Tugas Assessment

ASSESSMENT 1 - TAEDES402A

Activity 1.1.1 & 1.2.1Assessment Instrument ProjectThink of a training program you are likely to put together.

1. Outline of a training : Confirming client needs Dealing with client constraints Applying the training package to the design process2. Vocational student

3. A training packages or an accredited course can be used or adapted to satisfy a clients needs basedon any of the following:

An Individual learner looking for a career change

Skill development or professional development for an individual or groups of learners

For an apprenticeship or traineeship

To deliver AQF training or part of an AQF training

To comply with regulation or legal requirements

For assessment

RPL/RCC

4. The training products/resources : Workbooks Training manuals LLN (Language, Literacy and Numeracy) material Documents provided by the organisation Handouts Policies and procedures tht relate directly to the client Industry standards Professional development materials Various templates, i.e job role analysis5. Place to find these products/resources : The internet External consultants Industry speialists Industry bodies Publications Company record Personal libraries Previous training Colleagues Training providers NGOs Compny marketing material i.e brochures, annual report Industry literature Company records6. Other options to find suitable products/resources : DVDs or audio tapes which sometimes have handouts attached to them

Manuals and workbooks

Toolboxes with or without handouts

Online programs which include activities and interactive sessions

Distance delivery manual

Activity 2.1.1Assessment Instrument - Research

1. Research a Training Package of your choice for a training program you will be delivering

a. MEM10105 Certificate I in Engineering

Packaging Rules Total number of units = 10 4 core units 6 elective units must be selected from units listed below. The minimum requirements for achievement of the Certificate I in Engineering are:

Completion of all of the core units of competency listed below, and

Completion of elective units listed below to the value of at least 24 points.

Points associated with prerequisites count towards the total (refer to units and prerequisites listing in Appendix 2, Volume 1).

Appropriate elective units to the value of 5 points may be chosen from other endorsed Training Packages and accredited courses where those units are available for inclusion at Certificate I. Note that the elective units listed below include all o the units that are approved for selection from the MEM Training Package for use qualification. This meets the NQC requirement that one sixth of the total units must be able to be selected from other qualifications in the same Training Package.

Registered Training Organizations must seek a determination from Manufacturing Skills Australia in respect of the allocation of points values for units of competency drawn from other Training Packages or accredited courses.

Elective units must be relevant to the work outcome, local industry requirements and the qualification level. Core units MEM13014A Apply principles of occupational health and safety in the work environment

MEM14004A Plan to undertake a routine task

MEM15024A Apply quality procedures

MEM16007A Work with others in a manufacturing, engineering or related environment

Elective units MEM12023APerform engineering measurement

MEM07003B Perform machine setting (routine) MEM18001C Use hand tools

MEM07029B Perform routine sharpening/maintenance of production tools and cutters

MEM07030C Perform metal spinning lathe operations (basic)

MEM07032B Use workshop machines for basic operations BSBWRT401A Write complex documents

b. The relevant units of competency :

MEM09002B Interpret technical drawingc. Core units

: 4 unitsElective units: 6 units


MEM50105 Diploma of Engineering - Advanced Trade Activity 2.3.1

Assessment Instrument Short Answer

1. There are no pre-requisite for individual unit competency2. Ten qualifications 3. Four core and six electivesActivity 2.3.3Assessment Instrument - Case Study

1. List:a. - SIRXCCS001A (Apply point-of-sale handling procedures)

SIRXCCS002A (Interact with customers)

SIRXCLM001A (Organize and maintain work areas)

SIRXCOM001A (Communicate in the workplace)

SIRXICT001A (Operate retail technology)

SIRXIND001A (Work effectively in a retail environment)

SIRXINV001A (Perform stock control procedures)

SIRXOHS001A (Apply safe working practices)

SIRXRSK001A (Minimize theft)b. - SIRRMER003A (Prepare and display fast food items)

SIRRRPK002A (Advise on meat products)

SIRRRPK003A (Advise on fast food products)

SIRRRPK004A (Advise on bakery products)

