in Training and Assessment.

TAE40116Certificate IV
in Training and
Assessment
Assessment Units Upgrade
Version 1.0 Produced 7September 2017
Copyright © 2017 Inspire Education Pty Ltd. 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 Inspire Education Pty Ltd.
Assessment Workbook 2

Version control & document history
Date Summary of modifications made Version
07 September
2017
Version 1 for Upgrade adapted
from Standard 1.0
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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
IMPORTANT NOTE....................................................................................... 10
The Units of Competency....................................................................................11
Context for Assessment....................................................................................... 13
Assessment Requirements..................................................................................13
Assessment Methods........................................................................................... 15
Resources Required for Assessment...................................................................16
Instructions to Student....................................................................................... 17
Assessment Workbook Cover sheet....................................................................18
Knowledge Assessment....................................................................................... 19
Part 1 – Competency-based assessments.........................................................19
Part 2 – Assessment Tools................................................................................25
Part 3 – Validation............................................................................................ 32
Part 4 – Standards, Policies & Procedures......................................................38
Part 5 – Workplace Health and Safety.............................................................40
Practical Assessments......................................................................................... 46
Instructions to Student................................................................................ 46
Project 1: Develop Three Assessment Tools......................................................47
Workplace Pathway.......................................................................................... 49
Step 1: Plan development of assessment tool...............................................50
Step 2: Develop assessment tool..................................................................56
Step 3: Review and trial assessment tool.....................................................58
Simulated Pathway....................................................................................... 64
CASE STUDY 1: Compliant Learning Resources..........................................65
Step 1: Plan development of assessment tool...............................................68
Step 2: Develop assessment tool..................................................................73
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Step 3: Review and trial assessment tool.....................................................74
Project 2: Plan and Organise Assessments........................................................79
CASE STUDY 2: Makoto Miyagi..................................................................79
Part 1: Training and Assessment Pathway...................................................80
Part 2: RPL Assessment Pathway.................................................................82
Project 3: Validate Three Assessment Tools.......................................................86
CASE STUDY 3: Compliant Learning Resources......................................86
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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.
(fromStandards 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.
(fromStandards 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
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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/TAEASS403
https://training.gov.au/Training/Details/TAEASS502
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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
TAEASS403
TAEASS502
Knowledge assessment   
Projects/Case Studies   
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ASSESSMENT METHODS
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
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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 2
TITLE: Assessment Units Upgrade
FIRST AND SURNAME:
PHONE:
EMAIL:
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: Jean Marc Jimmy Signature: Date:
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Vuillemain
KNOWLEDGE ASSESSMENT
Part 1 – Competency-based assessments
1. 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 skills
required to perform a
particular work activity
This section contains
information that can
possibly be used to
determine the major
outcomes of the unit
within the context in
accordance to a relevant
workplace function
Performance
Criteria
Specifies the required
level of performance or the
level of skill that is
expected
Measurable statements
defining the ability
required to meet learning
outcomes, leading to
proper completion of a
task.
Foundation
Skills
A combination of
language, literacy,
numeracy and
employability skills.
Developing foundation
skills have made workers
more employable and
more competitive in the
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job market.
Performance
Evidence
Designed to provide
assessors with information
enabling them to
contextualise research
outputs relative to the
opportunity of a
participant.
An assessor determines
competence by collecting
certain evidence during a
specific process
Knowledge
Evidence
Evidence demonstrating
that a learner has the
skills and knowledge
properly aligned to the
associated assessment
requirements.
Specific knowledge a
learner must have to
perform certain duties
safely and effectively
Assessment
Conditions
A process where an
assessor collects evidence
of competence, using the
benchmarks provided by
the unit standards that
comprise the national
qualifications.
Specifies conditions under
which evidence for
assessment must be
gathered, including any
details of required
equipment and materials,
contingencies,
specifications, physical
conditions, relationships
with team members,
supervisor, customer and
timeframe.
2. 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 first include the instruments for collecting
evidence, reflecting the principles of assessment and the rules of
evidence, and related instructions to the assessor and candidate.
Second, show how the contextual needs of different environments are
addressed. And thirdly, reporting on the trial and review of each
assessment tool, including proposed changes.
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3. 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.
