Reference no: EM132661739
Assessment - Design Cluster
Knowledge Assessment
From the list below, select four (4) statements that are true about Australian Qualifications Framework (AQF) guidelines.
The AQF provides the standards for Australian qualifications, comprising of the learning outcomes for each AQF level.
The AQF has seven (7) AQF qualification levels.
The AQF lists the requirements for issuance of AQF qualifications.
The AQF Qualification Types enclosed in the AQF are further defined by the learning outcomes, knowledge, and skills students are expected to have upon completing their coursework.
The volume of learning is 3 - 4 years across all AQF levels.
The AQF Levels describe the complexity, depth of achievement and autonomy required to achieve a qualification at each level.
Below are four (4) AQF qualification types:
a. Certificate III
b. Diploma
c. Bachelor Degree
d. Master's Degree
Match them to their correct descriptions listed in the table below.
Match the following AQF levels to their correct characteristics/overview.
Level 1
Level 3
Level 4
Level 7
Complete the table below.
List at least one (1) role, function, and responsibility for each key VET organisation listed below.
Council of Australian Governments (COAG)
Australian Skills Quality Authority (ASQA)
Australian Industry Skills Committee (AISC)
Skills Services Organisations (SSOs)
Industry Reference Committees (IRCs)
From the statements below, select three (3) statements that accurately describe the responsibilities of the Victorian Registration and Qualifications Authority (VRQA).
Investigating complaints against VRQA registered providers.
Accrediting vocational education and training (VET) courses.
Regulating apprenticeships and traineeships in their state.
Auditing of RTOs to ensure they comply with the conditions and standards for registration.
Registering training organisations.
Match the following dimensions of competency to their correct definitions:
Task Skills
Task Management Skills
Contingency Management Skills
Job/Role Environment skills
Below is an excerpt from the Accredited Course Template from ASQA.
Complete the information required. The first item has been done for you.
From the statements below, select four (4) statements that correctly describe the format and structure of the unit of competency and assessment requirements.
The assessment requirement is composed of a code, title, prerequisite, and elements.
Following the correct format of assessment requirements, the Performance Evidence comes before the Knowledge Evidence.
Each unit of competency must be uniquely identified by the combination of its code and title.
TAEDES401 Design and develop learning programs is an example of a unit of competency.
The unit of competency contains the qualification code, qualification title, and qualification description.
Following the correct format of units of competency, the Foundation Skills can be found underneath the Elements and Performance Criteria.
Match the following sections to their correct descriptions, then tick the boxes on the right to identify whether the information provided are found in the unit of competency in the assessment requirements.
Performance Criteria
Elements
Foundation Skills
Assessment Conditions
Knowledge Evidence
Consider the assessment requirements for the unit of competency: SITHFAB004 - Prepare and serve non-alcoholic beverages.
Determine if the statements below are knowledge evidence, performance evidence, or assessment conditions.
Write KE if it is a Knowledge Evidence
PE if it is a Performance Evidence, and
AC if it is an Assessment Condition.
Below are terms used in Accredited Courses:
Qualification level
Recognition given to the course
Assessor competencies
Pathways and articulation
Purpose of the Course
From the list below, select three (3) performance standards and criteria, other than training packages, which can also be used as the basis of learning programs.
From the statements below, select three (3) statements that accurately describe the functions of training packages and accredited courses as benchmarks in a competency-based VET training and assessment system.
From the list below, select four (4) processes that are followed in analysing and using competency standards for a range of applications and purposes in meeting the needs of a diverse range of VET clients.
The following are terminologies used in training packages and accredited courses. Match each terminology to their correct definitions.
Accredited course
Accredited unit
Competency standards
Foundation skills
Assessment strategy
Which of the parts of the training package below can be contextualised to suit the needs of clients? Write Y if the given item can be contextualised, and write N if it cannot be contextualised.
Match the following endorsed components of training packages to their corresponding roles.
Qualifications
Units of competency
Assessment requirements
Credit arrangements
Match the following endorsed components of training packages to their corresponding purpose.
