Embed Size (px)
Citation preview
TAE40110CERTIFICATE IV IN TRAINING AND
ASSESSMENT
RPL KITCandidate Information and
Enrolment Forms
___________________________________________________________________
Ph 1300 776 728PO Box 254, MORNINGSIDE QLD 4170
P a g e | 1
THE PROCESS
The RPL process can be broken down into two (2) parts:A. Plan your RPL SubmissionB. Make your RPL Submission
Each part is broken down into several steps. To make your Recognition Submission complete the each of the steps in both parts..A. Plan Your RPL SubmissionA1. Review the Welcome Message.A2. Review the Course Structure so that you are familiar with the names of the Units of Competency included in this course. You will see that the course is divided into three (3) Competency Fields. You can apply for Recognition for either:
The full Certificate IV in Training and Assessment (all 10 Units of Competency) Your selection among the three (3) Competency Fields Your selection of individual Units of Competency
A3. Read the Frequently Asked Questions. You may find this helpful in clarifying any relevant issues that are unclear.B. MAKE YOUR RPL SUBMISSIONB1: Complete the enrolment form contained in this booklet.B2: Recognition submission cover sheetB3: Complete the General Evidence Checklist by ticking off the listed items that you will be including in your Recognition submission.B4: For the Units of Competency in which you are seeking Recognition, complete the Detailed Evidence Checklists by ticking off the listed items that you will be including in your Recognition submission.
Mail or courier this completed RPL Kit and your Portfolio of Evidence to:Daniels Associates of Australasia t/a HIAPO Box 254MORNINGSIDE QLD 4170
Note that nothing you submit can be returned to you, so do not submit any originals.We also suggest that you take a copy of everything before making your submission.Due to their length, we are unable to receive Recognition submissions by fax. Within 5-10 working days of receiving your submission, a RPL assessor will contact you. The RPL assessor will tell you that they have started assessing your submission. They will discuss the progress of the assessment and explain how you can help.
P a g e | 2
PART A - Plan your SubmissionA1. Welcome This RPL evidence kit is designed to make you job as simple as possible whilst meeting all the requirements of the training package. If you are applying for an RPL because you have delivered in-house training sessions in the past we should point out training delivery is only a small component of this qualification. Much of this qualification is focused on assessment, assessment methods and Vocational Education & Training knowledge. As part of your RPL you can nominate one or more units up to the full qualification for your RPL. We have broken the course design into clusters for both learning and assessment. These clusters, as outlined below may assist you in selecting units for your RPL.This Recognition of Prior Learning (RPL) Kit is designed to help you put together evidence through a recognition process to achieve the qualification of Certificate IV in Training and Assessment TAE40110. This is a formal process that is based on a portfolio of evidence submitted by you, the candidate. You are going to work through the requirements of the qualification and gather: evidence of prior training and qualifications - Recognition of Prior Learning (RPL) and Credit Exemption for some units of competency in this qualification; and evidence of current competence -Recognition of Current Competence (RCC)“Recognition” pathwayThis is a “recognition” pathway based on compilation of evidence. The process is designed for experienced facilitators, trainers and assessors and those responsible for managing learning and development in an enterprise, a registered training organisation or other organisation. You may be eligible for some but not all of the units that make up the qualification. So it is possible you may be mixing the recognition process with some formal learning. You build a portfolio of evidence The Certificate IV in Training and Assessment TAE40110 requires evidence of using accredited courses or training packages and a sound knowledge of the vocational education and training system and competency based training and assessment. The process draws extensively on your experience and capacity to collect evidence in needs analysis, program design, off the job delivery, workplace and individual delivery, assessment, validation and evaluation. Quality portfolio preparation takes time We appreciate that evidence gathering and portfolio preparation takes some time. However, it is in your interests to get things organised as quickly as possible. Look for projects that meet the requirements for multiple units of competencyIt is better to have a project that can be tracked from design through delivery and assessment to evaluation. Authenticity You need supporting evidence to authenticate that the products and processes you are submitting are indeed your work. Third party letters may be needed to support your portfolio. Recent evidence is preferred The assessor is looking for currency of competence so use recent projects as evidence. As a rule of thumb, evidence from the last two years is preferable and do not go back more than five years.
P a g e | 3
To have skills formally recognised in the national system, assessors must make sure you have the skills and knowledge to meet the industry standard. This means you must be involved in a careful and comprehensive process that covers the content of all unit/s or qualification/s you can be recognised for.STEPS IN THE RPL ASSESSMENT PROCESSThere are many ways that the our Assessor might verify your achievement of the required course competencies. These steps do not always occur in the order specified below and your RPL Assessor will guide you through the steps required to demonstrate competency in the units for which you will be able to achieve RPL.Step 1 – Provide information of your skills and experienceThe General Evidence Checklist and the Detailed Evidence Checklist. Complete the attached forms and provide as much information about your previous experience in the training and assessment or VET industry as you can. This is your first opportunity (and not the last) to provide proof of your variety of experience in the industry. Step 2 – Conversation with AssessorAn assessor will review the information you have provided and begin to match up your skills to the units/subjects in the qualification. At this point, you will have the opportunity to discuss and identify your previous experience with the assessor who will understand your industry experience and conduct a competency conversation with you. You will be required to answer training and assessment related questions to identify your current skills. Step 3 – Practical demonstration of your skillsThe assessor will conduct a practical skills test at your workplace (if appropriate) or at another suitable venue. This, again, is an opportunity to demonstrate your level of competence. This assessment will be focussed on skills that are required in the qualification. Your assessor will identify the skills that he/she will want you to demonstrate.Step 4 – Third Party ReportThe assessor will be able to help you obtain appropriate third party reports where you have supervisors or peers that can help you substantiate your competency.Step 5 – Other Evidence SourcesSometimes the assessor or you might identify another relevant source of evidence that helps substantiate your competency. The assessor will not hesitate to consider creative options that support any evidence that is valid, current and authentic if it contributes to you providing sufficient evidence to be granted RPL.Further stepsAfter the assessment, your assessor will give you information about the skills that have been recognised and whether you have gained the full qualification. If you do have skill gaps, these can be addressed through our distance learning program.
