Assessment Workbook 3

This assessment workbook is designed for TAE40116 Certificate IV in Training and Assessment. It covers the basic principles of assessing nationally recognised training, the dimensions of competency, and the units of competency required for this course.

TAE40116Certificate IV
in Training and
Assessment
Assessment Cluster
Version 2.3 Produced 21September2018
Copyright © 2018 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
prior written permission of
Compliant Learning Resources
Assessment Workbook3

Version control & document history
Date Summary of modifications
made Version
04 September
2015
Version 1 for TAE40116
adapted from TAE40110
resources
1.0
09 September
2016
Minor formatting updates made
throughout document
Added Knowledge Assessment
item – Part 2 Question 11
1.1
7 February
2017
Minor formatting updates made
throughout document
 Updated Questions
and Practical
Assessments to meet
External Validation
recommendations
1.2
13 June 2017
Updated Questions to meet the
External Validation
recommendations
Extracted Practicum to create
Skills Workbook
Added Knowledge Assessment
items –
Part 1 Question 11
Part Question 2 and 3
Added benchmarks to Project 3
2.0
24 June 2017 Added workplace pathway to
Project 1 2.1
21 November
2017
Added log in details for KA Part
4 2.2
21 September
2018
Updated the elements of
TAEASS401 and TAEASS403 2.3
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TABLE OF CONTENTS
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TABLE OF CONTENTS..................................................................................................3
INTRODUCTION..............................................................................................................5
WHAT IS COMPETENCY BASED ASSESSMENT...........................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING...........................................................................................6
THE DIMENSIONS OF COMPETENCY...............................................................8
REASONABLE ADJUSTMENT...................................................................................9
THE UNITS OF COMPETENCY..............................................................................11
CONTEXT FOR ASSESSMENT...............................................................................13
ASSESSMENT REQUIREMENTS..........................................................................13
ASSESSMENT METHODS.........................................................................................15
RESOURCES REQUIRED FOR ASSESSMENT...............................................17
INSTRUCTIONS TO STUDENT..............................................................................18
ASSESSMENT WORKBOOK COVER SHEET.................................................19
KNOWLEDGE ASSESSMENT..................................................................................20
Part 1 – Competency-based assessments..............................................................................20
Part 2 – Assessment Tools....................................................................................................28
Part 3 – Validation................................................................................................................38
Part 4 – Standards, Policies & Procedures...........................................................................44
Part 5 – Workplace Health and Safety.................................................................................46
PRACTICAL ASSESSMENTS...................................................................................53
Instructions to Student..........................................................................................53
Project 1: Develop Three Assessment Tools..........................................................................54
Workplace Pathway..............................................................................................................56
Step 1: Plan development of assessment tool............................................................................57
Step 2: Develop assessment tool.....................................................................................................63
Step 3: Review and trial assessment tool.....................................................................................65
Simulated Pathway...................................................................................................71
CASE STUDY 1: Compliant Learning Resources........................................................................................72
Step 1: Plan development of assessment tool............................................................................75
Step 2: Develop assessment tool.....................................................................................................80
Step 3: Review and trial assessment tool.....................................................................................82
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PROJECT 2: PLAN AND ORGANISE ASSESSMENTS..............................87
CASE STUDY 2: Makoto Miyagi........................................................................87
Part 1: Training and Assessment Pathway..................................................................................88
Part 2: RPL Assessment Pathway....................................................................................................90
PROJECT 3: VALIDATE THREE ASSESSMENT TOOLS..........................93
CASE STUDY 3: Compliant Learning Resources....................................93
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INTRODUCTION
Assessment is a difficult process – we understand this and have
developed a range of assessment kits, such as this, to facilitate a
seamless process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both
types of assessment because it is almost impossible to eradicate the
subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards
the objective end as far as possible and to reduce the degree of opinions
and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the outcomes
are based upon those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducting assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Fairness
- The individual’s learner’s needs are considered in the
assessment process.
- Where appropriate, reasonable adjustments are applied by
the RTO to take into account the individual learner’s needs.
- The RTO informs the learner about the assessment process,
and provides the leaner with the opportunity to challenge the
result of the assessment and be reassessed if necessary.
 Flexibility
- Assessment is flexible to the individual learner by:
 reflecting the learner’s needs;
 assessing competencies held by the learner no matter
how or where they have been acquired; and
 drawing from a range of assessment methods and using
those that are appropriate to the context, the unit of
competency and associated assessment requirements,
and the individual.
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 Validity
- Any assessment decision of the RTO is justified, based on the
evidence of performance of the individual learner.
- Validity requires:
 assessment against the unit/s of competency and the
associated assessment requirements covers the broad
range of skills and knowledge that are essential to
competent performance;
 assessment of knowledge and skills is integrated with
their practical application;
 assessment to be based on evidence that demonstrates
that a learner could demonstrate these skills and
knowledge in other similar situations; and
 judgement of competence is based on evidence of
learner performance that is aligned to the unit/s of
competency and associated assessment requirements.
 Reliability
- Evidence presented for assessment is consistently
interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment.
(from Standards for RTOs 2015, Table 1.8-1: Principles of Assessment)
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The rules of evidence
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
- The assessor is assured that the learner has the skills,
knowledge and attributes as described in the module or unit
of competency and associated assessment requirements.
 Sufficient
- The assessor is assured that the quality, quantity and
relevance of the assessment evidence enables a judgement
to be made of a learner’s competency.
 Authentic
- The assessor is assured that the evidence presented for
assessment is the learner’s own work.
 Current
- The assessors is assured that the assessment evidence
demonstrates current competency. This requires the
assessment evidence to be from the present or the very
recent past.
(from Standards for RTOs 2015, Table 1.8-2: Rules of Evidence)
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during
the course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has
been specifically designed to assist people with disabilities in carrying
out daily activities’ (World Wide Web Consortium - W3C). It includes
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screen readers, magnifiers, voice recognition software, alternative
keyboards, devices for grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required
in the workplace.
This assessment addresses the following units of competency from
TAE40116 Certificate IV in Training and Assessment:
TAEASS401 Plan assessment activities and processes
1. Determine the assessment approach
2. Prepare the assessment plan
3. Identify modification and contextualisation requirements
4. Develop the assessment instruments
TAEASS403Participate in assessment validation
1. Prepare for validation
2. Participate in the validation of assessment tools
3. Contribute to validation outcomes
TAEASS502Design and develop assessment tools
1. Determine the focus of the assessment tool
2. Design the assessment tool
3. Develop the assessment tool
4. Review and trial the assessment tool
This subject also partially addresses the requirements of:
TAEASS402Assess competence
1. Prepare for the assessment
2. Gather quality evidence
3. Support the candidate
4. Make the assessment decision
5. Record and report the assessment decision
6. Review the assessment process
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TAELLN411 Address adult language, literacy and numeracy skills
1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill
requirements.
3. Use specialist support where required.
4. Evaluate effectiveness of learning support and assessment
strategies in addressing LLN requirements.
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
https://training.gov.au/Training/Details/TAEASS401
https://training.gov.au/Training/Details/TAEASS402
https://training.gov.au/Training/Details/TAEASS403
https://training.gov.au/Training/Details/TAEASS502
http://www.training.gov.au/Training/Details/TAELLN411
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CONTEXT FOR ASSESSMENT
Gather evidence to demonstrate consistent performance in conditions
that are safe and replicate the workplace. Conditions must be typical of
those experienced in the training and assessment environment, and
include access to competency standards or accredited courses relevant to
the learning programs.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required
conditions for assessment.
Each unit of competency can be unbundled to reveal four(4) key
assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding
the tasks described in the elements
3. Assessment Conditions
- describe the environment and conditions that assessments must
be conducted under
4. Performance Criteria
- describes the performance required in tasks, as well as
foundational skills, to demonstrate achievement of the outcomes
outlined in the elements
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The associated assessment methods in this workbook covers all of these
components as detailed in the matrix below:
Units of Competency
Assessment Activities
TAEASS401
TAEASS402
TAEASS403
TAEASS502
TAELLN411
Knowledge assessment    
Projects/Case Studies    
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ASSESSMENT METHODS
There are four (4) workbooks in this course. Three (3) of which are the
Assessment Workbooks and one (1) is the Skills Workbook. This is
Assessment Workbook 3.