Qualifications
Units of competency
Assessment requirements
Credit arrangement
From the statements below, select three (3) statements that are true about the Standards for Training Packages.
From the list below, select three (3) relevant sources of information about training packages.
From the list below, select the three (3) non-endorsed components of training packages.
The following are statements about the differences and relationships between separate training package and accredited courses, and learning strategies and learning programs.
Write T if the statement is True and F if the statement is False.
The following are statements about the differences and relationships between learning strategies and learning programs.
Write T if the statement is True and F if the statement is False.
From the list below, select three (3) statements that are accurate about the purpose of learning programs.
From the list below, select three (3) statements which are correct about principles of instructional design, according to M. David Merrill.
From the list below, select the instructional design principle that can be best applied to an e-learning type of program.
From the list below, select the two (2) instructional design principles that are best applied to a face-to-face type of learning program.
Identify two (2) possible sources of learning and assessment materials.
Identify two (2) examples and two (2) sources of pre-developed activities which you can use in designing and developing learning programs.
Outline the methodology followed in developing the following:
New learning activities
Related learning materials
Outline the methodology followed in documenting learning activities and related learning materials.
List three (3) modes and three (3) methods of delivering learning programs.
Listed in the table below are policies, legal requirements, codes of practice and national standards that impact training and assessment in the VET sector. Identify whether these are a policy, legal requirement, code of practice or national standard by writing:
P if it is a policy,
L if it is a legal requirement,
C if it is a code of practice, and
N if it is a national standard.
The following statements are about policies, legal requirements, commonwealth legislation, codes of practice and national standards that impact training and assessment in the VET sector.
Write T if the statement is True and F if the statement is False.
The following are statements about commonwealth and state/territory legislation.
Write T if the statement is True and F if the statement is False.
Select the three (3) options that are part of your duty of care relating to work health and safety as relevant to your role in designing learning programs.
Consider an industry and a work role you are familiar with.
Describe the WHS risks associated with working in this industry and work role.
Discuss WHS considerations that you will need to incorporate if you will be assigned to design learning program for this work role and industry.
Guidance: Sample responses have been provided for your reference.
Case Study 1 - Catering Assistant Training
Project 1 - Conduct Training Needs Analysis 1
Project Overview
Project 1 will require you to complete a Work Role LLN Evaluation and conduct a Training Needs Analysis for your client. Follow the instructions below to complete the project.
To complete this project, you will need access to the following:
audio recording equipment
(phone, computer, etc.)
templates provided in this Project
a volunteer to play the role of your client
Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form provided in the links below, determine the Work Role LLN levels required for the catering assistant role.
Catering Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for the training. For example, if you selected ACSF Level 2 for Reading, you can remove the fields for Reading ACSF Level 1, 3 - 5 from the template before submission. The same can be done for the other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:
TAE40116 - Project 1 - WorkRoleLLNForm
NOTE: the template will be in Read-only form. Save a separate copy to your computer and edit the document.
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your client. They must be briefed on the details of the assessment before you begin with the role-play.
During your session with the client (volunteer) you must confirm the details outlined in the TNA draft. You must:
Advise the client of the training package, qualification and/or accredited course selected to meet their training needs
Advise the candidate of the elective units, skill sets or accredited modules selected for the program, and provide your reasons for selecting them.
Your client (volunteer) must complete the TNA Participant Feedback Form. Before beginning your session with the client (volunteer) you must brief them on the details of the session. You must also provide them with the candidate instructions and Participant Feedback Form, which can be accessed through this link:
Project Brief and Participant Feedback Form
(Username: learner Password: studyhard)
You must review the Participant Feedback Form before completing the task to get an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By' field as a trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved By' field as a representative of Best Jobs Incorporated. Note that both signatures must be hand signed, print off the page that requires your signatures and scan them for submission.
Note, that during this activity, you will also be assessed for your oral communication skills. You must demonstrate the following during your session with the client (volunteer):
active listening,
adequate comprehension,
appropriate use of grammar, vocabulary, and pronunciation
using language appropriate to the audience, and
using language that demonstrates cultural sensitivity and builds and maintains understanding and rapport with the client
Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember to consider MPTS's quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study.
