Training and Assessment Project: Developing Assessment Tools and Plans

This project delves into the realm of training and assessment, utilizing a case study approach to analyze the situation of Makoto Miyagi, an automotive technology teacher transitioning to Australia. The project encompasses the development of various assessment tools, including observation checklists, scenario-based assessments, and workplace simulations, each designed to evaluate competency in different ways. The project outlines the planning and organization of assessments, including identifying assessment approaches, preparing assessment plans, and developing assessment instruments for five candidates. Furthermore, it explores the assessment of foundation skills such as reading, writing, and oral communication. The document also considers the importance of candidates demonstrating effectiveness in task completion and outlines the assessment methods supported by each tool, such as observation, portfolios of evidence, and third-party feedback.

Running Head: TRAINING AND ASSESSMENT
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Training and Assessment
Name
Professor
Course
Date

TRAINING AND ASSESSMENT
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Case study chosen for this assignment
The case study chosen for this assignment is case study 2. It is about Makoto Miyagi. He
was an automotive technology teacher for seven years before moving to Australia about two
years ago. He has been focusing on developing his English communication skills and also
completion for his qualification for AUR40616 Certificate IV in Automotive Electrical
Technology. He is actually aiming to work as an automotive electrical technology trainer in
Australia. Makoto has completed the lectures and the workshops too for design cluster which
covers the units outlined below;
1. TAEDES401 Design and development learning programs
2. TAEDES402 Use training packages and accredited courses to meet client needs
3. TAELLN411 Address adult language, literacy and numeracy skills
From the above Units Makoto is looking forward to take assessments and he has requested to
take the assessments on different dates.
Based on this case study, various assessment tools were developed as clearly shown in project 1.
An assessment for five candidates, Makoto being one of the candidates was planed and
organized where two of the assessments were RPL assessments and the other three were the
training and assessment pathway. Two assessment instruments were also developed covering the
two units chosen therein. This is done in project 2. Finally there is three validation sessions based
on Makoto case and these have been shown in project 3 (van der Aa et al, 2016).

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Project 1
Development of Assessment tools
Assessment can be defined as the actor rather a process of judging whether the required
level of competency has been reached or not (Lovegrove et al, 2016). It looks into whether an
individual or a group of persons has performed according to the required standards. An
assessment system, on the other hand, is some kind of policies and procedures that are
documented; they may also include tools and other materials. These procedures and policies are
put to ensure that assessments are fully consistent with the assessment principles and rules.
Assessment tools often contain the instructions and rules required for interpretation and
gathering of required evidence in any assessment process (van der Aa et al, 2016). The
assessment tool I designed and developed are clearly explained below each supporting different
assessment methods and addresses at least one unit of competency.
Observations and Checklists
Educators and teachers are to observe and watch students in the classrooms. It is from
these random observations that teachers make decisions. This tool primarily involves observation
and documentation. Here observation can be done is a multiple of ways. First, it may involve
focusing on the students’ performance in just one class act. The other way may involve focusing
or a number of random class activities. It is also mandatory that there be a formulated method of
how the observations made will be recorded since it’s very easy to forget an unrecorded
observation. It is also important to note that these observations should be focused on skills,
behaviors and generally how the student responds to certain issues in the class over a period of
established time. Checklists, on the other hand, are meant to show and indicate if indeed the

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student can accomplish the therein outlined and listed objectives. Here the quality of
performance is not mandatory, what is of importance is whether the student has the capability of
accomplishing the task (van der Aa et al, 2016).
It is also significant that the teacher predetermines the kind of skill and behavior that they
want to observe before designing the observation checklist (Lovegrove et al, 2016). The students
should be made aware of the skills and behaviors to be observed, this is not mandatory but it
provides these students with the appropriate guidelines for self-monitoring if need be. Another
important requirement for this assessment tool is that the teacher is expected to focus on a few
students at one particular time (Lovegrove et al, 2016). They may decide for instance t6o focus
on a section of the students in a class each day, but at long last, all the students should be
observed. Instructors and educators do watch and watch understudies in the classrooms. It is
from these irregular perceptions that educators decide. This apparatus principally includes
perception and documentation. Here perception should be possible is different of ways. To begin
with, it might include concentrating on the understudies' execution in only one class action. The
other way may include centering or various irregular class exercises. It is additionally obligatory
that there be figured technique on how the perceptions made will be recorded since it's anything
but difficult to overlook an unrecorded perception. It is likewise essential to take note of that
these perceptions ought to be centered on aptitudes, practices and by and large how the
understudy reacts to specific issues in the class over a time of set up time. Agendas then again
are intended to appear and demonstrate if in fact the understudy can achieve the in that plot and
recorded targets. Here the nature of execution isn't compulsory, what is of significance is
whether the understudy has the capacity of achieving the errand.