Assessment Workbook
The Assessment Workbooks use the following assessment methods:
1. Knowledge Assessment - Written assessments to test students’
understanding of underpinning knowledge, concepts and/or
theories relevant to the units of competency included in this
subject
2. Projects/Case Studies - A task or activity completed according to
set instructions and guidelines to meet the requirements of the
relevant units
The Assessment Workbooks in this course are as follows:
Workbook 1 – Design Cluster
Workbook 2 – Delivery Cluster
Workbook 3 – Assessment Cluster
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Skills Workbook
The Skills Workbook contains the practical assessment which covers the
following units of competency in TAE40116 Certificate IV in Training and
Assessment:
 TAEASS402 Assess Competence
 TAELLN411 Address Adult Language, Literacy, and Numeracy
Skills
These practical assessment activities will be completed during your
Vocational Placement or in your workplace, once you have received
approval from the Vocational Placement Coordinator.
You should not commence with the Skills Workbook until you have
successfully completed the three (3) assessment workbooks and
have received feedback from your assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – A practical assessment containing
instructions and activities that must be completed by the candidate
in a real workplace to demonstrate the skills relevant to the units of
competency included in this subject.
The skills workbook in this course is:
Assessment Cluster Skills Workbook
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RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Case studies and simulations
 Information about work activities, as necessary
Candidate will need access to:
 Computer with internet and email access and a working web
browser.
 Installed software: MS Word, MS Excel, Adobe Acrobat Reader.
 Two (2) volunteers to review assessment tool you will develop in
Project 1 Case Study 1. Ideally, the volunteers should be industry
experts, VET trainers, and or assessors.
 Two (2) volunteers to trial the assessment tool you will develop in
Project 1 Case Study 1.
 Templates needed to complete the assessment. These are already
provided in this workbook.
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INSTRUCTIONS TO STUDENT
This workbook is divided into two (2) categories: Knowledge Assessment
and Project/Case Studies.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project/Case Studies assessment. You
must answer all questions using your own words. However, you may
reference your learner guide and other relevant resources and learning
materials to complete this assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based
on the processes that are currently in place in your workplace. However,
if you do not currently have access to a workplace, then answer the
questions based on processes that should be implemented in a typical
workplace setting.
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 3
TITLE: Assessment Cluster
FIRST AND SURNAME: LalehNemati
PHONE: [phone]
EMAIL: [e-mail]
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate,
and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can
make for each assessment and I am submitting all documents required
to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of a qualification or statement
of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name :LalehNemati Signature: Date:
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KNOWLEDGE ASSESSMENT
Part 1 – Competency-based assessments
1. Briefly explain how Vocational Education Training is considered a
competency-based system.
Competency-based assessment is the process of reviewing, create a judgment about
individual’s competence which is related to candidate’s ability to perform consistently
work activities or task as job’s expectation. Also, it is a flexible system which is
considered of what people can do and the importance of learning. Competency-based
assessment is a form of assessment be used in VET sector
2. How does competency-based assessment differ from other types of
assessments?
Firstly, it will be different of definition. Regarding to criteria-referenced assessment is
candidate will be assessed against to a set of criteria. In the contrast, norm-referenced
is more link to compare with other candidate’s performances.
Secondly, difference is key features. For criteria-reference assessment, it is not
competitive process as all candidate needs to be followed by standard criteria and
requirement for “success” remain constant. On the other hand, there is competitive
process as all candidates will be not succeed with requirements will depend on
performance levels of the candidates.
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3. Briefly explain how the competency standards are used as the basis
of qualifications.
CBA aims to be client-focussed means that training and assessment services offered
by an RTO with the client’s needs. For example, a person may be deemed competent
based on demonstration of their knowledge and skill. When planning, developing or
conducting assessments in workplace, we need to consider client’s needs. CBA is
participatory which means candidate is involved in assessment process. Candidate
can discuss and negotiate to find the best suit of candidate’s need while addressing
competency requirements. The assessor needs to have effective communication to
guide and support candidate
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4. Consider the following components that make up the structure
of a unit of competency.
Discuss the information found in each component and explain
how this information is applied in a competency-based
assessment.
Guidance: an example has been provided for your reference.
Components
of a unit of
competency
Information found in this
component
How this information is
applied in competency-
based assessment activities
and processes
Application
Describesthe purpose of
the unit relevant to how it
will be applied in the
workplace.
Information found in this
section could be used as
guidance in contextualising
the assessment to suit
relevant work roles.
Elements
Describe the or tasks will need
to address through assessment
activity
Determinate the key outcomes
of the unit in the context of
workplace
Performance
Criteria
Describe specific learning
outcome to be used when
develop assessment and how
well to achieve competence
Define the expected level to
which the completion of the
outcomes must be assessed
against
Foundation
Skills
The necessary language,
literacy, numeracy and
employment skills that are
required for competent
performance
LLN requirement to complete
unit. It needs to be used as
guidance in contextualising the
skill to suit candidate
Performance
Evidence The skills to be performed
Determinate the key outcomes
of the unit in the context of
workplace
Knowledge
Evidence
Knowledge which learner should
have in order to safely and
effectively performance the
work task
Determinate the key outcomes
of the unit in the context of
workplace
Assessment
Conditions
Describe condition of unit
relevant to how it will be applied
in work place
Determinate the key outcomes
of the unit in the context of
workplace
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5. Consider a candidate completing the requirements for TAEASS502.
What is the minimum evidence that the candidate must provide to
demonstrate his/her ability to complete the tasks outlined in the
elements and performance criteria of the unit?
 developing at least three assessment tools that support different
assessment methods, and address at least one unit of competency
each. Each assessment tool must:
 include the instruments for collecting evidence, reflecting the
principles of assessment and the rules of evidence, and related
instructions to the assessor/s and candidates
 show how the contextual needs of different environments are
addressed
reporting on the trial and review of each assessment tool, including proposed
changes.
6. How do you determine the minimum standard for assessment the
student must meet to demonstrate his/her competency?
Guidance: Describe where and how to access this information.
They outlined the minimum standard in assessment.
they be outlined in training packages through unit of competency
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7. Access the units TAEASS402 and TAEASS502 on training.gov.au
and identify the following:
(1)purpose of assessing candidates against the unit, and
(2) contexts of assessment for the units
Guidance:
 There are several ways to answer this question; however,
your answer must be consistent with the competency
standards of the unit.
 An example using unit TAEASS403 has been provided for
your reference.
Unit Purpose of assessment Contexts of assessment
TAEASS403
To assess the candidate’s skills and
knowledge required to
participate in an assessment
validation process
Assessment tasks must be relevant
to work roles performed by
assessors and workplace
supervisors with assessment
validation responsibilities
participating in, but not
necessarily leading, the process.
TAEAS
S40
2
To assess the candidate’s
skills and knowledge
required to implement an
assessment plan, and
gather quality evidence to
assess the competence of a
candidate using complaint
assessment tools
Assessment tasks must be relevant
to work roles performed by
assessors and workplace
supervisors with teachers, trainers
and assessors in enterprises and
registered training organisations
(RTOs) and those providing
assessment advisory services
TAEAS
S50
2
To assess the candidate’s
skills and knowledge
required to design and to
develop assessment tools
used to guide the collection
of quality evidence,
including their application in
formative, summative and
recognition of prior learning
(RPL) assessment.
Assessment tasks must be relevant
to work roles performed by
assessors and workplace
supervisors with experienced
practitioners responsible for the
development and/or delivery of
training and assessment
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8. List the four dimensions of competency and how they are
incorporated in the development of assessment tools.
Guidance: describe where and how to access this information
Dimensions of
competency
How they are incorporated in the
development of assessment tools
Task skill Task skill which includes ability of candidate perform as
expectation of workplace
Task
management
skill
Task management skill that involves management ability of
various tasks and flexible of task requirement such as
operations, activities and meeting deadline.
Contingency
management
Contingency management that is ability of irregularities and
breakdown in routine such as monitoring, following required
procedures, reporting as required.
Job/Role
Environment
Skill
Job/Role Environment Skill that includes capacity to deal with
responsibilities and expectation including working with others
people, maintaining and updating records abide with
procedures and legislation requirement.
