Design Cluster - Assessment Workbook 1

TAE40116 Certificate IV
in Training and
Assessment
Design Cluster
Version 1.6 Produced 13 September 2018
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Assessment Workbook 1

prior written permission of
Compliant Learning Resources
Assessor Guide 1 Version No.1.6 Produced 13 September 2018
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Version control & document history
Date Summary of modifications made Version
13 April 2016 Version 1 final produced following
assessment validation. v1.0
7 February 2017
Updated Questions and Case
Studies to meet External Validation
recommendations
v1.1
17 May 2017
Updated Questions and Case
Studies to meet updates in Learner
Guide
v1.2
18 July 2017
Updated Questions # 4, 7, 23
Updated mapping to include
Foundation Skills
Restructured Case Studies to meet
Internal Validation
recommendations
v1.3
14 August 2017
Minor corrections in Learning
Program templates
Restructured tasks to meet Oral
Communication foundation skill
v1.4
30 May 2018 Updated link for Implementation
Guide in Project 5 V1.5
13 September
2018
added a comment on Case Study 1
Project 1 Task 1 v1.6
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TABLE OF CONTENTS
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Introduction.........................................................................................................................................5
What is competency based assessment................................................................................5
Definition of competency..............................................................................................................6
The Basic Principles of Assessing Nationally Recognised Training......................6
The Dimensions of Competency................................................................................................7
Reasonable Adjustment.................................................................................................................8
The Units of Competency...........................................................................................................10
Context for Assessment...............................................................................................................11
Assessment Requirements.........................................................................................................11
Assessment Methods.....................................................................................................................12
Resources Required for Assessment....................................................................................13
Instructions to Assessor..............................................................................................................13
Instructions to Student................................................................................................................14
Assessment Workbook Cover Sheet......................................................................................15
Knowledge Assessment...............................................................................................................16
Practical Assessments..................................................................................................................49
The practical assessment demonstrates the skills required for the
following units of competency covered in this workbook:.......................49
1. TAEDES401 Design and develop learning programs........................49
2. TAEDES402 Use training packages and accredited courses to meet
client needs..............................................................................................49
3. TAELLN411 Address adult language, literacy and numeracy skills..49
Case Study 1 – Catering Assistant Training......................................50
Project 1 – Conduct Training Needs Analysis 1......................................53
Project 2 – Design and Develop Learning Program 1.............................65
Project 3 – Evaluate Learning Program..................................................84
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Case Study 2 – Housekeeping Assistant Training............................89
Project 4 – Training Needs Analysis 2.....................................................92
Case Study 3 – Cascade Peak Training Institute............................100
Project 5 – Design and Develop Learning Program 2...........................104
Workbook Checklist.....................................................................................................................122
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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
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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
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- 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
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
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