Assessment Task 3 - Assessment Booklet

This document is an assessment booklet for Assessment Task 3 of the TAE40116 – UPGRADE ASSESSMENT. It provides instructions and templates for developing an assessment plan for three different units of competency. The assessment plan template is to be used for each of the three training and assessing environment assessment plans and must be completed using a different unit of competency for each. It also 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
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Power Points
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)
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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
submitted/conducted
1- Written Assessment end of day one for theory questions
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
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Assessor signature
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Role Play/Scenario/Observation Task Template
ROLE PLAY / SCENARIO/OBSERVATION TASK
Instructions to the candidate:
Oil Spills imperil public health, jeopardize drinking water, devastation of natural resources, and distort the
economic conditions. In this expanded technological era, the United States has become conditional on oil-
based product to help us to prolong high standard of livelihood.
The product acquire from petroleum like Heating Oil and Gasoline provide fuel to run automobiles and also
it is required for house hold purpose also. Additionally, other petroleum products such as plastics,
pharmaceuticals, made our living convenient and more comfortable.
Site Specific Deployment Plan
The role or purpose of deployment plan such as
 Laying of entire steps and plan for WASC essay no.2 developmental project.
 Explaining the deployment of fully functional, java work that requires study of program plan.
 Keeping track of implementation and dependencies to be discarded or added depending on
scenario.
 Instructed to making websites.
 It includes resources and codes used in the project.

 Work as part of group showing the Considerations
 First, of all we need to know about the details of Oil Spill Response, as we had discussed
earlier now we could bring the consideration in-group activity. Now we will discuss about 5
proficiencies such as :
 What are they
 How are they used ?
 How the groups work to upgrade a program plan?
Now we would discuss about program plan scanner, how it works what are the benefits about Java should
do. In addition, we need to address the need for the type of visual and result output. In order to carry all
those activity in a group we have to understand or know the fact of use of vast quantities of oils they are
usually transported and sorted out in increasing volumes. During transportation or storage and sometimes
because of examine activities. When those type of work occurs human health and quality of environment
are put at high risk.1 The effort is made to prevent oil spills and to clean up them quickly as they occur.
The US Environmental Protection agencies Oil Spill program plays important criteria to protect environment
through preparation of, and prevention of oils and other oils based products which sometimes spilled in
waterways or may be in land.EPA offices and other agencies or organization deserve reorganization for
their contribution to the revision of booklet. They are regions III and V , the EPA environmental response
team, the EPA office of development and research, the US wildlife service’s and fish, The state of Alaska
Department of Environmental Conservation, the state of Wisconsin Department of natural resources, the
University of California wild life resources, the BP Amoco Corporation. Now we will discuss various kind of
properties , fate of spilled oil and many things
Physical Properties of Oil
The oil is described as a wide range of Hydrocarbon based substances. It is a chemical compound consists of
carbon and hydrogen. These substances are commonly thought of as oil , such as refined petroleum
products and as a crude oil, it also include fat of animal, they show different chemical and physical
property.
The property will affect the ways the oil will breakdown and spread, It will cause hazard to aquatic
life and also human beings.2 It is threatening for both natural and manmade resources. The rate at which it
will spill in environment the more it will affect the environment. The oils generally tend to spread in
1Hidetoshi Urakawa et al, "Ecological Response Of Nitrification To Oil Spills And Its Impact On The Nitrogen Cycle" (2018)
21(1) Environmental Microbiology.
2Anna Burkholder 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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horizontal direction into slippery and smooth surface, which when remains at the top of the water it is
generally termed as slick.
The factors that affecting the oil spill to spread include specific gravity, surface tension, and viscosity.
Specific Gravity:- It is density of substance compare with water density. The oil is lighter than water which
makes oil to float on top of water. If the lighter surface within the oil increase by evaporating within it that
will result in specific heat of the oil will increase.
Surface Tension:- It is the measure of attraction between the surface molecules in liquid. The higher the
oil’s surface tension more likely chance to remain in place. Oil is very promising to spread in warm water
rather than cold water.