SITXOHS002A (Follow workplace hygiene procedures)2. Nothing 3. Evidence guide Activity 3.1.1Assessment Instrument - Case Study

1. Document the training need identified.

RCC, RPL

Training assessment

Learning session

2. Source a Training Package/Unit of Competency

Skill development or professional development for an individual or groups of learners

RPL/RCC

3. List the performance criteria that will address the client need.Criteria ELEMENT PERFORMANCE CRITERIA

1. Prepare for customer contact 1.1. Obtain and study product or service details relating to customer contact1.2. Study prepared call/contact guides or scripts 1.3. Locate sources of information that may be required to develop product or service expertise

1.4. Develop a clear understanding of enterprise policies and procedures 1.5. Develop proficiency with equipment and systems to effectively and efficiently manage contact

1.6. Clarify any unclear details with relevant manager

1.7. Identify and use safe working methods

2. Provide responsive and quality service in response to customer queries 1.1. Greet customer in accordance with enterprise protocol

1.2. Respond in a manner to effectively encompass cultural diversity

1.3. Effectively establish and clarify customer needs

1.4. Satisfy customer needs promptly, efficiently and effectively to maximise customer satisfaction, and to minimise delays and the need to refer customer elsewhere

1.5. Respond to customer concerns in a positive manner and in line with enterprise policy for complaint resolution

Activity 3.2.1Assessment Instrument Short Answer

1. Unit descriptor2. Performance Criteria3. Range Statement

4. Employability skill

5. Evidence guide


1. Feedback, evaluation2. Consider of program : Training purpose Participants Outcome Budget Activity 3.4.1Assessment Instrument - Short Answer

1. Outline in the RTOs files :

RCC, RPL

Training assessment

Learning session

2. An RTO will often be audited , and it is likely that independent training companies will also be audited at some stage.Activity 4.1.1Assessment Instrument Short Answer

1. Contextualization Is a way to determine and to link competency standard relevant to individual learners or employers 2. Consult when needed to contextualize on training materials : Client

Industry Skills Council

Training Package developer

Industry experts, colleagues, other trainers, technical expertor RTO staff

3. Three (3) examples of contextualisation :Performance CriteriaContextualisation

1.1 Components, assemblies or objects are recognized as required.1. Etiquette engineering drawings

1.2 Dimensions are identified as appropriate to field of employment.2. The types of measures

1.3 Instructions are identified and followed as required.3. Tolerances on engineering drawings

4. To ensure it is on the right track and what the clent has envisioned for the program and its delivery.Activity 4.2.1Activity 5.1.1


1. Investigate the Assessment Guidelines for a Training PackageOpportunities for integrated assessment and deliveryHow will the training program be delivered? Will it be integrated, holistic or will be competencies be grouped or clustered together?

Imported unitsDo these automatically transfer assessment requirements with them? It is important to investigate and review the Asssment Guidelines from other units if they have been imported to check for compatibiity and whether they are in line with the program that is being developed

Review of programThis is a critical step. The program should be reviewed with the client to ensure the assessment is relevant and appropriate to the target learner group. The program should also be reviewed against the Assessment Guidelines of the Training Package and its requirements.

2. Assessment guideline: Created to confirm that a learner can perform the required duties

Provide an overview of the overall framework and provide details that relate to the total training Package

Evidence guide: Provides specific details about assessment only for the individual unit of competence to which it refers.3. Change assessment plan follow special requirements for assessmentASSESSMENT 2 - TAEDES401A

Activity 1.2.2Assessment Instrument - Case Study1. Three question :

Who is often absent?

Where the incident occurred?

What previous solutions to solve it?