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9. Briefly explain how units of competency are contextualised.
Guidance: For the purpose of this assessment, your responses must
align with contextualisation guidelines provided in the
implementation guide for the TAE Training and Education Training
Package.
contextualise’ training package competency standards means transferability of skills
and knowledge from industry’s requirements. Or saying other hand, contextualisation is
in term of making the learning and assessment applicable to the candidate’s context of
work which involve with type of work or industry and the way they perform for example
retail, child care, age care etc
RTO needs to contextualise units of competency to reflect local skill needs. It could be
adding more information or amend to suit candidates’ group, delivery methods, or
organisation requirements. All of contextualising needs to meet outcome of the unit of
competency.
10. Match the training package components below to their correct
application in developing assessment tools.
a. Assessment guidelines
b. Qualifications framework
c. Competency standards
How Training Package Components are applied in the Development of
Assessment Tools
Competenc
y Standards
It sets the outcome and level of performance required in the
assessment.
Qualificatio
ns
Framework
It provides guidance to which units meet the requirements of
each qualification according to the set qualification level.
Assessment
guidelines
It provides guidance on how assessment tasks can be developed
and contextualised to meet the assessment requirements.
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11. From the options below, choose three (3) statements that describe
the relationship between the assessment context and the assessment
tools.
☒
The assessment context and conditions can help clarify the
target group and purpose of the assessment tool being
developed.
☐
Using familiar contexts and conditions in the assessment will
give the candidate an unfair advantage when completing the
assessment.
☒ The assessment context helps determine if an assessment
tool is suitable for a learner/group of learners.
☒
A candidate given an assessment tool that replicates their
workplace context will perform better than if they were
given an assessment tool with unfamiliar context.
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Part 2 – Assessment Tools
1. Match the following assessment methods to their correct
descriptions.
a. Portfolio
b. Questioning
c. Direct observation
d. Third-party evidence
Descriptions
Direct
observatio
n
i. Candidate is assessed by the assessor real time in the
workplace or in a simulated environment. The purpose
of this method is gather first-hand evaluative
information from the candidate.
Portfolio
ii. Candidate collects work samples and validated pieces
of evidence that demonstrates performance and
completion of specific tasks. The purpose of this
method is allow the candidate to document their
competency and to provide physical evidence (e.g.
workplace documents completed) for assessment.
Questioning
iii. Generally most applicable to assessment of knowledge
evidence. The purpose of this method is to test the
underpinning knowledge of the candidate.
Third party
evidence
iv. Observation by supervisors, trainers, team members,
etc. are documented and used by the assessor to
assess the candidate’s competence. The purpose of
this method is to provide supplementary evidence or
documentation of the candidate’s competency where
direct observation from an assessor is not possible.
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2. Below are different examples of assessment scenarios.
Determine the best assessment method from the following list
to use in each scenario.
a. Portfolio
b. Questioning
c. Direct observation
Scenario
C-Direct
observation
i. Candidate is required to physically demonstrate their
competency in preparing drinks using appropriate
methods as part of their assessment in SITHFAB004 -
Prepare and serve non-alcoholic beverages.
B -
Questionin
g
ii. Candidate is required to demonstrate their knowledge
and understanding of work health and safety (WHS)
legislation and regulations.
A-portfolio
iii. Candidate submitting a research report they
previously completed as part of their application for
recognition of prior learning in BSBRES401 – Analyse
and present research information.
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3. Select the assessment methods and instruments that would best
meet the following evidence-gathering opportunities:
Guidance: other assessment methods and instruments may be
applicable; However, for the purpose of this assessment, select
only the best answer from the options provided in the drop-down
lists below. An example has been provided for your reference
Evidence
gathering
opportunities
Assessment
methods
Assessment
instruments
Demonstrating
knowledge on the
different principles of
evidence
Questioning Written questionnaire
developing an
assessment instrument Project Project
using two-way
communication and
feedback with the
candidate
Direct observation Direct observation
RPL assessment Portfolio Portfolio
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4. Briefly explain methods you can use to trial and review an
assessment tool:
Guidance: Give one (1) method for trialing and one (1) method for
reviewing assessment tools.
Assessment
tool quality
check
Example method
(Provide one (1) for each)
Reviewing an
assessment
tool
You can review assessment tool with the review form. It is
checklist and going over each major component and what
information is required for each. And you need to adjust If
necessary
Assessment toll can be reviewed by trainer and assessor
who may not be industry expert but have current skills
and knowledge in VET and industry to ensure
 The tool addresses all assessment requirements of
training packages or accredited course.
 The difficult level is appropriate
 Effective collection of evidence
 Provided clear instruction and approachable
Trialling an
assessment
tool
Trail assessment tool by real or simulated assessment
condition. This will involve people who will act on leaner
and assessor. The finding of trail will help predict whether
the tool will
 Effectively implement
 BE engaging to the leaner
 Produce valid, authentic, current and sufficient
evidence
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5. Briefly explain the purpose and context of RPL assessments.
Purpose of RPL
assessments
TO assess leaner’s relevant prior learning to
determinate competence against competency
standards
Context of RPL
assessments
Review relevant previous or current work or
training experience to assess competence
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6. Briefly explain the two guiding principles underlying the
context for reasonable adjustment in assessment activities:
a) inclusive practice
b) universal design
Inclusive
practice
When trainer use range of assessment methods
and strategies to meet individual needs and
provide learning experience
Universal
design
Design assessment and strategies to be
accessible and useable by leaners with
different backgrounds
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7. Which of the following describes applicable reasonable
adjustments:
☐
i. A Spanish candidate taking the qualification
‘10557NAT - Certificate IV in TESOL’ is having
difficulty completing the written assessment in English
and requests to take the assessment in Spanish.
☒
ii. A candidate having difficulty completing the written
assessment due to fractured wrists requests to take the
assessment verbally.
☒
iii. A candidate without access to qualified supervisors to
observe his/her performance requests to submit a video
recording of his performance to the assessor.
☐
iv. A candidate required to demonstrate performance of a
task does not have access to a qualified observer or
video recorder. He requests to submit a detailed
written report about the completed procedure.
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8. Match the following types of evidence to their correct
descriptions.
a. Direct evidence
b. Indirect evidence
c. Supplementary evidence
Description
Direct Evidence i. Evidence observed and assessed by the assessor
first-hand
Indirect evidence ii. Evidence gathered through a third-party
observer and assessed by the assessor
Supplementary
evidence
iii. Other pieces of evidence that can indicate
relevant performance or completion of a
requirement
9. List the five (5) components of an assessment tool.
 Context and condition of assessment
 Task to be administered to the leaner
 An outline of the evidence to be gathered from leaner
 Evidence criteria used to judge the quality of performance
 Administration, recoding and reporting requirements
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10. Briefly explain the difference between assessment tools and
assessment instruments.
An assessment tool is for entire unit of competency while assessment
instrument is one part of an assessment tool. An assessment tool includes
assessment coversheet, instruction for assessor and candidates while
assessment instrument needed to gather and record evidence of competency
such as observation checklist, log book, written test etc.
11. Suppose you are to conduct a written assessment for the unit
BSBFIA401 in a classroom setting.
List three (3) resources needed to conduct the written assessment.
Indicate any costs or fees that are relevant to the assessment.
Guidance:
 Indicate how many of each resource is required and who
should provide them.
 For example:Assessment workbook – one/student (provided by
RTO)
Leaner Guide – online resource (provided by RTO)
Marking Guide for assessor - provided by RTO
Assessment competency map provide by RTO
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12. Discuss how an assessor can demonstrate cultural sensitivity
and equity considerations in assessment activities.
Provide two ways (2) for each.
Ways how you can demonstrate this
Cultural
sensitivity
Principles of cultural sensitivity needs to be
flexible and adjusted basing on leaner’s needs,
respect and adjust for delivery, provide context
specific information, facilitate meaningful
intercultural dialogue and engagement, be
adaptable, flexible, and responsive to evidence,
prepare students for life in globalised world
Equity
consideratio
n
Trainer can consider on language barriers, any
literacy or numeracy difficulties, or any other
problem. All leaners should have chances to
address those issue with instructor to ensure
VET is responsive to the diverse clients’ needs.
13. From the list below identify three (3) types of evidence that can be
submitted for a recognition of prior learning assessment.