P a g e | 4
A2. Course StructureReview the Course Structure on Page so that you are familiar with the names of the Units of Competency included in this course. You will see that the course is divided into three (3) Competency Fields. You can apply for Recognition for either:
The full Certificate IV in Training and Assessment (all 10 Units of Competency) Your selection among the three (3) Competency Fields Your selection of individual Units of Competency
Cluster Title Competency units in cluster
1 Design - Introduction to Vocational Education & Training
TAEDES402A Use training packages and accredited courses to meet client needs (core)TAEDES40IA Design and develop learning programs (core)
2 Assess - Developing and Using Assessment Tools
TAEASS401B Plan assessment activities and processes (core)TAEASS301B Contribute to assessmentTAEASS402B Assess competence (core)TAEASS403B Participate in assessment validation (core)
3 Deliver - Delivering Training
TAEDEL301A Provide work skill instructionTAEDEL402A Plan, organise and facilitate learning in the workplace (core)TAEDEL401A Plan, organise and deliver group-based learning (core)BSBCMM401A Make a presentation
This RPL kit does require you to demonstrate some skills and knowledge that is not generally assessable through normal forms of evidence. We have endeavoured to keep this additional evidence to a minimum.Your resume should clearly articulate the type of training and/or assessment you have performed in the past and will need to be support by third part testimonials and/or letters of support.When reading this RPL Evidence kit writing in brown text is information about the competency unit and information in black text outlines the evidence you are required to provide.
P a g e | 5
A3 Frequently Asked Questions.
Why does physical evidence need to be provided to gain competency? Evidence needs to be provided in a range of ways to ensure that it is valid, authentic and sufficient. Because of these reasons, evidence needs to be provided in both documented and observed (by either the assessor or other qualified third parties) forms and included in your submission. This is why RPL cannot be granted from a phone conversation alone.
What is the Assessor looking for in the assessment of the portfolio?The assessor will take an integrated and holistic approach to assessment and is looking for:
Evidence of the specific evidence requirements for each unit of competency Evidence of valid, current products that align to the units of competency, the performance
criteria and evidence guide which can be authenticated as the work of the candidate Demonstrated knowledge of adult learning, equity principles and legislation as they apply
to the learning and assessment or work environments Demonstration of required knowledge of the national training framework and the
vocational education and training system Evidence of the application of required skills and key competencies
Does everyone succeed in their Recognition application?There are many types of pathways in which clients may gain recognition for their skills. Some clients are able to provide all of the evidence required in a submission or portfolio. Other may need to provide different forms of evidence and in some instances undergo gap training. We recommend that only people with relevant industry experience in the competency fields apply for RRL in this qualification.
What sort of evidence should I provide?We have developed this RPL Kit to help you provide appropriate evidence across each unit of competency.
What if I don’t achieve all competencies by the end of the portfolio appraisal?On submission of your portfolio, you will receive feedback from the assessor. If there are gaps in evidence or a question arising about the quality, authenticity or currency of the evidence, you will be contacted and given the opportunity to supply further evidence. You will have an agreed time from when you enrolled in the RPL process to complete all assessments with reasonable adjustments depending on your circumstances.
When do I pay for my Recognition Assessment?On enrolment.
P a g e | 6
B1: Complete the enrolment form contained in this booklet.TAE40110 By Recognition of Prior Learning Enrolment Form
Section (1) Upgrade details
I am applying for a TAE by RPL $745 (Tick box)
Section (2) Who is paying for the upgrade, you (student) or employer
I (student) am paying (Tick box)
Employer is paying (Tick box)
Section (3) Student Details
Name: (as will appear on your certificate)
Address (full address)
Telephone:
Email:
Date of birth:
Gender M/F:
Section (4) Employer details – ONLY if your employer is paying the account
Employer Name:
Address:
Contact Name:
Contact Email:
Contact Phone:
Section (5) Payment Details – I wish to pay by:
Electronic Funds Transfer: BSB: 082-637 Account No.: 19-810-3506
(Tick box)
Credit Card (Visa and Master Cards ONLY) (Tick box)
CREDIT CARD DETAILS
Card Holder Name:
Card Number:
Expiry Date: CVV(last 3 digits on back)
P a g e | 7
Signature:
P a g e | 8
B2 RECOGNITION SUBMISSION COVER SHEET
Candidate Name:
Candidate Phone: Candidate Email:
DeclarationI declare that the information contained in this application is true and correct and that all documents are authentic.
Candidate Signature: ___________________________ Date________________
Unit(s) of Competency applied for: (please tick )
Design - Introduction to Vocational Education and Training
TAEDES402B Use Training Packages and Accredited Courses to meet client needs (core)
TAEDES401B Design and develop learning programs (core)
Assess- Developing and Using Assessment Tools
TAEASS401B Plan Assessment activities and processes (core)
TAEASS301B Contribute to assessment
TAEASS402B Assess competence (core)
TAEASS403B Participate in assessment validation (core)
Delivery - Delivering Training
TAEDEL301A Provide work skill instruction
TAEDEL402A Plan, organise and facilitate learning in the workplace (core)
TAEDEL401A Plan, organise and deliver group-based learning (core)
BSBCMM401A Make a presentation
P a g e | 9
B3 SUMMARY EVIDENCE CHECKLISTThe Process
Review the evidence required for each unit of competency.
Tick Yes, if you think you can meet the evidence requirements for the unit.
