SHEA107 Design and Develop Assessment Tools – Core Learner ... SHEA107 Desi… · Learner Guide Certificate IV in Training and Assessment ... Design and develop assessment tools,

Learner GuideCertificate IV in Training and AssessmentCore Unit (Assessment field)TAEASS502 Design and develop assessment tools

supporting the

TAE10 Training and Education Training Package (Release 3.4)TAE Training and Education Training Package (Release 2.0)

Shea Business ConsultingStockcode: SHEA107

TAEASS502 Design and develop assessment tools – Learner Guide

© 2016 | Shea Business Consulting P a g e | 3

Why has this Learner Guide been developed? This Guide supports the unit of competency TAEASS502 Design and develop assessment tools, a core unit in the following important training and education qualifications: • TAE40116 Certificate IV in Training and Assessment • TAE50116 Diploma of Vocational Education and Training • TAE50216 Diploma of Training Design and Development. Who is this Learner Guide for? This Guide is for experienced practitioners who are required to develop and/or deliver training and assessment products and services. What will I learn by working through this Guide? By the end of this Guide, you will know how to design and develop assessment tools that will be used by assessors to guide the collection of quality evidence. Teacher’s Companion Workbook This Learner Guide is supported by a Teacher’s Companion Workbook which has been developed for teachers, trainers, facilitators and assessors. It describes how to use this Guide and includes assessment guidance and instruments tailored to the unit TAEASS502 Design and develop assessment tools. It also maps the Learning Topics included within this Guide to the unit TAEASS502 Design and develop assessment tools.

TAEASS502 Design and develop assessment tools has been formatted and endorsed according to the new Standards for Training Packages. This Learner Guide aligns with and supports the new unit format. Acknowledgment This Learner Guide was developed for Shea Business Consulting by Andrew Jones and Renika Muthaya of purple infinity.



Copyright © 2016 Shea Business Consulting All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process without prior written permission from Shea Business Consulting. Requests should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria 3052. Part VB Educational Statutory Licence Under Part VB of the Copyright Act, educational institutions are allowed to use third party copyright materials provided: a) they agree to pay copyright owners for that use; and b) it is for the educational purposes of the organisation. To apply for the licence, or to check if your organisation is covered, contact the Copyright Agency on 1800 066 844 or visit their website at http://copyright.com.au Disclaimer No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the publisher and the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of the information contained herein. This work has been prepared for use as part of a structured vocational education and training program and should only be used within that context. The information contained herein was correct at the time of preparation. Unit Equivalence While this Learner Guide has been specifically developed to support the streamlined version of the TAEASS502 Design and develop assessment tools, it also supports the superseded unit. Superseded Unit from the TAE10 Training and Education Training Package (Release 3.4, May 2014)

New Unit from the TAE Training and Education Training Package (Release 2.0, April 2016)

Mapping*

TAEASS502B Design and develop assessment tools

TAEASS502 Design and develop assessment tools

Equivalent

*Source: TAE Training and Education Training Package – Implementation Guide

Published by: Shea Business Consulting 193 Oak Street Parkville Victoria 3052 Telephone: +61 3 9387 5320 E: [email protected] W: www.sheaconsulting.com.au First Published: April 2016 Stockcode: SHEA107 ISBN: 978-1-921810-46-6 Version 1.0, April 2016

This Guide has been purposely designed to support the new and superseded version of TAEASS502 Design and develop assessment tools. As a result, you will not have to repeat any unnecessary learning when it comes to updating your skills to align with the TAE Training and Education Training Package.

http://copyright.com.au/



Contents

Introduction .................................................................................... 7

