Workplace Assessment Assignments | Online Homework Help

National Unit Details
Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes
TAEASS502 Design and develop assessment tools
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation

 

 

Don't use plagiarized sources. Get Your Custom Essay on
Workplace Assessment Assignments | Online Homework Help
Just from $13/Page
Order Essay

Assessment Cover Sheet

 

Students must include the following information and declaration of original authorship with their submission.

 

student name:
email: mobile:
qualification: TAE40116 Certificate IV in Training and Assessment
unit codes & titles: Workplace Assessment

TAEASS401 Plan assessment activities and processes

TAEASS502 Design and develop assessment tools

TAEASS402 Assess competence

TAEASS403 Participate in assessment validation

 

 

Student Declaration

–         I understand that competency will not be given if I do not meet the assessment evidence and activity requirements.

–         I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/

–         I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made.

 

Student signature: Date:

 

 

Learning Resources, Assessment Materials and Tools

This Kit includes required tasks for assessment of the following units:

 

National Unit Details
Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes
TAEASS502 Design and develop assessment tools
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation

 

 

 

Please note: a checklist has been provided on the following page to assist with requirements throughout this 5 Day program. As some tasks will be assessed within workshop time, it is imperative that you come to each day prepared with required documents.

 

 

 

CHECKLIST FOR PREPARING TASKS

 

DAY 1

 

 

Program commencement – no specific requirements. Time for review and planning for managing time.
DAY 2 Plan, design and develop assessment tools
Between day 2 and 3 you are required to complete documentation for tool 1 ready to review on day 3.

 

You need to develop for Tool 1:

§  Assessment Plan (Template A)

§  Assessment Mapping (Template B)

§  Assessment cover sheet (Template C)

§  Instruction to candidate (Template D)

§  Instruments – observation checklist and written questions (Template E & F)

§  Record of assessment results (Template J)

§  Marking Guide (Template K)

 

DAY 3 – Reviewing Assessment tool
You need to bring a hard copy of the following documents that you have developed.

  • Assessment Plan (Template A)
  • Assessment Mapping (Template B)
  • Assessment cover sheet (Template C)
  • Instruction to candidate (Template D)
  • Instruments – observation checklist and written questions (Template E & F)
  • Record of assessment results (Template J)
  • Marking Guide (Template K)
  • One copy of Template L: Report on the trial and review of an assessment tool that will be used during the review.
DAY 4 Conduct assessment
Training & Assessment (not RPL)

You need to bring 4 hard copies of each of the following documents that you have developed and reviewed ready to conduct assessment.

Four copies of your assessment tool:

·         Assessment Cover sheet (Template C)

·         Instructions to candidate (Template D)

·         Instruments (Template E & F)

·         Record of results (Template J)

Also bring 4 copies of:

·         Assessment brief checklist (Template M)

·         Assessment feedback for (Template N)

·         Assessment feedback for candidate (Template O)

 

DAY 5 Participate in validation
Please bring one copy of the documents you developed for task 3.1. Items listed below:

 

·         Competency Map (Template B)

·         Assessment Cover sheet (Template C)

·         Instructions to candidate (Template D)

·         Instruments (Template E & F)

·         Record of results (Template J)

·         Marking Guide (Template K)

·         One copy of Template P: Assessment tool validation record

 

 

National Unit Details
Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes
TAEASS502 Design and develop assessment tools
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
Assessment Information
Qualifications TAE40116 Certificate IV in Training and Assessment
Type Task 1: Knowledge questions – Written responses
Task 2: Plan assessment activities and processes (RPL)
Task 3: Design, develop and trial assessment tools
Task 4: Plan assessment activities and processes (training & assessment pathway)
Task 5: Assess competence
Task 6: Participate in assessment validation
Due Date 6 weeks from last day of workshop
General Information Decision Making Rules

All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.

 

Reasonable adjustment

Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.

Reasonable adjustment usually involves varying:

–         the processes for conducting the assessment (eg: allowing additional time, varying the venue)

–         the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)

 

Special Consideration

Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

 

 

 

Unit requirements and Assessment conditions
Application

 

TAEASS401 Plan assessment activities and processes

This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system.

It applies to individuals with assessment planning responsibilities.

In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.

 

TAEASS502 Design and develop assessment tools

This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.

It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.

 

TAEASS402 Assess competence

This unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.

It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.

 

TAEASS403 Participate in assessment validation

This unit describes the skills and knowledge required to participate in an assessment validation process.

It applies to assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.

 

Assessment support Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. Included within the cost of each workshop is an assessor guidance session. This session is mandatory and you will need to book in your time when you receive your invitation. This session is designed to provide you with a one on one conversation with your assessor where you can clarify aspects of the assessment that you are unsure about. It is not designed for you to send in drafts for review or to get extensive feedback on work you have completed thus far. The conversation with your Assessor will be followed up with an email outlining what was discussed.

 

 

 

 

 

 

TASK 1

Knowledge Questions

Task 1: Knowledge questions

When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.

Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.

 

1.1 Best practice a.       Explain what CBA is and describe how it works.

b.       CBA is a form of criteria-referenced assessment.  Explain the differences between criteria and norm-referenced assessments.

c.       CBA aims to be client-focussed. Describe one (1) example of how you may apply a client-focussed approach when planning, developing or conducting assessments in your workplace.

d.       Describe at least two (2) examples of candidate rights and one (1) example of candidate responsibilities in CBA

e.       Describe at least two (2) examples of assessors’ legal and ethical responsibilities in CBA

 

To the candidate: replace this text with your response
1.2 Principles of Assessment a. Name and define each of the four (4) Principles of Assessment.

b.  Describe how assessors apply the Principles of Assessment when:

–         planning assessment

–         developing assessment instruments and tools

–         assessing competence

–         participating in assessment validation.

 

To the candidate: replace this text with your response
1.3 Rules of Evidence a. Name and define each of the four (4) Rules of Evidence.

b.  Describe how assessors use the Rules of Evidence when:

–         planning assessment

–         developing assessment instruments and tools

–         assessing competence

–         participating in assessment validation

 

To the candidate: replace this text with your response
1.4 Dimensions of Competence a. Name and define each of the four (4) Dimensions of Competence.

b.  Describe how assessors use the Dimensions of Competence when:

–         planning assessment

–         assessing competence

–         participating in assessment validation.

 

To the candidate: replace this text with your response
1.5 Recognition of prior learning (RPL) assessment

 

a.      Briefly explain the similarities and differences between RPL and training-and-assessment pathway assessments.

b.     Briefly describe the industry you work in (one sentence is sufficient), then describe one (1) reason why people in your industry or workplace may undertake RPL assessment.

c.      Describe one example of a quality RPL process or approach that a RTO offering qualifications relevant to your industry, could offer.

d.     Explain why your example is suitable for RPL assessments conducted in your industry or workplace.

 

To the candidate: replace this text with your response
1.6 Inclusive assessment practice

 

a.    Define reasonable adjustment.

b.    Provide one (1) example of a reasonable adjustment you could apply when assessing competence of individuals in your industry or workplace.

c.    Research and identify at least two (2) sources of specialist support that you could access and use to support candidates—‘sources’ may include agencies, web-based information or activities, and/or specialist personnel:

–         Name each source of specialist support you find

–         Describe the type of support available from each source

–         For one of the two sources of specialist support described above, briefly explain how you would organise this support, or help a candidate access this support, if required.

d.    Name one (1) example of a cultural sensitivity or equity consideration that you may come across as an assessor in your industry.  Describe one (1) way you could manage this issue to ensure a fair and equitable assessment.

 

To the candidate: replace this text with your response
1.8 Safety a.     Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry. To do this, answer the questions below about the workplace/s or environment/s where you assess (or intend to assess):

b.    How and to whom do (or could) you report safety hazards and incidents?

c.     Briefly describe emergency procedures.

d.    Must personal protective equipment (PPE) be worn?  If so, list the PPE required and briefly explain why it is needed.

e.     Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f.     How do (or could) you access WHS information relevant to assessments you plan and conduct?

 

1.7 Training packages and their use

 

a.     Name the four (4) endorsed components of a training package and summarise the information found in each component.

b.    Briefly explain what it means to ‘contextualise’ training package competency standards when using them as the basis for assessment.

c.     Briefly explain guidelines for contextualising units of competency.

d.    Describe how assessors can stay up-to-date with latest updates made to training packages and units of competency.

e.     Explain what a training and assessment strategy (TAS) is. Describe how assessors use a TAS to plan and develop assessments.

 

To the candidate: replace this text with your response
1.8 Assessment instruments Explain the difference between an assessment instrument and an assessment tool. List the main components of a typical assessment tool.

 

To the candidate: replace this text with your response
1.9 Safety Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry.

To do this, answer the questions below about

a.    Briefly describe workplace/s or environment/s where you assess (or intend to assess).

 

Answer remaining parts of this question based on the environment/s described in part A above:

b.    How and to whom do (or could) you report safety hazards and incidents?

c.    Briefly describe emergency procedures

d.    Must personal protective equipment (PPE) be worn?

●     if so, list the PPE required and briefly explain why it is needed.

●     if not, briefly justify why PPE is not required.

e.    Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f.          How do (or could) you access WHS information relevant to assessments you plan and conduct?

 

To the candidate: replace this text with your response
1.10 Evaluation Describe the different evaluation methods that can be used to trial and review assessment tools. Include examples from your own experience.

 

To the candidate: replace this text with your response
1.11 Management systems Explain the information management system you have in your organisation and how assessment records are stored and maintained.

 

To the candidate: replace this text with your response
1.12 Assessment validation

 

a.      Define ‘assessment validation’.

b.     Explain the benefits of assessment validation

c.      Other than assessment tools, describe one (1) aspect of assessment that you may focus on when participating in assessment validation.

d.     Describe a systematic, ongoing process your workplace uses (or could use) to validate assessment—include validation that may be appropriate before, during and after an assessment.

e.      Describe the legal and ethical obligations of those who participate in assessment validation—consider confidentiality, anti-discrimination and copyright, and other obligations.

 

To the candidate: replace this text with your response

 

 

 

 

 

 

 

 

 

 

 

 

 

TASK 2

Plan RPL Assessment

(using case study 1 – BSBWOR203)

 

Task 2: Plan assessment activities and processes for Recognition of Prior Learning (RPL)

For this task you will use the case study attached to:

–         Develop a competency based assessment plan for RPL

–         Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan

–         Evaluate your development processes.

 

Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.

 

 

Case Study 1

Plan and RPL assessment for:BSBWOR203 Work effectively with others

and develop one assessment instrument— a portfolio checklist for RPL.

 

Instructions

Read the case study on the next page and complete the steps below.