Training Needs Analysis Template 1
(Username: learner Password: studyhard)
Identify and source the training package, qualification and/or accredited course that will satisfy your client's needs.
Read and interpret the qualification framework and packaging rules of the qualification.
Determine and review the following:
licensing requirements
prerequisites applicable to the training
suitable electives that meet your client's needs and job roles
Select a skill set, individual units, or accredited modules to include in the Training Needs Analysis. Read, analyse, and interpret the units or accredited modules to determine if they meet the client's needs.
Read and interpret the assessment information of the chosen training package or accredited course.
Project 2 - Design and Develop Learning Program 1
Project Overview
Project 2 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:
BSBWOR203 Work effectively with others
The learning program must be designed for the group of candidates identified in the case study.
There is no specified ‘length' of the learning program that you design for this project, but it must be comprehensive enough to allow your assessor to see your ability to ‘chunk' program content and sequence these ‘chunks' to ensure a safe, effective learning progression.
To complete this project, you will need access to the following:
audio recording equipment
(phone, computer, etc.)
templates provided in this Project
a volunteer to play the role of your client
Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to document your completion of the following steps:
Investigate the unit of competency and break the learning content into manageable segments, and document the timeframe for each segment. Document your completion of this by preparing the Learning Program Schedule.
Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.
Remember that you must document the Learning Plan in line with organisational requirements by completing the Learning Plan template on the following pages. You must also remember to follow the organisational protocols, policies and procedures, which have been provided to you in Case Study 1.
Supplementary Task 1 - Learning Program Resources
Source and review at least two (2) available learning resources from any of the following:
your workplace
online
from industry experts, and so on.
These learning resources must be relevant to the learning program you are developing.
Submit the two learning resources that you have reviewed and found relevant to the learning program you are developing. List the filenames of the two (2) learning resources you are submitting and where you have sourced them in the table below:
Explain how the learning resources you've selected are relevant to the learning program you are developing. Also, describe the overall quality of the resources, i.e. currency and reliability.
Customise the learning resources.
You must customise the two (2) learning resources to the LLN needs of your participants. Consider the following advice:
Advice 1
"Simplify the vocabulary used in your learning materials."
Advice 2
"Use visual guides or images for your client."
To complete this task, you must customise one (1) learning resource according to one (1) advice given above. For example, you chose to customise Learning Resource 1 according to Advice 2 and Learning Resource 2 according to Advice 1.
In the table below identify which learning resource you will be customising according to which advice.
Supplementary Task 2 - Confirm Delivery Strategies
To complete this task, you will need one (1) volunteer to play the role of your client, they must be briefed on the details of the assessment beforehand. Note that this can be the same volunteer in Project 1.
You must walk the client (volunteer) through the competency standards (or other training specifications the learning program is based on), delivery strategies, required assessment methods and tools that you identified in the Learning Program and Learning Program Schedule and Competency Map. You must also provide the client with appropriate advice regarding the assessment requirements for the competency standard.
During your session, your client (volunteer) must agree with the delivery strategies, required assessment methods and tools you discuss with them.
You will be required to submit an audio recording of your session with the client (volunteer) for assessment. Submit your audio recording as:
Supplementary Task 2: Marking Result Form
This form is for you to complete. For a satisfactory result, the candidate's audio recording of their confirmation session with the client (volunteer) meets all the criteria outlined below. A separate copy of the form must be completed. This can be accessed here.
Once completed, sign and date the declaration field at the end of the form.
Project 3 - Evaluate Learning Program
Project Overview
This project requires you to review the complete program with key stakeholders to find areas for improvement and make the adjustments as required. To ensure successful completion of this project, follow the steps below and complete the evaluation form provided on the following page.
