TAEASS502: Plan and Design RPL Assessment Tools - Certificate IV

This assignment presents a student's solution for TAEASS502, focusing on the design and development of an RPL (Recognition of Prior Learning) assessment tool. It includes an RPL assessment plan for the unit TAEASS502, detailing the purpose of the assessment, target group, context, personnel involved, and evidence requirements. The solution also provides assessment instructions and instruments, including an RPL assessment task instruction template, evidence collection tool, and interview questions. Furthermore, it incorporates a review of the assessment tool using a quality checklist to ensure validity and relevance. The candidate is required to plan and organize RPL assessment processes for two candidates, engaging a qualified colleague for feedback on the RPL assessment plan. The assignment emphasizes the importance of following legal, organizational, and ethical requirements, maintaining confidentiality, and ensuring workplace health and safety during the assessment process.

Certificate IV in Training and Assessment
Certificate IV in Training and Assessment
UNITS OF COMPETENCY
TAEASS502Design and develop assessment tools
TAEASS401Plan assessment activities and processes
Assessment Task 4 – Assessment Booklet

Assessment Task 4
In this task, you are required to plan and organise RPL assessment processes for two candidates.
This candidate assessment booklet represents one candidate. You are to duplicate this booklet for your
second candidate.
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 RPL 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.
1. Complete your assessment tool. This includes instructions to the candidate and assessor, the
evidence collection instrument and any other instrument needed for the assessment process (i.e.)
Third-party report.
2. Complete your own review of the RPL assessment tool you have created. To do this you are to
check your complete assessment tool using the quality review checklist provided against the
criteria.
3. Trial your RPL assessment tool in its entirety, by asking relevant to review the assessment tool for
validity and relevance.
4. The feedback you receive from the two points above is to be documented by you including any
changes made pertaining to the feedback received

Step 1 –RPL Assessment Plan
You are required to develop an RPL (recognition of prior learning) assessment plan for two different units of
competency (one in this resource).
The assessment plan template is to be used for each of the RPL assessment plans and must be completed
using a different unit of competency for each.

RPL Assessment Plan Template
RPL ASSESSMENT PLAN
Unit name and code TAEASS502Design and develop assessment tools
Purpose of the assessment The purpose of this unit is to describe the skills and
knowledge which is require for planning the process
of assessment. The aim of this competency unit is to
understand the utility of RPL or recognition of prior
learning. Individuals who are responsible for planning
assessment based work are involved in this
assessment system of RPL. In the competency unit, of
designing and developing assessment tools ,
individuals are required to design certain elements
which are to be used for interpreting and analysing
tools of assessment. Instruments which are to be
used in assessment formulation and planning are also
stated.1
Target group Community groups
Context of assessment RPL
Specific needs of the individual
being assessed
no special needs required as of now
Personnel involved in the
assessment process
Rachel Fox
RPL assessment information and evidence requirements
Suggested RPL evidence to be
supplied How it will be used
Element this may
addresses
Face-to-face interview
The face-to face interview will help
the students to understand the
candidate and confirm the context
and purpose of the assessment.
The relevant persons according to
legal, organizational and ethical
requirements of the assessment
are to be identified.
Element 1 and
knowledge
Third party reports Students can claim they have
used a computer to create a
Element 2
1 A.H.M. Jacobs, "Values, Institutional Culture And Recognition Of Prior Learning" (2018) 32(4) South African Journal
of Higher Education

data sheet by the help of
third party reports.
Minutes of meeting students can record any
meeting details conducted for
the evaluation and
identification of the
assessment plan
all criteria
Certificates Certificates attained from
completing earlier courses
which would be helpful in
assessment of the RPL tools
Element 3
Performance appraisal
report
The performance appraisal
report will help in evaluating
the RPL assessment process
while carrying out the
assessment plans.
Element 2 and 4
Assessment arrangements
Timeline for assessment – when will
each item be assessed?
Evidence to be provided within one and half weeks after
the interview is taken.
Privacy/confidentiality issues that
may impact on evidence portfolio
submitted?
There are no legal or licensing issues within this
assessment. Confidentiality is to be maintained in case
of performance appraisal report by not naming each
candidate publicly.
Where will assessment outcomes be
recorded?
The assessment outcomes will be recorded as reports in
the school computer recording system.
I have been fully briefed in this assessment plan and agree on the details of the planned assessment
RPL Candidate Name: Date:
Signature of RPL’s Candidate: Date:

Step 2 - Assessment Instructionsand
Instruments

RPL Assessment Task Instructions Template
RPL ASSESSMENT TASK INSTRUCTIONS
Candidate name
Unit code and title
Purpose of assessment
Context of assessment
Instructions for students
What is RPL?
RPL is a form of assessment process that identifies skills and knowledge which is achieved
through industry or academic training, work and overall life experience. The training and
skill development can be either formal or based on prior activities of the candidates 2
What you need to do
For each competency unit selected, proper documents and evidence are needed to be
submitted. These evidences should meet the requirement of each element in the
competency unit and fulfill the performance based criteria given.
What evidence you can supply
The evidence to be supplied can be varied, and they are to be submitted in either word or
pdf format. Evidences such as minutes of meeting, face-to face interviews, performance
appraisals, certificates, third party reports may be used.
Coverage
The RPL claim is to be submitted for a single unit and it has to be complete. No partial
entries would be entertained.
Evidence Checklist
The RPL template given below lists the evidence to be supplied with the elements. The
performance and knowledge evidences are also to be mapped.
Resources required
Working knowledge of Microsoft Excel and word.
Paper and pen
Computer and internet connectivity
Safety considerations
There should be safety in the workplace and the surroundings of the workplace. Adequate
fire and electricity arrangements should be made. Workplace health and safety should
always be a priority while undertaking RPL assessment.
Resubmission
The evidences are to be resubmitted for final assessment.
Instruction for assessors
Evidence Requirements
Students may provide several evidences and documentations for this task. You
should guide the students towards choosing a quality and good evidence for the
2 A.H.M. Jacobs, "Values, Institutional Culture And Recognition Of Prior Learning" (2018) 32(4) South African Journal
of Higher Education

assessment plan.
Verifying Assessment instructions
The evidence submitted by students should meet the performance based criteria as
well as the elements given.
Completing the evidence collation tool
The evidence collation sheet should be used by students to checklist the evidences
they have used.
Range of evidence
Third party reports requirements
Kindly check whether students have submitted only third party reports whereas
other types of evidences are also required.
Possible examples
Look for assessment plans, instructions, instruments, performance evaluation, prior
research, and feedback to understand this unit properly.
Assessor name Date
Assessor signature