 

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

 

 

 

 

Case Study 1

 

About you and your RTO

You are a trainer and assessor for ABC Training House, an RTO.  ABC Training House’s clients are members of the public who:

-May or may not be engaged in paid work (although most clients are working either full or part time)

-Have diverse industry expertise and experience.

 

A recent experience

You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.

You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.

 

 

 

Your brief

Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.

 

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

 

 

Step 1 – Determine assessment approach and context

Instructions

To do this, answer the questions below, based on the case study information on the previous page.

Questions for consideration:

  1. What is the purpose and context of the RPL assessment—why might candidates apply for RPL in this unit?

 

 

  1. What are the assessment benchmarks—i.e. what unit of competence are you assessing with this assessment tool?

 

BSBWOR203 Work effectively with others

 

  1. Who else might to be involved in—or informed of—the assessment?

 

 

  1. What safety issues must be considered?

 

 

 

  1. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures will you use to inform and guide development of the assessment plan and tool?

 

 

Step 2 – Contextualise the unit of competency and its assessment requirements

 

Contextualise BSBWOR203 Work effectively with others for the target candidate.  Refer to participant manual for example.

 

Elements and performance criteria Contextualisation/Unpack
1 Develop effective workplace relationships
1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

 

Eg Responsibilities & duties – relates to person’s position description
1.2 Take time and resource constraints into account in fulfilling work requirements of self and others

 

1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

 

2 Contribute to workgroup activities
2.1 Provide support to team members to ensure workgroup goals are met

 

2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements

 

2.3 Share information relevant to work with workgroup to ensure designated goals are met

 

2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

 

3 Deal effectively with issues, problems and conflict
3.1 Respect differences in personal values and beliefs and their importance in the development of relationships

 

3.2 Identify any linguistic and cultural differences in communication styles and respond appropriately

 

3.3 Identify issues, problems and conflict encountered in the workplace

 

3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

 

Foundation Skills Contextualisation
Reading •Identifies and interprets information to determine task requirements
Writing •Completes required documentation using organisational formats

•Composes simple documents for others to read

Oral communication •Presents information and seeks advice using language and features appropriate to audience

•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding

Numeracy •Interprets information related to timeframes and resource quantities
Navigate the world of work •Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures
Interact with others •Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications
Get the work done •Plans and organises work commitments to ensure deadlines and objectives are met

•Uses formal analytical thinking techniques to recognise and respond to routine problems

Performance evidence
identify own responsibilities in relation to the team and the organisation’s requirements
work effectively in a workgroup including:

•     supporting team members

•     using culturally appropriate communication skills

•     acting on constructive feedback

•     cooperating and contributing to team goals

•     identifying improvement opportunities

identify problems and conflicts and address them appropriately.
Knowledge evidence
outline the organisational standards, policies and procedures that relate to own work role
outline team responsibilities and duties and their relationship to individual responsibilities and duties.
summarise conflict resolution techniques.

 

Conditions for assessment Contextualisation
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

·         office equipment and resources

·         workplace documentation

·         case studies and, where possible, real situations

·         interaction with others.

 

 

 

Step 3 – Complete a competency map (matrix)

 

Develop a competency map by completing the template below. Refer to participant manual for example.

 

Unit Covered BSBWOR203 Work effectively with others
Version number v1 Date

 

List evidence or assessment activities here „

Task 1: Portfolio of evidence

Task 2: 3rd Party Report

Task 3: Interview

 

Position description Task 2 –  3rd party Task 3 – interview
  1.1 1.2 1.3 1.4 1.5 1.6 2 3
Task 1 – Portfolio of evidence
Elements and performance criteria
1 Develop effective workplace relationships
1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships
1.2 Take time and resource constraints into account in fulfilling work requirements of self and others
1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup
2 Contribute to workgroup activities
2.1 Provide support to team members to ensure workgroup goals are met
2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements
2.3 Share information relevant to work with workgroup to ensure designated goals are met
2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3 Deal effectively with issues, problems and conflict
3.1 Respect differences in personal values and beliefs and their importance in the development of relationships
3.2 Identify any linguistic and cultural differences in communication styles and respond appropriately
3.3 Identify issues, problems and conflict encountered in the workplace
3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

 

Foundation Skills
Reading •Identifies and interprets information to determine task requirements
Writing •Completes required documentation using organisational formats

•Composes simple documents for others to read

Oral communication •Presents information and seeks advice using language and features appropriate to audience

•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding

Numeracy •Interprets information related to timeframes and resource quantities
Navigate the world of work •Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures
Interact with others •Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications
Get the work done •Plans and organises work commitments to ensure deadlines and objectives are met

•Uses formal analytical thinking techniques to recognise and respond to routine problems

Performance evidence
identify own responsibilities in relation to the team and the organisation’s requirements
work effectively in a workgroup including:

•supporting team members

•using culturally appropriate communication skills

•acting on constructive feedback

•cooperating and contributing to team goals

•identifying improvement opportunities

identify problems and conflicts and address them appropriately.
Knowledge evidence
outline the organisational standards, policies and procedures that relate to own work role
outline team responsibilities and duties and their relationship to individual responsibilities and duties.
summarise conflict resolution techniques.
Assessment conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

·         office equipment and resources

·         workplace documentation

·         case studies and, where possible, real situations

·         interaction with others.

 

 

 

 

Step 4 – Document the RPL assessment plan

 

Document your plan by completing the template below. Refer to participant manual for example.

 

General information
RTO
Date prepared
Competency standards BSBWOR203 Work effectively with others
Assessment pathway Training & Assessment Program name „
þ Recognition of Prior Learning (RPL)
Candidate/s
Assessor/s
Assessment activities
Method/task Evidence When/where completed Instruments
1 Portfolio of evidence 1.1 Position description

1.2  etc

You have 4 weeks from application to submit your portfolio evidence

etc

Portfolio of evidence checklist
2
3
Resources needed for the assessment
Venue or equipment requirements
Documentation needed to assess competence (assessment tool documentation needed)
Safety and other logistics
Safety
People to be informed of the assessment
Provision for:

● Assessment support

● Reasonable adjustments

 

 

Recording and reporting:

●  How will results be recorded?

●  To whom will results be reported?

Other logistics

 

 

Step 5 – Develop an assessment instrument

 

Develop the portfolio checklist that you will use to review RPL candidate portfolios. To do this, complete the template below. Refer to participant manual for example.

 

Task 1 – Portfolio of evidence

 

Information and instructions
General information about this assessment activity
Candidate
Assessor
Competency standard/s BSBWOR203 Work effectively with others
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

 

 

 

Assessment checklist
Evidence S NYS Assessor comments
1.1 Position description
1.2
1.3
1.4
1.5
1.6

 

 

 

Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments
Assessor signature Date signed

 

 

Step 6 – Check the RPL instrument

Instructions

Ask another program participant to review your assessment instrument—the RPL portfolio checklist—and identify improvements.  Ask the person who reviews your instrument to:

  • Complete the Review Checklist below
  • List recommended improvements on the next page
  • Sign where indicated.
Name of reviewer

 

Assessment Instrument: Review Checklist
Yes No
General content and formatting
1.  Do the instructions include clear and complete information for candidates?
2.  Do the instructions include clear and complete information for assessors?
3.  Is there enough space to document quality of evidence and make comments?
4.  Is there space to note results for the assessment task or activity (S or NYS?)
5.  Is version control noted?
Wording
6.  Is the instrument valid?

●   Does the instrument cover the intended parts of the unit (and its assessment requirements)?
To answer this question, return to the competency map and see if all parts of the unit that the developer of the instrument intended to cover, are covered.

●   Is it free of unnecessary assessment requirements?

7.  Is the instrument reliable?  Are instructions and assessment criteria clear, complete and in plain English?
8.  Is the instrument flexible enough to cater to the diverse needs of the target candidate/s?
9.  Is the instrument fair?  Are assessment activities achievable by the target candidate/s? Does the instrument feature objective, unbiased wording?
Typos
10. Is the instrument free from typos and grammatical errors?

 

 

General feedback and recommendations for improvement

Reviewer’s signature Date signed

 

Step 7 – Review and reflect

  1. Reflect on this activity.
  2. In the space below, summarise what you have learned about planning RPL assessment activities and processes, and developing assessment instruments:

 

Step 8 – Finalise the RPL plan & instrument

Instructions

Use the feedback providedto improve and finalise your RPL assessment plan and instrument.

 

 

 

 

 

 

 

 

professional writing services near me

 

 

 

TASK 3

Plan Assessment

&

Develop Assessment Tools

 

 

 

Task 3 Design and develop assessment tools

For this taskyou are required to:

–      Develop three (3) Assessment Plansfor three (3)entire units of competency.

–      Design and develop assessment tools for each of the three (3) plans

–      Trial and review each of the three (3) assessment tools.

 

Note:

–         One of the tools must be an RPL assessment.

–         Instruments must reflect different assessment methods

–         When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.

 

The following pages provide the instructions for each of the three assessment plans/tools.

 

 

 

 

3.1 Assessment Plan and Tool 1

 

This tool will be used in the program to conduct group assessment on Day 4.This is not an RPL assessment.

You will need to choose from the units of competency listed below to plan, design and develop your assessment documentation. BSBITU101 Operate a personal computer

–      BSBITU102 Develop keyboarding skills

Your assessment methods should at least include demonstration and written questions.

This documentation must be fully completed ready for review on day 3

Instructions for this task are below.

 

Assessment plan and tool 1
1 Background information:

a.    Name the unit of competency your assessment plan/tool covers

b.    Describe the target candidate/s

c.    Explain the purpose of this assessment

d.    Briefly describe how and with whom you identified the information provided in your responses to questions a-c above

e.    Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.

To the candidate: replace this text with your response
2 Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.
To the candidate: replace this text with your response
3 a.     Documented Assessment plan (Template A)

b.    Competency map (matrix) (Template B)

To the candidate: replace this text with your response
4 First draft of Assessment tool documents—to include:

a.     Assessment cover sheet (Template C)

b.    Instructions for candidates (Template D)

c.     Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)

d.    Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)

e.     Instructions / marking guide for assessors (Template K)

Note: Include version control on all your documents

To the candidate: replace this text with your response
5 Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:

Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)

To the candidate: replace this text with your response
6 Final version of assessment tool documents, including competency map.
To the candidate: replace this text with your response

 

 

 

3.2 Assessment Plan and Tool 2

 

You will need to choose your own from units of competency to plan, design and develop your assessment documentation. This is not an RPL assessment.

–         Ensure your chosen unit is higher than AQF level 1 and must reflect different assessment methods.

–         When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.

 

Instructions for this task are below.