☒ i. observation record completed by the assessor for
the candidate
☐ ii. testimony from friends and family
☐ iii. certification from previous employers
☒ iv. portfolio of evidence
☒ v. workplace documents
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Part 3 – Validation
1. From the options listed, select two (2) reasons for carrying out
assessment validation.
i. To ensure that assessment strategies meet the learning
needs of the students.
ii. To ensure that assessment processes, assessment
resources and assessment outcomes follow the principles
of assessment and the rules of evidence.
iii. To ensure that the training provider always provides
access to assessment outcomes when requested.
iv. To ensure that only a few candidates are able to receive
competent marking.
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2. Describe different approaches to validation in the following stages
of an assessment:
Stage of
assessment Approaches to validation
Before
assessment
Validate before assessment: assessor need to take activity in
validation o RTO’s assessment systems, plan and processes
and update assessment tool.
During
assessment
Validate during assessment: assessor will engage in a
systematic process to support on assessment decision including
taking a competency mapping exercise, using checklist and co-
assess with another assessor to finalise and make appropriate
decision.
After
assessment
Validate after assessment: assessor needs to keep track on
assessment practice validation to ensure it is fair and
consistent.
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3. The following are critical aspects of validation. In your own words,
describe each.
Your response must be between 100 – 150 words.
Critical
aspects
of
validation
Description
Reviewing
assessme
nt
practice
Reviewing the assessment practice includes reviewing the
assessment tools to ensure compliance with the assessment
requirement of the relevant training product, compliance
with the principle of assessment. Furthermore, it needs to be
able to support gathering assessment evidence to meet rules
of evidence. Besides that, it needs to give good instruction
for trainer and leaners, reasonable adjustment. Additionally,
it needs to be adhered to RTO’s policies and procedures. It
purposes for determining if assessment tools produce the
intended evidence required by standards.
Reviewing
assessme
nt
judgeme
nts
This will look at how gathering of assessment evidence.
Assessment methods are validated by monitoring the
assessor’s implementation of these tools, checking whether
it is satisfactory with rules of evidence. This help to ensure
collected evidence is reflecting accurate the unit of
competency leaner applying for. Trainer will look at feedback
verbally and non-verbally to do adjustment if require to
improve assessment qualify
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4. List the four principles of assessment and explain how each of
them is applied in validation of competency-based assessments.
Principles of
Assessment Application in validation
Valid
is when the process assesses what it claims to assess. It
means assessment outcome covers the whole of
assessment requirement and competency. And it
ensures skills and knowledge be assessed as well as
their practice.
Reliable
when assessment process and outcome are consistent and
repeatable. It focuses on assessment benchmarks,
instructions, requirement and review process needs to
be clear and interpreted consistently.
Fair
where trainer and assessor mark candidate work needs to
be fair and provided insufficient information to be given
to candidate before assessing.
Flexible
when it can accommodate the various needs of people
involved in the assessment process. It is more related to
modify the assessment timing, process, activities or
instruments to ensure to meet candidates’ needs,
especially for disability, flexible can be applied as
reasonable adjustments but still need to ensure
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5. List the four rules of evidence and explain how they are applied in
the validation of competency-based assessments.
Rules of
evidence Application in validation
Valid it is more about competency standards assessed
Sufficient it is more related consistency of performance over the time
Current it mentions the candidate is competent “today
Authentic it is candidate own work
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6. List two (2) obligations of assessors when conducting or
participating in validation activities, under applicable
legislation and/or standards.
Confidentiality: validators must ensure confidentiality of validation process and results
which includes sharing information to other people or social media post.
Anti-discrimination: validators must respect others in validation’s process and
discussion.
Copy right: validators must ensure your own work, not copy from other materials for
any purposes.
Ethics: validators must ensure to work ethically when participating into validation.
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Part 4 – Standards, Policies & Procedures
Compliant Training Services
Provided in the link below is the Training and Assessment Strategy (TAS) of Compliant
Training Services for the course TAE40116.
Compliant Training Services TAE40116 TAS
username: learner password: studyhard
Review the TAS and answer the questions that follow.
1. Briefly explain the following Compliant Training Services
policies and procedures:
Compliant Training
Services policies
and procedures
Explanation
Prerequisites/Entry
Requirements of
the course
The requirement of unit or qualification’s
requirement before leaner enrols into the course
Delivery and
Assessment Staff
Requirements
It relates delivery mode and staff which will be inc
charge of qualification training
RPL Policy
To ensure all leaner has chance to get qualification
basing on their previous or current skill and
knowledge which related to VET or industry.
Licensing,
Legislative,
Regulatory or
Certification
Considerations
The legislation to be considered when learner be
enrolled into the qualification.
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2. Match the following principles of assessment to their
definitions/characteristics.
a. Fairness
b. Flexibility
c. Validity
d. Reliability
The definitions below are taken and adapted from Table 1.8-1:
Principles of Assessment, of the Standards for RTOs 2015.
A -
fairness
i. The learner’s needs are considered in the
assessment process.
C - validity
ii. Assessments against the unit/s of competency and
the associated assessment requirements cover the
broad range of skills and knowledge that are
essential to competent performance.
D- Reliable
iii. Evidence presented for assessment is consistently
interpreted and assessment results are comparable
irrespective of the assessor conducting the
assessment.
B -
Flexibility
iv. The assessment reflects the learner’s needs
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Part 5 – Workplace Health and Safety
1. Complete the following information about workplace health and
safety:
Notifiable
incidents are: 3 candidate person-employee,
Notifiable
incidents
relate to:
Sick & illness
If a notifiable
incident
occurs the
model WHS
Act sets out
that:
Dangerous incident,
WHS set up following are immediate incident
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2. Consider the following:
Scenario
You are going to conduct an assessment for the unit CPPCLO3036 –
Clean at heights using an assessment tool in your organisation
where the candidate is instructed to demonstrate the safe use of
bosun chair, as shown in the photo 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.
ii. Immediately report any signs of damage found on the
equipment and remove it from service.
iii. Regularly inspect the bosun chair and its rigging before and
after use, and record the results of the inspection.
iv. Report signs of damage on the equipment, but do not
remove it from service.
v. Conduct the assessment with the candidate without
inspecting the bosun chair or its accompanying straps.
v. Before conducting the assessment, consult the instructions
for use from the manufacturer to ensure that maintenance
and use of the equipment is correct.
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3. Consider the following:
Scenario
You are going to conduct an assessment for the unit CPPCLO3036 – Clean
at heights using an assessment tool in your organisation where the
candidate is instructed to demonstrate the safe use of a bosun chair.
There are no further instructions available to you or the candidate, so you
decide to read the instructions for use from the manufacturerbefore
conducting the assessment. It states that:
 The unit must be withdrawn from use 7 years after the
manufacture date.
After inspecting the labels on the unit, you discover that although the
bosun chair does not show any visible signs of wear, it is already meant
to be withdrawn from service.You determine that this assessment
activity is too hazardous for the candidate to complete.
Discuss the procedures you must follow to report this hazard.
Guidance: Your responses must be based on the procedures for
reporting hazards in place in your organisation OR in an
organisation you are familiar with.
- Remove bosun chair
- Report to authorise person by verbally and fill out the Hazard/incident
report form
- Create maintained list to ensure equipment be ready for training or
use
- Prepare and replace if need
- Checking needs to be done before training
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4. Answer the following questions about WHS responsibilities
relevant to emergency procedures:
Who holds the
duty to
prepare an
emergency
plan for the
workplace?
Person conducting a business or undertaking are
required to develop emergency plans for their
employees and other individuals that conduct
business with
What must be
included in
the
emergency
procedures?
(list two)
- Effective Reponses to emergencies
- Evacuation procedures
- Notifying emergency service organisations at the
earliest opportunities
- Medical treatment and assistance
- Effective communication between person authorised
to coordinate the emergency response and all people
at workplace
5. From the options below, choose three (3) activities involved in the
maintenance of relevant equipment as identified in the ‘How to
Manage Work Health and Safety Risks’ code of practice.
-
☒
i. inspection of equipment
-
☐
ii. not assessing the control-measures set in place
-
☒
iii. repair and replacement of damaged equipment
-
☐
iv. identifying damage found on the equipment without
notifying the relevant personnel
-
☒
v. setting up control-measures that are suitable for the
work environment
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6. Answer the following questions about WHS responsibilities
relevant to personal protective equipment:
What is a
personal
protective
equipment?