Viscosity:-It is the measure of flow of liquid resistance. The higher the Viscosity it is better to stay at one
place. Honey is one of the viscous substances.
Effect of Oil Spills On Plants and Animals
Some Toxic substance in oil spill may quickly evaporate. Hence, plant, animal, human exposure to the most
toxic substances are reduced with advancement of time that usually limited to split area. However, some
organisms may be injured or killed very soon when they come in direct contact with oil spill. In some cases
non- lethal toxic effects can be more precise and often able to lost longer.
The petroleum and Non petroleum oil can effect environment surrounding an oil spill. All types of
physical and chemical properties shared by oil spills have same effect on environment.
Role-play/Scenario/Observationtaskdetails:
Clean Up operation can threaten different types of aquatic bodies with different results.
 Coral Reefs : It is one of the important nursery for shrimp fish and other animals, as
well as diver came here for a recreation. Coral reefs and aquatic creature that live
within and around them are at risk for exposure to toxic substance within oil as
well as smothering.
 Marshes and swamps with little movement of water, In pleasant water conditions
the affected habitat may take year to reinstate.
 Rivers Habitats may be not affected severely by spills by stagnant water bodies
rather than flowing water
 Other standing water bodies: The ponds , Inland Lake are the shelter for plenty of
birds and animals . The human food chain can get affected also those who are
staying in this environment.
 Mangrove Forest: It is located in tropical regions and home of diversifying group of
plants and animals. The trees over here consist of long roots those are also called
prop roots.
Sensitivity of Birds and Mammals
An oil spill can affect both birds and animal in several ways such as toxic poison, physical
compactness, destruction of habitat and food sources and many other problems. We will now discuss one
by one.
 Physical Contact: When feather or fur come in contact with oil they matted down.
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Those matting causes cause feathers and fur to lose their insulting properties which
makes animal life risk even may be frozen to death.
 Toxic Contamination: Some organisms capable to Toxic effect of oil vapor inhaled .
It may cause destruction of animal’s CNS (Central Nervous System), also liver and
lungs. They have got risk if oil is ingested their ability to eat gradually decreases.
 Destruction of Food Resources and Habitat: If species are not even in direct contact
with oil they can also be harmed by the spill. It depends on the environmental
factors, the spilled oil may linger in nature for prolonged period. In stagnant
condition of water, the oil that come in contact with sediments or rocks can remain
in environment indefinitely for longer period of time.
 Reproductive Problem: Oil can be transferred from bird’s feather to eggs they are
hatching. The oil can throttle egg by sealing pores in the egg resulting for
prevention of gas exchange.
Summary: Providing summary of Deployment Plan, which include overviews of necessary activities to get
websites into an environment of production such as initial operational activities, configuration, and
installation
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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ROLE PLAY / SCENARIO/OBSERVATION TASK CHECKLIST
Did the candidate: Yes No N/A Comments
1 These are great as they can usually cover
a large part of a unit.
 Cover large part
of unit
2 You may copy and paste parts of the units
in here and then you must contextualise it
 Contextualise the
units
3
3.1 Identify personal limitations in
taking action and seek appropriate
assistance from designated
individual
For example; change 3.1 words to below
to suit a role-play:
 Role play
4 Seek manager assistance for when the
customer complaint escalates?
 Manager
assistance
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:
In regards to the above discussion of topic we can summarize this in a framework to students who would be
helpful and benefitted with the concept of Oil Spill and its effect. In contrary to above discussion we came
across various points of study that will provide ample amount of help towards the students. It will not only
create a assistance for customer complaint escalates it also gives the fair amount of idea gradually to
learner.
Role-play/Scenario/Observation task details:
Spilled oil begins to wither and moving towards break down of properties both physical and chemical
properties. When that process took place, the oil threatens surface resources and broader sense of sub
surface with water living organism attached in food chain. In some part of the country population and
habitat recovers quickly .On other hand however, continual or wrecked oil may take many years.
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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 Utilization of the basic operations equipment for the proper
response to oil spills.
Observation of the candidate generated Site Specific
Development Plan.
2 Identifying all the requirements necessary for the mitigation of
oils spills and the damage done by it.