To complete this project, you will need access to the following:
audio recording equipment
(phone, computer, etc.)
a computer
templates provided in this Project
a volunteer to play the role of your client
Case Study 2 - Housekeeping Assistant Training
Case Study 2 provides you with a detailed scenario and all the information you will require to complete Project 4: Conduct a training needs analysis 2
Project 4 - Training Needs Analysis 2
Project Overview
This project requires you to conduct and record a Training Needs Analysis (TNA) on BJI's training requirements described in the case study scenario provided. To ensure successful completion of this project, follow the steps provided below.
To complete this project, you will need access to the following:
audio recording equipment
(phone, computer, etc.)
templates provided in this Project
a volunteer to play the role of your client
Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form provided in the links below, determine the Work Role LLN levels required for the housekeeping assistant role.
Housekeeping Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for the training. For example, if you selected ACSF Level 2 for Reading, you can remove the fields for Reading ACSF Level 1, 3 - 5 from the template before submission. The same can be done for the other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:
TAE40116 - Project 4 - WorkRoleLLNForm
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your client. They must be briefed on the details of the assessment before you begin with the role-play.
During your session with the client (volunteer) you must confirm the details outlined in the TNA draft. You must:
Advise the client of the training package, qualification and/or accredited course selected to meet their training needs
Advise the candidate of the elective units, skill sets or accredited modules selected for the program, and provide your reasons for selecting them.
Your client (volunteer) must complete the TNA Participant Feedback Form. Before beginning your session with the client (volunteer) you must brief them on the details of the session. You must also provide them with the candidate instructions and Participant Feedback Form, which can be accessed through this link:
Project Brief and Participant Feedback Form
(Username: learner Password: studyhard)
You must review the Participant Feedback Form before completing the task to get an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By' field as a trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved By' field as a representative of Best Jobs Incorporated. Note that both signatures must be hand signed, print off the page that requires your signatures and scan them for submission.
Note, that during this activity, you will also be assessed for your oral communication skills. You must demonstrate the following during your session with the client (volunteer):
active listening,
adequate comprehension,
appropriate use of grammar, vocabulary, and pronunciation
using language appropriate to the audience, and
using language that demonstrates cultural sensitivity and builds and maintains understanding and rapport with the client
Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember consider MPTS's quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study.
Training Needs Analysis Template 2
(Username: learner Password: studyhard)
Identify and source the training package, qualification and/or accredited course that will satisfy your client's needs.
Read and interpret the qualification framework and packaging rules of the qualification.
Determine and review the following:
licensing requirements
prerequisites applicable to the training
suitable electives that meet your client's needs and job roles
Select a skill set, individual unit, or accredited module. Read, analyse, and interpret the unit or accredited module to determine if it meets the client's needs.
Read and interpret the assessment information of the chosen training package or accredited course.
Once complete, save your TNA Draft.
Case Study 3 - Cascade Peak Training Institute
Project 5 - Design and Develop Learning Program 2
Project Overview
Project 5 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:
BSBCMM401 Make a presentation
The learning program must be designed for the group of candidates identified in the case study.
The learning program must be comprehensive enough to allow your assessor to see your ability to ‘chunk' program content and sequence these ‘chunks' to ensure a safe, effective learning progression.
To complete this project, you will need access to the following:
templates provided in this Project
Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to document your completion of the following steps:
Investigate the unit of competency and break the learning content into manageable segments, and document the timeframe for each segment. Document your completion of this by preparing the Learning Program Schedule.
Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.
Note that you must contextualise the unit of competency to the specifications of the training. Remember to use the information from the client and contextualisation advice from the training package developer, both are provided for you in Case Study 3.
Assessment - Delivery Cluster
Briefly describe the following adult learning theories.
List three (3) principles of adult learning.
List the three (3) sensory learning styles.
Honey and Mumford Learning Styles: Identify which learning style corresponds to the learning experience below.
Learning Styles
Activists
Reflectors
Theorists
Pragmatists
Write the letter of your responses in the spaces provided.
Identify one (1) strategy to best encourage learning for each of the following learning styles.
List two (2) resources that can be used to identify the different learning styles of individuals.
List three (3) examples of delivery methods that can be used in a face-to-face group delivery.
From the options below, select the two (2) techniques that a trainer can use to recognise inappropriate behaviours among learners.