Learning Topic 1: A few things before you start ...................... 7

Learning Topic 2: Determining the focus ............................... 23

Learning Topic 3: Designing assessment tools....................... 43

Learning Topic 4: Developing assessment tools .................... 53

ASSESSMENT POINT 1 .................................................................. 62

Learning Topic 5: Trialling assessment tools ......................... 63

ASSESSMENT POINT 2 .................................................................. 71

Appendix A: Learning Activity Answers ............................ 73

Appendix B: Assessment Methods/Instruments ........... 74

Appendix C: Written Question Samples ........................... 78

Appendix D: Assessor Guide Template ............................. 80

Appendix E: Candidate Guide Template ......................... 100

Appendix F: Continuous Improvement Form ............... 111

Continuous Improvement You are invited to use the Continuous Improvement Form at the back of this document to identify changes that you think would improve this Learner Guide.



Symbols The following symbols are used throughout this Guide.

Important Points

Useful Resources

Useful Checklists

Assessment Points

Useful Activities

You will require internet access and basic computer skills to work through this Guide, as government websites are a good source of up-to-date information on vocational education and training (VET).



Introduction This Guide has been divided into five Learning Topics: • A few things before you start • Determining the focus • Designing assessment tools • Developing assessment tools • Trialling assessment tools. Learning Topic 1: A few things before you start Before you start, there are a few things you need to know about competency-based assessment, including: 1. The terminology used in competency-based assessment 2. The components of an assessment tool 3. The principles of assessment 4. The rules of evidence 5. The principles of reasonable adjustment 6. The WHS responsibilities associated with assessment. 1. The terminology used in competency-based assessment You will become accustomed to the language and jargon of assessment as you work through this Guide. However, there are a few key terms you need to know before you start, so a glossary has been provided below. Glossary

Accredited Course

A structured sequence of VET that has been accredited by a course accreditation agency.

Accredited Module

A group of learning outcomes in an accredited course. Also known as an assessment benchmark.

Assessment ‘The process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as specified in a training package or accredited course.’

Assessment Instruments

The devices used by assessors to gather evidence of an individual’s competence. Also known as assessment tasks. Often (mistakenly) referred to as assessment tools.

Assessment Methods

The techniques used by assessors to gather evidence of an individual’s competence. Also known as evidence gathering methods.

Assessment Requirements

The evidence and required conditions for assessment (associated with a unit of competency).

Well-designed assessment tools are essential for the collection of quality evidence.

You will need to return to this Glossary every so often as you work through this Guide.



2. The components of an assessment tool Assessment tools are comprehensive (inclusive) documents used by assessors to guide the collection of evidence. They include the following components: • The context and conditions for the assessment • The tasks to be administered to the candidate • The evidence to be gathered from the candidate • The evidence criteria used to judge the quality of

performance (i.e. the assessment decision-making rules). Assessment tools also include the administration, recording and reporting requirements associated with an assessment, and they can be used to address a single unit or a cluster of units (as part of a holistic assessment process). Popular assessment tools Assessor Guides and Candidate Guides are among the most commonly used and popular assessment tools in Australia’s VET sector. Due to their size and complexity, they are often developed by specialists and available at-cost from Industry Skill Councils (ISCs) and Skills Service Organisations (SSOs). Assessor Guides and Candidate Guides are typically divided into the following three sections: • General assessment advice (information on how the tool

can be used as part of an assessment process) • Specific assessment advice (information on the context

and conditions for the assessment, assessment tasks and instruments, evidence to be gathered, decision-making rules and recording/reporting instruments)

• Contextualisation advice (a place for assessors to record any modifications they have made to the tool and to the assessment process itself).

Assessment tools are inclusive documents used by assessors to guide the collection of evidence, whereas assessment instruments are devices used by assessors to gather evidence.

Sample (incomplete) Assessor and Candidate Guides can be accessed from the Skills DMC website at www.skillsdmc.com.au (go to Shop > Assessment Resources > Sample Materials – click here).