Observation of the candidate while he or she is
identifying specific areas and reasons causing oil
spills, in order to diminish them.
3
Identification of the suitability of various kinds of clean up
operations for the development of the plan.
Checking on the candidate, whether he or she has
been able to locate specific clean up options and
alternatives before initiating the process so that no
life form is destroyed.
4 Was the whole development project completed as was
planned?
Did the candidate follow all the steps categorically to
reach the end and get the results that are suitable for
the nature and the society?
5. The candidate needs to check the issue of sensitivy of the
clean up projects or the procedures that leads to positive
response against oil spills.
Did the candidate follow the rules of the law while
prepapring and planning for the said project to
mitigate oil spills?
6. Sending the development plan with all the necessary reviews
and after that the project is installed on an website for the
environmentalists to consider it.
Was the uploading done in the specific way in which
it was required?
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
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Written Questions Template
WRITTEN QUESTIONS
In the following assessment you are required to answer the following questions provided to you. You have to
read the questions properly and then have ot answer it correctly in the space below the question that have
been provided and where it has been indicated.
Resources Necessary:
The question sheet for the assessment task to be completed.
Pen or pencil as the candidate deems fit.
Conditions of the Assessment:
The assessment is a closed book assessment, which the candidate must complete at the site of the training
facility and within a timelimit of 30 minutes.
In order to generate satisfactory results, you have to answer correctly to all the questions that have been given
in the section below. In case you fail to provide satisfactory response to all the questions that have been asked,
you will have to take part in further assessment taks and have to complete them successfully to showcase your
competence.
The trainer will provide you the feedback on how you did on the assessment task. The feedback will be the
result, which will decide whether you have been able to answer satisfactorily or not to every question in the
section below.
Reasonable adjustments:
The candidate is adviced to contact their respective trainers if they fail to understand any portion of this
assessment task prior to participating in the task. The student is being encouraged to seek the help of the
trainer in case they have any kind of learning issues or needs that can hinder their attempt and the competency
level while answering for the various parts of this task.
The student can seek the help of the trainer orally or can be allowed more time in order to complete the
assessment.
Question 1
How do you decide on the right type of instrument or equipment that has to be used in this task?
 Satisfactory  Not satisfactory
Question 2
Where do you go in order to get the information on the causes and the threats of oil spills on the water bodies?
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 Satisfactory  Not satisfactory
Question 3
What areas do you think gets affected the most in case there is an oil spill. Name any two such places or areas?
 Satisfactory  Not satisfactory
Question 4
How far according to you do the animal and plant ecosystems get affected due to an oil spill?
 Satisfactory  Not satisfactory
Question 5
What are the commn faults that leads to an oil spill?
 Satisfactory  Not satisfactory
Question 6
Where can you find the proper information on how the negative effects of the oil spills can be reduced?
 Satisfactory  Not satisfactory
Question 7
Name 3 effects that will be prominent once the oil spills that are unnecessary and dangerous can be mitigated?
 Satisfactory  Not satisfactory
Question 8
What can be the basic resistance or issues during the implementation of the Development Plan?
 Satisfactory  Not satisfactory
Question 9
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If the Development Plan fails, what are the necessary steps that can be taken?
 Satisfactory  Not satisfactory
Question 10
How can you employ more people towards the significant cause of mitigating 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 have to provide correct answers to the written assessment in the given space.
The knowledge has been gained through training and these 10 questions helps to decide the competence level
of the students.
Resource Required:
Assessment of the student
Pen
Individual studnets must demonstrate performance satisfactorily.
Conditions of the Assessment
 Closed book assessment of 30 minutes to be completed on site of the training room.
 Satisfactory answers to all 10 questions. Failing to do so will lead to further assesments for
competence demonstration.
 Assessor has to provide feedback on whether the answers are right or wrong. Studnets will be
advised to reattempt certain areas if necessary.
 Studnets can opt for right of appeal in case they feel that the judgement was unfair or have
some other appeal. The student handbook can be used to follow instructions.