List three (3) ways to address inappropriate behaviours among learners.
Briefly explain the purpose of organisational record management systems for training records.
Briefly explain the purpose of the reporting requirements for training in your organisation.
List three (3) characteristics of learners that must be considered when creating a learner group profile.
List two (2) possible needs of learners that must be considered when creating a learner group profile.
From the options below, select the three (3) techniques that are appropriate for an effective face-to-face delivery training.
Which of the following behaviours may indicate learner difficulties? Select three (3) responses.
Which of the following are effective methods to address learner difficulties? Select two (2) responses.
Which of the following describe effective evaluation and revision techniques to improve session plans? Select two (2) responses.
List two (2) equipment that a learner who has a hearing impairment can use to assist while in the learning program.
List two (2) examples of resources for students with special needs in a learning program.
List two (2) examples of support services for students who are language learners.
Which of the following risk assessment measures should you do as part of your inspection prior to the facilitation of group-based learning sessions?
Select the two best answers.
James is a surf lifesaving trainer/assessor. He is conducting a risk assessment for his Bronze Medallion training group.
Match the following hazards/risks to the most appropriate risk control measures relating to his training. Write the corresponding letters in the space provided.
Students: medical conditions, special needs, high-risk behaviours
Physical exertion: strains, sprains, fatigue and exhaustion
Infection control: Hygiene
Environmental: Sun safety, weather conditions, site hazards
List two (2) policies and procedures relevant to the learning environment.
The following statements refer to systems, processes and practices of work-based learning within the organisation. Write T if the statement is true and F if the statement is false.
Select the industry of your practice (or write it in the space provided), and list two (2) examples of hazards that are often found in your workplace and industry of practice.
Which of the following are standard reporting requirements for hazards and incidents? Select the two best answers.
List three (3) safe work procedures that trainers in face-to-face training should follow.
Select the industry relevant to your Vocational Education Training practice (or write it in the space provided). List two (2) examples of WHS responsibilities related to the safe use and maintenance of relevant equipment used in the learning environment.
If you are training learners in a training room and the emergency evacuation alarm is heard, what should you do? Select the two (2) best responses.
List three (3) typical sources of WHS information in the workplace.
Which of the following options must be included in the learning program? Select the three (3) best answers.
Which of the following must be included in the session plan? Select the three (3) best answers.
Which of the following describes the requirements of the learning program? Select the two (2) best answers.
List two (2) information collection methods that will support the review and feedback of presentations.
Read the following scenario:
Company X, a mining company, has just implemented a new attendance policy across the organisation. Julia was assigned to develop and deliver a presentation that explains the details of this new policy. She will be sent to all Company X offices and mining locations to deliver this presentation to all the employees. You are travelling with Julia to observe her presentations.
Briefly explain the relevant regulatory and organisational obligations and requirements that must be observed relevant to the following scenarios you observed during Julia's presentation.
Guidance: Each response must be no more than 100 words.
Briefly explain the implications of the following principles of effective communication for trainers.
List three examples of presentation aids and materials used to support face-to-face presentations and briefly describe each.
List two (2) systems for identifying skill needs in the workplace.
From the options below choose three (3) purposes of the learning program.
Project 1 - Plan, organise and deliver group-based learning 1
To complete this project, you will need access to the following resources:
Video Recording equipment (camera, mobile phone, etc.)
OR one (1) qualified observer
Eight (8) volunteers to play the part of your learners
Templates included in this project
You must develop your Session Plan using the information provided in the learning program documentation provided. The training you deliver to your learners (volunteers) can cover learning outcomes of your choosing, and it must be at least twenty (20) minutes long.
You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer, you can ask them to complete the Observation Form provided in the instructions that follow.
Cascade Peak Performance Training Institute (CPPTI)
You are a trainer for Cascade Peak Performance Training Institute (CPPTI), a Registered Training Organisation offering vocational training services for a range of clients with different training needs.
CPPTI was contacted by a manager from Adventure Events Marketing (AEM) to develop a learning program for the unit:
BSBCMM401 Make a presentation
They want to ensure that their staff take a standard approach to preparing presentations for their clients. They ask CPPTI to conduct 2 sessions for them, you will conduct the first one.