RPLEvidence Collection Tool Template
Candidate Name: Centre/Workplace:
Assessor Name:
Qualification TAE40116 Certificate IV in Training and Assessment
Unit of
Competency:
Code: Title:
Type of evidence supplied by candidate:
The evidence shows that for this unit I…
Interview/s
Performance
appraisals
Minutes of meeting
Third party reports
Certificates
Job description
Other documents like
product or
correspondence
ASSESSOR
SIGN OFF
Element 1: Determine the assessment approach
Element 2: Prepare the assessment plan
Element 3: Identify modification and contextualization
requirements
Element 4: Develop the assessment instruments
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Specific Performance Evidence Requirements
 An assessment plan for each competency unit.
 One of the competency unit is for RPL assessment
 Each competency unit has different evidences and
performance criteria.
 Analysing each unit of competency and select the
assessment tools.
 Incorporating strategies that speak about reasonable
adjustments.
 Adequate and suitable instruments are to be developed
for each competency unit.
 The evidences can be direct, indirect or supplementary.
Specific Knowledge Evidence Requirements
 Assessors obligations
 Principles and rules of the assessment
 Rules to collect evidence
 Others if not mentioned in the evidence checklist.
TICK PARTICIPANT STATEMENT
I declare that the evidence submitted in my RPL application is my own work evidence.
None of this work has been completed by any other person
I have not cheated or plagiarised the work or colluded with others to prepare my submission
The evidence supplied is a true representation of my previous work tasks/history
I have correctly referenced all resources and reference texts (where required or applicable)
Participant name: ..............................................................................................................................................
Participant Signature: .......................................................................................... Date: ..................................
Assessor Report:
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Assessor Recommendation
Unit ID Unit Name Grade
(C / NYC)
Assessor Name: ....................................................................................................................................
Assessor Signature: ................................................................................... Date: ...............................
Participant name: ................................................................................................................................
Participant Signature: .............................................................................. Date: ...............................
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RPLInstruments
INTERVIEW QUESTIONS
TASK SUMMARY:
The assessor shall ask the following questions to the candidates to identify and clear the knowledge,
performance and skills required to fulfil each unit of competency.
WHAT NEEDS TO BE KEPT FOR EVIDENCE?
The assessor needs to ask the candidates any questions which have been missed out while the
evidences were being stated regarding the competency unit.
SUPPORT
Assessor should guide the candidate to achieve the requisite criteria of the evidences and the overall
assessment of the competency unit.
Question 1
What are the obligations and duties if you are an assessor?
As an assessor, I should follow the guidelines and gain relevant skills and knowledge as given in the RPL
assessment plan.
Satisfactory  Not Satisfactory 
Question 2
What principles and norms were followed during the assessment?
Legal requirements including anti-discrimination, equal employment, job role/ responsibilities/ conditions,
relevant industry codes of practice, confidentiality and privacy requirements. Qualities checking systems as well
as performance and business plans were followed during the assessment procedure. Procedures of equitable
resources, as well as arrangements in collaboration and partnership were followed. Resource parameters were
defined and arrangements for mutual recognition of assessment plans were made 3
Systems and processes related to industrial relations, awards, and agreements within enterprises were
undertaken. Australia quality training frameworks, scope of registration as well as human resources policies
were followed during the assessment of the RPL or recognition of prior learning 4
Satisfactory  Not Satisfactory 
Question 3
3 Shalini Singh and Søren Ehlers, "Recognition Of Prior Learning" (2019) 25(1) Andragoška spoznanja.
4 Kimberly A. Piatt and Tearney R. Woodruff, "Developing A Comprehensive Assessment Plan" (2016) 2016(151)
New Directions for Student Leadership.
Assessment Templates | IVET Advanced Training | Page 8

What rules were followed during the collection of evidence?
During the collection of the evidence, it was ensured that the evidences were valid, authentic, reliable and
sufficient.
Satisfactory  Not Satisfactory 
Question 4
Whether workplace safety and health rules were followed during the RPL
assessment procedure?
OHS considerations, including:
 ensuring OHS requirements are adhered to during the assessment process
 identifying and reporting OHS hazards and concerns to relevant personnel
These considerations WERE followed for workplace health and safety rules for the RPL assessment procedure 5
Satisfactory  Not Satisfactory 
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.
5 Robert W. Aaron and A. Katherine Busby, "Don't Fail To Plan: Developing And Assessing A Student Affairs
Strategic Plan" (2016) 28(6) Assessment Update.
Assessment Templates | IVET Advanced Training | Page 9