A Guide to Developing Assessment Tools can be downloaded from the ASQA website at www.asqa.gov.au (go to News and Publications > Publications > Forms and Guides).

http://www.skillsdmc.com.au/

http://www.asqa.gov.au/



ASSESSOR GUIDE COMPONENTS

Section 1: General Assessment Advice

Component Description

Introduction Overview of the Assessor Guide and accompanying Candidate Guide. Advice on how the Guides should be used as part of an assessment process.

Assessment Agreement Form

Signed by candidate and assessor. Ensures candidate is fully briefed on the assessment process.

Section 2: Specific Assessment Advice

Context and Conditions

Information on the conditions under which evidence must be gathered. Information on the target group (i.e. candidates). Advice on how the Candidate Guide can be contextualised to different target groups, and how it can be used in an RPL assessment. Advice on how to plan and conduct the assessment (including how to manage risk and gather/record evidence).

Assessment Tasks

Overview of the assessment tasks to be administered to the candidate. Typically include self-assessments, workplace tasks (performed under observation), oral or written responses to questions, evaluation of work samples and workplace projects.

Evidence Description of the type of evidence that needs to be gathered from the candidate. Often summarised in an Evidence Table (or Evidence Evaluation Form). Assessment instruments are included here for use by assessors when they gather evidence. These can be used as-is or modified, and they include observation checklists, question checklists, third party checklists and work sample evaluation checklists.

Decision-Making Rules

Rules that must be used by assessors when they: check evidence quality (i.e. the rules of evidence) judge how well a candidate performed according

to the standard expected collate evidence from multiple sources to make an

overall judgement.

Recording and Reporting Instruments

These can be used as-is or modified by assessors to document the outcomes of the assessment process. They often include record forms, summary/feedback forms and third party reports (for supervisors).

Section 3: Contextualisation Advice

Contextualisation Notes

Assessors can document context-specific and client-specific assessment notes in this component of the Guide. For example, they can record the following: Enterprise-specific questions Enterprise-specific materials and equipment Organisational policies and procedures Legislative/regulatory/statutory documentation Key stakeholders Industry terminology

The table opposite lists the main components of an Assessor Guide.

An Assessor Guide Template has been provided at Appendix D.



Emergency Procedure Follow these rules in an emergency: • Alert the appropriate emergency authority. • Stop work and leave the building IMMEDIATELY when the fire

alarm sounds or when you are instructed to do so. • Follow instructions, avoid panic and co-operate with those

responding to the emergency. • Proceed to the designated or nearest exit and remain at the

Emergency Assembly Point. • Do NOT delay leaving the building by looking for belongings

or other people. • Do not obstruct fire hydrants or the responding fire/rescue

workers and their equipment. • Do not re-enter the building until instructed to do so by your

supervisor or fire/rescue worker. The above rules will be enforced.

Periodic fire emergency drills may be conducted. Your life and the lives of others will depend on your co-operation.

Emergency plan Our business is responsible for minimising the danger to life, property and job security arising from the effects of fire, bomb threat, civil commotion and natural and man-made disasters. To accomplish this purpose, an Emergency Response Team has been established. Its responsibilities include: • Arranging the evacuation of employees • Rendering first aid • Salvaging and restoring business operations. If you discover a fire: • Remain calm • Sound the nearest fire alarm and notify people in your area to

evacuate • Dial the emergency number from the list below and give the

operator the location of the fire. Emergency Contacts and Emergency Response Team

Police, Ambulance, Fire 000

Local Council (after hours)

Local Fire Brigade

State Emergency Service (SES)

The Emergency Procedure opposite is a sample set of rules to follow in an emergency. Your organisation will have a similar set of rules that all learners must be familiar with.

