Reference no: EM132447676

TAEASS401 - Plan assessment activities and processes - Plenty Training

Purpose

This document represents the main assessment instrument for the unit of competency TAEASS401 Plan assessment activities and processes.

ASSESSMENT TASK - SHORT-ANSWER QUESTIONS

1 Instructions

This assessment task requires that you answer a series of questions related to this topic.

1.1 Decision-making rules

To achieve a satisfactory result, you must answer all questions correctly and the answers must include the number of examples stated in the question. Each of your responses must be at least one-to-two sentences in length.

2.2 Questions
Summarise in one sentence the key feature or requirement from each of the following examples of legal and ethical obligations of an assessor and, for each, provide an example of a non-compliance.

Obligation
A. WHS legislation - as it relates to the primary duty of care of an assessor
B. WHS legislation - as it relates to incident notification
C. WHS legislation - as it relates to ‘near misses' notification
D. WHS legislation - as it relates to student / worker obligation to follow safety instructions
E. Privacy legislation
F. Anti-discrimination legislation
G. Standards for RTOs
2015 - as they relate to implementing an assessment system (Refer clause 1.8)
H. Standards for RTOs 2015 - as they relate to currency of vocational and VET sector knowledge
I. Ethical behaviour - as it relates to conflicts of interest
J. Ethical behaviour -describe two other examples
Hint: Refer to the TAE10 training package introductory sections.

2A What five possible qualifications and skill sets can an assessor possess under the Standards for RTOs 2015 to undertake assessments?
The first has been completed for you.

2B To undertake assessments, what three other things must an assessor possess beyond the mandatory qualifications or skill sets you listed above? For each, describe what this means or give an example.
The first has been completed for you.

3 Provide four examples of different purposes of assessment. For example: To determine a person's level of competency relating to a particular task

4 Describe three different contexts in which assessment can take place.

For example: Classroom-based.

5A List and define the four principles of assessment and, for each, provide an example of a non-compliance

5B Explain how the principles of assessment underpin assessment processes

6A Define ‘evidence' as used in a competency based assessment system.

6B List and describe four examples of evidence that could be used in competency-based assessment

7 List and describe four examples of evidence that are commonly used in a Recognition of Prior Learning (RPL) assessment

8A List and define the four rules of evidence and, for each, provide an example of a non-compliance.

The first has been completed for you.

8B Explain how the four rules of evidence guide the assessment process

9 Describe the purpose of the following assessment methods and provide one example of evidence that could be obtained using each.

10 Answer the following questions relating to the five components to a well-designed and well-developed assessment tool, as defined in ASQA's "Guide to developing assessment tools" .

A. Context and conditions of assessment

B. Describe what is meant by "task to be administered to the candidate"

C. Describe what is meant by "an outline of evidence to be gathered from the candidate"

D. "Evidence criteria" (as used to judge the quality of performance)

Describe ‘evidence criteria' in one to two paragraphs11 A. Select the most appropriate assessment method (i.e., questioning, observation, portfolio of documents or production of an item) to use to assess each of the following extracts from unit BSBCMM401 Make a presentation, and justify your answer by describing an example of suitable evidence that could be collected. (The first one has been completed for you.)

ASSESSMENT TASK 2 - ASSESSMENT PLANNING

Instructions

Part 1 - Assessment planning

The first part of this assessment task involves you planning five separate assessment events against five different units of competency, with two of the assessments being suitable for use in a training and assessment (T&A) pathway assessment, and three of the assessments being suitable for use in Recognition of Prior Learning (RPL) assessments.Each planned assessment must cover the entireunit of competency.

Your assessment plans must use the templates provided in sections 3.3 to 3.7, and these mustbe based on and adaptedfrom the plans provided in document PT-TAE4-RES1 (available in your online student portal). Note that there are separate plans for the T&A pathway assessments, whereas the plans are embedded within the tool template itself for the RPL pathway assessments.

Thefive assessment plansmust be modified and adapted to reflect your actual planned assessments including all contextualisation needs of your target group.

Assessment plan

Review the generic assessment plan within section 2.1 of document PT-TAE4-RES1 and document the specific assessment plan for Lin Wei using the following template:

3.3.3 Observation assessment instrument

To prepare for Lin Wei's assessment, you are required to adapt the generic observation instrument from the FSKOCM03 tool provided in PT-TAE4-RES1 by developing a specific observation checklist instrument suitable for Lin Wei's circumstances.

Modify and develop the instructions for the assessor to include a suitable scenario to be used in the role play, and instructions on how the assessor should run this role play. Make sure the scenario and role play is suitable for the level of the unit (i.e., simple spoken interactions), involves two way interaction and is suitable for Lin Wei's situation.

3.4 Scenario 2 - Chantelle Morgan

3.4.2 Assessment plan

Review the generic assessment plan located within section 3.1 of document PT-TAE4-RES1 and document the specific assessment plan for Chantelle using the following template.

