Assessment Plan for PUAOIL201

This document provides an assessment plan for the unit PUAOIL201 - Use basic equipment operations for oil spill response. It includes information on the purpose of the assessment, target group, context of assessment, specific needs of the cohort, assessment methods, resources required, assessment arrangements, and more.

Certificate IV in Training and Assessment
TAE40116 – UPGRADE ASSESSMENT
UNITS OF COMPETENCY
TAEASS502Design and develop assessment tools
TAEASS401Plan assessment activities and processes
Assessment Task 3 – Assessment Booklet

Assessment Task 2
In this task, you are required to plan and organise assessment processes for three units of competency.
This assessment template resembles one assessment tool for one unit of competency. You are to duplicate this
booklet three times.
You will need to engage a qualified colleague who has a TAE qualification or has vocational expertise in the
relevant area to provide feedback to you on your training and assessment plan.
There are clear instructions throughout this resource and if at any time you have questions please do not hesitate to
contact your trainer/assessor.
Step 1 - Assessment Plan
You are required to develop an assessment plan for three different units of competency (one in this resource).
The assessment plan template is to be used for each of the threetraining and assessing environment assessment
plans and must be completed using a different unit of competency for each.
You are welcome to use your own templates if you wish. It is your responsibility to ensure your templates provide
all the information required.
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ASSESSMENT PLAN
Unit name and code PUAOIL201 Use basic equipment operations for oil spill
response
Purpose of the assessment This unit covers the competency required to operate and
deploy, operate, monitor and recover basic (Tier 1) oil spill
response equipment as part of a team
Target group This unit applies to personnel deployed to operate basic (Tier
1) oil spill response equipment
Context of assessment Training and Assessing for Competency should be assessed in
a simulated response environment or operational situation.
Specific needs of the cohort/individual being
assessed
Cohort unknown at this stage but they will complete a LLN at
the time of enrolement
Personnel involved in the assessment process? Narelle Ward/ Sammy Galea
Assessment information and evidence requirements
Assessment methods
Assessment instruments required for
each method
Unit requirements
this meets (PC1.2,
PE2, KE4 etc.)
1 Theory Questions
Mulitple Choice and Short Answer
Questions
Instructions for candidate
Marking guide for assessor
See mapping at end
of document
2 Job Safety and Environmental Analysis Equipment SOP’s
JSEA Template
See mapping at end
of document
3 Session Observation Tier 1 equipment for dry deployment
Site Specific Deployment Plan
Template
See mapping at end
of document
4 Equipment Deployment Activity Tier 1 equipment for deployment
Punt
Boat ramp
See mapping at end
of document
Resources
Specialist support (if applicable/required) Separate assessor available if required for LLN
Any tools or equipment required for
assessment
Basic Oil Pollution Equipment
Booms
Skimmer
Waste Storage Tanks
Sorbents
Anchor Kits
Any materials required for assessment Pens
PPE
Power Points
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Site Specific Deployment Plan
JSEA
MSDS
SOP’s
Theory Questions
Student Handbook
Any other resources required for assessment
(for example, supporting documentation)
Punt for deployment
2 x Waders for participants to use to assist in the deployment
Fuel for the punt
Any human resources required for assessment
(for example, other workplace personnel,
clients/customers etc.)
NA
Assessment arrangements
Timeline for assessment – when will each item
be assessed?
Written and practical tasks will be completed at the end of the
delivery of the unit. Everything to be complete at the end of
the 2 days
How long will be given to each assessment? Dependent on exercise being delivered,
Eg. Written Assessment 1 day
JSEA 30mins
Site Specific Deployment Plan 30-45 mins
Deployment Activity 4-5hrs
Is integration of activities possible? The JSEA and Site Specific Deployment Plan to coincide but
are not exercised or assessed in that manner to be sure people
are getting a full understanding of what is required for each.
Assessment arrangements continued
Work health and safety issues that may impact
on assessment activities being conducted
Weather dependant for the deployment of equipment in water
Privacy/confidentiality issues that may impact
on assessment activities/portfolios submitted
NA
Any other issues that may impact on
assessment activities (for example,
sustainability)?
NA
Any reasonable adjustments identified? Adjustment of taking someone through the questions verbally
instead of writing.
Dry run of equipment before wet run (safe practice run)
Where will assessment outcomes be recorded? Outcomes are recorded to ORCA server and sent to our RTO
Gems Pty Ltd
Date of each assessment to be 1- Written Assessment end of day one for theory questions
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submitted/conducted
2- Practical Assessment conducted on day 2
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Step 2 - Assessment Instructionsand Instruments
You are required to develop a complete assessment tool for the unit of competency indicated in the assessment plan
you have developed in the previous step.
Templates for the assessment tasks and methods are includedfor you to use if you wish. Noteyou are required to
use a range of assessment methods throughout your assessment plans (x3).