Tick No, if you do not think you can meet the evidence requirements.
If you cannot meet the evidence requirements for the unit you will be sent assessments to complete for the unit. Unit Evidence Requirements Yes No
TAEDES402A
USE TRAINING PACKAGES AND ACCREDITED COURSES TO MEET CLIENT NEEDS
Answer 8 short answer questions, and Answer 16 multiple choice questions
TAEDES401AB
DESIGN AND DEVELOP LEARNING PROGRAMS
Answer 6 multiple choice questions, and Examples of two (2) training programs. You can
use either the template provided or provide one you have prepared in your workplace. Full details are contained in the RPL kit.
TAEASS401B
PLAN ASSESSMENT ACTIVITIES AND PROCESSES
Examples of three (3) Assessment plan based on three (3) different competency standards. One of these must be an RPL assessment. Full details are contained in the RPL kit.
TAEASS301B
CONTRIBUTE TO ASSESSMENT
Evidence of completing three (3) assessments using three (3) different assessment tools. Full details are contained in the RPL Kit.
TAEASS402B
ASSESS COMPETENCE
Evidence of completing one RPL assessment covering an entire competency unit. Full details are contained in the RPL kit.
TAEASS403B
PARTICIPATE IN ASSESSMENT VALIDATION
Evidence of participation in two separate validation meetings. Full details are contained in the RPL kit.
TAEDEL301C
PROVIDE WORK SKILL INSTRUCTION
Evidence of delivering three (3) training sessions in the workplace. At least two (2) of these must be of 40-60 minute duration. Full details are contained in the RPL kit
TAEDEL401A
PLAN, ORGANISE AND DELIVER GROUP-BASED
You are required to provide evidence of delivering 2 substantial training sessions of (40-60 minutes duration). One or both of these training sessions may have been delivered in the previous
P a g e | 10
LEARNING competency TAEDEL301A. If these sessions were provided as evidence in
the previous competency TAEDEL301A Provide work skill instruction, there is no need to supply additional evidence.
You are required to answer eight (8) multiple choice and five (5) short answer questions.
TAEDEL402A
PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE
You are required to provide evidence of planning and delivering THREE 10-15 minute individual facilitations with separate learners. Full details are contained in the RPL kit
P a g e | 11
B4 DETAILED EVIDENCE
TAEDES402A Use training packages and accredited courses to meet client needsUnit Description: This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs.To be found competent in this unit you must demonstrate you have: Analyse a training package and or accredited course to examine its component parts,
identify relevant units of competency or modules, and contextualise those to meet a specific client need
Demonstrate a minimum of two examples of analysing training specifications, including at least one training package;
THE EVIDENCE YOU ARE REQUIRED TO PROVIDEFor this competency unit you are required to provide evidence of the following: 1. Select an appropriate training package of your choice from training.gov.au web site
and explain the following:(i) What industry is the training package for? Does it cover more than one industry
sector? If so, what are these various industry sectors?(ii) When was it released and what is the issue or release number.
2. Nominate and download a qualification from the training package (in Question 1) and explain the following:
(i) What is the title and code of the qualification(ii) How many core competency units are required for the qualification(iii) How many elective competency units are required for the qualification(iv) How many imported unit can be used for the qualification(v) Design two different training plans based on different job requirements (i.e.
select suitable electives for two different job requirements)(vi) Highlight any pre-requisite requirements for individual competency units.(vii) Are the any industry licensing requirements
3. Nominate and down load two different competency units from the above training package.Try to download one theoretical and one practical unit.Explain the purpose (in your own words) for different parts of a nominated competency unit including.(i) Unit Descriptor
P a g e | 12
(ii) Application of the Unit(iii) Licensing/Regulatory Information(iv) Pre-Requisites(v) Elements and Performance Criteria(vi) Required Skills and Knowledge(vii) Critical aspects of assessment(viii) Evidence Guide(ix) Range Statement
4. Explain how you could contextualise the two units of competency for different job roles or different industry sectors. For example there would be different assessment requirements in the hospitality training package when assessment someone who works in the reception of a hotel compared to a person working in a kitchen.
5. For your two nominated competency units specify the types of assessment process you would use and the purpose of each assessment process. For example how would you assess knowledge versus skills and how will you take into account critical aspects of evidence in your assessment
6. Provide an example of how you would modify your assessment to cater for someone with special needs.
7. Briefly explain the Australian Qualifications Framework.8. You are required to answer correctly the 16 multiple choice questions below. These
questions assess parts of the knowledge component for this competency unit not covered in the Design of Learning Program evidence.
P a g e | 13
Multiple Choice QuestionsPlease select one answer for each question. If you are going to be submitting your assignment as a word document you can highlight the correct answer by; select the correct check box or highlighting the correct answer by changing the colour, making it bold etc.