2. OHS training, ESQ, ISO, and teamwork training.3. The ways of developing training : Identify education level

Preparing tool and equipment for training

Planning time and budget efficiently

Activity 1.3.1Assessment Instrument - Case StudyDemonstrations and group work 1 group 2 people. Participants who could not use a computer and cannot speak English who could help each others Activity 1.4.1Assessment Instrument Short Answer

1. Facility is not complete, the less competent instructors, students of different educational background, lack of adequate facilities and infrastructure2. Instructor, industry practitioners, professionals and school teachers

3. GroupingActivity 2.1.1Assessment Instrument Research1. www. Training.gov.au2. TAE training and assessment3. Pages 87 of TAE Learning guide or access to www.dest.gov.au4. Pages 87 of TAE Learning guide

5. Pages 87 of TAE Learning guideDEPARTMENT OF EDUCATION EMPLOYMENT & WORKPLACE RELATIONS (DEEWR)

LICENSING BODIESSTATE TRAINING AUTHORITIES (STAs)INDUSTRY SKILLS COUNCILS (ISCs)

REGISTERED TRAININGORGANISATIONS(RTOs)TRAINING PACKAGES

LEARNERS


Application: collect dataActivity 2.3.1

Assessment Instrument Research

1. Research the Code of Conduct and Policies and Procedures for an RTO; with particular emphasis on the following:

a. Pages 76 of TAE Learning guide ( fill out forms, gathering evidence, reviewing the whole process)b. Evaluation and questionnaire from clientc. Up- Gradingd. Pages 83 of TAE Learning guide, access to www.ilo.org, www.karir.com, and www.jobsdb.comActivity 3.3.1Assessment Instrument - Case Study

1. SOP, quality manual, quality procedures2. Skill audit3. Checklist observation, Question & AnswerActivity 4.1.1Assessment Instrument Short Answer

1. In order to reschedule better yet, easily evaluated, in delivering systematic, easily understoodActivity 4.1.2Assessment Instrument - Case Study

Option

Factor12345

1. Time-

2. Cost---

3. Location--

4. Trainer-

5. Trainee--

Best of option strategy is number 2

Activity 4.2.1Assessment Instrument - Case Study

1. Form Checklist simulation, job sheet, form Checklist Observation2. Question & answer


1. What are some of the things :

Health

Environment

Facilities and infrastructure Organizers of training2. Because the environments are conducive trigger learners can be more focused3. List all the hazards :1. Electric current2. Fire3. Sliding

4. Oil on the floor5. Dust

6. Improper use of tools7. Smoke8. Etc.4. For the three of the hazards listed, design a Risk Control Plan to minimise the chance of something going wrong.

Major Activity Critical EvidenceAssessment Instrument Project

Had been include on assessment A and assessment BASSESSMENT 3 - TAEDEL401A

Activity 1.1.1


1. Because we can identify and access constraints and risks to delivery, beside that we can confirm personal role and responsibilities in planning and delivering training with relevant personnel2. A workplace based training program, a professional development program, a vocational education training program3. Method to knowing the characteristics of your learners : The broad overview of the program

What is covered by each unit

What must be achieved by learners in order to obtain qualification4. Learning program documentation can often include : An instructor guide with suggested answers for activities

A learner guide

A learner workbook

Supporting resources such as PowerPoint slides

Learning objectives5. Because there may be some sensitivity around the differences and diversity of the learners that could require management by the trainer.Activity 1.3.1

Assessment Instrument ResearchActivity 1.4.1Assessment Instrument Short Answer

We need to ensure that the relevant personnel are informed and consulted when putting together the requirement for a training programActivity 2.1.1Assessment Instrument Short Answer

1. Five (5) action words to use when writing a learning objective : Standards expected by the organization that has requested the training

Standards expected from the training package if Nationally Recognized Training is being conducted

Industrial standards and benchmarks that need to be met

Standard expected from the learners

Assessment requirement and activities

2. Learning objective : Recognize the procedures and technical drawing symbols

Analyzes engineering drawings correctly3. Assessment tools4. Give a pre-test before starting delivery training


a. Visual : Graphic representations

Video or power point presentation

Lots of variety in shapes and colours

b. Auditory Question and answer session

Debate and speeches

Audio CDsc. Kinesthetic Demonstrations

Team and groups activities

Role plays


Explain why it is important to consult the following people about the delivery arrangements for a training program:

The learners themselves

: Because we can monitor how learners are involvedManagers and supervisors

: Because stakeholders could be extent are involvedVenue staff: Because we can choose where the training program will be deliveredAdministrative staff

: To determine how long the training will be runningThe trainer delivering the session

: To determine learning objectives Other trainers

: To determine how the learners will be assessedGuest speakers

: To choose how the training program will be deliveredOHS trainers or specialists : To ensure that facilitation of emergency procedures followedActivity 4.3.1Assessment Instrument Short Answer

1. Insight the material, rich in opinion, quite a long time2. Opinions accommodated, catch easier, the answers varies, need specialized instruments3. Students more easily understand, not monotone, more efficient timeActivity 5.1.1Assessment Instrument - Research

Evaluation (written test and demonstration)Activity 5.2.1

Assessment Instrument - Case Study

Continued training, delivery technique changed, become the 3 groups but reduced the number of peopleActivity 5.3.1Assessment Instrument - Case Study1. Given a warning, given special attention, given the task2. Remind each matters among friends3. Negative energy for other learners4. Made a group activities were combines good learners with disruptive learnerActivity 5.4.1

Assessment Instrument - Research

1. DEEWR that a Registered Training Organization maintains student records for period of 30 years for any accredited training that is undertaken. 2. Yes. Its doesMajor ActivityAssessment Instrument - Observation

ASSESSMENT 4 TAEDEL402A

Activity 1.1.1

Development Objective Template

Development Objective : supervision skills, communicate effectively, set priorities Answers the description, performance review for 4 monthsActivity 1.2.1Outline:

- Time for only 3 hours / week for 5 weeks- Daily routine tasks- Background work that has never served as a supervisor- Environment jobsActivity 1.3.1Assessment Instrument Short Answer

1. Accounts Department Manager

2. All staff on company3. Monitoring and Analysis


1. No. because the manager of the gym still allow personal trainers to train clients while in first aid and indemnity insurance has not been updated2. Some strategies the gym manager:

Logging accidents that may occur and have occurred in the gym

Make a checklist of safety equipment and first aid at the gym

Create a job role for all existing equipment in the gym

Enforce punishment for staff and personnel trainer who make mistakes Provide OHS training for all employees, especially personal trainer3. Get monthly monitoring and supervision to all of staff on gym and made it on performance report for every month.


1. Implementation of appropriate training to the field of employment2. Yes. Its did3. By implementing a Performance Management Plan, which consists of performance objectives and development objectives that can be monitored by managers and other staff. Performance objectives are measured in the presence of key performance indicators. When not achieve the performance goals it must be the improvement stage. And when it has achieved its performance goals is a necessary development objectives with the approval of the manager to do advanced training through the HRD.

Activity 2.3.1Accounts Department Manager, Bookkeeping staff, Trainer, TraineeActivity 3.1.1 & 3.2.1Assessment Instrument Short Answers1. Accommodate learner : Kinaesthetic : More practical exercises, demonstration on training, give some case study Activist : By giving the learning styles that they enjoy like discussion, debate, presentation, seminar, workshop Visual : Give graphic presentation, more variety colour, video simulation2. Because Adult have different syle of learning. The way they learn varies so a trainer should ensure they have covere the learning styles that can be aplicable to the group when lanning a session3. They wouldnt enjoy the trainingActivity 3.3.11. Outlining the activities : Supervision skills Communicate effectively Set priorities Monitoring Management2. Mentoring and coachingActivity 3.4.1

Assessment Instrument - Case Study

1. Template for an OHS Checklist :

Part A Roles and responsibilities

a. I understand the purposes and approaches of OHS in the learning environment: Y/N

b. I understand my OHS responsibilities as a trainer/assessor: Y/N

c. I am familiar with relevant OHS standards and guidelines: Y/N

d. I understand the OHS legal responsibilities of various parties in the learning environment: Y/N

e. I have read and understood the OHS policies and procedures relating to this training environment: Y/N

2. Hazard ChecklistDate of OHS inspection:25 September 2011Location of training /assessment environment:CADCAM Computer Laboratory