By collecting evidence and making judgements on whether
competency has been achieved and confirm that an individual can
perform the necessary duties according to the standard required in
the workplace, as specified in a training package or a vocational
education and training (VET) accredited course. That means referring
to a coordinated set of documented policies and procedures which
would include the assessment materials and tools, that ensure
assessments are consistent and based on the Principles of Assessment
and the Rules of Evidence. The assessment tool includes the context,
conditions of assessment, tasks to be administered to the student, an
outline of the evidence to be gathered from the candidate and
evidence criteria used to judge the quality of performance, that is the
assessment decision-making rules. This term also takes into
consideration the administration, recording and reporting
requirements, and may also address a cluster of competencies as
applicable for a holistic assessment.
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4. 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 describe the candidate’s
skills and knowledge
required to implement an
assessment plan, and gather
quality evidence to assess
the competence of a
candidate using compliant
assessment tools.
This applies to teachers,
trainers and assessors in
enterprises and registered
training organisations
(RTOs) and those providing
assessment advisory
services.
TAEAS
S50
2
To describe the skills and
knowledge required by the
candidate 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.
It applies to experienced
practitioners responsible for
the development and/or
delivery of training and
assessment products and
services.
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5. 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 Skills The candidate must perform the skills to
complete tasks according to the industry
standard.
Task
Manageme
ntSkills
The candidate must plan and coordinate
different tasks to complete a work project.
These skills are required at all AQF levels,
and become increasingly complex at
higher AQF levels.
Contingency
Manageme
nt Skills
The candidate must use problem-solving
skills when things don’t go according to
plan.
Job And Role
Environmen
t Skills
The candidate must be able to follow
workplace practices and procedures, deal
with the unexpected such as interruptions
or distractions and still work well with
everyone around.
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6. 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.
Contextualisation is achieved by recording, modifying or substituting
text within
Units of competency and the range statement or evidence guide. It is
about providing training and assessment that is specific to an enterprise
or individual learner. Integrity of the industry skill and portability
requirements, including all legislative licensing and any other
regulatory requirements are maintained irrespective of any
modifications made to a unit of competency.
7. 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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8. 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.
Questionin
g
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
Direct
observatio
n
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.
Questionin
g
ii. Candidate is required to demonstrate their knowledge
and understanding of work health and safety (WHS)
legislation and regulations.
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
Choose an item.
Direct observation
Choose an item.
Work activities in a
simulated workplace
environment
using two-way
communication and
feedback with the
candidate
Choose an item.
Oral presentation
Choose an item.
Oral questioning
RPL assessment
Choose an item.
Supplementary
evidence
Choose an item.
Third party report
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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
Trialling it in a particular situation by using a
checklist
Trialling an
assessment
tool
Do some pilot testing with other trainers, assessors
or candidates
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5. Briefly explain the purpose and context of RPL assessments.
Purpose of RPL
assessments
To determine the credit outcomes of an individual
application for credit.
Context of RPL
assessments
To determine at what extent an individual's
previous learning is equivalent to the learning
outcomes of the components leading to the
required qualification.
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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
A teaching approach that recognises the diversity
of the candidate, enabling him or her to access
the course content, fully participate in learning
activities and demonstrate knowledge and
strengths at assessment.
Universal
design
The design and composition of an environment
that can be accessed, understood and used to the
greatest possible extent in the most independent
natural manner possible and in the widest
possible range of situations without the need for
adaptation, modification, assistive devices or
specialised solutions, by any persons of any age
or size or having any particular physical, sensory,
mental health or intellectual ability or disability.
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7. 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
8. List the five (5) components of an assessment tool.
Elements
Performance criteria
Performance evidence
Knowledge evidence
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9. 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
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
Review the design of the assessment activities
against the assessment principles along
with the evidence guides, assessment
instruments against the rules of evidence
whether the assessment addresses all
requirements of the units by evaluating the
competency mapping and if the
benchmarks adequately reflect competent
performance.
During
assessment
Review the assessment process as it is being
undertaken by the learner, the suitability of
resources to the assessment process and
the assessor’s judgement of the learner’s
performance to determine consistency in
their practice.
After
assessment
Review the reporting and record management
procedures to ensure compliance with
internal and mandated reporting and
recording requirements, the assessment
decisions made to ensure that there is a
tolerable margin of error in judging learner
competence. Also, review the assessment
tasks and process against the needs of a
learner group to ensure that their needs
were met during assessment.
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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
Validation practice involves checking that the
assessment tools have produced valid, reliable,
sufficient, current and authentic evidence. The type of
evidence that allows the RTO to make reasonable
judgements about whether training product
requirements have been met.
Reviewing
assessme
nt
judgeme
nts
The validation judgement involves reviewing a
statistically valid sample of the assessments
and making recommendations for future
improvements to the assessment tool, process
and/or outcomes if applicable.