1 In Australia, Training Packages are integrated sets of components providing specifications for training and assessment in theHigher Education SectorVocational Education and Training (VET) SectorSchools SectorLegal and Accounting Sector
2 Most Training Packages are developed for industries byTAE40110 (or equivalent) certified trainers and assessorsTechnical and Vocational Education and Training Australia Ltd (TVET)Registered Training Organisations (RTOs)National Industry Skills Councils (ISCs) or Enterprises
3 Each Training Package is developed through a comprehensive national research and consultation process involving stakeholders fromGovernmentIndustry End UsersAll of the Above
4 In the Australian Vocational Education and Training (VET) Industry the term "Training Package" describesDocuments prepared by trainers when deciding what content they are going to cover during a learning programNationally recognised documentation stipulating relevant Units of Competency, Assessment Guidelines and QualificationsSets of tangible resources that can be purchased by trainers for use in classroom training Mailed information sent to trainers using courier services
5 Which of the following possible Training Package inclusions are the three Endorsed Components that are included in all Training Packages? (Identify all three correct answers)Competency StandardsAssessment GuidelinesLearning StrategiesAssessment Tools and Resources
P a g e | 14
QualificationsProfessional Development Materials
6 The database on vocational education and training in Australia that is the official national register of information on courses, qualifications, Training Packages, competency standards and training organisations is called theAustralian Training ProductsVETABTGA (Training.gov.au)Official VET Register
7 As described in the information contained in Appendix A of this Design Assessment Booklet, the qualification packaging rules stipulate that TAE40110 requires completion of10 Units of Competency including 3 Elective Units10 Units of Competency including 4 Elective Units12 Units of Competency including 3 Elective Units12 Units of Competency including 4 Elective Units
8 Every unit of competency has a unique code which is made up of a series of characters. For the Unit Code of TAEDES402A Use training packages and accredited courses to meet client needs, what is the meaning of the "TAE" portion of the Unit Code?Competency FieldVersionSeries NumberTraining Package PrefixAQF Level
9 Every unit of competency has a unique code which is made up of a series of characters. For the Unit Code of TAEDES402A Use training packages and accredited courses to meet client needs, what is the meaning of the "DES" portion of the Unit Code?Competency FieldVersionSeries NumberTraining Package PrefixAQF Level
P a g e | 15
10 Every unit of competency has a unique code which is made up of a series of characters. For the Unit Code of TAEDES402A Use training packages and accredited courses to meet client needs, what is the meaning of the "3" portion of the Unit Code?Competency FieldVersionSeries NumberTraining Package PrefixAQF Level
11 Every unit of competency has a unique code which is made up of a series of characters. For the Unit Code of TAEDES402A Use training packages and accredited courses to meet client needs, what is the meaning of the "02" portion of the Unit Code?Competency FieldVersionSeries NumberTraining Package PrefixAQF Level
12 Every unit of competency has a unique code which is made up of a series of characters. For the Unit Code of TAEDES402A Use training packages and accredited courses to meet client needs, what is the meaning of the "A" portion of the Unit Code?Competency FieldVersionSeries NumberTraining Package PrefixAQF Level
13 Which section or "component" within a unit of competency best fits the description of providing an introduction to the unit and its intent?Unit CodePerformance CriteriaEvidence GuideRange StatementUnit Descriptor
P a g e | 16
14 Which section or "component" within a unit of competency best fits the description of providing the specific things the learner will have to demonstrate or perform to be assessed as competent?Unit CodePerformance CriteriaEvidence GuideRange StatementUnit Descriptor
15 Which section or "component" within a unit of competency best fits the description of providing the place to look for a definition of a term or word in the performance criteria?Unit CodePerformance CriteriaEvidence GuideRange StatementUnit Descriptor
16 Which section or "component" within a unit of competency best fits the description of providing guidance on how much and the suggested types of evidence the learner can present?Unit CodePerformance CriteriaEvidence GuideRange StatementUnit Descriptor
P a g e | 17
TAEDES401A Design and develop learning programs
Unit Description: This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.To be found competent in this unit you must demonstrate: Design, develop and review learning programs within the VET context Prepare and develop a minimum of two learning programs that contain differentiated
learning program designs to reflect particular needs, contexts and timelines
THE EVIDENCE YOU ARE REQUIRED TO PROVIDEFor this competency unit you are required to demonstrate evidence of completing TWO learning programs. If you have experience in developing learning programs you will find it a quick and simple process to complete the enclosed templates for two separate learning programs and a simple budget for each program. Alternatively if you have similar information on file from your workplace or previous work you can submit this work as your RPL evidence.You are required to answer correctly the 6 multiple choice questions below. These questions assess parts of the knowledge component for this competency unit not covered in the Design of Learning Program evidence.
Multiple Choice QuestionsPlease select one answer for each question. If you are going to be submitting your assignment as a word document you can highlight the correct answer by; select the correct check box or highlighting the correct answer by changing the colour, making it bold etc.
1 VET refers toVocational Education and Training, which focuses upon government-funded training, including apprenticeships.Very Explicit Training, which encourages trainers and assessors to make training as easy as possible for their clients.Vocational Education and Training, which is education and training for work.Vocational Education and Training, which defines recognised training leading to a qualification or Statement of Attainment under the Australian Qualifications Framework (AQF).
2 The AQTFRefers to the Australian Quality Training FrameworkIdentifies three essential standards for initial and continuing registration of Registered Training Organisations (RTOs) in AustraliaHas been revised multiple times, including 2007 and 2010
P a g e | 18
All of the above
3 In Australia, Vocational Education and Training (VET) is accessed byPrivate training organisations and TAFEsSchools and Higher Education providers including universitiesGovernment agenciesAll of the above
4 Organisations and individuals can contribute to VET organisational policy developments byAvoiding participation in conferences and industry eventsParticipating in surveys and ongoing system reviewsProtecting their intellectual property and not engaging with other industry stakeholdersWithholding ideas about how the industry can better service VET clients
5 The Australian Quality Training Framework (AQTF) providesA common foundation for the national recognition of VET trainingLegal protection for all trainers and assessors in AustraliaGuaranteed high quality training for all clients of Australian training organisationsDocumentation that details exactly how to become a respected training provider in any industry sector
6 Feedback can be sought on the implementation of a quality system byStudent questioning during coursesStudent evaluation surveys at the end of a courseFollow up on past students (e.g. destination surveys)All of the above
P a g e | 19
Learning Program Template
Programtitle
Clientdetails
Contact person : Position:
StandardsIdentify the standards this program is based on:
Competency standards Accredited course Legislation/compliance
Other (details)
Target group
Entry Requirements
Expected delivery duration
Total hours . . . . . . . . Made up of :Class off-the-job component . . . . . . . . . . . . . . . . .