This emergency procedure has been adapted from a WorkSafe Tasmania form that is available at http://worksafe.tas.gov.au (select Safety > Safety Advisors > Sample Forms, Policies and Registers).

http://worksafe.tas.gov.au/



Learning Topic 2: Determining the focus Before you develop anything, you need to determine the focus of your assessment tools, and this will involve: 1. Identifying the target group, purpose and context 2. Interpreting the assessment benchmarks 3. Interpreting the industry requirements 4. Identifying documentation to inform the design process. 1. Identifying the target group, purpose and context To develop effective assessment tools, you must know who will be using them. This is your ‘target group’ of candidates, and (collectively) they will have a diverse range of skills and experiences that you must take into account. They will have differing assessment needs, differing language, literacy and numeracy skills and differing employment arrangements. Potential Target Groups / Assessment Tools

Target Group Possible Assessment Tools

Early childhood educators Candidate Guide for the unit of competency CHCECE002 Ensure the health and safety of children

Use the table opposite to list the target groups that you potentially may be working with and the tools you may need to develop for them. A sample has been provided to get you started.



4. Identifying documentation to inform the design process Having accessed and interpreted the industry requirements and the relevant contextualisation guidelines, it is now time to identify other related documentation that can be used to inform the design process. The following documents may hold key information relating to your proposed assessment tool, so read through these to inform the design process: • The Assessment Conditions section of the benchmark(s) • Companion Volume Implementation Guides, especially if

they include assessment contexts, methods or activities that relate directly to specific industry sectors

• Legislation, codes of practice, standards and guidelines (especially those relating to WHS)

• Performance levels and indicators of the Australian Core Skills Framework (ACSF)

• Organisational requirements for demonstration of work performance in a candidate’s workplace

• Product specifications to inform an assessment task (e.g. using specifications for chainsaw cutting systems as part of an assessment task for AURPTA005 Service and repair chainsaw cutting systems).

Always source Companion Volume Implementation Guides to inform your design process. They can be accessed and downloaded from http://companion_volumes.vetnet.education.gov.au

http://companion_volumes.vetnet.education.gov.au/

http://companion_volumes.vetnet.education.gov.au/



Learning Topic 3: Designing assessment tools Having determined the focus of your assessment tools, it is now time to design the tools, and this will involve: 1. Selecting the assessment methods 2. Enabling candidates to claim for RCC 3. Considering different assessment instruments 4. Considering how the instruments will be administered. 1. Selecting the assessment methods Assessment methods are the techniques used by assessors to gather evidence. While there are three types of evidence, there are numerous methods for gathering evidence. Evidence Type Assessment Methods

Direct An assessor observes a candidate perform work tasks in a workplace or a simulated environment An assessor observes a candidate participate in

structured activities, including simulation exercises, case studies, role plays, projects or presentations

Indirect An assessor reviews products that a candidate has recently produced in a workplace An assessor reviews services that a candidate has

recently delivered in a workplace

Supplementary An assessor uses the following devices to question a candidate: Verbal interviews Hard copy or computer managed questionnaires Written tests (applicable at higher AQF levels) Up-front assessments and self-assessments Selected response questions (where a candidate

chooses an answer) Constructed response questions (where a

candidate provides an answer) An assessor listens to or reads what other people

have said about a candidate, including: Interviews with employers, supervisors or peers Performance appraisals References and testimonials Third party referee reports An assessor reviews historical evidence regarding

the prior learning of a candidate, including: Authenticated prior achievements Competency record books Training records Portfolios (collections of past work samples) RPL documentation Work diaries, journals or log books Work history (including resumes and CVs) Work records (including completed job sheets).

Assessment methods are the techniques used by assessors to gather evidence.

The table opposite distinguishes the three main types of evidence and the different methods used to gather evidence.

The assessment methods that you select for an assessment tool must meet the principles of assessment, and they must take into account the context of the assessment.



4. Considering how the instruments will be administered When identifying different assessment instruments for the assessment methods you have selected, you must consider how the instruments will be administered, and this includes: • The time and resources available to develop them • The time and resources available to implement them • The risks and requirements associated with using them

in different assessment contexts (including licensing requirements and the legal implications of assessing competence).