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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
Reliability
Reliability refers to the consistency of the
interpretation of evidence and of the
assessment outcomes. In practice, it means
that under the same conditions for the same
unit of competency, all assessors should reach
the same decision as to whether the candidate
is competent, based upon the evidence
collected. An assessment tool must provide
guidance for the assessor.
Fairness
Assessment is fair when the assessment process is
clearly understood by candidates and agreed by both
assessors and candidates and when candidates’ needs
and characteristics are addressed. When writing
assessment instruments to make up an assessment
tool, there’s need to build fairness into the tool.
Flexibility Flexibility in assessment involves consideration
of the various needs of the parties involved in
the assessment process. When designing an
assessment tool, it is important to first identify
the target group of candidates and then
contextualise the tool to their work
environment and application. This usually
involves designing tasks that can be applied to
the type of work they need to perform. The
tasks may be performed in the actual
workplace or, if this is not possible, in a
realistic simulated workplace. When
contextualising the tool, one must be careful
to ensure it still addresses the requirements
of the unit of competency. One cannot add or
remove performance criteria. Similarly, if
knowledge evidence is stated as a
requirement in the unit, even if the knowledge
may not be directly relevant to the target
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group’s work application, it cannot be
excluded from assessment.
Validity
Validity means that the assessment process assesses
what it claims to assess – i.e. the unit of competency
or cluster of units. The assessment tool must address
all requirements of the unit to sufficient depth and
over a sufficient number of times to confirm
repeatability of performance. This is the benchmark of
an assessment. It must strictly adhere to all its
requirements. Nothing from the unit must be omitted
from an assessment and nothing must be required
over and above the unit requirements. Validity
expresses the degree to which a measurement goes
what it says it is measuring.
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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
Validity
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.
Sufficie
ncy
The assessor is assured that the quality, quantity and
relevance of the assessment evidence enable a
judgement to be made of a learner’s competency.
Authenti
city
The assessor is assured that the evidence presented for
assessment is the learner’s own work.
Currenc
y
The assessor is assured that the assessment evidence
demonstrates current competency. This requires the
assessment evidence to be from the present or the very
recent past.
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6. List two (2) obligations of assessors when conducting or
participating in validation activities, under applicable
legislation and/or standards.
Validate the assessment practices and judgements from a sample
of the units of competency within that qualification.
At least two units of competency should be sampled when
validating a qualification.
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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
Those entering this program must be able to
demonstrate vocational competency in their
proposed teaching and assessing area.
Vocational competency is defined as broad
industry knowledge and experience, and may
include, but is not limited to, holding a
relevant unit of competency or qualification.
Delivery and
Assessment Staff
Requirements
Assessors of this course must hold the
TAE50114 Diploma of Vocational Education
and Training or the TAE50111 Diploma of
Vocational Education and Training or be able
to demonstrate equivalence of competencies.
RPL Policy
Compliant Training Services ensures that an
individual’s prior learning achieved through
formal and informal training, work experience
and other life experiences are appropriately
recognised. This recognition may assist
students to progress faster through a unit of
competency, or allow the student full credit.
Candidates will use the TAE40116 Certificate
IV in Training and Assessment RPL kit
provided by Compliant Training Services to
gather and submit their evidence and assess
competence.
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Licensing,
Legislative,
Regulatory or
Certification
Considerations
There is no direct link between this
qualification and licensing, legislative and/or
regulatory requirements. However, when
required, a unit of competency will specify
relevant licensing, legislative and/or
regulatory requirements that impact on the
unit.
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.
Fairness i. The learner’s needs are considered in the
assessment process.
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.
Reliabilit
y
iii. Evidence presented for assessment is consistently
interpreted and assessment results are comparable
irrespective of the assessor conducting the
assessment.
Flexibilit
y
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:
The death of a person.
A ‘Serious injury or illness’.
A ‘Dangerous incident’
Notifiable
incidents
relate to:
Employees, contractors or members of the public.
If a notifiable
incident
occurs the
model WHS
Act sets out
that:
A ‘notifiable incident’ must be reported to
the regulator immediately after becoming
aware it has happened
If the regulator asks, submit written
notification within 48 hours of the
request. The incident site is to be
preserved until an inspector arrives or
directs otherwise (subject to some
exceptions).
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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 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.
