Reference no: EM132362547

KNOWLEDGE ASSESSMENT -

Part 1 - Competency-based assessments

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

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

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

4. 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.

Guidance: an example has been provided for your reference.

Components of a unit of competency	Information found in this component	How this information is applied in competency-based assessment activities and processes
Application	Describes the purpose of the unit relevant to how it will be applied in the workplace.	Information found in this section could be used as guidance in contextualising the assessment to suit relevant work roles.
Elements
Performance Criteria
Foundation Skills
Performance Evidence
Knowledge Evidence
Assessment Conditions

5. 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?

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

Guidance: Describe where and how to access this information.

7. Access the units TAEASS402 and TAEASS502 and identify the following:

(1) purpose of assessing candidates against the unit, and

(2) contexts of assessment for the units

Guidance:

• There are several ways to answer this question; however, your answer must be consistent with the competency standards of the unit.
• An example using unit TAEASS403 has been provided for your reference.

Unit	Purpose of assessment	Contexts of assessment
TAEASS403	To assess the candidate's skills and knowledge required to participate in an assessment validation process	Assessment tasks must be relevant to work roles performed by assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.
TAEASS402
TAEASS502

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

Guidance: describe where and how to access this information

9. Briefly explain how units of competency are contextualised.

Guidance: For the purpose of this assessment, your responses must align with contextualisation guidelines provided in the implementation guide for the TAE Training and Education Training Package.

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

a. Assessment guidelines

b. Qualifications framework

c. Competency standards

How Training Package Components are applied in the Development of Assessment Tools

It sets the outcome and level of performance required in the assessment.

It provides guidance to which units meet the requirements of each qualification according to the set qualification level.

It provides guidance on how assessment tasks can be developed and contextualised to meet the assessment requirements.

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

The assessment context and conditions can help clarify the target group and purpose of the assessment tool being developed.

Using familiar contexts and conditions in the assessment will give the candidate an unfair advantage when completing the assessment.

The assessment context helps determine if an assessment tool is suitable for a learner/group of learners. 

A candidate given an assessment tool that replicates their workplace context will perform better than if they were given an assessment tool with unfamiliar context.

Part 2 - Assessment Tools

1. Match the following assessment methods to their correct descriptions.

a. Portfolio

b. Questioning

c. Direct observation

d. Third-party evidence

Descriptions

i. Candidate is assessed by the assessor real time in the workplace or in a simulated environment. The purpose of this method is gather first-hand evaluative information from the candidate.

ii. Candidate collects work samples and validated pieces of evidence that demonstrates performance and completion of specific tasks. The purpose of this method is allow the candidate to document their competency and to provide physical evidence (e.g. workplace documents completed) for assessment.

iii. Generally most applicable to assessment of knowledge evidence. The purpose of this method is to test the underpinning knowledge of the candidate.

iv. Observation by supervisors, trainers, team members, etc. are documented and used by the assessor to assess the candidate's competence. The purpose of this method is to provide supplementary evidence or documentation of the candidate's competency where direct observation from an assessor is not possible.

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

a. Portfolio

b. Questioning

c. Direct observation

Scenario

i. Candidate is required to physically demonstrate their competency in preparing drinks using appropriate methods as part of their assessment in SITHFAB004 - Prepare and serve non-alcoholic beverages.

ii. Candidate is required to demonstrate their knowledge and understanding of work health and safety (WHS) legislation and regulations.

iii. Candidate submitting a research report they previously completed as part of their application for recognition of prior learning in BSBRES401 - Analyse and present research information.

3. Select the assessment methods and instruments that would best meet the following evidence-gathering opportunities:

Guidance: other assessment methods and instruments may be applicable; However, for the purpose of this assessment, select only the best answer from the options provided in the drop-down lists below. An example has been provided for your reference

Evidence gathering opportunities	Assessment methods	Assessment instruments
Demonstrating knowledge on the different principles of evidence	Questioning	Written questionnaire
developing an assessment instrument	Choose an item.	Choose an item.
using two-way communication and feedback with the candidate	Choose an item.	Choose an item.
RPL assessment	Choose an item.	Choose an item.

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

Guidance: Give one (1) method for trialing and one (1) method for reviewing assessment tools.

Assessment tool quality check	Example method (Provide one (1) for each)
Reviewing an assessment tool
Trialling an assessment tool

5. Briefly explain the purpose and context of RPL assessments.

6. Briefly explain the two guiding principles underlying the context for reasonable adjustment in assessment activities:

a) inclusive practice

b) universal design

7. Which of the following describes applicable reasonable adjustments:

i. A Spanish candidate taking the qualification '10557NAT - Certificate IV in TESOL' is having difficulty completing the written assessment in English and requests to take the assessment in Spanish.

ii. A candidate having difficulty completing the written assessment due to fractured wrists requests to take the assessment verbally.

iii. A candidate without access to qualified supervisors to observe his/her performance requests to submit a video recording of his performance to the assessor.

iv. A candidate required to demonstrate performance of a task does not have access to a qualified observer or video recorder. He requests to submit a detailed written report about the completed procedure.