You have been tasked with delivering a 20-minute session for a group of eight (8) learners. To complete this project, you will need access to the Learning Program documentation you completed for Project 5 of the Design Cluster Workbook. Learning Program documentation includes the following: Learning Program, Learning Program Schedule, and Competency Mapping. You will be asked to submit these for assessment purposes.
Before conducting the training, brief your volunteers about the content of your training and the roles that they will be playing. You are free to assign roles to your volunteers using the learner group description in the learning program documentation provided.
Steps to take
Read and access the learning program documentation for the session. Submit a copy of the relevant Learning Program Documentation (the Learning Program, Learning Program Schedule and Competency Mapping) as:
LearningProgram1
Prepare the Session Plan
Identify the learners' characteristics and any learning support needs they might have.
Determine the delivery requirements from the learning program documentation, including any risks and constraints to the delivery of the training.
Refine the learning objective/s in your Learning Program documentation to fit the program requirements and the needs of the learners.
Utilise your knowledge of learning principles and theories to determine the appropriate delivery method for the session. Also, consider at least one (1) learning support and assessment strategy you can implement to address the LLN needs of this learner group.
Download the Session Plan Template from the Project file folder in the TAE40116 Delivery Cluster page in the Inspire Hub.
Once complete, save the Session Plan template using the filename:
[your last name, your first name] - Delivery - SessionPlan1
What learning principles and theories did you use to generate ideas for the training session delivery? List at least one (1) learning principle and one (1) learning theory and briefly describe how they helped you plan the training session.
Prepare the resources required for the session
Determine and access the learning materials that you will need during the session. You must ensure that these meet the needs (LLN or others) of your learner group and the LLN requirements of the training by contextualising them. Alternatively, you can also develop learning materials.
Save and submit these learning materials using the filename:
[your last name, your first name] - LPMaterials1.final
In the spaces provided on the following page explain how you ensured that the learning materials were adjusted or created to suit the needs of your learners. Be as specific and detailed as possible.
You must also organise for any facilities, technology, support personnel or equipment you will need for the session. Draft an email to your supervisor requesting the resources you will need using the form below.
Project 2 - Plan, organise and deliver group-based learning 2
To complete this project, you will need access to the following resources:
Video Recording equipment (camera, mobile phone, etc.)
OR one (1) qualified observer
Eight (8) volunteers to play the part of your learners
Templates included in this project
You must develop your Session Plan using the information provided in the learning program documentation provided. The training you deliver to your learners (volunteers) can cover learning outcomes of your choosing as long as the training is for two (2) consecutive, 40-minute sessions.
You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer you can ask them to complete the Observation Form provided in the instructions that follow.
Man Power Training Services (MPTS)
You are a trainer for Man Power Training Services (MPTS), a Registered Training Organisation offering vocational training services for a range of clients with different training needs.
Best Jobs Incorporated (BJI) is a not for profit organisation that helps people gain employment in the Retail and Hospitality industries at entry level. BJI approached MPTS to develop training that will help their participants qualify for employment in various hospitality settings. They asked MPTS to conduct a series of sessions for these learners, you will be conducting Session 4 and 5.
You have been tasked with delivering two (2) consecutive 40-minute sessions for a group of eight (8) learners training to be catering assistants. The training session must cover a topic that relates to the unit:
BSBWOR203 Work effectively with others
To complete this project, you will need access to the Learning Program documentation you completed for Project 2 of the Design Cluster Workbook. Learning Program documentation includes the following: Learning Program, Learning Program Schedule, and Competency Mapping. You will be asked to submit these for assessment purposes.
You must develop your Session Plans using the information provided in the learning program documentation provided. The training you deliver to your learners (volunteers) can cover learning outcomes of your choosing as long as the training is for two (2) consecutive, 40-minute sessions.
You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer, you can ask them to complete the Observation Form provided in the instructions that follow.
