Reference no: EM132527443

TAEASS502 Design and develop assessment tools - Plenty Training

ASSESSMENT TASK 1

1 Describe two more examples of the different contexts in which assessment can take place.
Note: One example has been completed for you.

2 Explain how these assessment contexts would influence the design of assessment tools
3 Outline the type of evidence the following assessment methods would gather and in what context they would be useful. Note: The first has been completed for you.
Method
A. Observation
B. Questioning
C. Portfolio of Documents
D. Production of an Item
E. Third party report
4 List and define the four principles of assessmentand, for each, provide an example of a non-compliance.
Note: The first has been completed for you.

5 Explain the purpose of the Principles of Assessment.
6 Explain how the Principles of Assessment provide a standard as to what constitutes good assessment practices
7 What is reasonable adjustment?
8 Provide three examples of when reasonable adjustment might be applied

9 List and define the four rules of evidence and, for each, provide an example of a non-compliance.
Note: The first has been completed for you.

10 Explain why the Rules of Evidence exist.
11 Answer the following questions that relate to training packages:
A. Select the four components of old-format units of competence that must be addressed in their respective assessment tools.
B. Select the four components of new-format units of competence that must be addressed in their respective assessment tools.
C. Describe the impact or influence of Assessment Requirements (as outlined in units) on the development of assessment tools
D. How can you contextualise a qualification itself, by considering the packaging rules and its core and elective units?
12 Select all that apply to the concept of contextualisation.
13 The following questions relate to unit FSKOCM03 Participate in simple spoken interactions at work.

A. Where would you access the contextualisation advice provided by this unit author, i.e., where is a hyperlink to it located?
B. What is the name of the document that contains this contextualisation advice?
C. Cut-and-paste the contextualisation advice provided by this unit author
Explain the following methods for the trial and review assessment tools. Note: The first has been completed for you.
A. Self-review
B. Group panel validation
C. Industry validation
D. Candidate trial
List and explain the five components and dimensions of competency.
Note: The first has been completed for you.

Summarise each of the following assessment system policies and procedures (as mandated under the Standards for RTOs 2015 and other related legislation).
A. Give specific examples of how you can keep assessment records private and secure (with respect to applicable privacy and confidentiality legislation)

B. How often must assessmenttools be reviewed / validated under Clause 1.10 of the Standards?
C. What percentage of training products must be reviewed / validated within the first three years of each five year cycle under Clause 1.10 of the Standards?
D. When must AQF certification be issued to a learner under Clause 3.3 of the Standards?
E. How long must records of learner AQF certification be maintained and accessible under Clause 3.4 of the Standards?
F. What is the version control information relating to this workbook? That is, list the alpha-numeric document identifier and the revision number.
G. How long must assessment evidence be retained according to ASQA'sUser Guide to the Standards for RTOs 2015?
Summarise the key feature or requirement from each of the following workplace health and safety (WHS) responsibilities associated with assessing competence and, for each, provide an example of a non-compliance. (The first one has been completed for you.)
Obligation
A. What is the key obligation of workplace supervisors (including assessors)?
B. What is the requirement to report hazards and incidents?
C. What is the requirement to report ‘near misses'? (Be sure to define a ‘near miss'.)
D. List two common emergency procedures or precautions and, for each, give an example of failing to meet reasonable duty of care

E. Why must procedures for the use of personal protective equipment be specified?
What are two sources of WHS information

19 Describe how you used the contextualisation guidelines from the training package author in the development of your tools.
20 Discuss how the contextual needs of different environments are addressed in your tools.
21 Describe how you used industry requirements in the development of your tools.
22 Describe how you used at least one other related document which you accessed or used in the development of your tools.
23 Give a specific example of how you applied each of the following principles of assessment when developing your assessment tools:
Fairness
Flexibility
Validity
Reliability
24 Give a specific example of how you incorporated the rules of evidence when developing your assessment tools:
Validity
Sufficiency
Authenticity
Currency
Give a specific example of how you incorporated each of the five dimensions of competency when developing your assessment tools:
Task skills
Task management skills
Contingency management skills
Job role/ environment skills
Transferability skills
In Task 2 you had to develop at least one instrument that includes an option for the collection of the evidence. (Refer to paragraph 3.1.1 #4.) Describe where you incorporated an evidence collection option by describing it, and identify in which unit of competency and instrument it is located. (For example: "FSKOCM03 Participate in simple spoken interactions at work, questioning instrument, Section 3.2.3.")
Unit of competency
Assessment instrument name / identifier
Section number reference of this workbook
Describe the evidence collection option you designed