Assessments methods suitable to VET are listed on the following ASQA fact sheet:
https://www.asqa.gov.au/sites/g/files/net3521/f/Guide_to_developing_assessment_tools.pdf
Delete any templates you don’t use. Create your own or use any other templates as you wish.
You are required to complete (in most cases) at least two instruments for each assessment method chosen. For
instance; a written test for candidates to complete and a written test with answers for the assessor.
You must create at least one of your own assessment instruments per assessment plan. Other existing instruments
can be usedif suitable (acknowledge the source) and must be contextualised to suit your assessment plan/context.
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DEVELOP THE ASSESSMENT - Assessment Task Instructions
Note: When completing the following assessment questions,don’t forget to complete your mapping document.
ASSESSMENT TASK INSTRUCTIONS
Unit code and title PUAOIL201 Use basic equipment operations for oil spill response
Workplace/Location Williamstown or in a Port Environment
Purpose of assessment Application descriptor
Context of assessment Classroom based
Warehouse
Deployment Area in a Operational Environment
Resources required for
assessment
Assessment 1
Written Assessment
Pen
Assessment 2
JSEA
SOP’s
Site specific deployment plan
Safety considerations Tool box brief
PPE considerations
Instructions to the candidate: Assessment 1- Workbook to be completed
Assessment 2- Observation to show working as part of a group
Working in a safe manner
What needs to be submitted? JSEA
Site specific deployment plan
Resubmission Any written questions where it is assessed that the candidate has not understand
the question will be discussed separately and documented as such.
Reasonable adjustments
(assessor to indicate possible
adjustments):
Dependant on LLN written assessment to be an oral assessment
Assessor name Date
Assessor signature
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Role Play/Scenario/Observation Task Template
ROLE PLAY / SCENARIO/OBSERVATION TASK
Instruction to the students:
The students need to find the proper tool to operate and manage the response against oil spills. The students
performance will be examine meticulously by the assessor. This procedure is mentioned in the safety needs.
The assessor will evaluate the students on the basis of the preparation plan of the candidates.
The students needs to start the assessment by typing the name and other necessary information like address,
date , time. The candidates need to read the manual before starting the assessment. The assessor will help the
students by students in case they face problem.
Student Specific Deployment Plan
It is quite often that the liquid petroleum hydrocarbon get released due to the human activity. This is
dangerous for the marine life. The assessment includes the regular exercise for the appropriate recognition of
the tool that will help in the students to understand the task.
 Adequate resource
 Regular expenditure
 A deep understanding of the issue
The tools required
 Containment
 Recovery
 Passive weir skimmer
 Positive displacement pump
The skill and the knowledge required
OHS responsibility
Environmental
Chemical
Performance monitoring of the tools
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Effect on environment by tools
Possible Risk:
 Fatigue
 Poisoning
 Physical injury
 Hydraulic and pneumatic injection
Equipment of protection
 Eye protection
 Respirators
 Hearing protection
 Boots
Development plan has to involve:
 Environmental condition
 Pre- operational checking
 Standard operational procedure
Clear instructions to the student
The assessor will supervise the task in order to help the students the students will be given to 30 minutes to
complete the tasks.
Resources Required
PC
Pen
Pencil
Internet connection
Desk
Chair
Conditions of Assessment
The assessment will be held in a safe and secure place of the training institute. The students should need to
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have the recorded of the resources. They will be provided the maintenance as well as operational manuals.
Role-play/Scenario/Observationtask details:
The deployment plan has been carried out effectively and as per the requirement every criteria has
been fullfiled for providing and subjecting the proper response used in the equipment for the
operations
 Identification of the risks has been identified uniformily
 As per the checklist provided every criteria of the assement has been reviewed
 Verbal action plan has been carried out
 Protection of the equipment has been maintained under the regulations of the work and
helath safety
 Procedures for the standard operations has been followed effectively
 Even the climatic conditions were taken into consideration
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ROLE PLAY / SCENARIO/OBSERVATION TASK CHECKLIST
Did the candidate: Yes No N/A Comments
1
Did the candidate access and locate the
necessary equipment according to the guidelines
of the SOPs?
Y Yes it was done
successfully
2
Has the student been able to maintain all the
resources and all the equipment operations for
response, which will support the task
completion?
Y The evidences
has supported
for completing
the tasks
3 Did the student select the items or the
equipment as the instruction mentioned?
Y The required
instructions
were
maintained
significantly
4
Establishment of the personal safety measures
and the environmental safety aspects under the
supervision of the assessor.
Y Personal safety
measures were
supervised
successfully
Reasonable adjustments
Candidates are encouraged to contact their trainer prior to attempting this task if they do not understand any part of this
task or if they have any learning issues/ needs that may hinder them when attempting any part of the assessment.