Before conducting the training, brief your volunteers about the content of your training and the roles that they will be playing. You are free to assign roles to your volunteers using the learner group description in the learning program documentation provided.
Steps to take
Read and access the learning program documentation for the sessions. Submit a copy of the relevant Learning Program Documentation (the Learning Program, Learning Program Schedule and Competency Mapping) as:
LearningProgram2
Prepare the Session Plans
Identify the learners' characteristics and any learning support needs they might have.
Determine the delivery requirements from the learning program documentation, including any risks and constraints to the delivery of the training.
Refine the learning objective/s in your Learning Program documentation to fit the program requirements and the needs of the learners.
Utilise your knowledge of learning principles and theories to determine the appropriate delivery methods for each session. Note that you must determine at least two (2) different delivery methods for each training session. The delivery methods you select for the second session must be different from the delivery methods you select for the first session. Also consider at least one (1) learning support and assessment strategy you can implement for this particular learner group.
This Session Plan template will also ask you to plan the presentation/s for the session. Note that your chosen presentation strategies and format must meet the characteristics of the following:
your target audience,
location of the training session,
resources required for the session, and
personnel required for the session.
You must also consider the format and purpose of the presentation when selecting the:
presentation aids,
presentation materials, and
presentation techniques.
Project 3 - Plan, organise and facilitate workplace learning for an individual 1
Once completed, submit the Observation Form using the filename:
WorkplaceConsultation-ObservationForm-1
During your consultation session, run through the details of the Work Based Learning Plan with your learner (volunteer). Explain why you chose the specific techniques or processes to facilitate their learning. Note any suggestions from your learner (volunteer).
At the end of your session, your learner must confirm that they agree with the information in the Work Based Learning Plan and the objectives and scope of the training.
During your session with the learner's, you must demonstrate the use of communication techniques to:
identify the learner's (volunteer's) needs
build rapport with the learner (volunteer)
You must:
select appropriate vocabulary for the learner (volunteer)
adjust language, tone and pace of speech to maintain effective interactions with the learner (volunteer)
build and maintain engagement with the learner (volunteer)
What are the WHS risks in using work as the basis for learning?
How did you address these WHS risks?
What are the contractual requirements and responsibilities you addressed for the work based training? List at least two (2) requirements and (2) responsibilities.
Briefly explain how you addressed each of these contractual requirements and responsibilities below.
Draft an email to Katarina's supervisor, Sheila Larsson, explaining the objectives and scope of the training. Include the details of the training session and any activities you plan on conducting. Do this in the spaces provided for you below.
Project 4 - Plan, organise and facilitate workplace learning for an individual 2
You must provide your qualified observer with a copy of the Work Based Learning Program beforehand. You must request and submit a copy of your qualified observer's qualification to your assessor using the filename:
Project4 - QAQual1
Once completed, submit the Observation Form using the filename:
WorkplaceConsultation-ObservationForm-2
During your consultation session, run through the details of the Work Based Learning Plan with your learner (volunteer). Explain why you chose the specific techniques or processes to facilitate their learning. Note any suggestions from your learner (volunteer).
At the end of your session your learner must confirm that they agree with the information in the Work Based Learning Plan and the objectives and scope of the training.
During your session with the learner's you must demonstrate the use of communication techniques to:
identify the learner's (volunteer's) needs
build rapport with the learner (volunteer)
You must:
select appropriate vocabulary for the learner (volunteer)
adjust language, tone and pace of speech to maintain effective interactions with the learner (volunteer)
build and maintain engagement with the learner (volunteer)
What are the WHS risks in using work as the basis for learning?
How did you address these WHS risks?
What are the contractual requirements and responsibilities you addressed for the work based training? List at least two (2) requirements and (2) responsibilities.
Briefly explain how you addressed each of these contractual requirements and responsibilities below.
Draft an email to Milla's supervisor, Oliver Ritchard, explaining the objectives and scope of the training. Include the details of the training session and any activities you plan on conducting. Do this in the spaces provided for you below.
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:- DesignCluster.rar
Attachment:- DeliveryCluster.rar
Attachment:- AssessmentCluster.rar