TAE40116 Certificate IV Training: Assessment Workbook 2 Solution

This document is an assessment workbook for the TAE40116 Certificate IV in Training and Assessment, focusing on competency-based assessment principles and practices. It includes knowledge assessments and projects covering group-based learning, workplace learning facilitation, presentation skills (BSBCMM401), and addressing adult language, literacy, and numeracy (LLN) skills (TAELLN411). The workbook provides instructions for both assessors and students, outlines assessment methods, and includes checklists for evidence submission. It emphasizes reasonable adjustments for learners with disabilities and the importance of valid, sufficient, authentic, and current evidence in assessing competency. The projects involve planning, organizing, and delivering training sessions in both simulated and workplace environments, with participant feedback forms for evaluation.

TAE40116 Certificate IV
in Training and
Assessment
Delivery Cluster
Version 1.8 Produced 5 November 2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may
be reproduced or distributed in any form or by any means, or stored in a database or retrieval system
Assessment Workbook 2

other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission
of
Compliant Learning Resources
Assessment Workbook 2Version No. 1.8 Produced 05 November 2018
Page 2 © Compliant Learning Resources

Version control & document history
Date Summary of modifications made Versio
n
7 February
2017
Version 1 final produced following
assessment validation. V1.1
10 July 2017
Version 1.2
1. Added further instructions in
Projects 1, 2, 3, and 4
2. Added observation checklists
for video recording
requirements
v1.2
10 August
2017
Version 1.3
1. Added simulated scenarios in
Projects 1, 2, 3, and 4
v1.3
15 August
2017
Version 1.4
 Minor changes made to Project
instructions
v1.4
9 September
2017
Version 1.5 produced following outcomes
of internal validation v1.5
16
September
2017
Version 1.6
2. Minor changes made to
Knowledge Assessments #32,
36, 39
v1.6
21
September
2018
fixed broken link in Project 2 Simulated
Pathway, Observation Form v1.7
5 November
2018
Rephrased a Simulated
Pathway direction to be more
consistent with other
directions
V1.8
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in
Acrobat clicking on a heading will transfer you to that page. If you have this
document open in Word you will need to hold down the Control key while
clicking for this to work.
INTRODUCTION......................................................................................... 5
WHAT IS COMPETENCY BASED ASSESSMENT.................................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.....6
THE DIMENSIONS OF COMPETENCY.............................................................7
REASONABLE ADJUSTMENT........................................................................8
THE UNIT OF COMPETENCY......................................................................10
ASSESSMENT REQUIREMENTS..................................................................11
ASSESSMENT METHODS..........................................................................12
RESOURCES REQUIRED FOR ASSESSMENT...................................................12
INSTRUCTIONS TO ASSESSOR..........................ERROR! BOOKMARK NOT DEFINED.
INSTRUCTIONS TO STUDENT.....................................................................13
ASSESSMENT WORKBOOK COVER SHEET...................................................14
KNOWLEDGE ASSESSMENTS.....................................................................15
PROJECT 1 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 1.......38
Simulated Pathway......................................................................................40
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway.....................................................................................50
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Project 1 – Evidence Submission Checklist.................................................60
PROJECT 2 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 2.......62
Simulated Pathway......................................................................................65
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway.....................................................................................81
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Project 2 – Evidence Submission Checklist.................................................94
PROJECT 3 – PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 1......................................................................................... 96
Simulated Pathway......................................................................................98
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
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Workplace Pathway...................................................................................113
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Project 3 – Evidence Submission Checklist...............................................123
PROJECT 4 - PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 2....................................................................................... 125
Simulated Pathway....................................................................................128
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway...................................................................................144
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Project 4 – Evidence Submission Checklist...............................................155
WORKBOOK CHECKLIST........................................................................157
DELIVERY CLUSTER – ASSESSMENT WORKBOOK RESULTS FORM..........ERROR!
BOOKMARK NOT DEFINED.
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INSTRUCTIONS
Assessment is a difficult process – we understand this and have developed a
range of assessment kits, such as this, to facilitate a painless process for both
the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective
assessment (which is based on opinions and feelings), to objective
assessment (which is based clearly on defined processes and specific
standards). Nearly all assessment involves a mixture of both types of
assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and
implementing these assessment kits is to work towards the objective end as
far as possible and to reduce the degree of opinions and feelings present.
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
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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 conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
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o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
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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 screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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