On-the-job component . . . . . . . . . . . . . . .
Self- directed learning. . . . . . . . . . . . .
Other . . . . . . . . . . . . . . . . .
Delivery model
(Brief description of the methods of delivery)
e.g. lecture and role play
P a g e | 20
Assessment
Circle the assessment methods that will be used
Class based assessment methodsWork based or
independent assessment methods
ObservationChecklists
Q&A – oral Demonstrationsimulation
Workplace observation Checklists
Log books Third party report
Class based activities
Class presentations
Written tests Projects Portfolio of work samples
Journal
Group work
Case studies
Role play Written task
Performance review
Other
Assessment model (Brief description
of when the
assessments
will occur)
Session Plan Titles(Attach if more space needed)
Please identify the key focus for each session in this learning program, perhaps the central topic or activity being conducted in each session. e.g. Session 1: Introduction to Handling Coal; Session 2: Operating in a Mine Environment etc. Ensure that each of your sessions does not exceed 3 hours in duration.
Session 1
Session 2
Session 3
Facilities
Equipment
Room /Location details
P a g e | 21
Items needed (e.g. Projector)
Learningresources to support this program
List only (e.g. Book of readings)
OH&S Will an OH&S risk and hazard assessment be conducted in the training location?
YES NO When . . . . . . . . . . . . By whom . . . . . . . . . . . . . .
Review of Learning Program
Outline how the program will be reviewed:
P a g e | 22
Learning Program Budget Template
Item Quantity and Costs Sub Total
Salary/Wages Staff
Program manager /co-ordinatorTrainers / consultants Administration staff Extra Assessors, Workplace AssessorsOther
Salary/Wages subtotal
Equipment
Equipment purchaseEquipment hireTrainer/ Assessor Resource booksOther
Equipment subtotal
Learning Materials/Consumables
Stationery, certificatesPhotocopying, printing, binding Student TextsPens/markers pencils etc.Other
Learning Materials/Consumables subtotal
Venue & Catering
Venue HireCatering Other
Catering subtotal
Overall Total
P a g e | 23
TAEASS401A Plan assessment activities and processes
Unit Description: This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments.To be found competent in this unit you must demonstrate: Planed and organised the assessment process on a minimum of two occasions Collect evidence that demonstrates:
o documented assessment planso having covered a range of assessment eventso catering for a number of candidateso different competency standards or accredited curriculao an RPL assessmento contextualisation of competency standards and the selected assessment tools,
where requiredo incorporation of reasonable adjustment strategieso development of simple assessment instruments for use in the processo organisational arrangements
THE EVIDENCE YOU ARE REQUIRED TO PROVIDEYou are required to provide evidence of THREE (3) Assessment Plans based on three (3) different competency standards. ONE of these Assessment Plans must be an RPL assessment.For each Assessment Plan please identify at least three different Assessment Methods e.g. Written Assignment, Case Studies, Observation, Questioning.If you do not already have an Assessment Plan Template you will find an Assessment Plan Template on the following pages.Alternatively – if, as part of your work role you have completed three of more Training and Assessment Strategies and you have a witness who can testify this is your own work you can submit these as evidence for your RPL.
P a g e | 24
Some advice on reviewing an assessment tool:Before your start writing an assessment tool read the entire competency unit from training.gov.au. Familiarise yourself with all aspects of this tool including the following.
i. Read the unit description
ii. Read the elements of competency and performance criteria
iii. Read the skills and knowledge sections and relate these back to performance criteria
iv. Read the critical aspects of assessment carefully and understand any additional overall requirements for assessment.
v. Read the range statement to understand the variables that can be used in your assessment tools. Note: where words are highlighted in bold in the performance criteria, these refer to variables in the range statement.
vi. Read the methods of assessment: This section specifies the types of assessment tools you should use.
Some advice for planning and writing an assessment tool:i. Firstly, develop your assessment plan and note the type of assessment tools you
would like to use for each performance criteria.
ii. Secondly review the skills and knowledge requirements and make sure all skills and knowledge will be covered in point (i).
If there are any gaps decide what assessment tool will be used to cover these gaps.
Any gaps in knowledge requirements could logically be covered in either a written assignment or verbal questions.
Any gaps in skills would logically be covered in observation of work practices, observation of finished product, simulated demonstrations and possibly case studies.
iii. Thirdly review the Critical Aspects of Assessment and make sure all points are covered.
Any gaps here could be covered across your range of tools depending upon the information being sought.
iv. Make sure you regularly refer to the range statement when developing your assessment tools to ensure you are covering the full range of variables in your assessment.
Some advice on mapping a competency unit:i. A fully mapped assessment tool which meets ASQA (training industry)
requirements will require you to check all performance criteria, skills, knowledge and critical aspects of assessment are covered as a minimum requirement.
ii. You can map the skills, knowledge and critical aspects of assessment by assigning a number next to each criteria such as s1, s2, s3, …. K1, k2, k3, …. ca1, ca2, ca3…
iii. You can do this by noting in brackets on your assessment tool the performance criteria, skill, knowledge or critical aspect of assessment covered in each criteria of your assessment tool.
P a g e | 25
P a g e | 26
Assessment Plan Template
Competency unit code and title
Name and code of Training Package above competency emanates from
Identify the Element you are using directly from the unit of competency
e.g. 1. Work safely
Identify the Performance Criteria you are using directly from the Element
e.g. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6
Identify the items you are using directly from the Range Statement
e.g. health and safety procedures Or safe work practices
Identify the Skills and Knowledge you are using directly from the Evidence Guide
Skillse.g. communication skills to:
participate in consultation processes
P a g e | 27
Knowledgee.g. for the specific industry sector and organisation:
workplace hazards and associated health, safety and security risks
PREPARING THE ASSESSMENT PLAN
Target group to be assessed:
RPL Arrangements : e.g. Gather portfolio of evidence
Assessor:
Assessment Methods chosen: (at least three different methods)
Assessment Tool required for each Method:
e.g. Observation of Actual Performance
1.