 

 

Assessment plan and tool 2
1 Background information:

a.    Name the unit of competency your assessment plan/tool covers

b.    Describe the target candidate/s

c.    Explain the purpose of this assessment

d.    Briefly describe how and with whom you identified the information provided in your responses to questions a-c above

e.    Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.

To the candidate: replace this text with your response
2 Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.
To the candidate: replace this text with your response
3 c.     Documented Assessment plan (Template A)

d.    Competency map (matrix) (Template B)

To the candidate: replace this text with your response
4 First draft of Assessment tool documents—to include:

f.     Assessment cover sheet (Template C)

g.    Instructions for candidates (Template D)

h.     Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)

i.      Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)

j.      Instructions / marking guide for assessors (Template K)

Note: Include version control on all your documents

To the candidate: replace this text with your response
5 Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:

Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)

To the candidate: replace this text with your response
6 Final version of assessment tool documents, including competency map.
To the candidate: replace this text with your response

 

 

3.3 Recognition of Prior Learning Assessment Plan and Tool 3

 

You will need to choose your own from units of competency to plan, design and develop your assessment documentation. This is a RPL assessment.

–         Ensure your chosen unit is higher than AQF level 1 and must reflect different assessment methods.

–         When choosing units of competency please do not use BSBWOR203 & BSBCMM401 as these are used in other tasks to plan assessment.

 

Instructions for this task are below.

 

 

Assessment plan and tool 3 (RPL)
1 Background information:

a.    Name the unit of competency your RPL assessment plan/tool covers

b.    Describe the target candidate/s

c.    Explain the purpose of this RPL assessment

d.    Briefly describe how and with whom you identified the information provided in your responses to questions a-c above

e.    Other than the unit of competency, name documents you referred to (if any), that informed how you developed the assessment tool.

To the candidate: replace this text with your response
2 Copy of the unit and its assessment requirements, marked with added comments to show how you analysed and contextualised the unit.
To the candidate: replace this text with your response
3 e.     Documented RPL Assessment plan (Template A)

f.     Competency map (matrix) (Template B)

To the candidate: replace this text with your response
4 First draft ofRPL Assessment tool documents—to include:

k.     Assessment cover sheet (Template C)

l.      Instructions for candidates (Template D)

m.   Assessment Instruments that collectively cover the entire unit and its assessment requirements (Template E-I)

n.     Provision to record details of the assessment—e.g. candidate details, assessment process and results (Template J)

o.    Instructions / marking guide for assessors (Template K)

Note: Include version control on all your documents

To the candidate: replace this text with your response
5 Evidence of having conducted a pilot (‘dry run’) assessment using your draft assessment tool:

Report on the trial of an assessment tool that documents feedback and recommendations arising from the pilot and review assessment. (Template L)

To the candidate: replace this text with your response
6 Final version of assessment tool documents, including competency map.
To the candidate: replace this text with your response

 

 

3.4 Reflection Questions  

a. Select 1 of the assessment tools you developed for this task and answer the questions below:

–         Name the assessment tool you select

–         Justify your choice of assessment methods and instruments used in this tool.  To do this, explain how they:

·         are suitable for the target candidate/s and their context

·         are contextualised in a way that complies with the guidelines for contextualisation

·         meet the principles of assessment

·         support collection of evidence that meets the rules of evidence.

To the candidate: replace this text with your response
b. Explain how your assessment tool covers each of the dimensions of competence:

–         Task skills

–         Task management skills

–         Contingency management skills

–         Job/role environment skills.

To the candidate: replace this text with your response
c. Explain how your assessment tool promotes a healthy and safe assessment.
To the candidate: replace this text with your response
d. Could this tool be suitable for candidates seeking recognition of current competence (RCC)?

–         If so, explain why

–         If not, explain how you would adapt the tool to suit RCC candidates.

To the candidate: replace this text with your response
e. Explain why you chose to review/trial the draft tool as you did.
To the candidate: replace this text with your response
f. Briefly describe one other evaluation method you could have used to review/trial the tool.
To the candidate: replace this text with your response
g. Describe how your assessment tool meets requirements of assessment system policies and procedures.  To do this:

–         Describe formatting requirements, if any—e.g. did you follow a style guide when formatting the tool?

–         Describe the version control system that will be used to:

·         track ongoing improvements made to the assessment tool and

·         confirm the latest version in use

–         Describe the system you followed to ensure that your assessment tool documentation:

·         was saved, filed and stored safely and securely

·         is accessible only by people authorised to do so.

–         Briefly describe a systematic process that will (or could) be used to continuously review, evaluate and improve the assessment tool.

To the candidate: replace this text with your response

 

 

 

 

 

 

 

 

 

 

 

 

 

TASK 4

Plan Assessment

(using case study 2 – BSBCMM401)

 

Task 4:

 

 

Plan assessment activities and processes for training and assessment pathway

For this task you will use the case study attached to:

–         Develop a competency-based assessment plan

–         Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan

–         Evaluate your development processes.

 

 

Case study 2

Plan a training and assessment-pathway assessment for: BSBCMM401 Make a presentation
and develop one observation instrument

 

Instructions

Read the case study on the next page and complete the steps below.

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit

Step 3 – Complete the assessment map

Step 4 – Develop the assessment plan for BSBCMM401

Step 5 – Develop an observation checklist to support your assessment plan

Step 6 – Ask another participant to review your observation checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the assessment plan and instrument (checklist)

 

 

 

 

 

Case study 2

About you and your RTO

You are a trainer and assessor for ABC Training House, a RTO.  ABC Training House’s clients are members of the public who:

-may or may not be engaged in paid work, (although most clients are working either full or part time

-have diverse industry expertise and experience

Scenario

ABC Training House has just written a two (2)-day version of its popularPresentations with Panacheprogram.  In the past this program has run over three (3) days, and ABC Training House’s in-house designers have just modified it to run over two (2) days.

More information about the program is on the next page.

ABC Training House’s Compliance Manager, Cameron Compliance, engages you to plan the assessment for this program.

Cameron is flexible about when and where learners will be asked to complete assessment activities. Options include:

-during training

-after training (e.g. in the workplace)

-or both

Cameron tells you that there is no assessment strategy as yet, so you are free to plan the assessment in a way that you think will work best for ABC Training House’s clients.

Your assessment plan must cover aspects of BSBCMM401 Make a presentation—the unit and its assessment requirements.

 

 

Your brief

Using the templates provided, complete the following:

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit

Step 3 – Complete the assessment map

Step 4 – Develop the assessment plan for BSBCMM401

Step 5 – Develop an observation checklist to support your assessment plan

Step 6 – Ask another participant to review your observation checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the assessment plan and instrument (checklist)

 

 

 

More information about the learning program

 

Delivery mode Face to face
Program duration (total) 2 days, 9:00am – 5:00pm
Assessment During training To be confirmed
In workplace To be confirmed
Number of learners To be confirmed: will depend on assessment arrangements
Target learner group (profile) ●   Members of the public: various skills, knowledge and industries

●   Some will complete this program as a stand-alone program; others have enrolled in BSB40215 Certificate IV in Business

Special needs Some learners may need foundation skill support—e.g.

●   Oral communication skills—speaking skills needed to present information clearly and with impact

●   Writing skills needed to produce presentation plans and aids

All learners to complete an oral communication and writing assessment before finalising enrolment.

Training topics

(Activities and assessment tasks not included)

●   Welcome and introduction

●   Characteristics of effective presentations

●   How to plan a presentation:

–   Step 1 – Decide objective

–   Step 2 – Consider the audience

–   Step 3 – Develop content

–   Step 4 – Organise resources

–   Step 5 – Prepare for delivery

●   How to deliver a presentation:

–   Principles of communication

–   Managing nerves

–   Handling questions

●   How to gather and respond to feedback on a presentation

 

Other information about this program

Up to 2.5 hours are available during training time for summative assessment activities. When planning your assessment, you may decide whether or not to incorporate one or more assessment task/s into the training time.

 

 

 

Step 1 – Determine assessment approach

Instructions

Questions for consideration

  1. Who are the target candidates? (provide details of job role, industry etc)

 

  1. What is the purpose of the assessment in this case:
  • Why might program participants want to attain a statement of attainment for BSBCMM401?
  • Will all participants want to attain a statement of attainment, or just some?

 

  1. What are the assessment benchmarks (we know this):
BSBCMM401 Make a presentation

 

  1. Who else might to be involved in—or informed of—the assessment?

 

  1. What safety issues must be considered?

 

  1. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures, will you use to inform and guide development of the assessment plan and tool?

 

 

 

Step 2 – Contextualise the unit

Contextualise the unit and its assessment requirements for your target candidate/s.

 

Elements and performance criteria Contextualisation/Unpack
1 Prepare a presentation

 

1.1 Plan and document presentation approach and intended outcomes
1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness
2 Deliver a presentation

 

2.1 Explain and discuss desired outcomes of the presentation with the target audience
2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
2.4 Use persuasive communication techniques to secure audience interest
2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding
3 Review the presentation

 

3.1 Implement techniques to review the effectiveness of the presentation
3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

 

Foundation Skills

 

Reading •Reviews and analyses documents to identify information relevant to a specific presentation
Writing •Develops material to convey ideas and information to target audience in an engaging way
Oral
communication
•Presents information using words and non-verbal features appropriate to the audience and context

•Uses listening and questioning techniques to gather information required to develop or modify presentations

•Interprets audience reactions and changes words or non-verbal features accordingly

Interact with others •Selects and uses appropriate conventions and protocols to encourage interaction or to present information

•Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals

•Recognises the need to alter personal communication style in response to the needs or expectations of others

Get the work done •Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes

•Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas

•Uses the main features and functions of digital tools to complete work tasks

 

 

 

 

Performance evidence

 

prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:

effective presentation strategies and communication principles

aids and materials to support the presentation

select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.
Knowledge evidence

 

identify information collection methods that will support review and feedback of presentations
identify regulatory and organisational obligations and requirements relevant to presentations
describe the principles of effective communication
describe the range of presentation aids and materials available to support presentations.
Conditions for assessment

 

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

•equipment, materials and business software packages for making a presentation

•business technology

•interaction with others.