RPLQuality Checklist
The following document is to be used by yourself to review the RPL assessment tool you have
created. You are to check your complete assessment tool against the criteria and amend as required.
Please complete all areas.
RPL ASSESSMENT QUALITY REVIEW CHECKLIST
Unit code and
name:
TAEASS401 - Plan assessment activities and processes
List all RPL documents that are to be reviewed as part of this process.
1. Assessment Plan
2. Assessment Instructions
3. Evidence Checklist
4. Interview questions
Review Question Y/N/NA Comments and suggestions
a) The unit of competency is sufficiently addressed
including:
 Performance criteria
 Required skills/performance evidence
 Required knowledge/knowledge evidence
 Foundation skills
 Critical aspects of evidence/ Assessment
requirements
Y
Actual evidence is to be
evaluated to include
everything as mentioned
in the assessment plan.
b) Assessment Plan shows criteria against which students
will be assessed
Y The evidence in the assessment
plan shows the areas where
performance, knowledge and
skills of students are evaluated.
c) The assessment instructions for the student are:
 written in plain English and are clear and easy to
follow
Y Not only in English, the
assessment instructions are also
to be provided in French and
German for overseas students.
d) Guidance to assessors is clear and easy to follow. Y Guidance to assessors should have
been clearer.
e) The evidence types and RPL arrangements used match
all details provided in the RPL Assessment Plan.
Y In the RPL assessment plan, the
evidences provided match the
arrangements given. Each
evidence has been evaluated
accordingly.
f) A range of evidence types are suggested and they are
suitable to the intended outcomes of the unit.
Y Suggested evidences are job
descriptions, and product reports.
g) The evidence types ensure appropriate assessment of Y Practical skills can be assessed by
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RPL ASSESSMENT QUALITY REVIEW CHECKLIST
practical skills. interviews as well as performance
appraisals.
h) RPL third party reports, where provided, are:
 written in plain English so that the third party can
clearly understand what they are being asked
 only relied upon as supplementary evidence and
not primary evidence.
Y Third party reports were
prepared from secondary
evidences collected by the
candidates.
i) Principles of assessment and rules of evidence have
been considered.
Y Valid, sufficient, authentic and
reliable are the rules of evidence
which were followed strictly.
j) Evidence types appropriately reflect industry
expectations and current workplace practices
N Not all evidence types reflect
industry expectations and current
workplace rules.
k) The evidence types suggested allow for collection of
sufficient quality and quantity of evidence.
Y Evidences were of standard
quality and every rule was
followed. The quantity of
evidence could have been less.
l) RPL Assessment recording tools:
 are easy to use
 Allow the recording of an overall outcome for the
whole unit (C/NYC).
Y Recording tools needed to be
upgraded from conventional
computers to cloud-based system
or servers.
m) The RPL submission and evidence types ensure the
dimensions of competency are addressed:
 Task skills
 Task management skills
 Contingency skills
 Job role/environment skills
 Transfer skills.
Y Among the dimensions of
competency which were
addressed, contingency skills,
transfer skills and task skills could
have been addressed in a detailed
manner.
n) The RPL submission tool ensures that the assessor will
know that the assessment is based on the student’s
own submissions.
Y The student should ensure their
work is original and in no way
plagiarized in any manner.
Reviewer
signature: Rachel Fox
Reviewer name: Rachel Fox Date: 23.3. 2019
IMPROVEMENTS/ACTIONS TO BE TAKEN
Management to complete this section
Action Due
date
Responsibility Completed (Date)
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RPL ASSESSMENT QUALITY REVIEW CHECKLIST
Signature:
Name: Date:
Step 4 – Trialling assessment tools
You are required to engage relevant personnel to trail your assessment tool. This should be your supervising TAE
qualified staff member orat least another colleague who has knowledge in the vocational area of the unit
chosen.
Have them trial the tool to validate the content and applicability (you could ask them to complete the review
checklist from above or to complete the tool as a student would to test useability).
Document the feedback you have received relating to the trail conducted. You can either summarise the
feedback in the box below or screenshot evidence of feedback received (i.e.) email response.
Comments:
Ashley Paul is my TAE qualified supervising teacher who took the trial of this
designed assessment tool. She completed the tool from the perspective of a
student and also completed the subsequent quality checks.
Ashley felt that the evidence collection tool was well prepared and assisted in
understanding of the recognition of prior learning.
Evidence was documented in a proper manner, and they were analysed and
evaluated properly.
Ashley felt that some of the interview questions as well as student instructions
could have been more structured and elaborately mentioned.
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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 the candidate, please state “no changes were required.”.
Questions of the interview were written in an easy manner, and were
paraphrased to enhance readability and coherency.
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Bibliography
Aaron, Robert W. and A. Katherine Busby, "Don't Fail To Plan: Developing And Assessing A
Student Affairs Strategic Plan" (2016) 28(6) Assessment Update
Jacobs, A.H.M., "Values, Institutional Culture And Recognition Of Prior Learning" (2018) 32(4)
South African Journal of Higher Education
Piatt, Kimberly A. and Tearney R. Woodruff, "Developing A Comprehensive Assessment Plan"
(2016) 2016(151) New Directions for Student Leadership
Singh, Shalini and Søren Ehlers, "Recognition Of Prior Learning" (2019) 25(1) Andragoška
spoznanja
Assessment Templates | IVET Advanced Training | Page 14