2.
3.
e.g. Observation Checklist
1.
2.
3.
ASSESSMENT MATRIX
Element of Competency A B C D E F G H
P a g e | 28
KEY: A: Written Assignment B: Case StudyC: Verbal QuestionsD: Direct Observation/ SimulationE: Role playF: Review of Products;G: Third PartyH: Other _________________
Other people involved in assessment process: (e.g. supervisor, safety officer)
People Responsibility
Place or Context for assessment to occur:
Materials/resources/any documents needed for assessment: e.g. Code of Conduct
Special arrangements for assessment:e.g. OHS assessment tasks and control strategies, access and equity, organisational procedures and documentation
P a g e | 29
Timeline for assessment:
Reporting arrangements after assessment:
Assessment Plan to be approved by:
P a g e | 30
TAEASS301B Contribute to assessment
This unit describes the performance outcomes, skills and knowledge required to contribute to the assessment process.To be found competent in this unit you must demonstrate: Carry out a minimum of three evidence-gathering activities, with different candidates
for each activity Present documentation of the evidence in a clear and concise manner Present documented feedback from others involved in the assessment.
THE EVIDENCE YOU ARE REQUIRED TO PROVIDE
1. You are required to provide evidence of completing THREE (3) assessments using THREE different Assessment Tools. Each of the three assessments should cover an entire competency unit and use multiple methods of assessment.Note 1: Each assessment method comprises one assessment gathering exercise. If an assessment tool contains three assessment methods, this is the equivalent of three evidence-gathering activities.Note 2: The following unit of competency TAEASS402B Assess competence requires you to provide evidence of assessment for TWO entire units of competency with 2-3 (different) learners for each competency unit. Whilst this unit only requires you to perform partial assessment the volume of work will be reduced by completing assessment on two entire competency units.
Your assessment methods should include three of the following: A: Written Assignment B: Case Study C: Verbal Questions D: Direct Observation/ Simulation E: Role play F: Review of Products; G: Third Party H: Other _________________
2. Each Assessment Tool must have places for the following information:(i) Unit of competency(ii) Student name(iii) Student Signature(iv) Date(v) Instructions to the student on completing the assessment
P a g e | 31
(vi) Assessment Tasks (actual assessment you are writing for the element of competency)
(vii) Assessors comments(viii) Overall result: Competent / Not yet competent(ix) Assessor’s name(x) Assessor’s signature
3. You will also need to supply feedback on the assessment process from each of the learners. If you do not have such evidence you can use the following feedback template.
Learner Feedback Template
Learner (1) Name:
Assessment Method1:
Assessment Method 2:
Assessment Method 3:
Briefly explain the feedback from the learner on the assessment process
P a g e | 32
TAEASS402B Assess competence
This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate.To be found competent in this unit you must demonstrate: Assess competence of a number of candidates within the vocational education and
training context against different units of competency or accredited curricula, following the relevant assessment plan.
Assess at least one candidate for RPL Consider reasonable adjustment and the reasons for decisions in at least one
assessment Cover an entire unit of competency and show:
o the application of different assessment methods and instruments involving a range of assessment activities and events
o two-way communication and feedbacko how judgement was exercised in making the assessment decisiono how and when assessment outcomes were recorded and reportedo assessment records and reports completed in accordance with assessment
system and organisational, legal and ethical requirementso how the assessment process was reviewed.
THE EVIDENCE YOU ARE REQUIRED TO PROVIDE
1. The previous competency unit, TAEASS301B Contribute to assessment meets the majority of assessment requirements for this unit of competency.
2. You are required to show evidence for completing one RPL assessment covering an entire competency unit. Note: For high level qualifications (Diploma) as person resume and portfolio of evidence will be critical to the RPL process. For lower level qualifications (Certificates II & III) your evidence gathering methods can have a strong focus on workplace observation, verbal questing and supporting evidence from supervisors/managers. If you require additional information on completing an RPL assessment you will find a lot of information on Google. One website with a range of RPL assessment information is http://www.westone.wa.gov.au.
3. You will need a witness who can testify this is your own work. There is a Third Party Evidence sheet attached for you to have someone sign as support for your RPL evidence.
4. For one of these candidates answer the following questions:(i) How was the application of different assessment methods and activities used to
cover the entire competency unit? In your answer explain how the different assessment methods were used to assess performance criteria, skills, knowledge and critical aspects of evidence.
P a g e | 33
(ii) Explain how two-way communication and feedback was conducted during the assessment
(iii) Explain how you used your judgement in making the assessment decision(iv) Explain how and when assessment outcomes were recorded and reported(v) Explain what you thought of the assessment tool you used and how it could be
improved.
P a g e | 34
TAEASS403B Participate in Assessment Validation
This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.NOTE 1: If you have not participated in an assessment moderation meeting and cannot supply evidence of meeting minutes then your RPL application cannot be approved for this competency unit. NOTE 2: The normal delivery process for this competency allows for simulated assessment validation processes.To be found competent in this unit you must demonstrate: Actively participate in a minimum of two validation sessions or meetings which, in
combination, address the critical aspects of validation using different validation approaches and activities
Clearly explain purposes of validation and the legal and ethical responsibilities of assessors
Collate documentation relating to validation process in a logical manner Demonstrate communication and liaison with relevant people Provide feedback and interpret documentation in validation sessions Record contribution to validation findings.
THE EVIDENCE YOU ARE REQUIRED TO PROVIDE
NOTE 1: If you have not participated in an assessment moderation meeting and cannot supply evidence of meeting minutes then your RPL application cannot be approved for this competency unit.