3.5 Scenario 3 - Jim Jackson (RPL)

3.5.1 Description

Mr Jim Jackson is undertaking unit BSBWHS201 Contribute to health and safety of self and others via RPL. Jim has worked for Plenty Beds for the last six months casually selling beds, bedroom furniture and associated products such as linen and accessories. He is enrolled in the Certificate III in Business Administration as he wants to move into an administration role but believes he can RPL this unit based on his work experience over the last six months.

Jim has a back injury which means he has limitations to what he can do, and cannot remain standing for more than 30 minutes without needing to stretch and move regularly.

Review the generic RPL documentation within section 5 of document PT-TAE4-RES1 and document the specific assessment plan for Jim using the following template.

3.5.3 Questioning instrument

To prepare for Jim's assessment, you are required to develop a specific questioning assessment instrument designed to cover the third knowledge evidence item (KE3) Commonly used hazard signs and safety symbols. You must select five safety signs and symbols that would be common to Jim Jackson in his employment. Be sure to include the marker guidance / correct answer in this marker's guide version.

3.6 Scenario 4 - Jenny James (RPL)

3.6.1 Description

Mrs. Jenny James is undertaking unit BSBCMM201 Communicate in the workplace as an RPL candidate. Jenny has been employed as a receptionist in a small real estate office for the last 12 months and is keen to have the skills she has obtain recognised through RPL. Her main duties have been answering the phone, booking meetings with prospective clients, typing emails and letters for clients (internal templates used), ordering office requirements such as stamps and stationary, making small purchases such as milk from petty cash and receipting any cash payments

Jenny had surgery on her right hand last week and still finds it very difficult to write and type. (It is painful and time consuming.) Her preference is to provide verbal evidence in an interview, wherever possible.

Review the generic RPL documentation within section 6 of document PT-TAE4-RES1 and document the specific assessment plan for Jenny using the following template.

3.6.2 Portfolio instrument

To prepare for Jenny's assessment, you are required to develop a specific ‘Portfolio of Documents' instrument designed to advise Jenny what documents / workplace examples Jenny can provide to meet the following evidence requirements:

A minimum of two examples of having completed routine workplace forms are required to satisfy:
• PE2 produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient;
• PE3 complete workplace forms (note: plural therefore a minimum of two are required); and
• FS3-Writing: Develops simple written texts using appropriate grammar, spelling and punctuation in accordance with organisational formats; and Completes workplace forms and texts in accordance with organisational conventions and legislative requirements

3.7 Scenario 5 - Karen Wright (RPL)

3.7.1 Description

Mrs. Karen Wright is undertaking unit BSBLDR401 Communicate effectively as a workplace leader as an RPL candidate. Karen has been the sales manager at Plenty Beds for last three years. Plenty Beds sells beds, bedroom furniture and associated products such as linen and accessories. It is a medium size chain with 15 regional stores.

Karen's primary duty is to lead the sales team across three stores. She works closely with managers and staff from other sections as well such as warehouse and finance as well as suppliers and contract delivery drivers in addition to sales staff and customers.

Karen reports to her Regional Manager, Ali Mattin, and wants several staff to complete training or RPL for BSB42015 Certificate IV in Leadership and Management. She wants to initially RPL this unit to get a sense of the work required.

Karen is only available Tuesdays and Wednesdays.

3.7.3 Third party report

To prepare for the assessment, you are required to develop a third party report to be used specifically by Karen's manager, Ali Martin. You must ensure that your modifications are:
• Based on the unit content;
• Consistent with the SMART principle and, in particular, with the requirements for being Specific and Measurable;
• Uses language that is meaningful to the manager; and
• Is contextualised to Karen's particulars.
The third party report must gain confirmation from Karen's manager that Karen has met the following unit requirements:
• (PC1.6) Identify potential barriers to effective communication and develop solutions to minimise impact
• (PC2.2) Incorporate respectful and positive approaches to communications
• (PE2) create and present clear messages choosing method and mode appropriate to the audience and context undertake effective two-way communication from the perspective of a team leader
• (PE3) identify and record actions required as a result of communication and follow-up in a timely manner.
Develop the report checklist making sure your checklist is meaningful and specific and relevant for Karen's employment and experience (do not just cut and paste the unit requirements).

ASSESSMENT TASK 3: TRIAL ASSESSMENTS

4.1 Instructions

This assessment task requires you to trial the assessment instruments you developed as part of Assessment Task 3, gather feedback from at least two of yourpeers, and answer a series of questions relating to that trial.Ideally you would ask this of fellow trainers or assessors however, if you do not have access to such persons, you may ask fellow students to review your work.

Note: The term ‘trial' for the context of this assessment is a focus on checking and confirming that the assessment instruments are meeting the required standards and are specific to the workplace and candidate's needs.