 

 

Step 3 – Complete a competency map (matrix)

 

Units Covered BSBCMM401 Make a presentation
Version Version number v1, draft 1 Date
 

List methods of assessment here „

Task 1:

Task 2:

Task 3:

Task 4:

 

 

  1 2 3 4
Elements and performance criteria
1 Prepare a presentation
1.1 Plan and document presentation approach and intended outcomes
1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed
1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas
1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation
1.5 Select techniques to evaluate presentation effectiveness
2 Deliver a presentation
2.1 Explain and discuss desired outcomes of the presentation with the target audience
2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas
2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes
2.4 Use persuasive communication techniques to secure audience interest
2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences
2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding
3 Review the presentation
3.1 Implement techniques to review the effectiveness of the presentation
3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation
3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented
Foundation Skills
Reading •Reviews and analyses documents to identify information relevant to a specific presentation
Writing •Develops material to convey ideas and information to target audience in an engaging way
Oral
communication
•Presents information using words and non-verbal features appropriate to the audience and context

•Uses listening and questioning techniques to gather information required to develop or modify presentations

•Interprets audience reactions and changes words or non-verbal features accordingly

Interact with others •Selects and uses appropriate conventions and protocols to encourage interaction or to present information

•Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals

•Recognises the need to alter personal communication style in response to the needs or expectations of others

Get the work done •Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes

•Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas

•Uses the main features and functions of digital tools to complete work tasks

Performance evidence
prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:

•           effective presentation strategies and communication principles

•           aids and materials to support the presentation

select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.

 

 

Knowledge evidence
identify information collection methods that will support review and feedback of presentations
identify regulatory and organisational obligations and requirements relevant to presentations
describe the principles of effective communication
describe the range of presentation aids and materials available to support presentations.
Conditions for assessment
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

•           equipment, materials and business software packages for making a presentation

•           business technology

•           interaction with others.

 

 

Step 4 – Document the assessment plan

Document your plan by completing the template below.

 

General information
RTO ABC Training House
Date prepared
Competency standards BSBCMM401 Make a presentation
Assessment pathway þ Training & Assessment Program name „ Presenting with Panache
Recognition of Prior Learning (RPL)
Candidate/s
Assessor/s
Assessment activities
Method/task Evidence When/where completed Instruments
1
2
3
4
Resources needed for the assessment
Venue or equipment requirements
Documentation needed to assess competence (assessment tool documentation needed)
Safety and other logistics
Safety
People to be informed of the assessment
Provision for:

● Assessment support

● Reasonable adjustments

Recording and reporting:

●  How will results be recorded?

●  To whom will results be reported?

Other logistics

 

Step 5 – Develop an assessment instrument

Develop an observation checklist that will be part of the assessment tool for BSBCMM401 Make a presentation.

To do this, complete the template below, or type an observation checklist using a format of your choice that includes the equivalent of all information shown in the template below.

 

Information and instructions
General information about this activity
Candidate name
Assessor name
Competency standard BSBCMM401 Make a presentation
Observation date
Information and instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

 

 

Observation criteria
Did the candidate: Yes No
1
2
3
4
5
6
7
8
9
10
Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments We would normally add more space here
Assessor signature Date signed

 

 

 

Step 6 – Check the instrument

Instructions

Ask another program participant to review your assessment instrument—Observation checklist —and identify improvements.  Ask the person who reviews your instrument to:

  • Complete the Review Checklist below
  • List recommended improvements on the next page
  • Sign where indicated.
Name of reviewer

 

Assessment Instrument: Review Checklist
Yes No
General content and formatting
1.  Do the instructions include clear and complete information for candidates?
2.  Do the instructions include clear and complete information for assessors?
3.  Is there enough space to document quality of evidence and make comments?
4.  Is there space to note results for the assessment task or activity (S or NYS?)
5.  Is version control noted?
Wording
6.  Is the instrument valid?

●   Does the instrument cover the intended parts of the unit (and its assessment requirements)?
To answer this question, return to the competency map and see if all parts of the unit that the developer of the instrument intended to cover, are covered.

●   Is it free of unnecessary assessment requirements?

7.  Is the instrument reliable?  Are instructions and assessment criteria clear, complete and in plain English?
8.  Is the instrument flexible enough to cater to the diverse needs of the target candidate/s?
9.  Is the instrument fair?  Are assessment activities achievable by the target candidate/s? Does the instrument feature objective, unbiased wording?
Typos
10. Is the instrument free from typos and grammatical errors?

 

 

General feedback and recommendations for improvement

Reviewer’s signature Date signed

 

Step 7 – Review and reflect

  1. Reflect on this activity.
  2. In the space below, summarise what you have learned about planning assessment activities and processes, and developing assessment instruments:

 

Step 8 – Finalise the plan & instrument

Instructions

Use the feedback provided to improve and finalise your assessment plan and instrument.

 

 

 

 

 

 

 

 

 

 

TASK 5

Conduct Assessment

 

 

 

Task 5: Assess competence on 5 occasions

For this task you are required to conduct assessment whilst meeting the following criteria.

–         Each assessment must cover an entire unit of competency and its assessment requirements.

–         At least one assessment must be recognition of prior learning (RPL – candidate 1).

–         You must assess a different candidate on each occasion (Candidate 2-5).

–         You must make a reasonable adjustment in the assessment of at least one candidate.

 

Please note: You must conduct each assessment under supervision of a qualified assessor. This will be done during day 4.

 

Candidate 1 Candidate 2 Candidate 3 Candidate 4 Candidate 5
Using case study 3 – conduct an RPL assessment with Kelly.

Please note: the tool has been provided for you

Using one of the tools you developed for task 3 (not RPL) of the assessment kit – conduct a group assessment for 4 candidates.

 

You must make a reasonable adjustment in the assessment of at least one candidate.

 

 

 

5.1 Assessment for candidate 1

 

Task 
Plan and conduct assessment Plan and conduct an RPL assessment using case study 3. You are required to prepare and conduct assessment for unit BSBCMM401 Make a presentation.

 

You will need to read the case study, review the candidate’s work, prepare and conduct a verbal assessment and make judgement of competency.

 

You will work in pairs in which you will be observed whilst:

–         You play the role of ‘assessor’

–         A fellow student will play the role of ‘candidate’ (Kelly)

–         Your TAE trainer will assess you using the observer checklists.

 

You will then swap roles.

 

 

 

 

 

 

Case study 3

Assess competence through RPL of a candidate—’Kelly Kandidate’—in the unit:
BSBCMM401 Make a presentation 

 

 

 

Requirements for satisfactory completion

You must complete all parts of this task to a satisfactory standard.

Who will assess you

Your TAE trainer—a qualified assessor—will supervise you throughout all stages of this task.  The TAE trainer /assessor will decide the result for this task (Competent or NYC) after the conclusion of training.

 

Read the background information starting on the next page.

Prepare for assessment

  1. Review the evidence provided for Kelly and prepare to conduct an RPL assessment.
  • Document your feedback using the assessment instruments provided.
  • Use the rules of evidence to judge the evidence provided so far.
  • Prior to conducting your verbal assessment, review the verbal questions provided, adding more as required.

 

  1. Conduct a verbal assessment withKelly, make a decision of competence and share that decision

Meet with Kelly to complete the RPL assessment:

  • Brief Kelly on the assessment process and requirements
  • Conduct verbal assessment—document your feedback using the assessment instrument provided
  • Conduct a final review of all evidence and make a decision of competence
  • Provide assessment results and feedback to Kelly.
  1. Review and reflect on this activity
  • Write a personal reflection on what you learned from having completed this task.

 

 

Case Study 3

 

Instructions

Read the information below to familiarise yourself with the purpose and context of Kelly’s RPL assessment.

Background

You are a trainer and assessor for your local RTO, ABC Training House.

Kelly has enrolled in BSB40215 Certificate IV in Business.  Kelly has chosen the option to undertake RPL assessment for BSBCMM401 Make a presentation.

 

Kelly’s evidence:

First, Kelly will email you completed work of having planned and delivered a presentation.  Kelly will be asked to submit:

  1. The presentation outline or equivalent that Kelly had prepared
  2. PowerPoint or other visual aid to support the presentation
  3. A video of Kelly delivering the presentation planned.

You will review items 1-3 above, then contact Kelly to organise a face to face meeting to conduct a verbal assessment.

 

  1. At the meeting you will ask Kelly verbal questions as provided, plus additional questions you may have after viewing Kelly’s presentation.You should be able to confirm Kelly’s result for the unit by the end of the interview.

 

 

Prepare for assessment

Review the evidence provided for Kellyand prepare to conduct an RPL assessment.

  • Document your feedback using the assessment instruments provided.
  • Use the rules of evidence to judge the evidence provided so far.
  • Prior to conducting your verbal assessment, review the verbal questions provided, adding more as required.

 

Kelly has now emailed to you work completed.  Work submitted includes:

  1. Presentation plan
  2. PowerPoint for the presentation
  3. Video of Kelly delivering the presentation.

Instructions

Look at the evidence Kelly has submitted.

Document feedback using the assessment instruments provided.  You’ll complete this activity in three parts:

  1. Read the presentation plan and PowerPoint that Kelly has submitted (these start on the next page). Document feedback by completing Assessment instrument A: document review checklist(find this checklist on the page following Kelly’s presentation plan and PowerPoint).
  2. View the video—follow instructions provided for Part B of this activity.
  3. Use the rules of evidence to judge the quality of evidence submitted so far—follow instructions provided.

 

 

 

  1. Read the presentation plan and PowerPoint for Kelly

 

Presentation plan

 

What is the objective of your presentation? By the end of my presentation I hope that audience members will adopt a dog from an animal rescue or equivalent association
Who is your audience? Anyone who wants a pet
What visual aids will you use? PowerPoint – see below
How will you manage questions? I prefer to take questions at the end of the presentation
Presentation outline 1.    Why so many dogs need a home

2.    Why dogs make great pets

3.    How to adopt a dog

4.    Conclusion

 

 

 

 

PowerPoint

 

 

 

Assessment instrument A:  document review checklist

 

Information and instructions
General information about this assessment activity
Candidate Kelly Kandidate
Assessor
Task title Plan, deliver and review one presentation
Competency standard/s BSBCMM401 Make a presentation
Instructions
Candidate instructions Compile the evidence listed below and mail or email to the RTO.
Requirements for satisfactory completion The evidence must meet all assessment criteria listed below
S = Satisfactory; NYS = Not Yet Satisfactory
Assessor instructions Document the quality of the evidence by completing the checklist below.

 

Assessor to complete these columns “ Quality of evidence
Evidence Required quality S NYS
1 Presentation plan 1a. Presentation objective is clear and measurable
1b.       Audience description is provided
1c. Presentation content supports the objective
1d.       Presentation content is appropriate for the target audience
2 Visual aid 2a. Type of visual aid selected is appropriate for this presentation
2b.       Content is easy to read and interpret
2c. Design and content of the visual aid supports the objective

 

Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments
Assessor signature Date signed

 

 

  1. View the video and judge the quality of performance observed

Instructions

  1. View the video of Kelly delivering the presentation. Download the video from:
    https://youtu.be/wb5LSZ3NdRQ (accessed 01.05.2017).
  2. While viewing the video, document the quality of Kelly’s presentation delivery. To do this, complete the observation checklist that begins below:

Assessment instrument B:  observation checklist

 

Information and instructions
General information about this activity
Candidate name Kelly Kandidate
Assessor name
Competency standard BSBCMM401 Make a presentation
Observation date
Instructions
Candidate instructions Please mail or email to our RTO, a video of you delivering the presentation you planned for this task.  Ensure that your delivery meets the criteria listed below.
Requirements for satisfactory completion Result for criteria identified with an asterisk (*) must be ‘yes’

Result for all other criteria must be ‘yes’ or ‘N/A’

The assessor will use their discretion when assessing this activity.