The true test of any assessment tool is its capacity to be used by other assessors without needing clarification from the person who developed it. An assessment tool should always be self-explanatory and stand-alone.



Learning Topic 4: Developing assessment tools Having determined the design of your assessment tool, it is now time to develop instruments to support it, and this will involve: 1. Developing specific assessment instruments 2. Providing clear instructions on the use of the instruments 3. Ensuring the instruments suit your assessment system. 1. Developing specific assessment instruments Assessment instruments are the ‘devices’ used by assessors to gather evidence during an assessment, and they must be based on the assessment methods you have selected for an assessment. Assessment instruments are generally grouped into the following types: • Profiles of acceptable performance measures • Templates and proformas • Specific questions or activities • Evidence and observation checklists • Checklists for the evaluation of work samples • Recognition portfolios • Candidate self-assessment materials. When you develop assessment instruments to support an assessment tool, you need to have a clear idea why they are needed (i.e. their purpose) and how they will be used. Assessment Instruments

Common Instruments Purpose and Uses

Observation checklists Purpose Provide guidance to assessors and supervisors as they observe a candidate perform tasks in a workplace or simulated environment. Provide guidance to assessors as they observe a candidate participate in structured activities (such as simulation exercises, case studies, role plays, scenarios, projects and presentations).

Uses Used by assessors to document the outcomes of a candidate’s performance and summarise the feedback provided to a candidate during a demonstration of skills.

Examples Demonstration Checklist Evidence Checklist Simulation Checklist Third Party Checklist

The table opposite lists common assessment instruments in the left column and the way in which they can be used in the right column.



ASSESSMENT POINT 1 You should now contact your facilitator, trainer, teacher or assessor to discuss how you have developed at least three (3) assessment tools that: • Support different assessment methods • Address at least one (1) unit of competency each • Include instruments for collecting evidence that reflect

the principles of assessment and the rules of evidence • Include instructions to assessors and candidates • Show how the contextual needs of different

environments can be addressed. If you have completed the following templates provided in this Learner Guide, you are free to use them as part of this Assessment Point: • Assessor Guide Template (Appendix D) • Candidate Guide Template (Appendix E) If you have used any of the following checklists and forms, you are free to use them as part of this Assessment Point: • Observation Checklist • Questions to Determine Knowledge • Review Checklist • Assessment Summary and Feedback Form • Up-Front Assessment Checklist • Assessment Agreement Form • Assessment Appeal Form • Quality Evidence Checklist • Recognition Portfolio • Evidence Evaluation Checklist • Evidence Evaluation Form • Assessment Record Form • Assessment Tool Development Checklist.

It’s time to contact your facilitator, trainer, teacher or assessor!



Learning Topic 5: Trialling assessment tools Having developed your draft tools, you now need to review and trial them, and this will involve: 1. Trialling the draft assessment tools 2. Collecting feedback on the draft assessment tools 3. Amending the final assessment tools 4. Formatting the tools to suit your assessment system. 1. Trialling the draft assessment tools Draft assessment tools are trialled to validate their content and applicability, and this involves the following key steps: • Decide on a trial process • Identify the trial criteria and trial participants • Develop a feedback form • Conduct the trial • Gather information from trial participants • Compile and analyse the trial results • Modify your draft instruments based on the trial results. Trial processes There are four main trial processes: • Expert reviews by people with expertise in assessment

and knowledge of the relevant assessment benchmark • Peer reviews by assessors in the relevant industry sector • Field testing or piloting with groups of assessors and

candidates • Work-shopping with assessors and other stakeholders in

the relevant industry sector. Trial criteria and participants You will need to provide trial participants with copies of the tools and a set of criteria to evaluate them, so it is essential to identify: • The type of feedback you are seeking • How the feedback will be collected (and by who) • How information about the trial will be disseminated • How issues emerging from the trial will be documented. The people whose feedback you are seeking must be clear about the purpose of the trial (i.e. what they are doing and why they are doing it). You may consider inviting some of the following people to participate in your trial: • Other assessors from your RTO • Training and assessment coordinators from your RTO

Trial participants will need a copy of the draft assessment tool you are trialling and a feedback form to document their comments.