Guidelines for the assessments
Assessor has to read and follow the assessor or trainer’s handbook regarding the tasks and the outline is:
 Assessor Instructions- pre-assessment
 Assessor Instructions- pre-assessment
 Assessor Instructions- post assessment
 Guidelines for administrating written assessments
 Students with specific learning needs
Assessor has to contact the VET training manager to clear up the informtaiorearding the processes of the
assessor, if the required contribution is not clear before the tasks starts.
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Question 1
How do you decide on the right type of instrument or equipment that has to be used in this task?
That depends on the task itself.
 Satisfactory  Not satisfactory
Question 2
Where do you go in order to get the information on the causes and the threats of oil spills on the water bodies?
The internet and the reports of various organizations can provide detailed information on it.
 Satisfactory  Not satisfactory
Question 3
What areas do you think gets affected the most in case there is an oil spill. Name any two such places or areas?
The water bodies and the shorelines gets affected terribly.
 Satisfactory  Not satisfactory
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Question 4
How far according to you do the animal and plant ecosystems get affected due to an oil spill?
They are greatly affected as they are harmed and even killed in thousands because of oil spills.
 Satisfactory  Not satisfactory
Question 5
What are the commn faults that leads to an oil spill?
Accidents that invoes pipelines, storage facilities or tankers. Carelessness of people can lead to it too.
 Satisfactory  Not satisfactory
Question 6
Where can you find the proper information on how the negative effects of the oil spills can be reduced?
The restoration and response office records can give it.
 Satisfactory  Not satisfactory
Question 7
Name 3 effects that will be prominent once the oil spills that are unnecessary and dangerous can be mitigated?
The sea animals will be saved. The fauna and flora of the ocean will survive. Pollution on water will be reduced.
 Satisfactory  Not satisfactory
Question 8
What can be the basic resistance or issues during the implementation of the Development Plan?
The basic issue can be the economic stance or growth of the oil companies being hindred.
 Satisfactory  Not satisfactory
Question 9
If the Development Plan fails, what are the necessary steps that can be taken?
Groups can be creater to spread awareness through media or social platforms.
 Satisfactory  Not satisfactory
Question 10
How can you employ more people towards the significant cause of mitigating oil spills?
Environmentalists can seek the help of media to do so or can build up protestations as well.
 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
Y
Have I covered everything, if not show
that you made changes
b) Mapping clearly shows how each task relates to
unit requirements Y Have i covered the points that is related
to mapping
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 Have i assess the instructions clearly
d) The guidance to assessors is clear and easy to
follow
Y Have i followed the assessors
guidances
e) The assessment methods and arrangements used
match all details provided in the Assessment Plan
Y Have every arrangements has been
followed the criteria for the
assessment plan
f) A range of assessment methods are used and
they are suitable to the intended outcomes of the
unit.
Y Having a range of methods for the
assessments
g) The tasks ensure appropriate assessment of
practical skills
Y Ensuring the practical assement skills
h) Third party reports, where applicable, are:
 written in plain English so that the third party Y
Meeting the requirements of the third
party
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ASSESSMENT QUALITY REVIEW CHECKLIST
can clearly understand what they are being
asked
 only relied upon as supplementary and not
primary evidence
i) Principles of assessment and rules of evidence
have been considered Y
Setting the rules and the regulations
j) Assessment tasks appropriately reflect industry
expectations and current workplace practices Y
Meeting the expectations of the
workplace
k) The assessments allow for collection of sufficient
quality and quantity of evidence
Y Collection of the quantity and quality of
the evidences
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 Maintaining the tools to keep the
record intact.
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 Meeting competency and meetings the
clear instructions
n) The assessment tools allow for collection of
sufficient quality and quantity of evidence
Y
Collection of the necessary evidences
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
Suting the needs of the assessment
p) The tools ensure that the assessor will know that
the assessment is based on the student’s own
work
Y Ensuring that evidence has been
assessed by itself (student)
Reviewer
signature:
Reviewer name: Date:
IMPROVEMENTS/ACTIONS TO BE TAKEN
Management to complete this section
Action Due date Responsibilit
y
Completed (Date)
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ASSESSMENT QUALITY REVIEW CHECKLIST
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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 changes were required
Assessment Templates | TAE Training Academy | Page 27