- Be defined as anything used or worn to minimise risj
to work health and safety
When can
Personal
Protective
Equipment be
used?
- A last resort, temporally measure, back up for her
control measures that have been set in place
When should
PPE be
provided?
- At the beginning when they start the job
What is the role
of the
assessor in
facilitating
the use of
PPE in a
training
environment?
- Ensure PPE working properly
- Ensure fit correctly and reasonably comfortable for the
worker
- PPE does not interfere with any medical conditions of
the worker using the PPE
- Appropriate signs are used to remind workers where
PPE must be worn
- Periodic assessments are carried out to ensure PPE
used properly an is effective
What are the
maintenance
requirements
for personal
protective
equipment?
- Conducting risk assessment to determinate if no other
controls can be enforced to ensure their personal
safety.
- Wear PPE according to governmental, organisational,
industry or manufactures’ specifications which
depends on organisation
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7. Complete the following table about sources of WHS
information:
Safeworkaustralia.
gov.au
leads the development of national policy to
improve work health and safety and workers’
compensation arrangements across Australia
The model WHS
Acts forms
forms the basis of the WHS Acts being enacted
across Australia to harmonise work health and
safety law.
Model WHS
Regulations
and Model WHS
Act
set out more detailed requirements to support the
duties in the Model Work Health and Safety
(WHS) Act.
Code of practice
are practical guides to achieving the standards of
health, safety and welfare required under the
Work Health and Safety (WHS) Act and the WHS
Regulations in a jurisdiction.
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8. Review the hazard reporting procedure below and answer the questions that follow:
False True or False: Only WHS officers are authorised to take action in resolving hazard
identified.
Assess if it is safe to
take action What must an assessor do first if a hazard is identified in the assessment venue?
Complete a hazard
form
What must an assessor do if the hazard identified has not been resolved after taking
action to resolve it?
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PRACTICAL ASSESSMENTS
Instructions to Student
This workbook contains all the instructions you need to complete the practical
assessment requirements relevant to this cluster.
This practical assessment will assist your completion of the assessment activities
relevant to the requirements of the units covered in this workbook:
UNIT Assessment Requirements
TAEASS502
Design and develop
assessment tools+
develop three (3) assessment tools that support
different assessment methods, and address at least
one unit of competency each
TAEASS401
Plan assessment
activities and
processes
Plan and organise five (5) assessments
- Three (3) assessments (training and
assessment pathway)
- Two (2) RPL assessments (RPL pathway)
TAEASS403
Participate in
assessment
validation
Participate in three (3) validation sessions
These requirements will be addressed through the following projects:
 Project 1: Develop three assessment tools
- must cover three different units of competency
 Project 2: Plan and organise assessment for five candidates
- two of which must be RPL assessments
- assessments must be within the VET context against at least one endorsed or
accredited unit of competency
- development of two assessment instruments covering two units (different from
the units used in Project 1)
 Project 3: Participate in three validation sessions
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PROJECT 1:
Develop Three Assessment Tools
Project Overview
This project requires you to develop three (3) assessment tools, each covering at
least one (1) different unit of competency.
The development of each assessment tool is divided into three parts:
Part 1: Plan development of assessment tool
Part 2: Develop the assessment tool
Part 3: Review and trial the assessment tool
This project can be completed through a real workplace or simulated scenario.
Instructions for both pathways are provided below, choose the pathway that best suits
your needs. If you have any concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be completing this project
through:
☒ Workplace
☐ Simulated
Note: You must only select one (1).
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Instructions to Workplace Supervisor
Dear Workplace Supervisor,
Thank you for allowing the candidate to complete this Project in your
workplace. This Project requires the candidate to develop three (3)
assessment tools for at least one (1) unit of competency each.
Please read the candidate instructions that follow.You will be asked to
sign and date the following:
 Supervisor Consent Form
The Supervisor Consent Form documents that you have given
the candidate permission to conduct the Project tasks in your
workplace. It also states that candidates must be given access
to and permission to submit, organisational documents
relevant to the Project.
 Supervisor Declaration Forms
There are also Supervisor Declaration Forms for you to complete
in Step 1, and at the end of Step 3.
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Workplace Pathway
Project Requirements
To complete this project, you will need access to the following resources:
 access to a client and/or clients to be assessed against three
(3) different units of competency, where one (1) must require
assessment through RPL
 consent forms completed by the candidate and your
workplace supervisor
Guidance: You must submit these to your assessor before
proceeding with the project. Follow the prompts provided to
you in the instructions.
 assessment tool development documentation
Guidance: You can submit documentation from your organisation
as long as they contain the requirements for the assessment.
The information you require to complete the project will be
outlined for you in the candidate instructions.
Where the information required is not included in your
workplace documentation, please fill in the necessary
templates provided to you in this workbook.
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Step 1: Plan development of assessment tool
Part 1: Analyse the requirements of the assessment
a) Have your client/s and workplace supervisor sign and date the
consent forms provided in the link below.
TAE40116 Forms and Templates
Download “Workplace Consent Form Candidate,”
“Workplace Consent Form Supervisor”
Username: learnerPassword: studyhard
Once completed, submit these to your assessor. Save your
Consent Forms as,
Client
 WP_ConsentFormC1,
 WP_ConsentFormC2,
and so on.
Supervisor
 WP_ConsentFormSup
Note: to avoid confusion, you are referred to as the trainee
assessor in the Consent Forms. Briefly explain this to your
supervisor and client before asking them to complete their
respective Consent Forms.
Before beginning the project, you must ensure that your
workplace supervisor has read your instructions for this
Project and that you have briefed your supervisor that they
must sign the Supervisor Declarations provided here.
b) Access and review your clients’profile, assessment plan or training
needs analysis documentation, and the relevant unit requirements
from training.gov.au
Note: at least one (1) of your clients must require assessment
through RPL
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c) Access your organisation’s assessment tool planning template, the
information provided in your clients’ profile/assessment
plan/training needs analysis will help you complete the relevant
documentation. You must submit one (1) assessment tool planning
template for each unit of competency. Determine the focus of the
assessment tool by completing the required information in the
assessment tool planning documentation.
Note: Before submitting your organisation’s assessment tool
planning template, please ensure that it includes the following
information:
 the unit of competencies to be covered by each
assessment tool
 the target group of candidates
 the purpose of the assessment tool
 the assessment pathway the candidate will take
 context in which the assessment tool will be used
 industry contacts
 industry requirements
 contextualisation guidelines
 other related documentation to inform assessment tool
development
 methods, instruments, and context of the assessments
If your organisation’s assessment tool planning template does
not include the information outlined above, please complete
the Assessment Tool Development Planning Template
provided in this workbook.
TAE40116 Forms and Templates
Download “Assessment Tool Development Planning Template”
Username: learnerPassword: studyhard
Note: If you choose to complete the Assessment Development
Planning Template provided in this workbook, you are not
required to complete parts 3 and 4 of this form. You can leave
these two parts blank for submission.
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d) Before proceeding to the next part of the assessment, you must
discuss and confirm the following details with your client/s:
 the unit/s of competency they will be assessed against, and
 their assessment pathway of choice
Note that if the client/s chooses to undergo RPL
assessment, you must take note of the evidence they can
submit. This information can help you as you develop
the assessment tools and instruments in Step 2.
You must have your workplace supervisor confirm that this has
been done by having them sign the declaration form below.
The names of the client/s present during the discussion and
confirmation session must be listed here.
Note, that during this activity, you will also be assessed for your
oral communication skills. You must be able to demonstrate
the following in your discussion with your supervisor:
 active listening,
 comprehension of client requirements, and
 appropriate use of grammar, vocabulary, and
pronunciation.
The declaration below is for your workplace supervisor to
complete, you must ensure that this form has been completed,
signed and dated before submission.
Supervisor Declaration
By signing this declaration, I am confirming that the candidate
discussed and confirmed the details of the assessment with the
client/s in my presence before proceeding with the project.
I am also confirming that the candidate demonstrated active
listening, adequate comprehension, and the appropriate use of
grammar, vocabulary, and pronunciation during our session.