Student name Date
Assessor name Date
Assessor signature
Task outcome  Satisfactory  Not satisfactory
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Role Play/Scenario/Observation Task Assessor Template
ROLE PLAY / SCENARIO/OBSERVATION TASK ASSESSOR GUIDE
Instructions to the assessor:
Proper tool need to be evaluated
All assessors will need to evaluate the tasks sussesfully so that assement plan will be carried out
effectively
Assessor Information
Information for collecting the information as well as fulfilling the required assessment criteria so that
students can follow the necessary guidelines
What do the assessor need to do to be able to run assessment. Can it be interpred by someone else
It can be only be interpreted by the assesseors for minatinining the record of the information that has
been provided by the student
Role-play/Scenario/Observation task details:
1) To evaluate whether the risks has been identified successfully or not
2) Maintaining the record of the checklists
3) Protecting the necessary information that need to be maintained strategically
4) Whether the climatic conditions are suitable to perform the tasks
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ROLE PLAY / SCENARIO/OBSERVATION TASK CHECKLIST- ASSESSOR MARKING GUIDE
Use the checklist below to observe the student performing the required task(s) and record their performance. If the student
misses a step, have the student perform the step again, so that you are confident they can demonstrate that skill.
If the student cannot demonstrate the required skills, you may pose questions or hypothetical situations based on your
knowledge of their work environment and/or the unit requirements.
Use this Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed.
Did the candidate: Marking guides
1 Copy the the observation points Note to the assessor how to assess the points
2 Maintaining the record data Information needed for keeping the records
3 Performing the assessment criteria It is necessary to follow the every guidleines that has
been instructed by the assessors
Reasonable adjustments
Students are encouraged to contact their trainer prior to attempting this task if they do not understand any part of this task
or if they have any learning issues/ needs that may hinder them when attempting any part of the assessment.
You should list possible examples of reasonable adjustments that would be appropriate
Student name Date
Assessor name Date
Assessor signature
Task outcome  Satisfactory  Not satisfactory
Bibliography:
Urakawa, Hidetoshi et al, "Ecological Response Of Nitrification To Oil Spills And Its Impact On The
Nitrogen Cycle" (2018) 21(1) Environmental Microbiology
Burkholder, Anna and Yvonne Addassi, "Geographic Response Plans: Preparing For Inland Oil Spills In
California Waterways" (2017) 2017(1) International Oil Spill Conference Proceedings
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Written Questions Template
WRITTEN QUESTIONS
Instructions to the student
How long do they have
The availability of help
It is open of closed book
Question 1
State any two materials that causes oil spills.
 Satisfactory  Not satisfactory
Question 2
Mentions two disadvantages of oil spills.
 Satisfactory  Not satisfactory
Question 3
If the oil spills can be mitigated how will it help the earth?
 Satisfactory  Not satisfactory
Question 4
If no safety meausres are taken what can be the effect?
 Satisfactory  Not satisfactory
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Question 5
What are the sources of information regarding oil spills?
 Satisfactory  Not satisfactory
Add and delete questions as required.
Remember your assessment instruments need to cover the whole unit of competency – so remember to map as you go
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Written Questions Assessor Template
WRITTEN QUESTIONS – ASSESSOR GUIDE
The students need to write the correct answer after reading the question. The task is based on the skills and
knowledge that a student achieves through the entire training. These assessment will help the students to improve
their quality.
Resources Required:
 Chair
 Table
 Pen
 Students’ document for the assessment
Condition of the assessment:
It is a closed book assessment that will be held in a room at the place of training. The time duration is 30
minutes.
The students need to give the answer in a way so that they can pass the test. In case they fail, they need to sit for
the reassessment.
The assessor will provide the feedback to the students.
The students can apple for rechecking the answer sheets if they feel suspicious about the checking procedure.
The students can ask for the guidance of the assessor before starting the assessment, if they required.
Instruction for the written assessment
The assessor need to follow the instructional manual before checking the answers of the students.
 Assessor guidelines – Pre-assessment
 Administrator guidelines – written assessment
The assessor need to contact the training manager of VET to get a clear information of the steps.
Question 1
State any two materials that causes oil spills.
Accidental leaks of the pipelines or of the storage units carrying oil.
 Satisfactory  Not satisfactory
Question 2
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Mentions two disadvantages of oil spills.
It causes environmental pollution by killing the flora/fauna of the sea.
Affects the oil industry economically.
 Satisfactory  Not satisfactory
Question 3
If the oil spills can be mitigated how will it help the earth?
It will curb the pollution of the marine life.
It will not endanger the life of the sea animals and plants.
 Satisfactory  Not satisfactory
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Question 4
If no safety meausres are taken what can be the effect?
It can cause serious health issues like respiratory problems.
