Reference no: EM132661724

Workbook - Assessment Cluster

Knowledge Assessment
Part 1 - Competency-based assessments

Briefly explain how Vocational Education Training is considered a competency-based system.

How does competency-based assessment differ from other types of assessments?

Briefly explain how the competency standards are used as the basis of qualifications.

Consider the following components that make up the structure of a unit of competency.

Discuss the information found in each component and explain how this information is applied in a competency-based assessment.

Consider a candidate completing the requirements for TAEASS502.

What is the minimum evidence that the candidate must provide to demonstrate his/her ability to complete the tasks outlined in the elements and performance criteria of the unit?

How do you determine the minimum standard for assessment the student must meet to demonstrate his/her competency?

Access the units TAEASS402 and TAEASS502 on training and identify the following:
purpose of assessing candidates against the unit, and
(2) contexts of assessment for the units

List the four dimensions of competency and how they are incorporated in the development of assessment tools.

Briefly explain how units of competency are contextualised.

Match the training package components below to their correct application in developing assessment tools.

Assessment guidelines
Qualifications framework
Competency standards

From the options below, choose three (3) statements that describe the relationship between the assessment context and the assessment tools.

Part 2 - Assessment Tools

Match the following assessment methods to their correct descriptions.

Portfolio
Questioning
Direct observation
Third-party evidence

Below are different examples of assessment scenarios. Determine the best assessment method from the following list to use in each scenario.

Portfolio
Questioning
Direct observation

From the choices below, select the assessment methods and instruments that would best meet the following evidence-gathering opportunities:

Briefly explain methods you can use to trial and review an assessment tool:

Briefly explain the purpose and context of RPL assessments.

Briefly explain the two guiding principles underlying the context for reasonable adjustment in assessment activities:
inclusive practice
universal design

Select two (2) statements below that describe applicable reasonable adjustments.

Match the following types of evidence to their correct descriptions.

Direct evidence
Indirect evidence
Supplementary evidence

List the five (5) components of an assessment tool.

Briefly explain the difference between assessment tools and assessment instruments.

Suppose you are to conduct a written assessment for the unit BSBFIA401 in a classroom setting.

List three (3) resources needed to conduct the written assessment. Indicate any costs or fees that are relevant to the assessment.

Discuss how an assessor can demonstrate cultural sensitivity and equity considerations in assessment activities.

From the list below identify three (3) types of evidence that can be submitted for a recognition of prior learning assessment.

Part 3 - Validation

From the options listed, select two (2) reasons for carrying out assessment validation.

Describe different approaches to validation in the following stages of an assessment:

In your own words, describe briefly each of the critical aspects of validations.

List the four principles of assessment and explain how each of them is applied in validation of competency-based assessments.

List the four rules of evidence and explain how they are applied in the validation of competency-based assessments.

List two (2) obligations of assessors when conducting or participating in validation activities, under applicable legislation and/or standards.

Part 4 - Standards, Policies & Procedures

Compliant Training Services
Access Compliant Training Services TAE40116 TAS in your student portal (The Hub). Review the TAS and answer the questions that follow.

Briefly explain the following Compliant Training Services policies and procedures:

Match the following principles of assessment to their definitions/characteristics.
Fairness
Flexibility
Validity
Reliability
The definitions below are taken and adapted from Table 1.8-1: Principles of Assessment, of the Standards for RTOs 2015.

Part 5 - Workplace Health and Safety

Complete the following information about workplace health and safety:

Consider the following:

Scenario

You are going to conduct an assessment for the unit CPPCLO3036 - Clean at heights using an assessment tool in your organisation where the candidate is instructed to demonstrate the safe use of bosun chair, as shown in the photo below.

From the options given below, choose three (3) steps that will help ensure the proper maintenance and safe use of the equipment described in the scenario.

Answer the following questions about WHS responsibilities relevant to personal protective equipment:

Complete the following table about sources of WHS information:

Project 1:
Develop Three Assessment Tools

CASE STUDY 1: Compliant Learning Resources

For this project, you will be playing the role of Abigail. Your task is to develop three (3) assessment tools according to the specifications of the client, and in compliance with Compliant Learning Resources' relevant standards, policies, procedures and quality guidelines.
The development of each assessment tool must follow the steps outlined below:
Step 1: Plan development of assessment tool
Step 2: Develop assessment tool
Step 3: Review and trial assessment tool
Follow the instructions and prompts provided to you below, and complete the templates accordingly.
For the purpose of this assessment, your assessor will play the role of Danah Roberts, the Training Manager of ABC Training Services. Should you have any questions or concerns about the task, you may direct them to your assessor.
Note, that during this activity, you will also be assessed on your oral communication skills. To complete this assessment, you must book a call with your client (assessor) to confirm the requirements required to complete your "Development Planning Template". During this conversation you must satisfactorily demonstrate the following skills:
active listening,
comprehension of client requirements, and
appropriate use of grammar, vocabulary, and pronunciation.