Trainer/Assessors Name:Yendi Kesuma AlamType of training to be delivered:Talk, Discussion and Practice

Date of proposed training session/s: 12 / 07/ 2011

HazardRiskPriority *Risk control action planPerson responsibleTarget date for completionCompleted

Y/N

HML

Electric ShockIntermitten painCheck all computer component and its peripheralsTechnical Support29/09/2011Y

Radiation Eyesore Use human friendly tools and equipmentsTechnical Support29/09/2011N

Trip Injury Neat and tidy dangling cablesTechnical Support29/09/2011Y

*Priority: H = must be completed prior to learner placementM = must be completed by agreed date L = desirable to be completed

3. ACME Beauty Academya. Incident Report Form

Worksite:

ACME Beauty Academy

Date of incident:

01 September 2011

Time of incident: 14 PM

Family name of injured person:

Ting Ting( Trainer/Assessor

( Supplier

( Administrative staff

( Student/Client( Visitor

( Contractor

( Other (please specify:

Given name/s:

Rachelle

Telephone contact number:

022-92422999

Home address:

Jl. Gatsu no. 170

State/Territory:West Java Postcode: 40275Sex (circle correct gender):

MALE

FEMALE

Nature of severest injury (enter a number in the box):

01. Fracture05. Burn/Scald09. Dental injury13. Shock

02. Dislocation06. Crushing10. Overuse/RSI14. Concussion

03. Strain/Sprain07. Amputation11. Bite/Sting15. Eye injury

04. Laceration/Cut08. Bruising12. Physiological16. Head injury

OTHER (please specify):

Part of body most severely injured (enter a number in the box):

01. Head08. Back15. Genitals

02. Throat09. Collarbone/shoulder16. Buttocks

03. Teeth10. Trunk (chest)17. Leg (hip, thigh, knee, ankle)

04. Nose11. Abdomen18. Foot (toes)

05. Ears12. Arm (wrist/elbow/forearm)19. Psychological system

06. Eyes13. Hand (fingers/thumb)20. Voice

07. Neck14. Pelvis21. Multiple locations


Cause of incident (enter a number in the box)

NOTE: for deliberate acts of assault, use number 19 not number 1.01. Hit/injured by another person09. Power tool17. Thermal exposure

02. Hit/injured by object10. Insect/animal18. Overuse/RSI

03. Hit object11. Explosion exposure19. Physical harassment

04. Lifting/moving object12. Electric shock20. Physical abuse

05. Lifting/moving (person)13. Fire21. Verbal harassment

06. Reaching/Stretching/Bending14. Collapse of structure22. Verbal abuse

07. Slip/fall15. Exposure to noise23. Work pressure/s

08. Hand tool16. Exposure to chemical/substance24. Psychological


Treatment of injury (enter a number in the box)01. First Aid (returned to work)

05. Sent to hospital

02. First Aid (sent home)

06. Ambulance called

03. Medical treatment (sent to doctor)

07. Fatal injury

04. Dental treatment (sent to dentist)


Details of the incident:

If insufficient space here, please attach additional sheet/s. Please be as detailed and specific as possible, and state the facts exactly as you saw them.

1) What was the activity at the time the incident occurred?Rachelle was demonstrating how operate a wax machine, when she received an electric shock from the device. 2) What happened?

Whilst no visible injury is evident, Rachelle complains of intermittent chest pain.

3) What factors, if any, contributed to the incident?

-

Action/s taken for injured person:

If insufficient space here, please attach additional sheet/s. Please be as detailed and specific as possible.

1) Attention given/action taken:

Give her first aid

2) By whom was it given?

Other trainer

Action/s taken to prevent recurrence of incident:

To be completed by Manager.

