Assessment Workbook Cover Sheet

TAE40116 Certificate IV
in Training and
Assessment
Delivery Cluster
Version 1.10 Produced 03 February 2020
Copyright © 2017 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
Assessment Workbook 2

other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission
of
Compliant Learning Resources
Assessment Workbook 2Version No. 1.10 Produced 03 February 2020
Page 2 © Compliant Learning Resources

Version control & document history
Date Summary of modifications made Versio
n
7 February
2017
Version 1 final produced following
assessment validation. V1.1
10 July 2017
Version 1.2
 Added further instructions in
Projects 1, 2, 3, and 4
 Added observation checklists for
video recording requirements
v1.2
10 August
2017
Version 1.3
 Added simulated scenarios in
Projects 1, 2, 3, and 4
v1.3
15 August
2017
Version 1.4
 Minor changes made to Project
instructions
v1.4
9 September
2017
Version 1.5 produced following outcomes
of internal validation v1.5
16
September
2017
Version 1.6
 Minor changes made to Knowledge
Assessments #32, 36, 39
v1.6
21
September
2018
fixed broken link in Project 2 Simulated
Pathway, Observation Form v1.7
5 November
2018
Rephrased a Simulated
Pathway direction to be more
consistent with other
directions
V1.8
21 March
2019
New changes to qualifications
based on Standards for RTOs
2015, Schedule 1 Clauses 1.13
to 1.16.
V1.9
03 February
2020
Changes in the font style and
color in the grey form boxes V1.10
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TABLE OF CONTENTS
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TABLE OF CONTENTS
INSTRUCTIONS
WHAT IS COMPETENCY BASED ASSESSMENT
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING
THE DIMENSIONS OF COMPETENCY
REASONABLE ADJUSTMENT
THE UNITS OF COMPETENCY
ASSESSMENT REQUIREMENTS
ASSESSMENT METHODS
RESOURCES REQUIRED FOR ASSESSMENT
INSTRUCTIONS TO STUDENT
ASSESSMENT WORKBOOK COVER SHEET
KNOWLEDGE ASSESSMENTS
PROJECT 1 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 1
Simulated Pathway
Workplace Pathway
Project 1 – Evidence Submission Checklist
PROJECT 2 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 2
Simulated Pathway
Workplace Pathway
Project 2 – Evidence Submission Checklist
PROJECT 3 – PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 1
Additional information and specific project requirements
Simulated Pathway
Workplace Pathway
Project 3 – Evidence Submission Checklist
PROJECT 4 - PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 2
Additional information and specific project requirements
Simulated Pathway
Workplace Pathway
Project 4 – Evidence Submission Checklist
Workbook Checklist
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INSTRUCTIONS
Assessment is a difficult process – we understand this and have developed a
range of assessment kits, such as this, to facilitate a painless 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
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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 conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
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o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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