I would report it to the appropriate manager. If the hazard can be
remedied immediately, the manager would take appropriate action in
consultation with the Health and Safety Representative. If the hazard
requires greater investigation as well as the sourcing of risk controls,
this would be recorded by myself or the manager and the proposed risk
controls identified would be discussed with the Health and Safety
Representative. I will also complete a hazard and/or incident form as
soon as possible. The report will contain all hazards, incidents, injuries,
illnesses, dangerous incidents and system failures arising from reported
hazard, incidents or workplace safety.
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3. Answer the following questions about WHS responsibilities
relevant to emergency procedures:
Who holds the
duty to
prepare an
emergency
plan for the
workplace?
The duty is held by the architects, the managers and
the employees so that everyone remains aware of the
emergency doors and exits during a calamity.
What must be
included in
the
emergency
procedures?
(list two)
The emergency procedures need to include a
proper emergency and safety control tip. At
the same time it needs to undertake
providing portable safety equipments for the
employees
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4. Answer the following questions about WHS responsibilities
relevant to personal protective equipment:
What is a
personal
protective
equipment?
Personal protective equipment helps to prevent the
people from any type of burn or hurt while at the
workplace. Examples of PPE includes gloves, goggles,
ear muffins, lab coats and so on
When can
Personal
Protective
Equipment be
used?
PPE can be used at all time. A person can use
the PPE to ensure that damage to the skin
does not take place and that effective work
can be conducted
When should
PPE be
provided?
PPE should be used to prevent any type of
damage to the people. It can be considered as
an extra and initial safety method that helps
in preventing huge damage for the people
What is the role
of the
assessor in
facilitating
the use of
PPE in a
training
environment?
The role of the assessor is to ensure that PPE
training environment is used properly so that
development of the safety protocols of the
people are maintained
What are the
maintenance
requirements
for personal
protective
equipment?
The maintenance requirements of the PPE is
that it needs to be kept at a close range from
the people so that gaining access to it can be
easy at the time of crisis
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5. Complete the following table about sources of WHS
information:
NHS of Australia
leads the development of national policy to
improve work health and safety and workers’
compensation arrangements across Australia
Government of
Australia
forms the basis of the WHS Acts being enacted
across Australia to harmonise work health and
safety law.
Managers of a
company
set out more detailed requirements to support the
duties in the Model Work Health and Safety
(WHS) Act.
Employees
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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6. 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.
Must inform every
employee about the
hazard identifies, place
and the mitigation
techniques
What must an assessor do first if a hazard is identified in the assessment venue?
Need to recheck the What must an assessor do if the hazard identified has not been resolved after taking
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facilities or taken
initiatives to solve the
problem from his own
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
Mapping: R1.0 (p), GWD1.0 (p)
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)
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
Assessment-Tool-
Development-Plan
Assessment-Tool-
Development-Plan. V2
Competency-Mapping-
Template
952348_Competency-
Mapping-Template V2
Assessment Tool
Review Form
Assessment Tool Review
Form V2
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
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form. 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.
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
Assessment-Tool-
Development-Plan
Assessment-Tool-
Development-Plan V2
Competency-Mapping-
Template
Competency-Mapping-
Template V2
Assessment Tool
Review Form
Assessment Tool Review
Form V2
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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Evidence to submit
The following evidence is required for this
project:
Check box once complete 
1. Assessment plans
Submit one (1) assessment plan for each candidate you will be
creating the assessment tool and instruments for. Save the files as:
 Client1 – AP[UNIT CODE]
 Client 2 – AP[UNIT CODE], etc.
Note: 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.
2. Client and Workplace Supervisor Consent Forms
3. Assessment Tool Development Plan for each unit
Save the files as: [UNIT CODE]-ATDP
4. Competency Map for each unit
Save the files as:[UNIT CODE]-Competency Map
5. Assessment Instruments for each unit
Save the files as:[UNIT CODE]-instrument1
6. Assessment Trial Feedback Form
Submit two accomplished forms for each unit. Save the files as: [UNIT CODE]-ATR1
 [UNIT CODE]-ATR2
7. Amended instruments after the review (Note: Only if
applicable)
Save the files as:[UNIT CODE]-instrument1.V2
8. Assessment Trial Feedback Form
Submit two accomplished forms for each unit. Save the files as: [UNIT CODE]-ATFF1
 [UNIT CODE]- ATFF2
9. Amended instruments after the trial (Note: Only if applicable)
Save the files as:[UNIT CODE]-instrument1.Final
End of Project 1 – Develop Three Assessment Tools
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Simulated Pathway
For the simulated pathway, the relevant forms and templates will be
provided to you to document your performance, note that these may not
meet the standard documentation used in your workplace.