4. Formatting the tools to suit your assessment system Having made all of the amendments identified through the trial process, your draft tools can now be considered final versions! You will need to format and file the revised tools in accordance with your assessment system policies and procedures, and this includes updating the version details on each instrument. One last point – regardless of how successful your final assessment tools may be in practice, they must always be subject to continuous improvement processes, as this will: • Ensure quality evidence is collected and quality

judgements are made • Remove anomalies, inconsistencies and errors that lead

to poor assessment practice • Enhance confidence in assessment outcomes • Facilitate consistency among assessors (and across an

individual assessor’s practice) • Promote validity and maximise reliability, flexibility and

fairness in assessment.

If you are required to make significant changes to your draft assessment tools, it is always a good idea to re-trial them before use.



ASSESSMENT POINT 2 You should now contact your facilitator, trainer, teacher or assessor to explain how you have reported on the trial and review of at least three (3) assessment tools, including any proposed changes. If you have used any of the following checklists and forms, you are free to use them as part of this Assessment Point: • Assessment Tool Evaluation Checklist • Assessment Tool Feedback Form • Trial Summary Form.

It’s time to contact your facilitator, trainer, teacher or assessor!



Appendix D: Assessor Guide Template Use the following template to prepare an Assessor Guide. An accompanying template for a Candidate Guide has been provided at Appendix E.

Assessor Guide


Introduction This Assessor Guide, together with an accompanying Candidate Guide, make up an assessment tool that has been designed for the assessment benchmark [insert endorsed or accredited unit of competency name].

This unit describes the skills and knowledge required to [insert entire application statement from the unit of competency]

Contextualisation You can amend this assessment tool to include the following: • Enterprise-specific questions • Enterprise-specific materials and equipment • Organisational policies and procedures • Legislative, regulatory or statutory documentation • Key stakeholder information • Industry terminology.

If any component of this assessment tool is contextualised to meet the context or conditions of assessment (or the specific needs or characteristics of candidates), it must be re-mapped to ensure the integrity of the assessment tool.

All changes made for contextualisation purposes must be recorded in Section 3 (Contextualisation Advice) of this Guide.

Assessment Processes

This assessment tool can be used for formative, summative and RPL assessment. Formative assessment Formative assessment takes place over a period of learning and is more a process than an event. It involves gathering evidence, making judgements and providing feedback throughout the assessment cycle. Summative assessment Summative assessment is the formal decision of competence (often misinterpreted as a single event at the end of a period of learning). Summative assessment is the sum of judgements made during formative assessment activities. Recognition of Prior Learning (RPL) RPL is a diagnostic assessment process that assesses a candidate’s non-formal and informal learning to determine the extent to which they have achieved the required outcomes of an assessment benchmark without the need to undertake a formal learning program.



Assessor Guide


Assessment Instruments – Evidence Gathering

This Assessor Guide contains the following evidence gathering instruments: • Evidence Table • Observation Checklist • Questions to Determine Knowledge • Work Sample Evaluation Checklist • Evidence Evaluation Checklist.

These instruments have been designed for an assessor to gather evidence while a candidate performs a task. The Questions to Determine Knowledge instrument has been designed for an assessor to follow when asking questions of a candidate in a structured interview environment or when the candidate is performing a task.

When using the instruments, an assessor should: • Tick boxes to confirm candidate has completed each aspect of work task to the

standard expected in the workplace • Record outcomes in Feedback to Learner section • Ask candidate pre-determined questions (Questions to Determine Knowledge),

check answers against model responses, tick relevant boxes to confirm question has been answered correctly and record variations in the comments section

• Record additional questions/responses in Feedback to Learner section • Complete Feedback to Learner section • Sign and date each assessment instrument • Discuss assessment outcome with candidate • Ask candidate to sign and date each assessment instrument.