Step 1: Plan development of assessment tool

Part 1: Analyse the requirements of the assessment
Download the Assessment Tool Development Planning Template.
Access the relevant unit requirements from training.gov.au, and review them.
Your assessor will play the role of the client, Danah Roberts, the training manager of ABC Training Services. You must contact the client and discuss with them the requirements of the assessment. The information the client provides to you will help you complete Part 1 of the Assessment Development Planning Template.
Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes' mark in the assessment criteria:
active listening,
adequate comprehension, and
appropriate use of grammar, vocabulary, and pronunciation.
d) Review and analyse the client requirements against the requirements of the unit with your client. Discuss with the client if there are conflict/s with their requirements against the requirements of the unit.
e) Determine the focus of the assessment tool by completing the first part of the Planning Template provided. You must create one (1) Assessment Planning Template for each unit. An example is provided below for your reference:
Note: You will be asked to complete Part 2 of the Assessment Tool Development Planning Template, after completing Part 1 read the next set of instructions before completing Part 2. You are not required to complete Parts 3 and 4 of the Assessment Tool Development Planning Template.

Part 2: Design the assessment tool
Download the Competency Mapping Template.
Complete a competency map for each of the following units of competency:
BSBITU101 Operate a personal computer
BSBITU102 Develop keyboard skills
BSBITU201 Produce simple word processed documents
Use the information provided in the unit of competency and assessment requirements.
Create a separate competency map document for each unit of competency. You should have three (3) competency mapping documents at the end of this step. Save each document using the filename: Project1-[UNIT CODE]-Competency Map You do not need to fill in the Assessment Method fields for now, you will come back to that in the next step of this Project.
Review and analyse the unit of competency and assessment requirements
Determine the most suitable methods for assessment. Consider the following:
Who is your learner cohort?
Who will collect the evidence?
Where and how will the assessment be conducted?
How will the assessment outcomes be recorded and distributed to the candidates?
This information has been provided to you through your conversation with your client (assessor) in the Part 1. If necessary, contact your client to reconfirm these details.
Once you've decided on the assessment methods you will use in the assessment tool, determine the assessment instruments you will use to collect assessment evidence.
Note: The assessment methods you select must meet the principles of assessment, while the assessment instruments must support the collection of evidence that meets the rules of evidence.

Step 2: Develop assessment tool

Develop the assessment instruments
Develop the assessment instruments that support the collection of evidence required by the unit.
Note: Remember to provide clear and specific instructions to both the candidate and assessor for the use or administration of the assessment instrument. Add further guidance if necessary, to ensure that the assessment tools reflect the principles of assessment and the rules of evidence.
Templates for different types of assessment instruments are provided in the Assessment Instrument Templates folder in the Hub.
Edit the templates as needed to meet the requirements of the assessments
When reviewing the assessment instrument templates, consider the assessment pathway the client/s wants to take. For instance, if the client/s wants to be assessed through the RPL pathway you can create assessment instruments that will allow them to present evidence of their current competency.
Develop the assessment tasks to address all the requirements of the unit:
Performance criteria
Performance evidence
Knowledge evidence
Assessment Conditions
When developing the assessment tasks, consider relevant:
assessment system policies and procedures
storage and retrieval needs
Consider the candidate's needs when developing the assessment tasks.

Step 3: Review and trial assessment tool

Part 1: Review the assessment tools.
Find two volunteers to participate in the review of the assessment tool. Ideally, find people who are:
Relevant industry experts
Other trainers and assessors
You must facilitate the review of the assessment tools. This can be done through video conference or face-to-face session, etc. with the volunteers as long as you are able to demonstrate the following during the session:
active listening
usage of appropriate grammar, vocabulary, and pronunciation
adequate comprehension
Provide a copy of the assessment tool and the assessment map to your volunteers. Download the Assessment Tool Review Form and hand them over to your volunteers. Each of your two (2) volunteers must have a copy of the form, which they are going to use to review your assessment tools against.

Project 2:
Plan and Organise Assessments

This project is divided into two parts:
Part 1: Training and Assessment Pathway
Plan and organise assessments via the training and assessment pathway
Part 2: RPL Assessment Pathway
Plan and organise assessments via the RPL assessment pathway
You will be provided with a case study to perform all the tasks included in this project. The case study will include all the instructions and information you need to complete this project.

CASE STUDY 2: Makoto Miyagi

Part 1: Training and Assessment Pathway
This part is divided into three steps:
Review and analyse the assessment requirements
Prepare an assessment plan for each of the units
Identify modification and contextualisation requirements for existing assessment tools
To assist you in the completion of these steps, download and use the Assessment Plan Template found in the ‘Forms and Templates' folder of Subject 3 - Assessment Cluster in the Hub.
Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes' mark in the assessment criteria:
active listening,
adequate comprehension, and
appropriate use of grammar, vocabulary, and pronunciation.