Supervisor’s Name: Signature:
Position:
Date Signed:
Contact Number: Email Address:
Name of Client/s:
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e) Before moving to Step 2, review and analyse your determined
assessment methods and instruments against the requirements of
the unit with your supervisor. You must discuss and confirm the
accuracy of your information with your supervisor, including
anyconflict/s between the client’s requirements and the unit
requirements. Revise your assessment tool development plan
according to your supervisor’s recommendations before
submission, if necessary.
Note, that during this activity, you will also be assessed for your
oral communication skills. You must be able to demonstrate
the following in your discussion with your supervisor:
 active listening,
 comprehension of client requirements, and
 appropriate use of grammar, vocabulary, and
pronunciation.
The declaration below is for your workplace supervisor to
complete, you must ensure that this form has been completed,
signed and dated before submission.
Supervisor Declaration
By signing this declaration, I am confirming that the candidate
discussed and confirmed the details of the assessments with me
before proceeding with the project.
I am also confirming that the candidate demonstrated active
listening, adequate comprehension, and the appropriate use of
grammar, vocabulary, and pronunciation during our session.
Supervisor’s Name: Signature:
Position:
Date Signed:
Contact Number: Email Address:
f) Once completed, save your assessment planning tool as
 [UNIT CODE – ATDP]
 [UNIT CODE – ATDP]
 [UNIT CODE – ATDP]
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Part 2: Design the assessment tool
a) Access your organisation’s competency mapping template, and
complete one (1) for each full unit of competency.
Use the information provided in the unit of competency and
assessment requirements to complete the competency mapping
template. Create a separate mapping competency mapping
document for each unit of competency. You should have three (3)
competency mapping documents at the end of this step.
b) When determining the most suitable methods of assessment for
the client/s consider the following questions:
 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?
You should have already accessed this information in Part 1, and
discussed these with your supervisor.If necessary, discuss and
reconfirm these details with your workplace supervisor.
Note: Before submitting your organisation’s competency mapping
template, ensure that it includes the following:
 elements
 performance criteria
 performance evidence
 knowledge evidence
 assessment criteria
 assessment items and methods, you planned, that are
mapped to performance criteria, performance evidences,
knowledge evidences, and assessment criteria.
If your organisation’s competency mapping template does not
include the information outlined above, please complete the
Competency Mapping Template provided in this workbook.
TAE40116 Forms and Templates
Download “Competency Mapping Template”
Username: learnerPassword: studyhard
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c) Look at the assessment methods and instruments you plotted in
the assessment tool planning document, and map them against the
relevant performance criteria, performance evidence, knowledge
evidence, and assessment criteria. Ensure that the assessment
methods and instruments meet the requirements of the unit, if
necessary revise the assessment methods and instruments you
plotted earlier.
Note: The assessment methods you select must also meet the
principles of assessment, while the assessment instruments must
support the collection of evidence that meets the rules of evidence.
d) Once completed save your competency mapping template as:
 [UNIT CODE] – CMP
 [UNIT CODE] – CMP
 [UNIT CODE] – CMP
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Step 2: Develop assessment tool
Develop the assessment instruments
a) Access and review the assessment instrument templates
available to you in your workplace. For any questions and
concerns, direct them to your workplace supervisor or your
assessor.
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.
b) Use these templates to develop assessment instruments that
support the collection of evidence required by the unit.
Remember to provide clear and specific instructions to both
the candidate and assessor when using or administering the
assessment instrument.
The assessment tasks must address the requirements of the unit,
including:
 performance criteria
 performance evidence
 knowledge evidence
 assessment conditions, and
the client’s needs.
Where necessary, add further guidance to ensure that the
assessment tools reflect the principles of assessment and the
rules of evidence.
c) When developing assessment instruments, consider the
following:
 assessment system policies and procedures
 storage and retrieval needs
d) Return to the competency map you completed in Step 1 and
look at the assessment tasks mapped in the assessment
instruments, ensure that the tasks meet the unit
requirements. If necessary, revise the competency map to
meet any changes you make.
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e) Note that each assessment instrument must include clear and
specific instructions for,
 the administration of the assessment
 submission (for the student)
 marking, including guides and benchmark answers (for the
assessor only)
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f) Save each assessment instrument using the filename:
 [UNIT CODE] – instrument1
 [UNIT CODE] – instrument2
 [UNIT CODE] – instrument3, etc.
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Step 3: Review and trial assessment tool
Part 1: Review the assessment tools.
a) Find two (2) 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
 comprehension of assessment requirements
 appropriate use of grammar, vocabulary, and
pronunciation
b) Provide a copy of the assessment tool and the assessment map to
your volunteers. Have them review the assessment tool and the
assessment map using the review form linked below:
TAE40116 Forms and Templates
Download “Assessment Tool Review Form”
Username: learnerPassword: studyhard
Note: Ensure that your volunteers have signed and dated the
declaration section, and provided their contact details. Your
assessor may contact your volunteers to confirm their
responses or feedback when necessary.
c) Save the completed assessment tool review forms using the
filenames:
 [UNIT CODE]-ATR1
 [UNIT CODE]-ATR2
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Part 2: Amend the assessment tools as needed
a) Based on the outcome of the review you completed in part 1,
amend the assessment tool as needed.
b) On the space provided below, list the changes you made to the
assessment tools following the outcome of your review.
Unit Code
Assessment Instrument
Write the filename/s of the
assessment instrument
Amendments
Outline the amendments you have
done on the document
BSBTIU101 Attachment 15 – Attachment
18 Attachment 31
BSBWHS201 Attachment 19 – Attachment
22 Attachment 32
BSBCMM101 Attachment 23 – Attachment
26 Attachment 33
c) Save the amended assessment instruments, using the same
filenames, and adding the prefix “.v2” (for version 2).
Guidance: For example, one of the unit of competencies you
created an assessment for is BSBCMM401 Make a
presentation, the original document has the file name:
BSBCMM401-instrument1, while the amended document
should have the file name: BSBCMM401-instrument1.v2
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Part 3: Trial the assessment
a) Find two (2) volunteers to trial the assessment. Ideally, find
volunteers who have similar characteristics to, and levels of ability
of, the target learner group.
b) Facilitate the assessment for the volunteers, following the
assessment procedures intended in the administration of the
assessment tool.
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 aslong as you are able to demonstrate the
following during the session:
 active listening
 comprehension of assessment requirements
 appropriate use of grammar, vocabulary, and
pronunciation
c) Once completed, collect their feedback using an assessment
evaluation form. If your organisation has its own assessment
evaluation form, you can submit these as long as they include the
following:
 a space for the clients to rate the assessment and the
candidate’s performance,
 a space for the clients to leave their comments or feedback
for the candidate, and
 a declaration section for the volunteers to sign that states
that confirms that all of their rating of your performance
reflected in the feedback form are accurate and true, and
that they observed your oral communication skills to be
adequate.
If your organisation’s forms do not include the above, you can
submit the Assessment Evaluation Form provided in this
workbook.
TAE40116 Forms and Templates
Download “Assessment Workbook Evaluation Form”
Username: learnerPassword: studyhard
Note: To avoid confusion, you are addressed as the trainee
assessor in the Assessment Evaluation Form. Briefly explain
this to your volunteers before asking them to complete the
form. Ensure that your volunteers have signed and dated the
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declaration section, and provided their contact details. Your
assessor may contact your volunteers to confirm their
responses or feedback when necessary.
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d) Submit the completed feedback forms using the filenames:
 [UNIT CODE]-ATFF1
 [UNIT CODE]- ATFF2
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Part 4: Make final amendments
a) Based on the feedback from the trial you completed in step 3,
amend the assessment tool as needed.
b) On the space provided below, list the changes you made to the
assessment tools following the outcome of your review.
Unit Code
Assessment Instrument
Write the filename/s of the
assessment instrument
Amendments
Outline the amendments you have
done on the document
BSBTIU101 Attachment 15 – Attachment
18 Attachment 31
BSBWHS201 Attachment 19 – Attachment
22 Attachment 32
BSBCMM101 Attachment 23 – Attachment
26 Attachment 33
c) Save the amended assessment instruments, using the same
filenames, and adding the prefix “.Final”.