Participate in TWO Validation Meetings You are required to provide evidence of participating in TWO separate validation meetings. You will need to supply the following evidence:
(i) Meeting minutes for the two separate validation meetings covering two separate competency unit, preferably at different AQF level qualifications.
(ii) The minutes must contain information on the following:(iii) Unit or being reviewed.(iv) What was reviewed and how it was reviewed.(v) Copy of validation form with suggested improvements(vi) Copy of competency unit being validated.
You will need a witness who can testify you attended two Moderation Meetings. There is a Third Party Evidence sheet attached for you to have someone sign as support for your RPL evidence.
P a g e | 35
TAEDEL301A Provide work skill instruction
This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context.To be found competent in this unit you must demonstrate: Carry out a minimum of three training sessions, involving demonstrating and
instructing particular work skills for different groups; with each session addressing:o different learning objectiveso a range of techniques and effective communication skills appropriate to the
audience.
THE EVIDENCE YOU ARE REQUIRED TO PROVIDE
1. You are required to provide evidence of delivering at THREE training sessions in the workplace.You must submit the following evidence for each presentation/training session.(i) Facilitation plan for each presentation/training session(ii) Observer/Participant – Presentation Feedback Sheet for each presentation(iii) Power Point (or similar presentation methods) for each presentation(iv) Where and when each presentation was delivered.(v) Confirmation from a witness these events took place. There is a Third Party
Evidence sheet attached for you to have someone sign as support for your RPL evidence.
2. For at least two of these presentations you are required to provide the following information:(i) Deliver a substantive training session of at least 40-60 minutes duration. (ii) Note the following unit TAEDEL401A Plan, organise and deliver group-based
learning requires the completion of TWO substantive presentations. Supplying such evidence for this competency unit will also satisfy the majority of evidence requirements for TAEDEL401A.
Include at least one learning activity in your presentations. This activity should not take any longer than 5-10 minutes to complete.
(iii) Planning processes involved prior to delivering the training session. There is a template attached to assist in gathering this evidence.
(iv) Observer participant feedback sheet for your presentation. See attached template
P a g e | 36
(v) Self reflection tool for you performance in delivery of a recent training session. See attached template.
(vi) Third Party Evidence sheet to be signed by a person who currently holds a TAE40110 certificate IV in Training and Assessment.
P a g e | 37
TAEDEL401A Plan, organise and deliver group-based learning
This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs.To be found competent in this unit you must demonstrate: Facilitate group-based learning by preparing and delivering a series of training
sessions, including:o at least two consecutive sessions, of a duration commensurate with a substantive
training session (e.g. 40-60 minutes), that follow one of the learning program designs
o at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed
Identify and respond to diversity and individual needs Access and use documented resources and support personnel to guide inclusive
practices.
THE EVIDENCE YOU ARE REQUIRED TO PROVIDE
1. You are required to provide evidence of delivering 2 substantial training sessions of (40-60 minutes duration). One or both of these training sessions may have been delivered in the previous competency TAEDEL301A.
2. If these sessions were provided as evidence in the previous competency TAEDEL301A Provide work skill instruction, there is no need to supply additional evidence.
3. You are required to answer the following multiple choice and short answer questions. These questions cover knowledge requirements for this competency unit not already covered in your presentations.
4. There are an additional five short answer question for you to complete.
P a g e | 38
Multiple Choice Questions Please select one answer for each question. If you are going to be submitting your assignment as a word document you can highlight the correct answer by; select the correct check box or highlighting the correct answer by changing the colour, making it bold etc.
1 Which one of the five Adult Learning Principles best explains the following scenario: New Australian Trevor had a lot of trouble understanding how to drive a car on the left-hand side of the road until he had the opportunity to get behind the wheel of an Australian car.Adults learn by doingAdults learn when they have a need to learnDifferent adults learn in different waysAdults like variety in learning activitiesAdults learn by solving problem
2 Which one of the five Adult Learning Principles best explains the following scenario: Scott wasn't interested in learning how to put nappies on a baby until after he realised that he was going to have a baby.Adults learn by doingAdults learn when they have a need to learnDifferent adults learn in different waysAdults like variety in learning activitiesAdults learn by solving problems
3 Which one of the five Adult Learning Principles best explains the following scenario: Chris couldn't comprehend how to replace a sparkplug from watching videos but learnt quickly after his friend George visited and showed him how to do it.Adults learn by doingAdults learn when they have a need to learnDifferent adults learn in different waysAdults like variety in learning activitiesAdults learn by solving problems
4 Which one of the five Adult Learning Principles best explains the following scenario: Des was bored with watching videos about installing garden ornaments but enjoyed the change of reading a book about how to do it.Adults learn by doingAdults learn when they have a need to learnDifferent adults learn in different waysAdults like variety in learning activitiesAdults learn by solving problems
P a g e | 39
5 Which one of the five Adult Learning Principles best explains the following scenario: Karen realised that her bank balance didn't look right so she decided to learn how to do bank reconciliation.Adults learn by doingAdults learn when they have a need to learnDifferent adults learn in different waysAdults like variety in learning activitiesAdults learn by solving problems
6 If you are planning to conduct facilitations with a client who identifies themselves as primarily relying upon an aural/auditory learning style which of the following delivery methods is best suited for you to use with this client?Video PresentationsStudent Practice ActivitiesMP3 Audio FilesPowerPoint Slides PresentationRole Plays
7 If you are planning to conduct facilitations with a client who identifies themselves as primarily relying upon a visual learning style which of the following delivery methods is best suited for you to use with this client?Classroom LecturesStudent Practice ActivitiesMP3 Audio FilesPowerPoint Slides PresentationRole Plays
8 If you are planning to conduct facilitations with a client who identifies themselves as primarily relying upon a tactile/kinaesthetic learning style which of the following delivery methods is best suited for you to use with this client?Video PresentationsStudent Practice ActivitiesMP3 Audio FilesPowerPoint Slides PresentationClassroom Lectures
P a g e | 40
Short answer questions – please write 2-3 sentence answers for the following questions.