8. Match the following types of evidence to their correct descriptions.

a. Direct evidence

b. Indirect evidence

c. Supplementary evidence

Description

i. Evidence observed and assessed by the assessor first-hand

ii. Evidence gathered through a third-party observer and assessed by the assessor

iii. Other pieces of evidence that can indicate relevant performance or completion of a requirement

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

10. Briefly explain the difference between assessment tools and assessment instruments.

11. 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.

Guidance:

• Indicate how many of each resource is required and who should provide them.
• For example: Assessment workbook - one/student (provided by RTO)

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

Provide two ways (2) for each.

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

i. observation record completed by the assessor for the candidate

ii. testimony from friends and family

iii. certification from previous employers

iv. portfolio of evidence

v. workplace documents

Part 3 - Validation

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

i. To ensure that assessment strategies meet the learning needs of the students.

ii. To ensure that assessment processes, assessment resources and assessment outcomes follow the principles of assessment and the rules of evidence.

iii. To ensure that the training provider always provides access to assessment outcomes when requested.

iv. To ensure that only a few candidates are able to receive competent marking.

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

Stage of assessment -

Before assessment

During assessment

After assessment

3. The following are critical aspects of validation. In your own words, describe each.

Your response must be between 100 - 150 words.

Critical aspects of validation -

Reviewing assessment practice

Reviewing assessment judgements

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

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

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

Part 4 - Standards, Policies & Procedures

1. Briefly explain the following Compliant Training Services policies and procedures:

Compliant Training Services policies and procedures -

Prerequisites/Entry Requirements of the course

Delivery and Assessment Staff Requirements

RPL Policy

Licensing, Legislative, Regulatory or Certification Considerations

2. Match the following principles of assessment to their definitions/characteristics.

a. Fairness

b. Flexibility

c. Validity

d. Reliability

The definitions below are taken and adapted from Table 1.8-1: Principles of Assessment, of the Standards for RTOs 2015.

i. The learner's needs are considered in the assessment process.

ii. Assessments against the unit/s of competency and the associated assessment requirements cover the broad range of skills and knowledge that are essential to competent performance.

iii. Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

iv. The assessment reflects the learner's needs.

Part 5 - Workplace Health and Safety

1. Complete the following information about workplace health and safety:

Notifiable incidents are:

Notifiable incidents relate to:

If a notifiable incident occurs the model WHS Act sets out that:

2. 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 (see attached file).

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.

i. Immediately report any signs of damage found on the equipment and remove it from service.

ii. Regularly inspect the bosun chair and its rigging before and after use, and record the results of the inspection.

iii. Report signs of damage on the equipment, but do not remove it from service.

iv. Conduct the assessment with the candidate without inspecting the bosun chair or its accompanying straps.

v. Before conducting the assessment, consult the instructions for use from the manufacturer to ensure that maintenance and use of the equipment is correct.

3. 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 a bosun chair.

There are no further instructions available to you or the candidate, so you decide to read the instructions for use from the manufacturer before conducting the assessment. It states that: The unit must be withdrawn from use 7 years after the manufacture date.

After inspecting the labels on the unit, you discover that although the bosun chair does not show any visible signs of wear, it is already meant to be withdrawn from service. You determine that this assessment activity is too hazardous for the candidate to complete.

Discuss the procedures you must follow to report this hazard.

Guidance: Your responses must be based on the procedures for reporting hazards in place in your organisation OR in an organisation you are familiar with.

4. Answer the following questions about WHS responsibilities relevant to emergency procedures:

Who holds the duty to prepare an emergency plan for the workplace?

What must be included in the emergency procedures? (List two).

5. From the options below, choose three (3) activities involved in the maintenance of relevant equipment as identified in the 'How to Manage Work Health and Safety Risks' code of practice.

i. inspection of equipment

ii. not assessing the control-measures set in place

iii. repair and replacement of damaged equipment

iv. identifying damage found on the equipment without notifying the relevant personnel

v. setting up control-measures that are suitable for the work environment

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

What is a personal protective equipment?

When can Personal Protective Equipment be used?

When should PPE be provided?

What is the role of the assessor in facilitating the use of PPE in a training environment?

What are the maintenance requirements for personal protective equipment?

7. Complete the following table about sources of WHS information:

	leads the development of national policy to improve work health and safety and workers' compensation arrangements across Australia
	forms the basis of the WHS Acts being enacted across Australia to harmonise work health and safety law.
	set out more detailed requirements to support the duties in the Model Work Health and Safety (WHS) Act.
	are practical guides to achieving the standards of health, safety and welfare required under the Work Health and Safety (WHS) Act and the WHS Regulations in a jurisdiction.

8. Review the hazard reporting procedure see attached file and answer the questions that follow:

True or False: Only WHS officers are authorised to take action in resolving hazard identified.

What must an assessor do first if a hazard is identified in the assessment venue?

What must an assessor do if the hazard identified has not been resolved after taking action to resolve it?

Attachment:- Knowledge Assessment File.rar