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It is additionally huge that the educator predetermines the sort of attitude and conduct that
they need to see before planning the perception agenda (Lovegrove et al, 2016). The
understudies ought to be made mindful of the abilities and practices to be watched, this isn't
compulsory however it furnishes these understudies with the suitable rules for self-checking if
require be. Another critical necessity for this evaluation device is that the instructor is required to
center on a couple of understudies at one specific time (Lovegrove et al, 2016). They may choose
for example t6o center around an area of the understudies in a class every day, except finally
every one of the understudies ought to be watched.
Assessment methods supported
This tool supports the observation method of assessment for competency. This is so since
it needs the student to not only showcasing what they know but also what they are capable of
doing and at what level of capability can they do it. This tool also supports the portfolio method
of assessment which comprises -ups and even photographs (Thomsen et al, 2015). Units of
competency mainly give information on the task and the skills that the student is expected to
accomplish and demonstrate by the end of the unit and in our case is climate change. Knowledge
evidence, for instance, is a component that is clearly addressed by the observation checklist tool.
This is due to the fact that it in details describes the skills and knowledge that student is expected
to have so as to accomplish certain tasks. This tool also focuses on the skills and the knowledge
that the students portray when tackling certain issues (Thomsen et al, 2015).
The scenario/outline of the situation
This tool usually involves like some kind of card that clearly outlines the situation to the
student, the teacher or any other third party. Instructions should also be provided to the various

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persons involved in that scenario. Moreover, students should also be told in advance what is it
exactly that they are going to be assessed during that scenario. This should be accompanied by
any other vital information that would in any way help the student in the assessment (Thomsen et
al, 2015).
Assessment methods supported
This assessment tool is supported by the in-tray exercise method of assessment where
students are supposed to be presented with some kind of test which they do before the real
questions are presented (Thomsen et al, 2015). The student then uses this information from the
paper they are provided with o solve some other related issues and real-world problems. This
assessment tool is valid, in that the evidence therein relates to the competency of the students
directly. It is also fair since we can see that all students and somehow provided with an equal
chance for assessment.
Workplace simulation
This is another tool used in the assessment. Before a workplace simulation is done, a
number of factors need to be put into consideration (Thomsen et al, 2015). The students to be
assessed must be considered, and here usually the student’s characteristics and general needs are
given the highest priority (Lovegrove et al, 2016). The cost and the availability of the stimulated
workplace should also be considered among other things. The process is of much importance as
the end product and therefore an observation checklist should be made to keep track of each and
everything that needs to be captured and that would play an important role in the assessment
process. Students were the most important part of any assessment tool must also be prepared

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psychologically. A brief discussion should be made to the students on the types of assessment
methods to be used and the general assessment process (Lovegrove et al, 2016).
Assessment Methods supported
This tool is supported by various methods of assessment such as portfolios of evidence,
review of products, and third-party feedback among others. This tool is the most reliable and
flexible. This is due to its unique characteristic of being able to be changed so as to
accommodate the various and distinct need of various students (Thomsen et al, 2015).
Project 2
Plan and Organize Assessment
Part I-Training and assessment pathway
Five candidates to be assessed here are five.
Assessment one
There are a number of elements and performance criteria that need to be looked at
among the five candidates available for assessment. These elements have been outlined below;
Determination of assessment approach-This involves clearly identifying the candidates which are
in turn followed by confirmation of the main purpose of assessment and in our case, the purpose
of the assessment is to determine the competency in effective communication, negotiation, and
mediation (Bennett et al, 2017). This purpose of assessment should put into considerations
factors like the organizational and ethical requirements (Lovegrove et al, 2016). Preparation of
an assessment plan-Here the evidence that is needed as a measure of competence is identified

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and this is often based on the rules of the evidence. Once the assessment plan has been
developed, it should get approval from various people among these should be stallholders.
Identification of relevant requirements-The information obtained from the five
candidate's data should be put into use (Lovegrove et al, 2016). There also should be a proper
analysis of the available assessment tools.
Development of assessment instruments-This involves the putting down of extremely clear
instructions for the five candidates involved in relation to the assessment instruments used. The
drafted assessment instruments should be double checked and confirmed that they indeed meet
the required standards before being employed in the assessment.
Assessment two
This assessment would involve the checking of the most common foundation skills
among the five candidates. The unit of competency to be considered is Effective communication,
negotiation, and mediation, therefore, a skill such as writing, reading. Oral communication,
interactions with others and getting the work done should be looked into (Thomsen et al, 2015).
These are explained below;
Reading-This is put on purpose and it is accomplished by selecting and analyzing documents
related to the assessment of effective communication, negotiation, and mediation (Lovegrove et
al, 2016). Interaction with others-This is meant to indicate the extent to which the selected
candidates to collaborate with others as they undertake their daily activities. This is solely based
on how they communicate and negotiate with the others.
Assessment three