(i) What learning principles do you consider to be relevant to the work you do? (q6)
(ii) Describe 2 situations that could arise in training and in which inappropriate behaviour could be displayed. Explain why the behaviour is inappropriate and what should be done to manage the behavioural issue/s. (k8)
(iii) Explain how you monitor the learner’s progress and identify if they are having difficulty understanding key concepts. (5.1, k9)
(iv) Provide an example of a learner with special needs and how this could be addresses in the learning program. (k9, k12)
(v) Provide an example of an unsafe room to deliver a training session and how this could be rectified. (k14, k15)
P a g e | 41
TAEDEL402A Plan, organise and facilitate learning in the workplace
This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace.To be found competent in this unit you must demonstrate: Prepare and facilitate work-based learning Provide evidence of a minimum of two examples of developing work-based learning
pathways, that include:o identifying needs for learningo analysing work practices, work environment and work activitieso organising and allocating work in a way that reflects learning needs and provides
effective learning opportunities through work processes Provide a minimum of two examples of a learning facilitation relationship being
conducted:o with different individualso demonstrating communication skills and flexibilityo demonstrating one or more of the processes or techniques identified.
THE EVIDENCE YOU ARE REQUIRED TO PROVIDE
You are required to provide evidence of planning and delivering THREE 10-15 minute individual facilitations with separate learners. As part of this process you are required to provide the following evidence for THREE separate workplace facilitations.
a) Provide evidence of planning process – a template is attached if you do not have one.
b) Provide evidence of a Lesson Plan - a template is attached if you do not have one.
c) Conduct a one-to-one individual facilitation in accordance with your plan with one learner.
d) Provide evidence of obtaining feedback from the learner - at template is attached if you do not have one.
e) Provide evidence of making changes to each of the facilitation processes based on learner feedback and your own evaluation - a template is attached if you do not have one.
f) A Third Party Evidence sheet is attached. You will need to have an appropriately qualified person with a certificate IV in training and assessment complete this
P a g e | 42
evidence sheet as a witness to confirm the information you have provided is your own work and is true and accurate.
P a g e | 43
Training Session Plan - Template
Session/Lesson (1)Topic title
Session/Lesson (2)Topic title
Explain how you will account for the following and how you might have to adjust your session plan.
Location of delivery – Session (1)
Location of delivery – Session (2)
Age differences:Details of different ages
Genders:
Details of different Language, Literacy and Numeracy Skills:
Physical Challenges (sight, hearing, mobility etc.)
Other, please specify:
Will there be any differences in diversity/learning characteristics of learners between the two sessions you are going to deliver? Explain why or why not this may be the case.
P a g e | 44
Lesson Plan - Template
Session title
Brief description/ objective of session (2-3 sentences)
Assessment Methods
Resources and training aids
Notes on completing the session/lesson plan:
Introduction – brief explanation of what you are going to cover in the lesson and list any key point(s) to be discussed in the main body.
Main Body – should be broken down into the key point to be discussed. If you are delivering a session based on a competency unit list the elements/performance criteria you will cover and any key points you need to make for each topic.
Insert information on the learning activity you are going to use and how this activity will be run – remember this should not take up any more than 5 minutes of your session time.
Conclusion – summarise key points for session and use this opportunity to reinforce the learning outcomes.
Session Delivery Topic content Time allocated
Introduction
Main bodyKey points
Conclusion
P a g e | 45
Observer/Participant – Presentation Feedback Sheet - TemplateThis form is to be completed by one of the participants observing your presentation.
Date of presentation:
Title of presentation:
Participant/ Observer name:Contact number:
Email address:
Please complete all of the following questions. YES NO
Questions to ask the first candidate:Did you understand the session objectives at the start?Was the sequence of events logical?Were the explanations easy to understand?Did you receive enough ongoing feedback on your progress?Were the resources appropriate for the session?Was the use of training aids beneficial?Were you given sufficient opportunities to demonstrate your new skills/knowledge?Could there have been a greater variety of activities?Do you feel confident in applying this session’s concepts in the future?Presented in a fashion that was easy to listen to and watch. Speech was modulated and not monotone. Body language was relaxed.Did not fidget or over use their hands.Language used was suitable for audience.Suggest at least one change that would improve this session. The Participant/ Observer must complete this section
Additional comments:
P a g e | 46
Self-Reflection & Improvement - Template
Complete the template below for ONE of your deliveries. Make sure you tick all the appropriate boxes and write comments against each criterion along with an overall summary.
Criteria Your Comments & Suggested improvementsSession Plan:Introduction (attention, motivation, structure)Body (step by step, check for understanding)Conclusion (test, relate to objectives, re-cap, remind trainees, lead into next session)Written format is easy to read and applyTraining Method:Involved all of the learnersAppropriate for the topicSupport materials reinforced topicDeveloped a rapport with the traineesUse Of Learning Aids:Variety and appropriateness of learning aids Presentation of visual learning aids Duration of presentation of visual learning aids Clarity Of Expression:Clarity and volume of speechEye contactAppropriate vocabularyNon-Verbal:Appropriately dressedBody language/gestures reinforces contentEffective use of training facilityQuestioning:Used a range of different types of questions Questions appropriate for the trainingSought feedbackAnswered questions completelySESSION SUMMARY: Your strengths and weaknesses.Strengths
P a g e | 47
TRAINING EVALUATION SHEET Version 2.1, 15 November 2010
Weaknesses
End of kit
P a g e | 48
