component of a training package? What is their purpose and where can you find them?

How frequently do you visit training.gov.au and why?

What is your role in analysing the training needs of clients and accepting them for a course? How do you go about this and what RTO systems and procedures do you follow?

Have you ever designed a clustered approach to training and assessment? What is clustering? How do you decide whether to cluster?



TAEDES402 Third Party Verification Form

Name of Candidate




TelephoneEmail



mapping


PC 1.1

PC 5.2

Analyses the training and assessment needs of clients and/or target groups and provides advice to clients on the best approach to meet their needs

☐

PC 1.2

PC 1.3

Accesses training packages, qualifications, units of competency and assessment requirements and uses the information in accordance with the Standards for Registered Training Organisations and the RTO’s quality system

☐

PC 2.1

PC 2.3

Analyses the qualifications framework and packaging rules and identifies suitable electives for clients – ensuring compliance with the packaging rules

☐

PC 2.2 Identifies any relevant licensing requirements for units of competency, accredited courses or qualifications and provides advice on aligning training and assessment with the requirements of the licensing authority

☐



PC 3.1

PC 3.2

PC 3.3

PC 4.1

PC 4.2

Analyses units of competency in depth and provides documented advice on unit selection, contextualisation and/or clustering of units so as to meet client needs.

☐

PC 4.1

PC 4.2

PC 5.1

Analyses the assessment requirements for units of competency in depth and provides documented advice on appropriate assessment plans

☐

PC 5.2 Explains the assessment requirements to the client and provides advice to the client on completing assessment.

☐

Please provide a few comments on your personal evaluation of the candidate and the way that they use training packages and/or accredited courses in their work role.

Signed

Date



9. TAELLN411 Address adult language, literacy and numeracy skills




TAELLN411 Address adult language, literacy and numeracy skills

TAALLN401B Address language, literacy and numeracy issues within learning and assessment practices

N Re-written unit.

Greater clarity provided on the nature of the VET practitioner knowledge required.

Emphasis has changed to using validated tools rather than self-authoring diagnostics.


# Details (& comments if required) of evidence required for TAEDES402 Use training packages and accredited courses to meet client needs




UoC overall


2a TAALLN401A




3 Evidence of applying support to real VET learners is required.

This requires evidence of sourcing and analysing resources and support materials,

Performance criteria


Foundation skills

Knowledge evidence





● Address core LLN issues in training and assessment practice, including a range of learning, reading, writing, oral communication and numeracy skills required to participate in work and the wider community?

● Use validated tools to assist in determining ACSF levels of learners and correlate these with the ACSF levels to successfully complete the units or the course?

● Compare learner performance before and after training and monitor progress through support and intervention strategies?


Evidence:




● Documentation setting out activities, resources and individual learning plans for a particular learner, for example:

○ training specification being supported

○ evidence of input from LLN specialists

○ range of learning support strategies

○ customised learning and assessment materials

○ evaluation strategies for review and continuous improvement of learning program?

□Yes □No

Evidence:


● Third party observations of the candidate with a range of real vocational learners?

□Yes □No

Evidence:


● Documentation of the use of validated tools diagnosing the ACSF to determine LLN level?

● Analysing and annotating units of competency to determine level of LLN tasks required?

□Yes □No

Evidence:




□ Documentation:

● records of LLN diagnostic testing

● learner profiles

● learning plans

● annotated units and resources

● monitoring reports.














What –

Where –

When –


Who –

What –

Where –

When –


What –

Where –

When –



Competency conversation/Knowledge evidence


How do you incorporate LLN skills into your training and assessment practice?


What 2 documents form the basis of Foundation Skills?

What are the core skills in each of the documents?

Thinking about a qualification or other training that you deliver, what levels of each of the ACSF core skills is required?

How did you identify the LLN requirements of the training specification?

What is the relationship between cultural and social issues and LLN levels?

How do you ensure that you communicate sensitively with people from different cultures or socially disadvantaged people with low LLN levels?

What resources are available in your own organisation in relation to LLN assessment and LLN support?

What techniques do you use to evaluate your own training and assessment practice?

What tools or other sources do you use to identify the LLN skills of learners?

Think of a time when you customised a learning resource for a target group focusing on LLN support or assessment. What was the resource and what did you do?

Have you ever needed to seek advice or support from an LLN specialist? If so, explain the situation. If not, what kinds of situations would you seek support of an LLN specialist and how would you find a specialist?



TAELLN411 Third Party Verification Form

Name of Candidate




TelephoneEmail


NOTE: It is not necessary for you to tick every box – only those you can confirm from your own knowledge of the candidate’s work performance.

Some of the below criteria are relevant to an enterprise environment and some to working in an RTO. Only tick the criteria that apply.

mapping


PE 1

PC 1.1

PC 1.2

Identifies and reports on the LLN requirements of qualifications, skill sets and/or units of competency, relating this to the core skills and levels in the Australian Core Skills Framework.

☐

PE 1

PC 1.1

PC 1.2

Identifies and reports on the LLN requirements of individuals and groups so as to meet the requirements of job roles, relating this to the core skills and levels in the Australian Core Skills Framework.

☐

PE 2

PC 1.3

Conducts research and consults with stakeholders to identify the current LLN skills of individuals in the workplace.

☐

PE 2

PC 1.3

Arranges for testing of prospective learners to identify their current LLN levels or uses the results of LLN tests to confirm learners will have the ability to achieve the learning program.

☐



PE 3

PC 2.1

Researches and accesses support materials to develop LLN skills. ☐

PE 4-5

PC 2.2-2.3

Reviews and, where necessary, customises instructional strategies and learning materials to incorporate development of LLN skills

☐

PE 6

PC 3.1-3.3

Sources advice from LLN specialists as required. ☐

PE 7

PC 2.4

Conducts assessment of vocational (job or unit) competency, incorporating assessment of LLN skills relevant to the job or unit.

☐

PE 8

PC 4.1-4.3

Regularly seeks feedback from colleagues, trainees and other stakeholders and uses this feedback to continuously improve their own practice as a trainer/assessor.

☐

Please provide a few comments on your personal evaluation of the candidate and the way that they address LLN requirements in their work role.

Signed

Date


Documents

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