You will be required to complete the tasks in this project through the
details provided in the Case Study below. Specific information about the
task will also be provided through the Role Play with your assessor.
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CASE STUDY 1: Compliant Learning Resources
Compliant Learning Resources (Compliant) is known for leading the
way in the development of Quality Learning and Assessment
Resources for high demand qualifications in Australia’s Vocational
Education and Training (VET) sector. Compliant’s design and
development process focuses on:
 Real World Simulations that Enhance the Adult Learning
Experience
 Industry Relevant Learning Resources
 Training Package Compliant Assessment tools
 Rigorous Validation to Ensure You Get Through Audit
You may read more about Compliant Learning Resources by clicking
on the logo below:
Username: learnerPassword: studyhard
NOTE: If the link is not working, copy & paste the url to your browser:
http://compliantlearningresources.com.au/network/
Scenario:
Abigail is working as a Junior Instructional Designer for Compliant
Learning Resources. ABC Training Services, a long-time client of
Compliant, has just placed an order for three assessment tools,
one for each of the following units:
1. BSBITU101 - Operate a personal computer
2. BSBITU102 - Develop keyboard skills
3. BSBITU201 - Produce simple word processed documents
These units will be used in ABC’s Certificate I in Business course.
Danah Roberts is the Training Manager of ABC Training Services.
She is the contact person for this project. Below is her email
outlining the specifications of the project.
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From: [e-mail]
To: [e-mail]
Subject: Design Specifications
Hi Abigail,
It was lovely meeting you the other day to discuss this new project.
As agreed, we have arranged for Compliant Learning Resources to develop
the assessment tools for the following units:
1. BSBITU101 - Operate a personal computer
2. BSBITU102 - Develop keyboard skills
3. BSBITU201 - Produce simple word processed documents
I would like you to develop one assessment tool for each unit.
Should you have any questions or concerns, please don’t hesitate to send me
an email, or call me at 1234567890.
I look forward to seeing the finished resources!
Cheers,
Danah Roberts
ABC Training Services
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For this project, you will be playing the role of Abigail. Your task is to
develop three (3) assessment tools according to the specifications of the
client, and in compliance with Compliant Learning Resources’ relevant
standards, policies, procedures and quality guidelines.
The development of each assessment tool must follow the steps outlined
below:
Step 1: Plan development of assessment tool
Step 2: Develop assessment tool
Step 3: Review and trial assessment tool
Follow the instructions and prompts provided to you below, and complete
the templates accordingly.
For the purpose of this assessment, your assessor will play the role of
Danah Roberts, the Training Manager of ABC Training Services. Should
you have any questions or concerns about the task, you may direct them
to your assessor.
Note, that during this activity, you will also be assessed on your oral
communication skills. To complete this assessment, you must book a call
with your client (assessor) to confirm the requirements required to
complete your “Development Planning Template”.During this
conversation you must satisfactorily demonstrate the following skills:
 active listening,
 comprehension of client requirements, and
 appropriate use of grammar, vocabulary, and pronunciation.
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Step 1: Plan development of assessment tool
Part 1: Analyse the requirements of the assessment
a) Download the Assessment Tool Development Planning
Template provided in the link below:
TAE40116 Forms and Templates
Download “Assessment Tool Development Planning Template”
Username: learnerPassword: studyhard
b) Access the relevant unit requirements from
https://training.gov.au, and review them.
c) Your assessor will play the role of the client, Danah Roberts,
the training manager of ABC Training Services. You must
contact the client and discuss with them the requirements of
the assessment. The information the client provides to you
will help you complete Part 1 of the Assessment Development
Planning Template.
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.
d) Review and analyse the client requirements against the
requirements of the unit with your client. Discuss with the
client if there are conflict/s with their requirements against
the requirements of the unit.
e) Determine the focus of the assessment tool by completing the
first part of the Planning Template provided. You must create
one (1) Assessment Planning Template for each unit. An
exampleis provided below for your reference:
Note: You will be asked to complete Part 2 of the Assessment Tool
Development Planning Template, after completing Part 1 read
the next set of instructions before completing Part 2. You are
not required to complete Parts 3 and 4 of the Assessment Tool
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Development Planning Template.
Part I: Assessment Tool Focus
Target group of candidates
Guidance: List and
describe the target group
of candidates that will be
completing this
assessment tool
Participants in this program are predominantly:
 People who are presently employed, or wish to be employed in
accounting job roles with duties such as.