Attention given/action taken:

Device is checked

This incident report was completed by:Ayu Ting Ting

(Your signature)on:Wednesday

17 Aug 2011

10 A.M

(Time)

b. OH&S information provide to a group at the start of training :

Duty of care responsibilities

Potential and actual hazards that have been identified in the learning environment

The hazard evaluation of probability and seriousness

Risk control measures that have been and will be undertaken , for example; emergency exit and assembly point

What they need to do to comply with the risk control measures

Appropriate and ianppropriate behaviour

The location of first aid equipment and fire extinguishers

What to do if the trainer is absent or incapacitated

c. OHS information given to the candidates :This information needs to be given in the most appropriate method. Much will depend upon the level of hazard in the learning environment and the learners familiarity with the learning environment.

The higher the level of hazard the more thorough the information session need to be. Similarly, the less familiar the learners are with the environment, the more detailed the briefing should beActivity 3.5.1Assessment Instrument Short Answer

Accounts Department Manager

Bookkeeping staff

Activity 4 .1.1, 4.2.1 & 4.3.1Assessment Instrument - Case Study

Coaching, mentoring


Case study

Coaching

Performance review

Activity 5.1.1 & 5.2.1Assessment Instrument Short Answer

Case study in the workplace David. Problem solving for case studyActivity 5.3.1Assessment Instrument Short Answer

Discuss class

Sharing class


Communication skills (essential skills of listening, providing constructive feedback and support and provide a choice of clear, concrete and suggestions)

Personal Capability (show sympathy and attention, an active two-way interaction, capable of using good language in a different culture, using humor if necessary)Because the training students will follow the example of attitudes conducted by the instructor and the opportunity to apply his work environment.Activity 5.5.1Assessment Instrument Short Answer

Written test

Q & A-oral

Questionnaires

Learner report

Activity 6 & 7Assessment Instrument Case Study

1. How carry out the closure smoothly : Skills perception

Non-verbal communication (body language / gestures, voice, eye contact, facial expression, dress, posture) The ability to hear the good

Ability to build good relationships (honoring the participants, open Manner)

2. How to evaluate the training :- Direct Observation- questionnaires- Third party report- Through the review performance reports- Verbal Questions3. The documents :- Note the results of assessment- Session Outlines- Training plan- Sheet feedback Major activityASSESSMENT 5 TAEDEL301AActivity 1.1.1Assessment Instrument - Case Study

1. Less effective2. Allowing new employee tracking and approval of its own without explanation and demonstration of Beth3. Simulation and case study among fellow new employees who supervised by BethActivity 1.2.1Assessment Instrument Short Answer

Situation no.1

Make sure a place to learn safe from dust, oil, electricity is dangerous so as to provide comfort in learning. Because the learning environment security is a shared responsibility to achieve a safe learning environmentActivity 1.3.1Assessment Instrument Short Answer

Activity 1.4, 1.5 and 1.61. Conducted an evaluation of resource and training materials, if discovered shortages the necessary revised2. Create a form checklist of what equipment has been used in such systems are compatible with the training that has been given previously, reorder form customer invoices and purchase orders based on customer transaction dataActivity 2.1.1Assessment Instrument Short Answers1. Good communication, ability to show empathy, good record keeping skills, understand and respect learner2. Public speaking3. The training of public speaking, increase teaching time in front of different learner backgroundsActivity 2.3.1Assessment Instrument ResearchProvide appropriate OH&S requirement:

- Duty of care responsibilities

- Potential and actual hazards that have been identified

- The hazard evaluation

- Risk control measures

- The organization's OH&S policies and procedure

- Appropriate an inappropriate behavior

- The location of first aid equipment and fire extinguishersDuring the training:

- give feedback on issues or concerns they have

- participate in emergency exercises

- help identifying new hazard

- help to design emergency posters

- suggest better ways of operatingActivity 2.5.1Assessment Instrument Short Answers Applying techniques of case studies, create discussion groups and discuss it in class forums on the subject of each group to trigger the ability of the opinion of each member of the group Using a demonstration at the workshopActivity 2.8.1Assessment Instrument Short Answers

Provide practice questions that more refer to case studies that happier place in the company, give questioners