ASSESSMENT TASK 2 -DESIGN AND DEVELOP ASSESSMENT TOOLS

3.1 Instructions
This task requires you to developthree assessment tools thateach addressa different unit of competency. You must select three units of competency and either:
• Create an assessment plan including a compliance matrixthat maps each unit requirement to your plannedinstruments (using the plan templates provided in sections3.2.1, 3.3.1 and 3.4.1) and then create the assessment instruments identified in your three plans using the assessment instrument templates located after each of these plans. We recommend that you choose three simple units such as those from the FSK training package, or any other unit that does not have a large number of assessable items or that is not excessively complex, however you may choose to use any three units of competence that are of interest to you.
• Alternatively, if you have already developed three assessment tools independent of this course, you may submit these along with a compliance map (which clearly identifies where each assessable item from the units of competency is assessed in your assessment instruments) and which clearly addresses the contextual needs of different environments.
3.1.1 Decision-making rules
To achieve a satisfactory result, you mustsubmitthree assessment tools. Each tool must:
1. Meet the principles of assessment.
2. Gather evidence in line with the rules of evidence, taking into account the context of assessment.
3. Accurately and completely assess one completeunit of competency. (This is accomplished using the assessment plan compliance matriceswhich map each unit requirement to the assessment instruments.)
Note: Your selected units of competency must not be the same as the examples provided in the Plenty Training learner's guide or resources.
4. Use at least two different assessment methods / instruments to assess competency. Additionally, in at least one of your tools, you must provide options for the collection of the evidence. For example, you may allow the candidate to submit written answers to questions when gathering knowledge evidence OR you may allow the questions to be answered verbally; observation tasks may be undertaken live as the candidate undertakes a performance evidence task OR the candidate may submit a video recording of their performance.
5. Define and document clear and specific procedures instructing the assessor and the candidate on the administration and use of assessment instruments.
6. Assessor instructions must include,at minimum:
o A requirement to inform the candidate or their rights, including the complaints and appeals policy. (Note: The student guide that addresses these issues and includes these policies is located at www.plentytraining.edu.au/student-guide)
o Marker's guidance that is consistent with the tasks being addressed, and
o Model answers for all questioning instruments.
7. Outline the target candidate group, purpose of the assessment tool, and the contexts in which the tool will be used.
8. Access and interpret any industry requirements, relevant contextualisation guidelines, and any other related documentation of relevance to assessment tool development.Examples of such ‘other' related documentation include:
o Requirements set out in the Assessment Guidelines of the relevant training packages;
o Information from the competency standards (such as resources required for assessment, assessment context, or appropriate assessment methods);
o Assessment activities identified in accredited modules derived from the relevant competency standards;
o Assessment activities in support materials related to the relevant competency standards;
o Any requirements of WHS, legislation, codes of practice, standards and guidelines;
o Indicators and levels of competence of the Australian Core Skills Framework;
o Organisational requirements for demonstration of work performance; or
o Product specifications.
9. Enable candidates to show or support their claim via Recognition processes through selected assessment methods.
10. Show how the contextual needs of different environments are addressed.
11. Address the contextual needs of different environments and be consistent with the unit author's contextualisation guidelines.
12. Incorporate each of the five dimensions of competency.

ASSESSMENT TASK 3-TRIAL ASSESSMENT TOOLS

o Clarify the purpose and requirements of the assessment tools, and purpose and requirements of the trial of the assessment tools.
o Actively seek to clarify the perspectives and experiences of others as part of the work role - at minimum this must include using open questioning techniques.
o Seek new ideas and opportunities, drawing on the diverse perspectives of others to gain insights into current practice and ideas for change.
o Use effective oral communication skills - at minimum you must demonstrate an ability to:
• Use clear and concise language and vocabulary,
• Demonstrate active listening by asking open questions and seeking feedback from the learner,
• Tone and pitch is consistent with the learner characteristics such as age and position of authority,
• Use a non-monotone delivery, and
• Pace / speed maintains interest and effective interactions.

Attachment:- Design and develop assessment tools.rar