Guidance: For example, one of the unit of competencies you
created an assessment for is BSBCMM401 Make a
presentation, the original document has the file name:
BSBCMM401-instrument1.v2, while the amended document
should have the file name: BSBCMM401-instrument1.Final
Supervisor Declaration
By signing this declaration, I am confirming that the candidate
completed all of the tasks outlined in the Workplace Pathway
Instructions for Project 1.
Supervisor’s Name: Signature:
Position:
Date Signed:
Contact Number: Email Address:
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At the end of this project you must submit the following documents:
Document Unit Code 1 Unit Code 2 Unit Code 3
Assessment Tool
Development
Plan for each
unit:
[UNIT CODE]-
ATDP
[UNIT CODE]-
ATDP
[UNIT CODE]-
ATDP
Competency
Map for each
unit:
[UNIT CODE]-
Competency Map
[UNIT CODE]-
Competency Map
[UNIT CODE]-
Competency Map
Assessment
Instruments
for each unit:
[UNIT CODE]-
instrument1
[UNIT CODE]-
instrument1
[UNIT CODE]-
instrument1
Two
accomplishe
d
Assessment
Tool Review
for each unit:
[UNIT CODE]-
ATR1
[UNIT CODE]-
ATR2
[UNIT CODE]-
ATR1
[UNIT CODE]-
ATR2
[UNIT CODE]-
ATR1
[UNIT CODE]-
ATR2
If applicable,
amended
instruments
after the
review:
[UNIT CODE]-
instrument1.V2
[UNIT CODE]-
instrument1.V2
[UNIT CODE]-
instrument1.V2
Two
accomplishe
d
Assessment
Trial
Feedback
Form for
each unit:
[UNIT CODE]-
ATFF1
[UNIT CODE]-
ATFF2
[UNIT CODE]-
ATFF1
[UNIT CODE]-
ATFF2
[UNIT CODE]-
ATFF1
[UNIT CODE]-
ATFF2
If applicable,
amended
instruments
after the
trial:
[UNIT CODE]-
instrument1.Final
[UNIT CODE]-
instrument1.Final
[UNIT CODE]-
instrument1.Final
Other documents that you must submit for assessment:
 Client and Workplace Supervisor Consent Forms
 Assessment Plans
You must submit one (1) assessment plan for each candidate you
will be creating the assessment tool and instruments for, save
the files as:
o Client1 – AP[UNIT CODE]
o Client 2 – AP[UNIT CODE], etc.
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Note that if the assessment plan does not contain all the
information required in Step 1, you can also submit a copy of
the Client’s Profile or a copy of a Training Needs Analysis
completed for the candidates/learner group.
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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
Makoto Miyagi was an Automotive Technology Teacher in Tokyo for seven years. He
moved to Australia with his family two years ago. In the last two years, he focused on
developing his English communication skills, and completing his qualification for
AUR40616 Certificate IV in Automotive Electrical Technology. He aims to work as an
automotive electrical technology trainer in Australia.
He is now working on his TAE40116 Certificate IV in Training and Assessment course.
Makoto had just completed the lectures and workshops for the design cluster which
covers the following units:
 TAEDES401 Design and develop learning programs
 TAEDES402 Use training packages and accredited courses to meet client needs
 TAELLN411 Address adult language, literacy and numeracy skills
Makoto is ready to take the assessment tasks for these units and has requested to take
the assessments on the following dates:
- 7 July 20xx* - TAEDES401
- 14 July 20xx* - TAEDES402
- 21 July 20xx* - TAELLN411
*20xx is current year
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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, use the Assessment Plan Template
provided in the link below:
TAE40116 Forms and Templates
Download “Assessment Plan Template”
Username: learnerPassword: studyhard
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.
Before completing the assessment plan, you must contact your assessor
to confirm:
 the purpose, context, and details of the assessment, and other
information needed to complete the ‘Background of Assessment’
field in the Assessment Plan Template.
You are also provided with Makoto’s student profile to help get a better picture of
Makoto’s assessment needs.
Name: Makoto Miagi Start Date:
Qualification Code: TAE40116 End Date:
Course Title: Certificate IV in Training and Assessment Status: Active
Course Packaging
Cluster Unit Code Unit Name Status
Design
Cluster
TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet
client needs
TAELLN411 Address adult language, literacy and numeracy skills
Delivery
Cluster
TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Assessment
Cluster
TAEASS401 Plan assessment activities and processes
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
TAEASS502 Design and develop assessment tools
Student Profile
Core Skills
Summary of ACSF alignment of learner’s skills
CommentsLevel 1 Level
2
Level
3
Level
4
Level
5
Learning  Identifies personal strengths and
weaknesses in different contexts
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and seeks to develop skills and
knowledge in areas of need
Reading 
Makes content predictions on the
basis of prior knowledge of the
subject and emerging
understanding of text structures
Writing 
Refers to dictionary to check
spelling or vocabulary choices;
Extends key vocabulary to include
personal details of self, family and
relevant others, most aspects of
everyday life and other vocabulary
of personal significance
Oral Communication 
Begins to provide key information
relevant to an exchange;
Uses simple questions and
instructions in order to exchange
or obtain goods or services, or
gather and provide information
Numeracy 
Interprets and comprehends a
range of everyday mathematical
information that is embedded in
familiar and routine texts
NOTES
Makoto is an expert in his field, auto mechanics. He’s been an automotive instructor in
Japan for 7 years, and has been running his own shop for 3 years. He moved to Australia
two years ago and is seeking to get employment facilitating relevant workshops in a
local RTO in Brisbane. Although technically very qualified in training and his field of
expertise, Makoto has some language and communication challenges. He was able to
complete most of his requirements for his AUR40616 Certificate IV in
Automotive Electrical Technology qualification via RPL assessment.
You must complete one (1) assessment plan for each unit of competency and have three
(3) files ready for submission at the end of this project. Once completed, save the
Assessment Plans using the following filenames:
 AssessmentPlan TAEDES401
 AssessmentPlan TAEDES402
 AssessmentPlan TAELLN411
After completing the assessment plans submit them 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 each of the plans.
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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:
a. TAEDEL401 Plan, organise and deliver group-based learning
b. 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 link below:
TAE40116 Forms and Templates
Download “RPL Assessment Plan Template”
Username: learnerPassword: studyhard
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:
 RPLPlanTAEDEL401
 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:
1) Create an assessment map for each of the following units:
a. TAEDEL401 Plan, organise and deliver group-based learning
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b. BSBCMM401 Make a presentation
Use the RPL Assessment Mapping Template provided in the link below:
TAE40116 Forms and Templates
Download “RPL Assessment Mapping Template”
Username: learnerPassword: studyhard
2) 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.
Save the RPL Assessment Maps using the following filenames:
 RPLMapTAEDEL401
 RPLMapBSBCMM401
3) Download the RPL Assessment Template provided on the link
below and contextualise the instructions to fit Makoto’s RPL
Assessment Needs:
TAE40116 Forms and Templates
Download “RPL Assessment Template”
Username: learnerPassword: studyhard
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.
Check the following implementation guides for any advice relevant to
contextualisation needs you identified for Makoto:
TAE Implementation Guide
Download “TAE Training and Education Implementation Guide”
Username: learnerPassword: studyhard
BSB Implementation Guide
Download “BSBv2_Implementation_Guide.pdf
RPL Assessment Instrument:
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4) 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:
Assessment Map:
Note that each unit requirement MUST have a corresponding evidence document
to demonstrate the candidate’s competence.
5) Once completed save the two RPL Assessment Instruments and two RPL
Assessment Maps using the following filenames:
Document Filename
RPL Assessment Map for
TAEDEL401 RPLMapTAEDEL401
RPL Assessment for TAEDEL401 RPLAssessment TAEDEL401
RPL Assessment Map
BSBCMM401 RPLMapBSBCMM401
RPL Assessment for BSBCMM401 RPLAssessment BSBCMM401
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PROJECT 3:
VALIDATE THREE ASSESSMENT
TOOLS
CASE STUDY 3: Compliant Learning Resources
Compliant Learning Resources has hired you to conduct external validation on
three of their resources. You’ve been tasked to complete three validation
sessions, one for each of the following assessment tools:
 Validation Session 1:
 BSBWHS201 Contribute to health and safety of self and others
 Validation Session 2:
 CHCDIS007 - Facilitate the empowerment of people with disability
 Validation Session 3:
 BSBITU306 - Design and produce business documents
Provided in the link below are all the resources you will need to complete this task.