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It is also important that these five candidates portray and be in a position to demonstrate
effectiveness in completing the task listed in the above elements. They should be having reliant
information such as; they should be conversant with the features and characteristics of the unit of
competency, for our case Effective communication, negotiation and mediation (Lovegrove et al,
2016).
They should have clear guidelines to help in the contextualizing the effective communication,
negotiation, and mediation.
They should be conversant with the assessment methods that are likely to be used by the
assessor. This helps them in getting the right evidence in form of documentation (Cekada, 2010).
They should also be conversant with the assessment tool to be used.
Under this, it is also important to note that the assessors must be in a position to satisfy the
assessment applicable in vocational education and training legislation VET by all means possible
or the whole assessment process would be considered null and void (Thomsen et al, 2015).
Part II-RPL pathway
It is important to note that under the RPL there are certain specific units that are available
for recognition and these are Economics of development, project management, climate change,
urban design, effective communication, negotiation, and mediation among others (Thomsen et al,
2015). This assessment consists of two five candidates and it basically involves these five
candidates presenting evidence that they have indeed obtained and attained the knowledge and
skills that are presented in a particular unit. The unit of competency to be used here is Effective
communication, Negotiation, and Mediation.

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Assessment one
Here these five candidates are supposed to provide documentation evidence and proof
that they are capable and have the competence of performing. In our case, they must provide
evidence that they indeed have the right skills and have deeply mastered the art of effective
communication, negotiation, and mediation (Lovegrove et al, 2016).Their evidence provided
herein must have the following characteristics;
Must be valid-This implies that the evidence must, by all means, be in a position to relate to the
application request.
Must be sufficient-It must be in a position to provide information and details that would help the
assessor in making a decision.
Must be Authentic- The evidence provided must be genuine.
Some of these documents to be used are certificates, academic transcripts, and statements of
attainment among others.
These documents should be provided by these five candidates as hard copies. It is also advised
that original documents should not be provided since they would be returned afterward.
The assessor then gives feedback to the five candidates involved after they look into all the
factors in comparison to the evidence and documents they have provided. It’s either they are
competent enough or they are not (Lovegrove et al, 2016). The five hopefuls should give
documentation confirmation and verification that they are able and have the ability to perform.
For our case, they should give confirm that they, in fact, have the correct aptitudes and have
profoundly aced the specialty of compelling correspondence, transaction, and intercession. Their

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confirmation gave in this must have the accompanying attributes; Must be legitimate this infers
the proof should by all methods be in a situation to identify with the application ask. Must be
adequate it must be in a situation to give data and points of interest that would help the assessor
in settling on a choice. Must be Authentic-The confirmation gave must be certified. A portion of
these reports to be utilized are authentications, scholarly transcripts, and proclamations of
fulfillment among others. These reports ought to be given by these five competitors as printed
versions. It is additionally prompted that unique archives ought not to be given since they would
be returned a short time later. The assessor at that point offers input to the five applicants
required after they investigate every one of the variables in contrast with the proof and records
they have given. It is possible that they are sufficiently able or they are not (Lovegrove et al,
2016).
Assessment II
In this, the five candidates are expected to complete the required application form and
also pay the fee that is required. They should then make applications in the form of write-ups but
addressing the competencies of at most two units. The candidates are then expected to go
through a checklist of assessment so that they can be in a position to have an insight of what is it
exactly that the assessors would be looking for (Walsh et al, 2015)
They should then supposed to have their supporting documents and these include the relevant
certificates that would be needed for the assessment process (Thomsen et al, 2015). The assessor
then gives feedback to the five candidates involved after they look into all the factors in
comparison to the evidence and documents they have provided. It’s either they are competent
enough or they are not.

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Assessment instruments
Assessment instruments can be classified using so many factors. The most common way
of classification is according to their implications on results; here there exists the low implication
and the high implication systems.
Another way is in accordance with their general and technical features and characteristics. Here
we have the direct and the indirect measures.
It should be noted that these classifications are of less significance here since we are going to
look at the instruments of assessment in regard two units. These two units are the Design and
development of learning programs and the Address on adult language, literacy and numeracy
skills (Shaharan & Neary, 2014).
The Design and development of learning programs
Here we look at various instruments of assessment and these include the online
discussions, internships and practicum’s, capstone which includes the project or maybe a
portfolio, course projects, write up papers which could be in terms of a research, creative writing
among others and the publications or presentations (Shaharan, & Neary, 2014).
Address on adult language, literacy and numeracy skills
Various instruments are put into consideration under this unit and these include creations and
performances, observations, tests and examination which may be in the form of essays or even
reports among others (Thomsen et al, 2015).
Project III