Assessor instructions View the video submitted and document the quality of the presentation by completing the checklist below.
Observation criteria
Did the candidate: Yes No N/A
1 Establish a positive rapport with the audience
2 Explain and discuss the desired outcomes of the presentation or set the scene for the presentation in a way that supports the presentation outcomes*
3 Use presentation aids or materials to support target audience understanding
4 Use relevant stories, examples or data to back up key points made*
5 Monitor non-verbal and verbal audience communication to promote attainment of outcomes
6 Provide opportunities for audience to seek clarification or ask questions*
7 Emphasise/summarise key concepts and ideas at strategic points*
8 Finish on a strong note that includes a clear ‘call to action’ where applicable*

 

 

Observation checklist, continued

Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments
Assessor signature Date signed

 

 

Instructions

Prepare to conduct the verbal assessment

  1. Review the verbal questioning instrument.
  2. Consider any additional questions you want to ask Kelly about the evidence presented to date. Add up to two (2) questions to the questionnaire below.

Once you have completed the verbal questioning instrument you will be ready to conduct your RPL interview with Kelly.

Assessment instrument C: verbal questions

 

Details of questioning
Candidate name Kelly Kandidate
Assessor name
Competency standard BSBCMM401 Make a presentation
Interview date
Instructions for use
Information and instructions for use Assessor instructions

1.  Complete this questionnaire:  add additional questions you want to ask, having viewed the video of the candidate delivering the presentation and related documents.  Make a note of desired responses.

2.  Conduct the interviewask the candidate the questions listed below:

●   Document the quality of each response by completing the checklist that accompanies each question

●   Add comments as appropriate to create a detailed and accurate record of the candidate’s responses.

Requirements for satisfactory completion The candidate must answer all questions to a satisfactory standard.  Requirements for a satisfactory response to each question are listed with the question.

Note to the assessor:  Use your discretion when judging the quality of each response.  The candidate may offer a response that is not among the list of acceptable answers, but which is acceptable.  In this case, assign a satisfactory result for the question.

 

 

 

Questions

 

1 a.         Describe one (1) example of how you can obtain feedback on presentations you deliver

b.         Describe how you could use this feedback to identify improvements.

Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
Candidate must offer satisfactory responses for both parts A and B of this question.  Examples of satisfactory responses are listed below.
A Part A responses may include:
Verbal or written feedback from audience members—e.g. feedback form
Written or verbal feedback from an observer—e.g. supervisor observes and gives feedback
Data—e.g. degree to which the presentation objectives are achieved
Other appropriate suggestion:
B Part B responses may include:
Self-reflection—verbal or written
Other appropriate suggestion:
Result for this question Satisfactory Not yet satisfactory
Assessor notes  

 

 

 

2 Identify at least two (2) regulatory and/or organisational obligations and requirements relevant to presentations
Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
The candidate must offer at least two (2) responses—2 regulatory, 2 organisational, or one of each are all satisfactory.  Examples are listed below.
a Regulatory—Anti-discrimination: mustn’t harass or discriminate against others
b Organisational—must use organisation’s branded PowerPoints
c Organisational—key message to consistently deliver
d Organisational—must meet required time frames
e Organisational—management must approve pres’n content and visual aids before delivery
f Other reasonable suggestion:
Result for this question Satisfactory Not yet satisfactory
Assessor notes  

 

 

 

3 Describe two (2) principles of effective communication that you do or could use when you deliver presentations
Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
Candidate must describe at least two (2) principles. Examples are listed below:
Revisit and re-cap key points at regular intervals throughout the session
Multi-sensory presentation—tell them and show them using visual aids and gestures
Get audience involved—ask questions; ask them to “think of a time” etc.
Use Plain English—e.g. Active voice; one point per sentence
Other:
Result for this question Satisfactory Not yet satisfactory
Assessor notes  

 

 

 

 

 

4 Describe at least two (2) presentation aids and materials available to support presentations you may deliver in your workplace
Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
The candidate must offer at least two (2) examples of presentations aids or materials that are relevant to the types of presentations the candidate delivers.  Possible satisfactory responses are listed below:
a Visual aid—e.g. PowerPoint, Prezi, etc.
b Work product—e.g. Sample of a product discussed in the presentation
c Prop—e.g. Containers full of ‘big’ and ‘little’ stones as a metaphor for big vs little priorities (reference: Stephen Covey)
d Reference material—e.g. handout or pamphlet
e Another person—e.g. to act as assistant or to model an item (such as a new uniform)
f Other reasonable suggestion:
Result for this question Satisfactory Not yet satisfactory
Assessor notes  

 

 

 

 

 

 

Add up to two (2) additional questions you want to ask Kelly

 

5  

 

 

Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
The candidate must:

 

 

Possible satisfactory responses are listed below:

a
b
c Other reasonable suggestion:
Result for this question Satisfactory Not yet satisfactory
Assessor notes  

 

 

 

6  

 

 

Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
The candidate must:

 

Possible satisfactory responses are listed below:

a
b
c Other reasonable suggestion:
Result for this question Satisfactory Not yet satisfactory
Assessor notes  

 

 

 

Assessment result for verbal questioning
Result Satisfactory Not Yet Satisfactory
Assessor comments  

 

Assessor signature Date signed

 

 

Conduct the verbal assessment withKelly, make a decision of competence and share that decision

Meet with Kelly to complete the RPL assessment:

  • Brief Kelly on the assessment process and requirements
  • Conduct verbal assessment—document your feedback using the assessment instrument provided
  • Conduct a final review of all evidence and make a decision of competence
  • Provide assessment results and feedback to Kelly.

Assessment brief checklist

Below is a blank template for an assessment brief checklist.  Use it to prepare an agenda that covers how you will explain the assessment process and requirements to Kelly.  Make personal notes below each agenda item.

 

Tick (þ) when discussed or clarified with the candidate ‚
How CBA works How competency-based assessments work:
Below, write notes about how you will check the candidate’s understanding of how competency-based assessments work
What happens if result is C and what happens if result is NYC

 

Assessment process, activities and requirements Reason for the assessment

 

Competency standard/s being assessed

 

Assessment process and activities—what to do, when and where, including modifications made to suit candidate context, where applicable

 

How well candidates must perform to attain a competent result

 

What to bring, what to wear, how to prepare, etc., as applicable

 

Candidate rights and responsibilities Appeals process

 

Names of those will be advised of assessment results

 

Responsibility to submit authentic evidence

 

Candidate’s right to choose whether or not to undertake assessment

 

Inclusive assessment practice Support available

 

Specific needs—e.g. specialised support or reasonable adjustment

 

 

 

 

Conduct the interview, make a decision of competence and share that decision with Kelly—

  1. Interview Kelly—document the quality of Kelly’s responses using the space provided on the verbal questioning instrument
  2. Review all evidence Kelly has presented and decide the assessment result for the unit—Competent (C) or Not Yet Competent (NYC)
  3. Share your decision with Kelly and give feedback that justifies the result. Discuss and confirm next steps.

 

Use the rules of evidence to judge evidence provided so far

Discussion questions:

Is the evidence valid, current and authentic?

Complete the table below to document your thoughts, as follows:

 

Key When answering ‘How strong is this evidence’
üthe evidence clearly meets this rule

●   the evidence somewhat meets this rule

û   the evidence does not meet this rule

Assign a rating out of 5:

5  = very strong (very useful for this assessment)

1   = very weak (not at all useful).

 

Valid Current Authentic How strong is this evidence?
Example: how to fill in this table „ ü û
1 Task 1:  Checklists completed by the original trainer
2 Task 2: Presentation plan
(copy of plan)
3 Task 2:  Visual aid (PowerPoint)
4 Task 2: Delivery (video)
5 Verbal Questions

 

Is the evidence sufficient?

 

Has the candidate provided enough evidence to demonstrate competence? Yes No

 

 

 

Document the assessment result

Document Kelly’s assessment result. To do this, complete the template below.

Assessment results

 

General information about the assessment
RTO ABC Training House
Candidate name Kelly Kandidate
Assessor name
Competency standard BSBCMM401 Make a presentation
Results for each assessment task S NYS Date
Task 1 Plan, deliver and review one presentation þ one month ago
Task 2 Plan, deliver and review a second presentation
Task 3 Assessment – verbal questions
Result for the unit
Result Competent Not Yet Competent
Assessor comments  

 

 

 

 

 

 

Action plan

Complete only if the result was NYC

 

 

 

 

Assessor signature Date signed

 

 

Review and reflect

Part I:  Self-evaluation and summary of feedback received

Reflect on this task and on your performance as an ‘assessor’.  List at least two (2) things in each column of the table below:

 

Things I did well Opportunities for improvement
 

 

 

 

 

 

 

 

 

Part II:  Action plan

In the space below, list at least three (3) things you will focus on to further develop your skills as an assessor.

 

1  

 

 

2  

 

 

3  

 

 

 

 

 

Assessment 5.1

Two observation checklists to be completed by a qualified TAE Assessor

 

General information – Assessor to complete
Assessor name
(the person being observed as ‘assessor’)
TAE Assessor Name
Date assessed
Instructions for the TAE Assessor
Observe the ‘assessor’ conduct the RPL assessment interview.  You will observe the ‘assessor’:

·         Brief Kelly

·         Conduct the interview and document the quality of Kelly’s responses using the verbal questioning instrument prepare for this activity

·         Decide Kelly’s final assessment result for BSBCMM401, then share that result with Kelly.

·         Document the result you recommend for the ‘assessor’ (Satisfactory or Not Yet Satisfactory).

 

Requirements for satisfactory completion
All items on the checklists that follow should be ticked ‘yes’—either:

a.  The required criteria is observed in the evidence-gathering activity, or

b.  As part of a verbal review, the ‘assessor’ identifies an item that they missed, without someone else having to tell them.  In this case, the observer should tick ‘yes’ for that item.

