Reference no: EM132527425

TAEASS401 Plan assessment activities and processes - Plenty Training

ASSESSMENT TASK 1
1 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.
Method
Observation
Questioning
Portfolio of Documents
Production of an Item
Third party report
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)
E. Administration, recording and reporting requirements

11 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.)
Criteria

Performance criterion
Foundation Skills
(Oral communications)
Performance Evidence

Knowledge Evidence
B. How many presentations must the candidate make to satisfy the above performance evidence require-ments, and why?
Hint: consider whether the Performance Evidence includes a singular or plural requirement

ASSESSMENT TASK 2 - ASSESSMENT PLANNING
3.1 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.
Part 2 - Assessment instruments
You must then modify and adapt the existing instruments to assess the units of competency outlined in your five assessment plans (described above)for the given scenarios. You must adapt the instruments provided in document PT-TAE4-RES1 (located in your student portal).
Note: You will subsequently confirm that the instruments meet the required standards and specific workplace/candidate needs by asking a colleague to review your draft forms and recording their feedback in Assessment Task 3 (in section 4). Ideally, you would ask this of a fellow trainer or assessor however, if you do not have access to such a person, you may ask a fellow student or another adult human capable of providing meaningful feedback.
3.1.1 Decision-making rules
In your assessment plans in part 1 you must:
1. Include a summary of the actual target group or candidate to be assessed.
2. Describe the purpose and context of the assessment.
3. You must review each unit of competency and then verify that the associated plan's compliance matrix fully addresses the unit. (The compliance matrices show that all major features of the relevant unit of competency are addressed in the assessment activities and processes.) Note that two of the compliance matrices have a deliberate error/omission which you must identify.
4. Review the assessment methods indicated in the compliance matrices and make note of all changes or modifications (if any) that you intend to make to the instruments.
5. List any applicable industry or workplace standards for the assessment, including any specific assessment requirements. (At minimum this must include applicable state WHS legislation.)
6. An outline of the assessment arrangements including resources for assessor and candidates, timing and location.
In part 2, you mustmodify the assessment instruments so that:
1. They meet the required unit of competency and specific workplace/candidate needs identified in the assessment plans developed above.
2. They include contextualisation in accordance with the candidate needs. You must:
o Use information from the candidates and/or the candidates' workplace to identify contextualisation needs. (Note: if your candidates are from a simulated group with no contextualisation requirements, you must create at least one simulated contextualisation requirement for each assessment.)
o Review and incorporate any advice provided by the training package relevant to the identified contextualisation needs.
3. They are based on and adapted from the assessment instruments available to you in document PT-TAE4-RES1. You must review the instruments and decide whether to integrate assessment activities, being sure to record any changes required to the assessment tools. You must ensure that contextualisation and reasonable adjustments are incorporated into these tools.
4. They gather evidence against the standards in accordance with the rules of evidence and the principles of assessment.
5. They include clear written instructions for the candidate and the assessor (including assessor marking guide) regarding the use of assessment instruments.
In addition, your assessor will be looking for your ability to:
• Interpret competency standards as the minimum standard for assessment;
• Interpret and follow guidelines for contextualising units of competency

3.3 Scenario 1 - Lin Wei (FSKOCM03)
3.3.1 Description
Mr Lin Wei is undertaking a course of study in FSKOCM03 Participate in simple spoken interactionsat work. He is one of several students undertaking a bridging program to allow him to undertake a traineeship in a restaurant and food service role. He has not worked before as he has only recently come to Australia.
Lin has some LLN challenges and can only write simple information such as basic forms with familiar content. He prefers to give his answers verbally if possible. He may require additional time to read and understand any written information or forms.
3.3.2 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.

Part 1:
1. Your assessor will discuss with you the following role-play which they will conduct with you, advising what the scenario is, your role and their expectations: [PC1.1]

2. During the role-play you must use clear and concise language. In addition to this you must select and use at least two other oral communication strategies, such as: [PC1.2]
Vary your tone and pitch to maintain interest.
Use silence / pauses for dramatic effect
Ask open (not closed) questions
Any other suitable oral communication strategy. (Discuss this with your assessor first.)
Part 2:
Participate in the above role-play with your assessor. You must demonstrate your ability to:
Initially identify your audience and describe the purpose of the conversation. [PC1.1]
Use all of the oral communication techniques selected above (in Part 1). [PC2.1]
Use appropriate grammar including, at minimum, each of the following: [Partial PC2.2]
Every sentence must possess one noun and one verb.
You must use the correct tense.
You must not end a sentence with a preposition.
Use correct vocabulary and pronunciation. [Partial PC2.2]
Use appropriate non-verbal communication including, at minimum: [PC2.3]
-Body language is consistent with the spoken message
-Facial expressions are consistent with the spoken message
-Use of hand gestures to emphasise important points.
Solicit feedback from your assessor on whether their enquiry was satisfied. [PC3.1]
Part 3:
Finally, after your discussion, you must have a think about how this interaction went. Consider the feedback received from your assessor. Discuss with your assessor what you thought went well and what you could have done better. [PC3.2]

3.4 Scenario 2 - Chantelle Morgan
3.4.1 Description
Miss Chantelle Morgan is part of a corporate group undertaking unit FSKWTG06 Write simple workplace information. Chantelle has recently started at Plenty Beds to support sales staff and the warehouse/deliveries section in a regional store. She is completing a Certificate I in Business as part of her induction. Chantelle does not have previous experience in writing emails and documents for a workplace. Chantelle is only available on Fridays due to work commitments and her employer wants her assessed in the workplace.
Plenty Beds sells beds, bedroom furniture and associated products such as linen and accessories. It is a medium size chain with 15 regional stores.

3.4.3 ‘Production of an item' assessment instrument
To prepare for Chantelle's assessment, you have been tasked to develop a more specific ‘Production of an item' assessment instrument for unit FSKWTG06 Write simple workplace information. Specifically, you must specify what examples of written workplace information that Chantelle must produce, i.e., not a phone message or an email as given in the generic tool. Choose a topic and simple written information suitable for Chantelle, her employment and her particulars. Make sure the written information that Chantelle is to be asked to produce is suitable to the level of the unit and her background.

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.

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.

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.

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

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.

Attachment:- Plan assessment.rar