 Operational reporting
 Producing non-complex management reports including
compiling budget information
 Compiling data for job costing reports
 Supervising the operation of computer-based financial systems
 Classifying, recording and reporting accounting information
 Maintaining inventory records
 Managing a small office
Ensuring relevant legal requirements are adhered to
Purpose of the assessment tool
Guidance: determine the
specific skills and
knowledge assessed by
the tool
To assess the candidate’s skills and knowledge required to prepare,
document and manage budgets and forecasts, and encompasses
forecasting estimates and monitoring budgeted outcomes.
Assessmentpathway
Guidance: Select the
pathway appropriate for
the client requirements
Training and Assessment
RPL
If client would like to be assessed through RPL, identify the evidence the
candidate can present. Select all that apply.
Statement of Attainment
References from former employers
References from clients
Work Samples (please specify)
________________________
________________________
________________________
Others (please specify)
__________________
__________________
__________________
Context in which the
assessment tool will be used
Guidance: determine the
environment in which the
assessment will be
carried out, including
real or simulated
workplace
To be conducted in a safe environment where evidence gathered
demonstrates consistent performance of typical activities experienced in
the accounting field of work and include access to: common office
equipment, technology, software and consumables.
Assessment tool will provide instructions to complete the assessment in a
workplace environment or in a simulated environment.
Industry contacts
Guidance: List at least
two industry contacts,
individuals or
organisations, to conduct
industry consultations
with.
Felicia Flock – PwC Associate, Operational Consulting
Kelly Kegan – Diploma of Accounting, Trainer and Assessor, ABC
Training Services
Mathew Morgan – Senior Accountant, Accountability Now
Industry requirements The unit has application to job roles that have responsibility for managing
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Guidelines: List specific
application/s of the unit
relevant to the industry
requirements
budgets and forecasts such as accountants and chief financial officers.
Contextualisation guidelines
Guidance: refers to
relevant training
package or accredited
course contextualisation
guidelines
Assessment must ensure competency is demonstrated in the context of
the financial services work environment and conditions.
Other related documentation
to inform assessment tool
development
Guidance: may include
but are not limited to:
information from the
competency standards
about:
 resources
required for
assessment
 assessment
context
 appropriate
assessment
methods
Assessment must ensure access to and the use of a range of common
office equipment, technology, software and consumables.
Method of assessment used to assess practical skills and knowledge will
include:
 evaluating an integrated activity which combines the elements
of competency for the unit or a cluster of related units of
competency
 verbal or written questioning on underpinning knowledge and
skills which may include formal examinations
 setting and reviewing workplace projects and business
simulations
 evaluating samples of work
accessing and validating third party reports.
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Part 2: Design the assessment tool
a) Download the Competency Mapping Template provided in the
link below:
TAE40116 Forms and Templates
Download “Competency Mapping Template”
Username: learnerPassword: studyhard
b) Complete a competency map for each of the following units of
competency:
BSBITU101 Operate a personal computer
BSBITU102 Develop keyboard skills
BSBITU201 Produce simple word processed
documents
Use the information provided in the unit of competency and
assessment requirements.
c) Create a separate competency map document for each unit of
competency. You should have three (3) competency mapping
documents at the end of this step. Save each document using the
filename: [UNIT CODE]-Competency Map You do not need to fill
in the Assessment Method fields for now, you will come back to
that in the next step of this Project.
d) Review and analyse the unit of competency and assessment
requirements
e) Determine the most suitable methods for assessment. Consider
the following:
a. Who is your learner cohort?
b. Who will collect the evidence?
c. Where and how will the assessment be conducted?
d. How will the assessment outcomes be recorded and
distributed to the candidates?
This information has been provided to you through your
conversation with your client (assessor) in the Part 1. If
necessary, contact your client to reconfirm these details.
f) Once you’ve decided on the assessment methods you will use in
the assessment tool, determine the assessment instruments you
will use to collect assessment evidence.
Note: The assessment methods you select must meet the principles
of assessment, while the assessment instruments must support
the collection of evidence that meets the rules of evidence.
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g) Complete the second part of the Planning Template you
downloaded in Part 1. An example is provided below for your
reference:
By this time, you have already completed thenecessary parts of the
Assessment Tool Development Plan. Save the completed document
using the filename: [UNIT CODE]-ATDP
Note: You are not required to complete Parts 3 and 4 of the
Assessment Tool Development Plan.