In order to complete a task satisfactorily, a candidate must complete all aspects of the task, except where changes have been made for contextualisation purposes. All changes made for contextualisation purposes must be recorded in Section 3 (Contextualisation Advice) of this Guide.

Assessment Instruments – Recording and Reporting

This Assessor Guide contains the following recording and reporting instruments: • Assessment Summary and Feedback Form • Third Party Referee Report.

When using the instruments, an assessor should: • Tick boxes to confirm candidate has demonstrated required frequency of tasks • Tick relevant Assessment Decision box • Complete Gaps in Performance and Action Plan sections • Sign and date each assessment instrument • Discuss assessment outcome with candidate • Ask candidate to sign and date each assessment instrument.

Third party referee reports can only be used as supplementary evidence. They are completed by a workplace supervisor (or similar) to confirm that a candidate has applied their skills / knowledge over a period of time in a range of environments. The supervisor must sign the completed report. Candidates must be informed if you are going to request a third party to complete this report.



Assessor Guide


General Requirements

To be assessed as competent, a candidate must: • Complete all assessment tasks to your satisfaction • Perform all assessment tasks without risk to self, danger to others or damage to

property, land or equipment • Abide by all relevant instructions and directions during the assessment tasks.

Appeals and Re-assessment

In meeting the principle of farness (one of the four principles of assessment), you must provide candidates with an opportunity to challenge or appeal the result of an assessment, and to be re-assessed if necessary. You must discuss your RTO’s re-assessment policy with candidates prior to starting an assessment.

Scope of Assessment Tool

This assessment tool is designed for the assessment of candidate’s against the following assessment benchmark:

[insert endorsed or accredited unit of competency title]

This unit of competency describes the skills and knowledge required to [insert application statement]

Performance Evidence The candidate must demonstrate the ability to complete tasks outlined in the elements and performance criteria of this unit, including: • • • • • • •

Knowledge Evidence The candidate must be able to demonstrate essential knowledge to effectively complete the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of: • • • • • • •

Assessment Agreement Form

Once you have fully briefed the candidate on the assessment process, you (as the assessor) and the candidate must sign the Assessment Agreement Form overleaf.



Assessor Guide


Assessment Task 1: Direct Observation

Assessor Instructions In this assessment task [describe the role of the assessor, and how the task should be administered to the candidate]

Evidence Table

Required Evidence Candidates must provide the following (include frequency, volume and type)

Assessment Methods The following techniques must be used to gather the evidence

Assessment Instruments The following devices can be used to gather the evidence

Assessment Instruments This Assessor Guide includes the following instruments for this assessment task: • Observation Checklist (see page 94) • Evidence Evaluation Checklist (see page 97) • Assessment Summary and Feedback Form (see page 98)

The instruments can be used as-is or contextualised by assessors to document the outcomes of the assessment process. They can be copied and used for each assessment task included in this Guide.



Assessor Guide


Assessment Task 2: Questioning

Assessment Benchmark [insert unit of competency code and title]

Purpose The purpose of this assessment task is [describe the assessment purpose]

Target Group The target group for this assessment task are as follows: • • •

Assessment Personnel The following people will need to be involved in this assessment task: • • •

Assessment Environment This assessment task must be carried out in the following environment(s): • • •

Assessment Resources The following equipment and materials are required for this assessment task: • • •

Assessment Timeframe This assessment task should take approximately [insert timeframe]

Assessor Requirements To assess this task, you must have the following qualifications, experience and industry currency: • • •



Assessor Guide


Evidence Evaluation Checklist

Candidate

Assessor

Benchmark

Date

Evidence List (e.g. completed self-assessment checklists; completed observation checklists; completed review checklists; completed questionnaires; work samples; recognition portfolios; records of verbal interviews; third party referee reports, testimonials etc.)