 

 

 

 

Observation Checklist 1 – Conduct a candidate briefing

TAE Assessor to complete → Yes No Comments
When briefing the candidate, did the assessor discuss or clarify (not necessarily in the order listed):
1 How competency based assessments work
2 What will happen if the result if ‘C’ (competent) and what will happen if the result is NYC (not yet competent)
3 Reason for the assessment
4 The competency standard/s being assessed
5 Assessment process and activities—what to do, when and where (explain the entire assessment process, not just the part of the assessment we’ll complete today)
6 How well candidates must perform to attain a competent result (entire assessment process)
7 Other information as needed—e.g. what to bring, what to wear, how to prepare, etc.
8 Candidate’s right to appeal the assessment decision
9 Candidate’s right to confidentiality—and who will be advised of assessment results
10 Candidate’s responsibility to submit authentic evidence
11 Candidate’s right to choose whether or not to undertake assessment
12 Where to go for help or with more questions
13 Options for reasonable adjustment or specialised support
Throughout the brief did the assessor:
14 Establish a supportive assessment environment
15 Provide information in a clear, concise way
16 Encourage questions and ensure the candidate’s understanding of items discussed
General comments
 

 

 

 

 

 

 

 

Observation checklist2 – Interview the candidate, judge

  TAE Assessor to complete → Yes No Comments
Conduct the assessment interview—Did the assessor:
1 Gather evidence the way they said they would in the brief?  
2 Use personal and supportive interpersonal skills—e.g.

●          provided clear instructions and checked for understanding where necessary.

●          demonstrated non-verbal strategies to keep the candidate at ease, without misleading the candidate about their progress?

3 Provide adequate opportunities for the candidate to give evidence and demonstrate a satisfactory performance?
4 Document evidence accurately and in a timely manner—i.e. document evidence as they saw or heard it?
5 Ensure a physically and emotionally safe assessment
Judge evidence, make a decision and give feedback—Did the assessor:
When sharing feedback, did the assessor:
1 Make an appropriate decision of competence?  
2 Share the decision with the candidate?  
3 Give specific feedback that supported the result, including:

●          Things that were particularly well done; and/or

●          Gaps in performance?

 
4 Clarify ‘next steps’ with candidate—e.g.:

a.         If ‘not yet competent’ result:

●          Suggest strategies to attain a competent result next time?

●          Arrange another opportunity to be assessed?

b.         If ‘competent’ result:

●          Explain what happens next.

 
5 Encourage questions and comments to ensure that the candidate fully understood the assessment result, reasons for the result, and what happens next?
6 Maintain a supportive approach without being misleading?

 

 

Observation checklist, cont’d

‘ASSESSOR’S’ PERFORMANCE
Brief candidate Satisfactory Not yet satisfactory
Gather evidence Satisfactory Not yet satisfactory
Feedback
 

 

 

 

 

 

 

 

 

 

TAE Assessor name (PRINT)
TAE Assessor signature
Date signed

 

 

 

5.2

Assessmentsfor candidate 2-5

 

Task 
Plan and conduct group assessment You are required to assess 4 people using an assessment tool you developed for Task 3 of your assessment kit. This assessment is not RPL.

 

You will use the same tool to assess all 4 candidates in a group assessment.

 

For this group assessment you need to show that you have:

–         Prepared for assessment

–         Briefed the candidates

–         Conducted the assessment

–         Provided feedback and made the assessment decision.

–         Recorded the assessment results.

 

A qualified assessor must complete the observation form(Template N) for each of the candidates (four observations in total) and must:

–         have supervised all aspects of the assessment

–         have completed all parts of the form, including comments

–         sign and date the form where indicated

 

Please note: for authenticity purposes, you must submit either:

·         a hard copy or a scanned hard copy of the form which shows the hand written signature of the qualified assessor
OR

·         a pdf version of the form that includes the qualified assessor’s digital signature (A Word document with typed name in the signature space is not acceptable)

 

Prepare for assessment

 

You are required to prepare all the documents you will need to conduct a group assessment for 4 candidates.

 

Gather together and print the following materials to place in a kit ready to conduct your assessment:

–         all assessment instruments

–         supporting resources (if required)

–         assessment briefing checklist for each participant (Template M)

–         prepared assessment results sheet for each participant (Template J)

–         feedback from each candidate (Template O)

 

Conduct the assessment

 

You are required to provide evidence of having prepared for assessment by briefing your candidates and administering your assessments.
Commence the assessment activity by completing the following:

–     Prepare the space in which you will be conducting the assessment to ensure facilities are appropriate to your assessments and safe.

–     Check that your candidates are ready for assessment

–     Brief the candidates on the activity, including information about the unit of competency and the process you will be taking to conduct the assessment.

–     Ask the candidates if they require special support while undertaking the assessment and document for each assessment.

–     Provide the candidates with their assessment instruments, explaining each of the assessment tasks and provide them with time to complete them.

–     Provide an opportunity for any of the candidates to meet with you individually and discuss requirements and/or provision for reasonable adjustment. Document any of these meetings and keep on record.

–     For one of your assessments that you are conducting, make a reasonable adjustment ensuring you maintain the integrity of the unit of competency in line with the Rules of evidence and Principles of assessment.

 

Make an assessment decision You are required to collect evidence and use processes to decide on competency for those candidates.

–     Collate the evidence and review it against the corresponding marking guide to identify whether it satisfactorily covers all assessment criteria in the assessment task.

–     Document whether the assessment task was satisfactorily completed by the candidates.  Complete an Assessment results sheet for each candidate.

–     For each candidate, provide clear, specific feedback as to what they missed or misrepresented in their evidence providing them with an opportunity to rectify and resubmit or attempt to demonstrate again. This should cover everything that has not been marked off as satisfactory in the marking guide.

–     Agree and document with the participant a new date for resubmission (if required).

 

 

 

 

Task Task title Questions
5.3 Review assessment process

 

Reflect on this task: identify strengths and opportunities for improvement as an assessor. Answer the following questions:

a.     Were the assessment methods and activities suitable?  Explain why or why not.

b.    Were the assessment instruments you used suitable and easy to use?  Explain why or why not?

c.     Strengths:  What did you do well and why?  Include specific examples.

d.    Opportunities:  What could you have done better?  Discuss your thoughts about how to do it better next time.

e.     Further development:  What skill areas will you focus on to further develop your ability to assess competence?

f.     Identify at least one assessment conducted for this task, in which you made a reasonable adjustment.

g.    Describe the candidate special need that warranted the reasonable adjustment

h.     Describe the adjustment made

i.      Explain how the adjustment was ‘reasonable’ (i.e. explain how the adjustment met candidate needs and maintained the integrity of the assessment)

j.      Demonstrate evidence of having helped the candidate prepare for assessment by responding to these questions:

k.     Describe how and when you explained and discussed the assessment process and requirements with the candidate

l.      Describe support options you discussed with the candidate, including specialist support, if applicable

 

To the candidate: replace this text with your response
You must submit evidence of:

Assessment documentation for 4 candidates:

–         Briefing checklist (Template M)

–         Completed assessment instruments

–         Record of results (Template J)

–         Assessment Feedback form (completed by qualified assessor) (Template N)

–         Assessment feedback from candidate (Template M)

–         Responses to reflection questions.

 

 

 

 

 

 

 

 

 

 

 

 

 

TASK 6

Validation

 

 

 

Task 6: Participate in Assessment Validation

For this task you are required to participate in 3 validation sessions.

–         On each occasion validate a different tool – three (3) assessment tools

–         At least 2 people, including you, must participate in each validation

–         Contribute actively to the validation activities and outcomes by collaborating in discussion and documenting the outcomes.

–         Submit aAssessment tool validation record(1 for each session) noting your discussion and findings and any action for improvement.

 

The following task requirements are for one (1) validation only. You will need all components of this task – 6.1 and 6.2 – completed three times. One for each validation.

 

Task Task title Task requirements/Questions
6.1 Background information about each validation a.    Explain who wrote the assessment tool that you validated.

b.    Name the unit/s of competency covered in the assessment tool validated.

c.    Describe the target candidate/s.

d.    Explain the purpose of the assessment tool.

e.    Describe key assessment system policies and procedures that the tool must support. As a minimum, explain:

●     assessment submission policies and procedures

●     how candidates receive information that is relevant to all assessments within an organisation—e.g. information about appeals, confidentiality, etc.

 

6.2

Validation paperwork

Validation paperwork—all documents you and fellow validators used or produced as part of this validation—including:

a.   Copies of the unit of competency (and its assessment requirements) that the tool you validated intended to cover

b.   A copy of the assessment tool you validated

c.    Competency map that covers the entire unit and its assessment requirements and which you referred to or created to confirm validity and sufficiency of the assessment tool

d.   Authenticated Assessment tool validation record(Template P) that documents the validation participants, process and outcomes

(optional) Other documents that show how you prepared for and contributed to the validation activity.

 

6.3

Reflection

Select one (1) of the assessment validations you participated in for this task.

–         Name the assessment validation that you select

–         Answer the following questions about this validation activity:

a.       Describe how and with whom you clarified details of the validation—e.g. its purpose, context and scope, plus logistics such as when and where validation would occur

b.       Describe the materials you reviewed/arranged in preparation for the assessment validation

c.       Describe how you confirmed (or could confirm) that you were using the most recent versions of validation reference materials and templates

d.       Describe one (1) example of how you resolved (or could resolve) a difference in opinion between validators.

You must submit evidence of:

–         3xAssessment tool validation record(Template P)

–         Tools validated including competency map and marking guides

–         Copy of units of competency that tools were based on

–         Response to questions

 

 

 

 

 

 

 

 

 

 

 

 

 

TEMPLATES

 

 

Template A: Assessment Plan

 

General information
RTO
Date prepared
Unit of competency title and code
Assessment pathway Training & Assessment Program name „
Recognition of Prior Learning (RPL)
Candidate/s
Assessor/s
Assessment activities
Method/task Evidence When/where completed Instruments
1
2
3
Resources needed for the assessment
Venue or equipment requirements
Documentation needed to assess competence
Safety, assessment administration and other logistics
Safety
People to be informed of the assessment
Provision for:

● Assessment support

● Reasonable adjustments

Recording and reporting:

● How will results be recorded?

● To whom will results be reported?

Other logistics

 

 

 

Template B: Competency mapping

 

Complete the competency map to show how your assessment instruments collectively cover the entire unit and its assessment requirements

 

Unit/s covered
Version Version number Date

 

Assessment tasks or evidence

1. Name of task

2. Name of task etc.

1 2 3 4 5 6 7
Elements and performance criteria
1
1.1
1.2
1.3
1.4
2
2.1
2.2
2.3
2.4
3
3.1
3.2
3.3
3.4
4
4.1
4.2
4.3
4.4
Foundation Skills
Learning
Reading
Writing
Oral communication
Numeracy
Navigate the world of work
Interact with others
Get the work done
Performance evidence
Knowledge evidence
Assessment conditions

 

 

 

 

 

 

 

 

Assessment tool templates

This section contains a selection of templates that you may combine to create an assessment tool

This includes templates for:

  • Assessment Cover sheet
  • Assessment instructions for candidates and assessors
  • Assessment instruments
  • Administrative templates to record assessment information and results

 

How to use these templates to create an assessment tool:

Modify, re-order, remove and add to this suite of templates to create an assessment tool that is suitable for your target candidate/s and their workplace context.