Specifically, you must:

1. Hold a meeting: Invitetwo or more peers to trial the five assessment toolsyou developed for Assessment Task 3 and hold a meeting with them to cover the following:
o You must explain the purpose of the trial, where and when it will be conducted, and their role.You mustprovide a thorough description of the background to this project, including the required standards and specific workplaceandcandidate needs that the instruments must meet.
o You must communicate effectively with the person or people trailing your tools, and your assessor must observe your practical interactions during these five trials:
o A qualified assessor must witness your meeting:
• If you undertake this assessment task in a classroom environment, then you will trial with your colleaguesand your trainer will witness this inclass.
• If you undertake this assessment task out of the class, then you may wish to meet with one or more colleagues via our closed Facebook pageto assist you in trialling your tools. You may choose to hold your meetings either electronically or in a face-to-face meeting. You must also have access to digital technology to record the video and audio of your interactions, e.g., using a smart phone or PC webcam, and you must then submit a link to an online copy (e.g., located on DropBox or Google Drive) of the digital recording with this workbook. Your assessor will then assess your submitted recordings.
• You may also elect to have your meeting observed by another qualified assessor in your workplace. This means that the assessor must possess either:
• The TAE50111 Diploma of Vocational Education and Training; or
• The TAE50116 Diploma of Vocational Education and Training; or
• The TAE50211 Diploma of Training Design and Development; or
• The TAE50216 Diploma of Training Design and Development; or
• A higher level qualification in adult education
If this option is selected, you must provide a copy of your assessor's testamur with this workbook and the assessor must complete the assessment checklistin sections 4.2.1 and the statutory declaration in section 4.2.2.
Record the details of the discussions in section 4.2.
2. The personschosento trial the assessments must then trial your five assessment instruments.
3. Gather feedback from the persons trialling the five assessmentsand record these in the peer feedback forms in section 4.3.
4. Identify improvements (including reasonable adjustment or contextualisation strategies)that can be made to the instruments or assessment processin section 4.4.
4.1.1 Decision-making rules
To achieve a satisfactory result, you must meet all of the criteria outlined in the instructions section of this assessment task. Your assessor will also be reviewing your discussions with the trial reviewers to confirmthe following:
• You must effectively use oral communication skills to participate in exchanges about assessment processes and the trialling of instruments appropriate to the audience - including:
o Using the seven C's of communication:
• Completeness: The communication must be complete. It should convey all facts required by the audience.
• Conciseness: Conciseness means wordiness, i.e., communicating what you want to convey in least possible words without forgoing the other C's of communication.
• Consideration: Consideration implies "stepping into the shoes of others". Effective communication must take the audience into consideration, i.e., the audience's viewpoints, background, mind-set, education level, etc.
• Clarity: Clarity implies emphasising on a specific message or goal at a time, rather than trying to achieve too much at once.
• Concreteness: Concrete communication implies being particular and clear rather than fuzzy and general. Concreteness strengthens the confidence.
• Courtesy: Courtesy in message implies the message should show the sender's expression as well as should respect the receiver. The sender of the message should be sincerely polite, judicious, reflective and enthusiastic.
• Correctness: Correctness in communication implies that there are no grammatical errors in communication.
o Demonstrating active listening by asking open questions and seeking feedback.
• You must demonstrate that you can collaborate with others as part of routine activities and to confirm their understanding- including at least two of the following techniques:
o Look for common ground: Find shared values, consider shared personal experiences, pay attention to and give feedback, be yourself and expect the same of others, be willing to accept differences in perception and opinions.
o Learn about others: Consider their perspectives and needs, appeal to the highest motives, let others express themselves freely.
o Critique results, not people: Do not waste time on personal hostility, make other people feel good, avoid criticism and put downs.
o Give and get respect: Show respect for others' opinions, be considerate and friendly, put yourself in the other person's shoes, be responsive to emotions, speak with confidence but remain tactful.
o Proceed slowly: Present one idea at a time, check for understanding and acceptance of each idea before moving on to the next. Speak in an organized and logical sequence.
o Be explicit and clear: Share your ideas and feelings, pay attention to nonverbal communication, speak clearly and make eye contact, select words that have meaning for your listeners.

4.4 Questions
1 After trialling and seeking feedback on your five assessment instruments, what modifications would you make to the instruments or your assessment process?
(Be sure to include at least one modification.)
2 What reasonable adjustments and contextualisation would you make to your assessment instruments or process if you were using them with the following student groups?
A. Students with literacy difficulty
B. Students with language difficulty
C. Students in regional locations (distance learners)
D. Students with hearing impairment
3 Review the tools that cover units FSKOCM03 and FSKWTG06 in document PT-TAE40RES1 and, in 50+ words, discuss what opportunities exist to integrate assessment activities.
For example:
(1) assessment of knowledge and skills is integrated with their practical application, or
(2) ability to integrate performance with understanding, to show they are able to adapt to different contexts and environments

Attachment:- Plan assessment activities and processes.rar