Part 2: Assessment Tool Design
Assessment methods
Guidance: select
assessment
methods to be
used for the
assessment tool
Assessment instruments
Guidance: list at least two
different assessment
instruments for each
selected assessment
method, to provide
options for collection of
evidence
Assessment context
Guidance: indicate the
context in which the
assessment will take
place, and how the
assessment
instruments will be
administered
Direct observation Observation form
Video recording
Observation in a workplace/
Observation in a simulated work
environment in a classroom
Product based
methods
Reports
Presentations
Case study
Projects
Portfolio
Questioning Questionnaire (written)
Questionnaire (oral)
Written questions (multiple
choice, True or False,
and short answer tests)
Oral examination
Third-party
evidence
Others:
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Step 2: Develop assessment tool
Develop the assessment instruments
a) Develop the assessment instruments that support the collection of
evidence required by the unit.
Note: Remember to provide clear and specific instructions to
both the candidate and assessor for the use or administration
of the assessment instrument. Add further guidance if
necessary, to ensure that the assessment tools reflect the
principles of assessment and the rules of evidence.
b) Templates for different types of assessment instruments are
provided in the link below:
TAE40116 Forms and Templates
See list for Assessment Instruments
Username: learnerPassword: studyhard
c) Edit the templates as needed to meet the requirements of the
assessments
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.
d) Develop the assessment tasks to address all the requirements of
the unit:
a. Performance criteria
b. Performance evidence
c. Knowledge evidence
d. Assessment Conditions
e) When developing the assessment tasks, consider relevant:
 assessment system policies and procedures
 storage and retrieval needs
Consider the candidate’s needs when developing the assessment
tasks.
f) Using the competency map you completed in Part 1, map each
assessment task to the corresponding unit requirement it is
addressing. An example is provided for you below:
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g) Each assessment instrument must include clear and specific
procedures for the assessor and the candidate
a. For the administration of the assessment
b. Submission instructions (for the student)
c. Marking guide and benchmark answers (for the assessor
only)
h) Save each assessment instrument using the filename:
[UNIT CODE]-instrument1, [UNIT CODE]-instrument2, etc.
Step 3: Review and trial assessment tool
Part 1: Review the assessment tools.
a. Find two 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 aslong as you are able to demonstrate the
following during the session:
 active listening
 usage of appropriate grammar, vocabulary, and
pronunciation
 adequate comprehension
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: Your volunteers must sign and date the declaration found
at the end of the Assessment Tool Review Form for their
feedback to be considered valid. They must also provide their
contact details in case your assessor will need to call for
confirmation.
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c. Save the completed assessment tool review forms using the
filenames:
- [UNIT CODE]-ATR1
- [UNIT CODE]-ATR2
Part 2: Amend the assessment tools as needed
a) Based on the outcome of the review you completed in step 1,
amend the assessment tool as needed.
b) On the space provided below, outline the amendments you’ve done
on the assessment tools.
Unit Code Assessment Instrument
Write the filename/s of the
assessment instrument
Amendments
Outline the amendments you have
done on the document
c) Save the amended assessment instruments, using the same
filenames, and adding the prefix “.v2” (for version 2).
For example, if you amended instrument 1 from the BSBITU101 assessments,
the original document would have the filename: ‘BSBITU101-instrument1’,
while the amended document will have the filename: ‘BSBITU101-
instrument1.V2’.
Part 3: Trial the assessment
a) Find two 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 through video conference or face-to-face session, etc. with
the volunteers as long as you are able to demonstrate the
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following during the session:
 active listening
 usage of appropriate grammar, vocabulary, and
pronunciation
 adequate comprehension
c) Once completed, seek their feedback using the Assessment Trial
Feedback form provided below:
TAE40116 Forms and Templates
Download “Assessment Trial Feedback Form”
Username: learnerPassword: studyhard
Before wrapping up the trial, ensure that your volunteers have
signed and dated the declaration section, and provided their
contact details. Your assessor may contact your volunteers to
confirm details when necessary.
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, outline the amendments you’ve
done on the assessment tools.
Unit Code Assessment Instrument
Write the filename/s of the
assessment instrument
Amendments
Outline the amendments you have
done on the document
c) Save the amended assessment instruments, using the same
filenames, and adding the prefix “.Final”.
For example, if you amended instrument 1 from the BSBITU101 assessments,
following the recommendations from the trial feedback, the amended
document will have the filename: ‘BSBITU101-instrument1.Final’.