 

 

 

Template C: Assessment cover sheet (this template can be used as part of your assessment tool)

 

General information
RTO Name
Unit/s assessed
CANDIDATE to complete this section
Name
USI *
Address
Phone Daytime Evening
Email
Company name
Date submitted
Candidate declaration—By signing below, I declare that:

 

—   I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time

—   this portfolio contains my own work except where I have made due reference to work by other/s.  I am aware that a false declaration may lead to withdrawal of a qualification or statement of attainment.

Candidatesignature* Date signed
* Candidates must provide a REAL signature.  If submitting your portfolio electronically, either insert an electronic signature in the space above, or print this page, sign it, then submit a scan of the signed page.
ASSESSOR to complete this section
Name of assessor
Date portfolio received
Date portfolio review completed

 

* USI stands for Unique Student Identifier.  If you don’t yet have a USI go to: http://www.usi.gov.au/create-your-USI/Pages/default.aspx Use this USI every time you enrol in nationally recognised training or assessment.

 

 

 

Template D: Assessment information and instructions for candidates

Welcome to your assessment!

Read this document carefully

It has important information about your assessment.  Contact us if you have questions.

 

Assessment tasks / activities:

 

Task (List the methods used to assess) Description
1 Eg Observation <Describe task in more detail here. Describe what candidates must do, and how well they must perform to attain a satisfactory result on the task>
2 <name task or item of evidence>
3 <name task or item of evidence>

 

 

Condition of Assessment:

 

Requirements for a competent result

To attain a competent result, you must <continue here with information about what candidates must demonstrate to attain a competent result>

 
What else you should know

<Add more info as needed—e.g. how to prepare, what to bring, what to wear, as applicable>

 

 

 

Template E: Assessment instrument: Observation

 

Information and instructions
General information about this activity
Candidate name
Assessor name
Competency standard
Observation date
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions
Observation criteria
Did the candidate: Yes No
1
2
3
4
5
6
Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments
Assessor signature Date signed
Candidate signature Date signed

 

 

Template F: Assessment instrument: Written

 

Information and instructions
General information about this assessment activity
Competency standard
Candidate name
Test date
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

 

Paragraph-style questions
Answer the following questions:
1 Replace this text with the question
 

 

 

True/false questions
Circle true or false beside each statement
1 Statement here true false
2 Statement here true false

 

Multiple choice questions
Circle the correct answer to each question below (1 point each)
1 Question here
A Responses here (and below)
B
C
D

 

Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments
Assessor signature Date signed

 

 

You’ll also need to prepare a marking guide / answer key for assessors

 

 

 

 

Template G: Assessment instrument: Verbal

 

Information and instructions
General information about this assessment activity
Candidate name
Assessor name
Competency standard
Interview date
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

 

Questions
1
Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
The candidate must <replace this text with information about the type of answer the candidate must provide, or about the number of ‘correct’ responses to be offered>

 

Possible satisfactory responses are listed below:

a
b
c
Result for this question Satisfactory Not yet satisfactory
Assessor notes

 

 

 

 

Questions
2
Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
The candidate must <replace this text with information about the type of answer the candidate must provide, or about the number of ‘correct’ responses to be offered>

 

Possible satisfactory responses are listed below:

a
b
c
Result for this question Satisfactory Not yet satisfactory
Assessor notes

 

Questions
3
Criteria for a satisfactory response to this question (assessor to tick boxes þ beside criteria met)
The candidate must <replace this text with information about the type of answer the candidate must provide, or about the number of ‘correct’ responses to be offered>

 

Possible satisfactory responses are listed below:

a
b
c
Result for this question Satisfactory Not yet satisfactory
Assessor notes

 

Add more questions, as required.

 

Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments
Assessor signature Date signed
Candidate signature Date signed

 

Template H: Assessment Instrument: Portfolio of Evidence

 

Information and instructions
General information about this assessment activity
Candidate
Assessor
Competency standard/s
Instructions
Candidate instructions
Requirements for satisfactory completion
Assessor instructions

 

Assessment checklist
Evidence S NYS Assessor comments
1
2
3
4
5

 

Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments  

 

 

 

Assessor signature Date signed
Candidate signature Date signed

 

 

 

Template I: Assessment instrument Third party questionnaire

 

Information and instructions
Information and instructions for the candidate
What to do
 

 

Choosing an appropriate third party referee
 

 

Information and instructions for the Referee
Information
 

 

What to do
 

 

Questionnaire (referee to complete)
Preliminary information
Name of candidate
Name of third party referee
Date completed
Information about you (the referee)
Company Position held
Relationship to candidate (e.g. supervisor)
Length of time you’ve known the candidate
Phone (daytime) Email
May we contact you if we need more information? Yes No
Questions about the candidate’s routine work practices
1 Question here
2 Question here
3 Question here
Additional comments about the candidate’s work performance
Referee Declaration
Signature Date signed

 

 

 

Template J: Record of assessment results

 

General information about the assessment
Candidate name
Unit of competency
RTO
Assessor name
Assessment pathway Training and assessment RPL
Assessment date/s
Result for each assessment task or activity S NYS
1
2
3
4
5
Result for the unit of competency
Result Competent Not Yet Competent
Assessor comments
Action plan
Assessor signature Date signed
Candidate signature Date signed

 

 

 

Template K: Marking guide for assessors

 

General information about the assessment
Unit of competency
RTO
Assessment pathway Training and assessment RPL

 

 

Information and instructions for assessors

When to use this guide

<replace this text with information about when this guide is to be used>

 

What to do

<replace this text with information about how assessors should use this guide>

 

Marking guide
Option 1—Information-based marking guide

Task / activity 1 – Name of activity

For a satisfactory result on this task, candidates must:

  • <replace this text with assessment criteria>
  • <replace this text with assessment criteria>

 

Task / activity 2 – Name of activity

For a satisfactory result on this task, candidates must:

  • <replace this text with assessment criteria>
  • <replace this text with assessment criteria>

 

Marking guide
Option 2—Marking checklist

Task / activity 1 – Name of activity

 

Did the candidate Yes No
1 <Type assessment criteria here>
2 <Type assessment criteria here>
3 <Type assessment criteria here>
4 <Type assessment criteria here>
5 <Type assessment criteria here>

 

 

 

Marking guide
Option 3—Copy of the same assessment task that candidates receive, with extra information added for assessors

 

Task / activity 1 – Name of activity

Task description

Replace this text with the same information / instructions candidates received—e.g. a question the candidate was asked

Assessor information

Replace this text with the ‘correct answer’ or other information assessors need to ensure that all assessors conducting this assessment will exercise similar standards.

 

 

 

 

 

 

 

 

 

Template L: Report on the trial and review of an assessment tool

General information
Date of report
Prepared by
Unit/s covered in the assessment tool that was trialled
Assessment pathway Training and assessment RPL
The trialling process
Date/s of trial
Location/s of trial
Participants Number of candidate/s
Names of assessor/s
Other participants
(if applicable)
How and when feedback was collected and reviewed
Assessment activities and documents used in the trial
Assessment activities conducted as part of this trial:

 

Assessment tool documentation used in the trial
What assessment methods/instruments were used in this pilot assessment?

(tick all applicable boxes)

Observation—simulation
Observation—on the job
Assigned practical task
Written questions
Verbal questions
Log book
Third party questionnaire
RPL portfolio
What other assessment tool documentation was used? Marking guide for assessors
Other (list):

 

 

 

Assessment review – Findings and recommendations
Questions for discussion
1.        Are assessment tasks valid—suitable for the unit/s assessed; free of unnecessary assessment tasks or requirements; produced evidence that was valid, sufficient, current and authentic; produced evidence that let assessors confidently make an evidence-based decision of competence.

 

2.        Are the assessment tasks fair—assessment activities possible for target candidate/s to complete; offer candidates sufficient opportunity to demonstrate skills and knowledge held?

 

Summary of feedback
Recommended improvements
Assessment instructions for candidates
Questions for discussion
1.        Does preliminary assessment information give a clear, complete and accurate description of the assessment activities, requirements, timeframes, and information about candidate rights and responsibilities in assessment?

 

2.        Are instructions for each task clear and complete—gave an accurate description of the task; answered all candidate questions; interpreted the same way by candidates and assessors, alike.

 

Summary of feedback
 

 

 

Recommended improvements
Instructions and marking guides for assessors
Questions for discussion
Are instructions and guidance for assessors clear and complete—did they answer all assessor questions; did they provide all information needed to reach an assessment decision; did all assessors interpret these instructions and marking guidance the same way?
Summary of feedback
 

 

 

 

Recommended improvements
Presentation, layout and ease of use
Questions for discussion
1.        Does the assessment tool documentation include capacity:

–         to note details of the assessment:  candidate name and information; assessor name; details of unit/s assessed; assessment date/s; candidate consent to be assessed

–         for candidates to provide required information and responses to questions

–         for assessors to document/record:  quality of evidence provided (including comments); results for each assessment task; overall result for the unit/s; general feedback on performance; action plan if needed.

 

2.        Was the assessment tool documentation laid out in a logical sequence and formatted for easy use by assessors and candidates alike?

 

3.        Did the length of time it took to complete the assessment match expectations?

Summary of feedback
 

 

 

 

Recommended improvements

 

Information in this report verified by
Name Signature Date

 

 

Template M: Assessment briefing checklist

Use this template to record details if having briefedyour candidate prior to assessment.

 

General information
Candidate name
Assessor name
Competency standard assessed
Date of assessment brief
Tick (ü) if the following was discussed/clarified with the candidate:
How CBA works How competency-based assessments work

 

What happens if result is C and what happens if result is NYC

 

Assessment process, activities and requirements Reason for the assessment

 

Competency standard/s being assessed

 

Assessment process and activities—what to do, what evidence to submit, how to collect suitable evidence to support RPL, when and where and how RPL assessment will be conducted, including modifications made to suit candidate context, where applicable

 

Other—what to bring, what to wear, how to prepare, etc., as applicable

 

Candidate rights and responsibilities Appeals process

 

Confidentiality and names of those will be advised of assessment results

 

Responsibility to submit authentic evidence

 

Candidate’s right to choose whether or not to undertake assessment

 

Inclusive assessment practice Support available

 

Specific needs—e.g. specialised support or reasonable adjustment

 

Agreed by
Candidate Signature Date signed
Assessor Signature Date signed

 

 

 

 

Template N:Assessment feedback form

To be completed by the qualified assessor
who observes the participant assessing competence

 

Information and instructions for the qualified assessor

Observe the participant assessing competence of an entire unit of competency (including its assessment requirements), in a real assessment environment.

