TAE40116 Certificate IV in Training and Assessment

TAE40116 Certificate IV
in Training and Assessment
Delivery Cluster
Version 1.7 Produced 21 September 2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than
pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources

Version control & document history
Date Summary of modifications made Version
7 February
2017
Version 1 final produced following
assessment validation. V1.1
10 July 2017
Version 1.2
 Added further instructions in
Projects 1, 2, 3, and 4
 Added observation checklists for
video recording requirements
v1.2
10 August
2017
Version 1.3
 Added simulated scenarios in
Projects 1, 2, 3, and 4
v1.3
15 August
2017
Version 1.4
Minor changes made to Project
instructions
v1.4
9 September
2017
Version 1.5 produced following outcomes
of internal validation v1.5
16
September
2017
Version 1.6
 Minor changes made to Knowledge
Assessments #32, 36, 39
v1.6
21
September
2018
fixed broken link in Project 2 Simulated
Pathway, Observation Form v1.7
Assessment Workbook 2Version No. 1.7 Produced 21 September 2018
Page 2 © Compliant Learning Resources

1. TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in
Acrobat clicking on a heading will transfer you to that page. If you have this
document open in Word you will need to hold down the Control key while
clicking for this to work.
1.TABLE OF CONTENTS.............................................................3
2.INSTRUCTIONS......................................................................5
3.WHAT IS COMPETENCY BASED ASSESSMENT..............................5
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING ................................................................................7
5.THE DIMENSIONS OF COMPETENCY........................................10
6.REASONABLE ADJUSTMENT...................................................11
7.THE UNITS OF COMPETENCY.................................................14
8.ASSESSMENT REQUIREMENTS...............................................16
9.ASSESSMENT METHODS.......................................................17
10.RESOURCES REQUIRED FOR ASSESSMENT..............................17
11.INSTRUCTIONS TO STUDENT................................................18
12.ASSESSMENT WORKBOOK COVER SHEET..............................19
13.KNOWLEDGE ASSESSMENTS................................................20
PROJECT 1 – PLAN, ORGANISE AND DELIVER GROUP-BASED
LEARNING 1...........................................................................44
Simulated Pathway......................................................................................47
Workplace Pathway......................................................................................57
Project 1 – Evidence Submission Checklist.................................................68
PROJECT 2 – PLAN, ORGANISE AND DELIVER GROUP-BASED
LEARNING 2...........................................................................70
Simulated Pathway......................................................................................73
Workplace Pathway......................................................................................91
Project 2 – Evidence Submission Checklist...............................................105
PROJECT 3 – PLAN, ORGANISE AND FACILITATE WORKPLACE
LEARNING FOR AN INDIVIDUAL 1............................................107
Simulated Pathway....................................................................................109
Workplace Pathway....................................................................................127
Project 3 – Evidence Submission Checklist...............................................138
PROJECT 4 - PLAN, ORGANISE AND FACILITATE WORKPLACE
LEARNING FOR AN INDIVIDUAL 2............................................140
Simulated Pathway....................................................................................143
Workplace Pathway....................................................................................162
Assessment Workbook 2 Version No. 1.7 Produced 21 September 2018
© Compliant Learning Resources Page 3

Project 4 – Evidence Submission Checklist...............................................174
WORKBOOK CHECKLIST........................................................176
Assessment Workbook 2Version No. 1.7 Produced 21 September 2018
Page 4 © Compliant Learning Resources

2. INSTRUCTIONS
Assessment is a difficult process – we understand this and have developed a
range of assessment kits, such as this, to facilitate a painless process for both
the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective
assessment (which is based on opinions and feelings), to objective
assessment (which is based clearly on defined processes and specific
standards). Nearly all assessment involves a mixture of both types of
assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and
implementing these assessment kits is to work towards the objective end as
far as possible and to reduce the degree of opinions and feelings present.
3. 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.
Assessment Workbook 2 Version No. 1.7 Produced 21 September 2018
© Compliant Learning Resources Page 5

Assessment Workbook 2Version No. 1.7 Produced 21 September 2018
Page 6 © Compliant Learning Resources

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.
4. THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
Assessment Workbook 2 Version No. 1.7 Produced 21 September 2018
© Compliant Learning Resources Page 7

acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
Assessment Workbook 2Version No. 1.7 Produced 21 September 2018
Page 8 © Compliant Learning Resources