The equipment that is expensive can be damaged.
 Satisfactory  Not satisfactory
Question 5
What are the sources of information regarding oil spills?
The records by the government and environmentalists.
The records of the organizations delaing with oil.
 Satisfactory  Not satisfactory
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Mapping document
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Unit Details
Unit Summary
Assessment Type
Assessment Methods
Assessment One Questions
Assessment Two Practical Activity
Element and Performance criteria
Element Performance Criteria AT1 AT2
1.1 Follow workplace policies and procedures Observation
Checklist 1
Q5
Written
assessment
Q1,4,7,
Observation 3
Working as part of
Performance Evidence
Knowledge Evidence

Step 3–Review your assessment tool
You are required to complete a review of your completed assessment tool for the unit of competency indicated in
the assessment plan you have developed in the previous step.
A template ‘assessment quality review checklist’ follows to guide you through the review.
If when reviewing you respond with a no (N) when it should be a yes (Y), make the necessary changes on your
assessment tool and add a brief comment of the review tool (comments/suggestions) of what you altered to rectify
the situation.
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Assessment Quality Review Checklist
The following document is to be used by you to review your own assessment questions. Please complete all
areas.
ASSESSMENT QUALITY REVIEW CHECKLIST
Unit reviewed:
List all documents that are to be reviewed as part of this process
Assessment plan change these to what is in the tools being used
Assessment instructions
Assessment
Review Question Y/N/NA Comments and suggestions
a) The unit of competency is sufficiently addressed including:
 performance criteria
 performance evidence
 knowledge evidence
 assessment conditions
Every aspects of the assessment criteria
has been followed as per the given
instructions
b) Mapping clearly shows how each task relates to unit
requirements
Y Yes mapping illustrates the task that is
relates to the unit needs
c) The assessment instructions for the student are:
 written in plain English and are clear and easy to follow
 when and how the tasks are to be completed
 under what conditions
 resources required
 and the criteria against which students will be assessed
Y The enelish is understandable for
thestudents.
d) The guidance to assessors is clear and easy to follow Y The instruction iseasy to follow
e) The assessment methods and arrangements used match all
details provided in the Assessment Plan
Y The procedure of thetask matches the
assessment plan
f) A range of assessment methods are used and they are suitable
to the intended outcomes of the unit.
Y The assessment method are suitable for
the students
g) The tasks ensure appropriate assessment of practical skills Y The ask is appropriate
h) Third party reports, where applicable, are:
 written in plain English so that the third party can clearly
understand what they are being asked
 only relied upon as supplementary and not primary
evidence
Y
The English is clear and
understandable
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ASSESSMENT QUALITY REVIEW CHECKLIST
i) Principles of assessment and rules of evidence have been
considered
Y
The rules have been considered
j) Assessment tasks appropriately reflect industry expectations
and current workplace practices
Y The Assesments task reflects the
industry prospect
k) The assessments allow for collection of sufficient quality and
quantity of evidence
Y The task is good for the assess the
candidates’ quality
l) Assessment record tools:
 are easy to use
 ensure the requirements of each task can be checked and
recorded
 allow the recording of an outcome at task level (S/NS)
 allow the recording of an overall outcome for the whole
unit (C/NYC)
Y
It is easy
m) The assessments ensure:
 competency is assessed over a period of time and in a
range of contexts and;
 there are clear instructions detailing when and where
assessments are to be conducted
Y It is competent
n) The assessment tools allow for collection of sufficient quality
and quantity of evidence
Y
The assessment tool are of good
quality
o) The assessments can be adapted to suit individual needs of the
student and workplace as required and provisions for
reasonable adjustment can be made (where required)
Y The assessment suit the candidates’
need
p) The tools ensure that the assessor will know that the
assessment is based on the student’s own work
Y The assessment instrument ensure the
students’ work
Reviewer signature:
Reviewer name: Date:
IMPROVEMENTS/ACTIONS TO BE TAKEN
Management to complete this section
Action Due date Responsibility Completed (Date)
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Step 4 - Trialling assessment tools
You are required to engage relevant personnel to trial and review your assessment tool. This should be another
TAE qualified staff member or acolleague who has knowledge in the vocational area of the unit chosen.
Have them review all of the assessment instruments in the tool to validate the content and applicability (you could
ask them to complete the review checklist from above and/or to complete the tool as a student would to test
usability)
Document the feedback you have received relating to the trial and review conducted. You can summarise the feedback
in the box below or screenshot evidence of feedback received (i.e.) their email response.
Comments:
Put the person who reviewed your assessment doc
Amended assessment plans
If the assessment plan was amended based on feedback received, please specify into the following space the
specific changes that were made.
If no changes were required based on feedback from your colleague, please state “no changes were required.”.
No necessary changes is required generally
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