 

As you observe the assessment, document the participant’s performance by completing all sections of the feedback form that begins on the next page. This includes:

  • completing the checklist on the next page—tick (þ) ‘yes’, ‘no’, or ‘NA’ to each criterion listed (where the ‘NA’ column is blacked out, the criterion applies to all assessments)
  • adding written comments to describe, in more detail, about the participant’s performance as an assessor—use the space provided after the checklist.

At the conclusion of the assessment, sign and date where indicated, then return the completed form to the participant.

 

For a competent result on each occasion, 20 of the 21 items listed on the checklist must be ticked ‘yes’ or ‘NA’.

 

 

Template N: Assessment feedback form (to be completed by a qualified TAE assessor)

 

Name of Assessor (person playing the role of ‘assessor’
Name of candidate (person playing role of learner)
Information about you (the qualified assessor)
Name
Qualification you hold TAE40110 or TAE40116 Certificate IV in Training & Assessment
Your contact details Phone (mobile preferred)
Email
Information about the assessment observed
Unit assessed
Pathway ® ☐Training and assessment ☐RPL
Assessment date
Location of assessment Swinburne Professional
When assessing competence, did the participant Yes No N/A
1 Confirm with you—or others, as needed—requirements for the assessment.  This may include seeking your guidance about: 1) requirements of the unit/s to be assessed; 2) how the candidate might best approach assessment—e.g. opportunities to integrate assessment into the candidate’s work routines, or to use simulated assessment activities, and/or 3) requirements of them as the assessor.
2 Discuss the assessment process and requirements with the candidate
3 Identify and document changes made to assessment activities or instruments (if any) to accommodate candidate context or identified support needs
4 (for RPL assessment/s) Help the candidate identify and gather their own evidence to support recognition of prior learning (RPL)
5 Organise documents and other resources needed for the assessment
6 Access specialist assessment support, or help the candidate access specialist support, if required
7 Use the agreed assessment methods and tools to gather quality evidence
8 Apply the principles of assessment and rules of evidence when gathering evidence
9 Support the candidate throughout all stages of the assessment
10 Make reasonable adjustment/s if required
11 Ensure the candidate’s physical and emotional safety at all times
12 Ensure the safety of workplace personnel, equipment and other assets
13 Make a decision of competence (C or NYC) based on available evidence and using the rules of evidence
14 Make a decision of competence in line with agreed assessment procedures
15 Give the candidate clear and constructive feedback (verbally or in writing)
16 (if the result was NYC) Document a follow-up plan to help the candidate attain a competent result on their next attempt
17 Record assessment outcomes and feedback promptly and accurately
18 Promptly submit results and other required assessment documentation according to assessment procedures and confidentiality conventions
19 Inform other relevant parties of the assessment decision, according to confidentiality conventions
20 Use professional and supportive two-way verbal and written interpersonal skills throughout all stages of the assessment
21 Review the assessment process with the candidate, with you and/or others?

 

Comments
Instructions for the supervising assessor:  Use the space below to: 1) note participant’s strengths, plus opportunities to improve as an assessor; 2) If you ticked ‘no’ to any criteria, please give details.
 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment result
Result Competent Not Yet Competent
Assessor signature Date signed
Return this form to the participant after you have completed and signed it.

 

 

Template O: Assessment feedback form for candidates

Instructions

Use this template for the candidate to record their feedback about the assessment.

 

General information about the assessment
RTO
Candidate name
Assessor name
Competency standard
Assessment pathway Training and assessment pathway RPL
Assessment date/s
Assessment location/s

 

Instructions for the candidate

Please rate your assessment experience by ticking (þ) the appropriate column beside each question below.

  Excellent   Very good   Fair   Poor
Questions about the assessment
1.  Did the assessor clarify the assessment process with you before the assessment began, including consideration of practical and WHS issues?
2.  Were assessment documents clear and helpful?
3.  Did your assessment experience match expectations?
4.  Did the assessor support you, both during your preparation and throughout the assessment?
5.  Do you think the assessment was appropriate for the competencies assessed?
6.  Do you feel that the assessor made a fair assessment decision?
7.  Did you receive specific, useful feedback about your performance?
8.  Did you and the assessor discuss what will happen after the assessment?
9.  Was the assessment environment comfortable and suitable?
In general, how do you rate:
10. The assessment process?
11. The assessment materials and documentation?
12. The assessor?
13. (if applicable) assistance provided by other RTO staff?

 

 

 

 

 

What aspects of this assessment worked for you?
 

 

 

 

 

What suggestions for improvement do you have?
 

 

 

 

 

What else would you like to tell us?
 

 

 

 

 

 

 

Template P: Assessment tool validation record

Part 1: General Information

Validation details
RTO
Validation date
Validation approach Face-to-face meeting
  Other (describe):
Location (if applicable)
Purpose and focus of the Validation
Purpose Validate an assessment tool
Relevant unit/s
Resources needed
Participants
Name Organisation / Position

 

Part 2: Code of conduct

Participants in this validation acknowledge and agree that:
1.    Be honest, respectful and open-minded
With the validation leader and with each other.2.      Equal ‘air time’
Allow everyone to have their say without interruption.

3.      Share diverse opinions—aim for consensus

4.      Validation leader will decide the response to mixed feedback
In the event that validation participants have mixed feedback and do not reach consensus for a particular validation criterion, the validation leader will note all feedback and make the final decision.

5.      Copyright
Please respect copyright of the materials and templates used in the validation.  All validation materials are provided commercially, in confidence.  Do not distribute them to others.

6.      Confidentiality
You will be named as a participant in this validation, and this validation record will be openly available to anyone with a valid reason to review it.  Please advise the validation leader if you prefer to be identified as ‘anonymous’ on this record.

Did all participants agree to these terms:

●      verbally at the start of the validation meeting

●      or by email beforehand?

Yes No (details below)

 

Part 3: Validation Checklist

Does/is the assessment tool: Yes No  Comments
VALIDITY
1 Clearly identify units assessed by code and title
2 Address all aspects of the competency standard/s assessed:
  ●     Elements and performance criteria
  ●     Foundation Skills to the level described in the unit
  ●     Performance evidence
  ●     Knowledge evidence
  ●     Conditions for assessment
  Competency map attached
3 Include activities that reflect realistic workplace requirements
4 Reflect realistic work conditions that include the dimensions of competence:
  ●     Task skills
  ●     Task management skills
  ●     Contingency management skills
  ●     Job / role environment skills
5 Promote collection of evidence that is:
  ●     Valid
  ●     Sufficient
  ●     Current
  ●     Authentic
6 Pitched at the correct AQF level
7 Free of unnecessary assessment tasks
FLEXIBILITY AND FAIRNESS 
8 Offer a reasonable range of flexible options for how candidates complete and submit assessment tasks
9 Include information about available support and guidance if needed
RELIABILITY
10 Formatted and structured in a logical and easy-to-follow way
11 Include information, instructions and marking guide for assessors that includes:
  ●     clear instructions for administering the assessment—Plain English and concise
  ●     complete instructions for administering the assessment
  ●     decision-making rules and benchmarks to promote consistent outcomes
12 Include documented information for candidates that includes:
  ●     clear instructions
  ●     complete instructions
  ●     clear outline of evidence requirements for a competent outcome
ADMINISTRATION
13 Clearly identify version control
14 Include mechanisms to record:
  ●     Name of assessor/s
  ●     Name of candidate
  ●     Assessment date/s
  ●     Candidate’s written consent to be assessed (or equivalent)
  ●     Assessment results
  ●     Action plan in case of a NYC result
  ●     Other information needed to reflect the organisation’s policies and procedures related to assessment administration
●     Includes capacity for the assessor to note comments and feedback about the candidate’s performance.

 

Part 4: Validation outcomes

Summary of feedback and recommendations
Recommended Actions
Action required By whom? By when?
1
2
3
Signatures of validators
 

 

 

 

 

 

Submission and Result information
Submission Details When submitting your work, please ensure you have signed the Declaration on the Assessment Cover Sheet.

Your responses may be typed directly into this document, with any additional documentation provided as attachments Please title each attachment (i.e. Attachment A, B etc) and, reference these in the main document with an explanation of their relevance.

 

All assessment tasks should be submitted via Canvas, our online learning management system. Please note:

–         Assessment due dates are to be 6 weeks from the final day of the learning workshop.

–         Feedback will be provided by your assessor within 3 weeks following the due date for submission.

–         If resubmission of work is required, this must be submitted within 2 weeksof receiving feedback from your assessor

–         Final feedback will be provided by your assessor within 2 weeks of resubmission.

 

Extensions to the due date will be granted under exceptional circumstances.

If you need an extension please contact your designated assessor at least one week before the due date.

 

Assessment results Your assessment will be marked using the following scale on Canvas:

Result Code Result Certification Description
PU Achieved Competency
NU Not Yet Competent
NEN No Engagement in Unit
SEN Stopped Engagement in Unit

 

In addition to the results, you will also get detailed feedback from your assessor on each key aspect of your assessment. This will be provided to you via Canvas and can be accessed via “my grades”.

Should you have any questions about the assessment process please feel free to contact your designated assessor.

 

Conditions

TAEASS401 Plan assessment activities and processes

Gather evidence to demonstrate consistent performance in conditions that are safe and which are typical of those experienced in the training and assessment environment. This includes access to the units of competency used in assessment planning activities.

 

TAEASS502 Design and develop assessment tools

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to relevant organisational policies and procedures in relation to the assessment system.

 

TAEASS402 Assess competence

Gather evidence to demonstrate consistent performance in a real assessment environment. The assessment environment must include access to assessment tools and recording materials.

 

TAEASS403 Participate in assessment validation

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to:

  • the texts and tasks usually found in the workplace
  • units of competency and other materials used in validation sessions.

 

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

All trainers and assessors delivering any TAE training products must hold one of

–         TAE50111 Diploma of Vocational Education and Training or its successor or

–         TAE50211 Diploma of Training Design and Development or it successor or

–         TAE550216 or A higher level qualification in adult education.

As per clauses 1.22 – 1.23  item 7 of Schedule 1 of the Standards for Registered Organisations (RTOs) Amendment 2017. 

 

 

Uncategorized

STAY HOME, SAVE LIVES. Order your paper today and save 15% with the discount code FLIX