1. Can lead to violations of ethical behavior because of the gap between students of the other students. so do not worry about learning goals will be achieved and is not able to apply learning outcomes in the workplace (to do with private communications, put it into a learning group)2. Not cause violations of ethical behavior as a trainer must be professional in doing the teaching, so that problems related to personal problems of other trainers are not mixed with learning materials. Steps to be taken still think the same of all learners regardless of personal issues that are able to interfere with them except the learning process in classActivity 4.1.1& 4.2.1Assessment Instrument - Project

Major ActivityAssessment Instrument - Observation

ASSESSMENT 6 - TAEASS401AActivity 1.1.1Assessment Instrument Short Answer1. Because benchmarking can determine the outcome of an assessment in accordance with the standards used. It also can tell the difference of each individual being assessed2. Demonstration, Question & Answer3. Evidence guide proving influential to the extent of the competence of assesse to complete the assessment in accordance with the standards a predetermined4. Benefit of RPL: No wasting times for repeat learning, allow employments for careers developments, enables skill gap to be identifiedRTO obligation: RTO must ensure that they do not disadvantage or unfairly advantage staff, RTO must provide a safe working environment for staff and students, RTO should ensure a work and learning environment free from bullying and harassment, privacy must be maintained with respect to the collection, use and distribution of personal details for student and staff

Activity 1.1.2Assessment Instrument Short Answer1. Competency based assessment is types of assessment which have skills and knowledge are assessed against specific criteria as set out in competency standards.

Criterion referenced for learners are not assessed against each other, but against standard criteria2. Because it is important to consult widely to identify the purpose and context of the assessment to be developed and conductedActivity 2.1.1Assessment Instrument Short Answer

1. Rules of evidence:

Valid - evidence of competence must cover the broad range of knowledge and skills required to demonstrate competence

Authentic - the evidence supplied must be the learner's own work. If they have cited information from a website, book or other resource, they should note that down.

Current - Does the evidence demonstrate recent performance? They evidence should be current depending on how quickly the industry changes.

Technical Principles:

Validity - A valid assessment assesses what it claims to assess. Evidence collected is relevant to the activity and demonstrates that the performance criteria have been met

Reliability - Reliability refers to consistency or reproductive ability of the assessment. A reliable assessment shows consistent results from one assessment event to the next

Flexibility - Flexible assessments are appropriate to the needs of the situation, the candidate, and the task to be performed.

Fairness - A fair assessment will not disadvantage any person and will take into account the characteristics of the person being assessed2. The main types of evidence:-Direct evidence

-Indirect evidence

-Current and historical evidence

-Volunteer experience reports

-Supplementary evidence such as portfolios

Activity 2.2.1 & 2.3.1

Assessment Instrument Case StudyAssessment Plan Template had been include in Assessment A and Assessment B Activity 3.1.1Assessment Instrument - Case Study1. Ensure you highlight the following as part of the development

The instrument should be contextualised to the learners or their learning environment = Assessment plan

The environment in which the assessment will take place = Workshop mechanical Technology

Why the assessment is taking place = Because of implementation in the workshop will make it easier to analyze assessment results Who the target group of learners are = Vocational student

Instructions for learners and assessors about the use of the instrument.

Instructions for learners = Assessment tools

Instructions for assessors = Assessment guideActivity 3.2.1Assessment Instrument - Case Study



1. Trainer only subjectively assessed

Trainer cannot accept other people's opinions2. Retraining staff at the factory before following the re-assessment. Implement a system to help staff work group studying the plant case study3. Trainer should follow the upgrading to change the way make assessments; the trainer followed the re-assessment as a trainer. Monitoring conducted in a sustainable by the master trainers

ASSESSMENT 7 TAEASS301ADEPARTMENT OF EDUCATION EMPLOYMENT & WORKPLACE RELATIONS (DEEWR)

AUSTRALIAN QUALIFICATIONS FRAMEWORK (AQF)

HIGHER EDUCATION

VOCATIONAL EDUCATION & TRAINING (VET)

COMPULSORY EDUCATION

Types of hazards to look out for: Trip, slip, fall, cuts, thermal, radiation

Inspection pointers: Lighting, room set up, work station, furniture, equipment, electrical, access, fire and evacuation, waste, PPE, engineering modifications

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