Part 2: RPL Assessment Pathway

The next cluster after the Design Cluster is the Delivery Cluster. After reviewing the requirements for the units included in the delivery cluster, Makoto believes he can complete the following units via the RPL pathway:
TAEDEL401 Plan, organise and deliver group-based learning
BSBCMM401 Make a presentation
Makoto has requested to take the assessments on the following dates:
3 August 20xx *- TAEDEL401
10 August 20xx *- BSBCMM401
*20xx is current year
Part 2 is divided into two tasks:
Task 1: Complete the two RPL Assessment Plans for Makoto (one for each unit: TAEDEL401 and BSBCMM401)
To assist you in the completion of this task, use the RPL Assessment Plan Template provided in the Hub.
You may edit the plan as needed to address the assessment requirements of each unit. You are required to complete one RPL Assessment Plan for each unit:
TAEDEL401 Plan, organise and deliver group-based learning
BSBCMM401 Make a presentation
Once completed, save the RPL Assessment Plan using the following filenames:
Project2-RPLPlanTAEDEL401
Project2-RPLPlanBSBCMM401
Note, that during this activity, you will also be assessed for your oral communication skills. To complete this assessment, you must book a call with your assessor. You must demonstrate the following to achieve a ‘yes' mark in the assessment criteria:
active listening,
adequate comprehension, and
appropriate use of grammar, vocabulary, and pronunciation.
Submit the assessment plans to your assessor for review and approval. Revise the assessment plans as needed according to your assessor's advice until approved. Your final submission for this part of the project must include your assessor's signature on the approval section of the plan.

Task 2: Contextualise the RPL Assessment Instruments for Makoto
This task requires you to contextualise the RPL Assessment Instruments for Makoto. You will need to consider Makoto's previous work and learning experiences and review them against the unit requirements.
To assist you in completing this task, follow the steps outlined below:
Create an assessment map for each of the following units:
TAEDEL401 Plan, organise and deliver group-based learning
BSBCMM401 Make a presentation
Download and use the RPL Assessment Mapping Template from the ‘Forms and Templates' folder in the Hub.
As you complete the maps, review the unit requirements and start planning the evidence documents that Makoto could submit to show competence in each of the unit criteria.

Download the RPL Assessment Tool Template and contextualise the instructions to fit Makoto's RPL Assessment Needs.
Fill in the "Evidence Required" section of the form and describe the different workplace evidence that Makoto could submit for his RPL assessment. Make sure to consider Makoto's previous work and learning experience.

RPL Assessment Instrument:

On your assessment map, make sure you map each requirement (PCs, PEs, KEs and Assessment Conditions) to an evidence document. Write the corresponding documents on the column headings, and then tick the boxes that match the evidence documents to the unit requirements that they address:

Project 3:
Validate Three Assessment Tools
CASE STUDY 3: Compliant Learning Resources

Step 1: Prepare for validation
Discuss and confirm the purpose, context and scope of the validation process with your client (Compliant Learning Resources). Record these details using the Validation Checklist Template.
Guidance: for the purpose of this assessment, your trainer/assessor will play the role of the client. Should you need to discuss or confirm any details of the validation process, you may contact your assessor. Make sure to document all communications related to the validation activity on the validation communication log as indicated in Compliant's validation policies.
Arrange the materials required for the validation activities
Guidance: all the materials that you will need in the validation sessions are provided to you in the case study. To document your completion of this step, you are also provided with a validation checklist which is included in the validation documents provided by Compliant Learning Resources. You are required to complete the checklist for each of the validation session you complete.
Check that all the documents you will be using in the validation are correct
Guidance: check that you have all the resources required for assessment (templates, forms, case study materials, etc.) and that you have the correct versions of the documents you will be validating

Step 2: Validate the assessment tools
The validation of the assessment tools involves two parts:
Part 1: ensuring that all the unit requirements are addressed by the assessment tool.
This involves checking each unit requirement against the tasks in the assessment tools. The purpose of this is to ensure that the assessment tool will facilitate the students' demonstration of all the knowledge and skills required by the unit/s of competency.
To do this, use the validation mapping template, and map each unit requirement (PC, PE, KE, and AC) to the assessment tasks that would allow the students to demonstrate their competency in each of them.

Step 3: Complete the validation report tool
A full report of your validation outcomes must be reflected in the validation report tool. You must submit one (1) validation reporting tool for each validation session you conduct.
Follow the steps provided below to complete the validation reporting tool accurately.
Complete the first page of the Validation Report.
Tick which documents you will be submitting along with the validation reporting tool. Specify the following:
the number of the Assessor Guide for the unit, and
the version number of the Competency Mapping Tool

Attachment:- AssessmentCluster.rar