TAE40116 Forms and Templates
See list of Validation Documents
(Username: learnerPassword: studyhard)
As an external validator for Compliant Learning Resources, you are required to
comply with the following policies and procedures relevant to validation
activities:
 All communications between the external validator and Compliant Training
Services employees regarding the validation or the validation outcomes must be
documented in the validation communication log (the communication log
template is provided in the validation documents).
Guidance: For the purpose of this assessment, your trainer/assessor will play the
role of the Compliant Training Services supervisor overseeing this validation
exercise. All communications between you and your trainer/assessor via email
or phone relevant to the validation exercise must be logged in the validation
communication log.
 External validators must use the validation tools provided by Compliant learning
resources:
 Competency Mapping Tool
 Validation Reporting Tool
 Validation Checklist
 Validation Communication Log
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.
Detailed instructions are outlined in the steps provided below:
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Step 1: Prepare for validation
 Discuss and confirm the purpose, context and scope of the validation process
with your client (Compliant Learning Resources).
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
 You are given three assessment tools. You are required to complete one
validation session for each assessment tool.
 Analyse the relevant units of competency. Use the competency mapping tool
provided by Compliant Learning Resources to outline the assessment
requirements of the units you will use for the validation.
 Take note that at the end of this task, you will be required to submit the
following documents:
 Evidence documents for Validation Session 1:
 Competency map for BSBWHS201 (use filename: Attachment )
 Validation report for BSBWHS201 (use filename: BSBWHS201-
VR)
 Validation checklist for BSBWHS201 (use filename: BSBWHS201-
VC)
 Evidence documents for Validation Session 2:
 Competency map for CHCDIS007 (use filename: CHCDIS007 -
CM)
 Validation report for CHCDIS007 (use filename: CHCDIS007 -VR)
 Validation checklist for CHCDIS007 (use filename: CHCDIS007 -
VC)
 Evidence documents for Validation Session 3:
 Competency map for BSBITU306 (use filename: BSBITU306-CM)
 Validation report for BSBITU306 (use filename: BSBITU306-VR)
 Validation checklist for BSBITU306 (use filename: BSBITU306-
VC)
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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 you prepared in step 1. 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.
For your reference, an example of a validation map is provided below:
Once you have completed mapping the tools against the unit requirements, save
the competency mapping documents using the filenames:
 Competency map for BSBWHS201 (use filename: BSBWHS201-CM)
 Competency map for CHCDIS007 (use filename: CHCDIS007 -CM)
 Competency map for BSBITU306 (use filename: BSBITU306-CM)
Part 2: ensuring the assessment tools meet other compliance requirements
This involves checking the assessment tools against other relevant industry and
legislative standards for compliance. This includes but are not limited to:
 Ensuring the tools meet the principles of assessment and rules of evidence
 Ensuring that the context and conditions of assessment include clear
instructions for the assessor and the candidate
 Ensuring that the assessment decision-making rules and benchmarks are clear
and enable consistent outcomes
 Ensuring that recording mechanisms are clear and allow for sufficient
information to be recorded
These requirements are all outlined in the validation reporting tool provided by
Compliant Learning Resources.
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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.
1. Complete the first page of the validation reporting tool.
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
A completed sample is provided for you below.
Validated by: Your Name Date: Date completed
Subject Name: Design and develop learning programs
Assessment Tool: Assessor Guide Number of units: 1
Unit(s) of Competency: TAEDES401 Design and develop learning programs
The following materials must be attached or enclosed with this form:
Assessor Guide 4
Competency Mapping Tool(s)- Version No. 1.0
Relevant Unit(s) of Competency
2. Assessor Guide/Candidate Instructions
Read the criteria in the column ‘Type of information.’ Where the
assessment tool meets the criteria, tick the box. Where the
assessment tool does not meet the criteria, leave the box
unticked and write a detailed comment on what could be done
to improve the tool. A completed sample is provided to you in
the spaces provided on the following page.
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Assessor Guide/Candidate Instructions
Major
component
Type of information Comments
The context Unit(s) of Competency being
assessed is outlined in
candidate instructions
The context for assessment
has been explained eg:
“Evidence should be gathered
in your workplace wherever
possible, However a
simulated workplace has
been provided where no
workplace currently exists.”
Context for assessment is not
explained. Add to instructions in
Practical Assessments to address
this.
3. Validation Report
Under the ‘Issues arising in regards to Units of Competency and
Compliance,’ note any issues that you come across in your
validation and identify whether these are a minor, moderate
or critical error.
Tag an issue as:
 Minor – Add to continuous improvement register, if you spot
the following:
o Minor grammatical errors
o Spelling errors
o Typos
o Formatting errors
To mitigate these issues proof read the document at the end and ensure
that every line is re-read after being completed
 Moderate – Add to continuous improvement register, if you
spot the following:
o Confusing student instructions and benchmarks:
Ensure that the students are made clear of the topic
and the manner in which they need to addresses the
project by providing a proper and clear example as
benchmark
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o Version control not consistent throughout the
document: Ensure that a specific version for
documentation is used on an everyday basis. Varied
versions may provide difficulties in dealing with
adverse situations
o No wrong answers for multiple choice knowledge
assessments: Ensure that deductions are imposed after
every wrong answer provided
 Critical – Immediate rectification required, if you spot the
following:
o Performance Evidence, Knowledge Evidence and
Performance Criteria are not addressed in the
assessment tool: Rectifications in the form of
identifying the assessment tools required for the
development of the work
o Mapped as full in the assessment tool but is only a
partial, or isn’t mapped at all: Ensure that a proper
check is made about the questions so that every
mapped criteria can be identified on a permanent basis
o No benchmarks, or insufficient benchmarks: Rectify by
ensuring that the benchmarks are displayed after every
question so that proper guidance can be provided to the
people
For further guidance, consult with your assessor. A completed
sample is provided for you below.
Issues arising in regards to Units of Competency
and Compliance Select Issue Type and Action
2 questions does not have sufficient
benchmarks
Immediate benchmarking or
guidelines need to be provided
Mistakes in grammar and spelling errors Proof read the document
4. Suggestions for improving the tool
You must provide at least one (1) suggestion for improving each
of the three (3) assessment tools you are validating.
Performance evidence: Identify the evidences required for the
development of criteria among the people
Knowledge evidence: Ensure that the knowledge of every person
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is understood and the benchmarking for it is well received
Performance criteria: Mark the performance as per the
guidelines provided
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Validation Session 1: BSBWHS201
Validated against: Performance evidence
Discuss the summary of your validation findings here:
The needs of the assessor need to be reviewed and with it development need to be made about the
competencies that exist in the assessment of the principles
Validation Session 2: CHCDIS007
Validated against: Performance evidence
Discuss the summary of your validation findings here:
The assessment of the tools are validated with the competencies required for assessing the guidelines of
the people
Validation Session 3: BSBITU306
Validated against: Performance evidence
Discuss the summary of your validation findings here:
The assignment is not addressed in a proper manner. Every tool need to be redeveloped so that
mapping and consistency can be maintained as per the principles associated with the guidelines
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Help Compliant Learning Resources improve their assessment tools by recording your
recommendations on the feedback link below:
Note: You must lodge at least one (1) feedback on the resources you validated here.
Upon completing the form, a copy of your
responses will be emailed to you. Submit this to your assessor (use filename:
Validation Feedback)
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CLICK HERE

Step 4: Contribute to validation outcomes
To complete this assessment, you must book a call with your assessor to discuss
the findings of your validation and any recommendations you might have to
improve the assessment instrument. The outcomes of your conversation must be
recorded in your communication log.
The forms below can guide your conversation with your assessor. Write a summary
of your findings in the spaces provided below. Your responses must include a
discussion on the quality of the assessment and recommendations for the
improvement of the assessment.
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.
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This declaration is for your assessor to complete
Declaration
By affixing my signature below, I am declaring that the candidate was able to
discuss their validation findings and recommendations with me over the
phone and that I was able to assess their demonstration of adequate oral
communication skills during our conversation.
Assessor’s Name: Assessor’s Signature:
Date Completed:
End of Document