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Evidence to submit
The following evidence is required for this project:
Check box once complete 
1. Assessment Tool Development Plan for each unit
Save the files as: BSBITU101-ATDP, BSBITU102-ATDP,
BSBITU201-ATDP
2. Competency Map for each unit
Save the files as:BSBITU101-Competency Map, BSBITU102-
Competency Map, BSBITU201-Competency Map
3. Assessment Instruments for each unit
Save the files as:BSBITU101-instrument1, BSBITU102-
instrument1, BSBITU201-instrument1
4. Assessment Trial Feedback Form
Submit two accomplished forms for each unit. Save the files as: BSBITU101-ATR1, BSBITU102-ATR1, BSBITU201-ATR1
 BSBITU101-ATR2, BSBITU102-ATR2, BSBITU201-ATR2
5. Amended instruments after the review (Note: Only if
applicable)
Save the files as:BSBITU101-instrument1.V2, BSBITU102-
instrument1.V2, BSBITU201-instrument1.V2
6. Assessment Trial Feedback Form
Submit two accomplished forms for each unit. Save the files as: BSBITU101-ATFF1, BSBITU102-ATFF1,BSBITU201-ATFF1
 BSBITU101- ATFF2, BSBITU102- ATFF2, BSBITU201- ATFF2
7. Amended instruments after the trial (Note: Only if applicable)
Save the files as:BSBITU101-instrument1.Final, BSBITU102-
instrument1.Final, BSBITU201-instrument1.Final
End of Project 1 – Develop Three Assessment Tools
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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
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Core Skills Summary of ACSF alignment of learner’s skills Comments
Level 1 Level 2 Level 3 Level 4 Level 5
Learning 
Identifies personal strengths and
weaknesses in different contexts 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
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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
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
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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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RPL Assessment Instrument:

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Evidence to submit
The following evidence is required for this project:
Check box once complete 
1. Assessment plans
Submit one (1) assessment plan for each unit of competency. Save the
files as: AssessmentPlan TAEDES401, AssessmentPlan TAEDES402,
AssessmentPlan TAEDES411
Note: 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.
2. RPL Assessment Plans
Submit two for each unit. Save the files as:RPLPlanTAEDEL401,
RPLPlanBSBCMM401
Note: 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.
3. RPL Assessment Map for each unit
Save the files as: RPLMapTAEDEL401, RPLMapBSBCMM401
4. RPL Assessment Instruments
Save the files as:RPLAssessment TAEDEL401, RPLAssessment
BSBCMM401
End of Project 2 – Plan and Organise Assessments
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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
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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: BSBWHS201-
CM)
 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
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 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.
Mapping: W1.0 (p), IO1.0 (p), GWD1.0 (p), 2.0 (p)
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
 Moderate – Add to continuous improvement register, if you
spot the following:
o Confusing student instructions and benchmarks
o Version control not consistent throughout the document
o No wrong answers for multiple choice knowledge
assessments
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 Critical – Immediate rectification required, if you spot the
following:
o Performance Evidence, Knowledge Evidence and
Performance Criteria are not addressed in the
assessment tool
o Mapped as full in the assessment tool but is only a
partial, or isn’t mapped at all
o No benchmarks, or insufficient benchmarks
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
Question 9 does not have sufficient benchmarks Critical – Immediate rectification
required
Grammatical errors in Question 1 Minor – Add to continuous
improvement register
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.
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Validation Session 1: BSBWHS201
Validated against: Choose an item.
Discuss the summary of your validation findings here:
Click here to enter text.
Validation Session 2: CHCDIS007
Validated against: Choose an item.
Discuss the summary of your validation findings here:
Click here to enter text.
Validation Session 3: BSBITU306
Validated against: Choose an item.
Discuss the summary of your validation findings here:
Click here to enter text.
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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:
Evidence to submit
The following evidence is required for this project:
Check box once complete 
1. Validation Session 1:
a. Competency map for BSBWHS201: BSBWHS201-CM
b. Validation report for BSBWHS201: BSBWHS201-VR
c. Validation checklist for BSBWHS201: BSBWHS201-VC
2. Validation Session 2:
a. Competency map for CHCDIS007: CHCDIS007-CM
b. Validation report for CHCDIS007: CHCDIS007-VR
c. Validation checklist for CHCDIS007: CHCDIS007-VC
3. Validation Session 3:
a. Competency map for BSBITU306: BSBITU306-CM
b. Validation report for BSBITU306: BSBITU306-VR
c. Validation checklist for BSBITU306: BSBITU306-VC
End of Project 3 – Validate Three Assessments

End of Document
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