Rules of Evidence Please indicate if the evidence is:

Valid Authentic Current

Is there sufficient evidence to make a judgement of competence? Yes

No

Assessment Decision Competent

Not Yet Competent

If there is insufficient evidence, please identify the areas in which additional evidence is required:

From an analysis of the evidence, the following issues require clarification:

Assessor’s signature: .......................................................................................... Date: ............................................................



Assessor Guide


Assessment Summary and Feedback Form

Candidate

Assessor

Benchmark

Work Task

Task Frequency Task Demonstration 1 Date

Task Demonstration 2 Date




Assessment Decision

Competent

Not Yet Competent

Gaps in Performance

Action Plan

Candidate’s signature: ................................................................................................. Date: ....................................................................

Assessor’s signature: .................................................................................................... Date: ....................................................................



Assessor Guide

Section 3: Contextualisation Advice

Use the form below to document the changes you have had to make to this assessment tool to reflect the specific requirements of the target group.

Specific Requirements of Client’s Operating Environment

Changes Needed to Reflect Specific Requirements of Client



Appendix E: Candidate Guide Template Use the following template to prepare a Candidate Guide. An accompanying template for an Assessor Guide has been provided at Appendix D.

Candidate Guide

Section 1: Assessment Advice

Benchmark This Candidate Guide, together with an accompanying Assessor Guide, make up an assessment tool that has been designed for the assessment benchmark [insert endorsed or accredited unit of competency name].

This unit describes the skills and knowledge required to [insert entire application statement from the unit of competency]

Introduction This guide is divided into the following three sections.

Section 1: Assessment Advice This section (where you are now) will take you through the assessment process, and it will give you a few hints on how to use this Guide. It will also explain how to prepare for assessment, and how to gather evidence over a period of time. Section 2: Assessment Tasks This section contains a number of assessment tasks that you must complete. Your assessor will discuss these with you. If necessary, your assessor will customise the tasks to suit your specific requirements. Section 3: Contextualisation Advice If your assessor has had to modify this Guide to suit your specific requirements, the changes will be recorded in this section.

Your Assessor Your assessor will meet with you and explain the tasks you must complete. When you are completing the tasks, your assessor will use the Assessor Guide to keep a record of your performance and any advice or feedback that you receive.

Before you start each assessment task, your assessor will: • Confirm that you know the time, date and venue of the assessment task • Clearly explain how to complete each assessment task • Organise any special support that you may need to complete the tasks • Organise any resources that may be required to complete the task.

When you complete the assessment tasks, your assessor will: • Let you know the outcome of the assessment • Give you feedback on your performance and discuss any required action plans • Record their assessment decision • Complete all of the necessary assessment documentation • Ask you to sign and date the assessment documentation.



Candidate Guide


Assessment Task 2: Questioning

Instructions In this assessment task, you will [describe the assessment task, and clearly set out what the candidate is required to do]

Question 1:

Question 2:

Question 3:

Question 4:

Question 5:

Question 6:

Question 7:

Question 8:



Candidate Guide


Assessment Task 3: Workplace Project

Assessment Benchmark [insert unit of competency code and title]

Purpose The purpose of this assessment task is [describe the assessment purpose]

Assessment Environment This task will be carried out in [describe the conditions under which evidence will be gathered]

Assessment Timeframe This assessment task should take approximately [insert timeframe]

Evidence Table

Required Evidence You will need to provide the following evidence during this assessment task

Assessment Methods The following techniques will be used by your assessor to gather the evidence

Assessment Instruments The following devices will be used by your assessor to gather the evidence

Shea Business ConsultingStockcode: SHEA107ISBN: 978-1-921810-46-6

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SHEA107 Design and Develop Assessment Tools – Core Learner ... SHEA107 Desi… · Learner Guide Certificate IV in Training and Assessment ... Design and develop assessment tools,