TAE40116 Certificate IV in Training and Assessment Assessment Workbook

This document is an assessment workbook designed for the TAE40116 Certificate IV in Training and Assessment, produced by Inspire Education. It covers various aspects of competency-based assessment, including the principles of assessment, the dimensions of competency, and reasonable adjustments. The workbook outlines the units of competency (TAEASS401, TAEASS403, and TAEASS502) and provides context, assessment requirements, and methods. It includes knowledge and practical assessments, with detailed instructions for students. The workbook also features case studies and projects focusing on developing, planning, organizing, and validating assessment tools. It emphasizes the importance of validity, reliability, fairness, and flexibility in assessment, and includes information on workplace health and safety. The document also includes a learner guide that covers the VET sector and provides guidance on finding answers and avoiding plagiarism.

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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