Workplace Assessment

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National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Assessment Cover Sheet Students must include the following information and declaration of original authorship with their submission. student name: email: mobile: qualification: TAE40116 Certificate IV in Training and Assessment unit codes & titles: Workplace Assessment TAEASS401 Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Student Declaration I understand that competency will not be given if I do not meet the assessment evidence and activity requirements. I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/ I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made. Student signature: Date: Learning Resources, Assessment Materials and Tools This Kit includes required tasks for assessment of the following units: National Unit Details Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes TAEASS502 Design and develop assessment tools TAEASS402 Assess competence TAEASS403 Participate in assessment validation Please note: a checklist has been provided on the following page to assist with requirements throughout this 5 Day program. As some tasks will be assessed within workshop time, it is imperative that you come to each day prepared with required documents.

CHECKLIST FOR PREPARING TASKS

 

DAY 1

 

 

 Program commencement – no specific requirements. Time for review and planning for managing time.
DAY 2 Plan, design and develop assessment tools
  Between day 2 and 3 you are required to complete documentation for tool 1 ready to review on day 3.

 

You need to develop for Tool 1:

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments – observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

 
DAY 3 – Reviewing Assessment tool
  You need to bring a hard copy of the following documents that you have developed.

· Assessment Plan (Template A)

· Assessment Mapping (Template B)

· Assessment cover sheet (Template C)

· Instruction to candidate (Template D)

· Instruments – observation checklist and written questions (Template E & F)

· Record of assessment results (Template J)

· Marking Guide (Template K)

· One copy of Template L: Report on the trial and review of an assessment tool that will be used during the review.
DAY 4 Conduct assessment
  Training & Assessment (not RPL)

You need to bring 4 hard copies of each of the following documents that you have developed and reviewed ready to conduct assessment.

Four copies of your assessment tool:

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

Also bring 4 copies of:

· Assessment brief checklist (Template M)

· Assessment feedback for (Template N)

· Assessment feedback for candidate (Template O)

 
DAY 5 Participate in validation
  Please bring one copy of the documents you developed for task 3.1. Items listed below:

 

· Competency Map (Template B)

· Assessment Cover sheet (Template C)

· Instructions to candidate (Template D)

· Instruments (Template E & F)

· Record of results (Template J)

· Marking Guide (Template K)

· One copy of Template P: Assessment tool validation record

 

 

 

National Unit Details
Unit Codes TAEASS401 Unit Titles Plan assessment activities and processes
  TAEASS502   Design and develop assessment tools
  TAEASS402   Assess competence
  TAEASS403   Participate in assessment validation
Assessment Information
Qualifications TAE40116 Certificate IV in Training and Assessment
Type Task 1: Knowledge questions – Written responses
  Task 2: Plan assessment activities and processes (RPL)
  Task 3: Design, develop and trial assessment tools
  Task 4: Plan assessment activities and processes (training & assessment pathway)
  Task 5: Assess competence
  Task 6: Participate in assessment validation
Due Date 6 weeks from last day of workshop
General Information Decision Making Rules

All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.

Reasonable adjustment

Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.

Reasonable adjustment usually involves varying:

· the processes for conducting the assessment (eg: allowing additional time, varying the venue)

· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)

 

Special Consideration

Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

 

 

 

Unit requirements and Assessment conditions
Application

 

TAEASS401 Plan assessment activities and processes

This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system.

It applies to individuals with assessment planning responsibilities.

In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.

TAEASS502 Design and develop assessment tools

This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.

It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.

TAEASS402 Assess competence

This unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.

It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.

TAEASS403 Participate in assessment validation

This unit describes the skills and knowledge required to participate in an assessment validation process.

It applies to assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.

 
Assessment support Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. Included within the cost of each workshop is an assessor guidance session. This session is mandatory and you will need to book in your time when you receive your invitation. This session is designed to provide you with a one on one conversation with your assessor where you can clarify aspects of the assessment that you are unsure about. It is not designed for you to send in drafts for review or to get extensive feedback on work you have completed thus far. The conversation with your Assessor will be followed up with an email outlining what was discussed.

 

 

 

 

 

TASK 1

Knowledge Questions

Task 1: Knowledge questions

When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.

Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.

 

1.1 Best practice a. Explain what CBA is and describe how it works.

b. CBA is a form of criteria-referenced assessment. Explain the differences between criteria and norm-referenced assessments.

c. CBA aims to be client-focussed. Describe one (1) example of how you may apply a client-focussed approach when planning, developing or conducting assessments in your workplace.

d. Describe at least two (2) examples of candidate rights and one (1) example of candidate responsibilities in CBA

e. Describe at least two (2) examples of assessors’ legal and ethical responsibilities in CBA

 
    To the candidate: replace this text with your response
1.2 Principles of Assessment a. Name and define each of the four (4) Principles of Assessment.

b. Describe how assessors apply the Principles of Assessment when:

· planning assessment

· developing assessment instruments and tools

· assessing competence

· participating in assessment validation.

 
    To the candidate: replace this text with your response
1.3 Rules of Evidence a. Name and define each of the four (4) Rules of Evidence.

b. Describe how assessors use the Rules of Evidence when:

· planning assessment

· developing assessment instruments and tools

· assessing competence

· participating in assessment validation

 
    To the candidate: replace this text with your response
1.4 Dimensions of Competence a. Name and define each of the four (4) Dimensions of Competence.

b. Describe how assessors use the Dimensions of Competence when:

· planning assessment

· assessing competence

· participating in assessment validation.

 
    To the candidate: replace this text with your response
1.5 Recognition of prior learning (RPL) assessment

 

 a. Briefly explain the similarities and differences between RPL and training-and-assessment pathway assessments.

b. Briefly describe the industry you work in (one sentence is sufficient), then describe one (1) reason why people in your industry or workplace may undertake RPL assessment.

c. Describe one example of a quality RPL process or approach that a RTO offering qualifications relevant to your industry, could offer.

d. Explain why your example is suitable for RPL assessments conducted in your industry or workplace.

 
    To the candidate: replace this text with your response
1.6 Inclusive assessment practice

 

 a. Define reasonable adjustment.

b. Provide one (1) example of a reasonable adjustment you could apply when assessing competence of individuals in your industry or workplace.

c. Research and identify at least two (2) sources of specialist support that you could access and use to support candidates—‘sources’ may include agencies, web-based information or activities, and/or specialist personnel:

· Name each source of specialist support you find

· Describe the type of support available from each source

· For one of the two sources of specialist support described above, briefly explain how you would organise this support, or help a candidate access this support, if required.

d. Name one (1) example of a cultural sensitivity or equity consideration that you may come across as an assessor in your industry. Describe one (1) way you could manage this issue to ensure a fair and equitable assessment.

 
    To the candidate: replace this text with your response
1.8 Safety a. Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry. To do this, answer the questions below about the workplace/s or environment/s where you assess (or intend to assess):

b. How and to whom do (or could) you report safety hazards and incidents?

c. Briefly describe emergency procedures.

d. Must personal protective equipment (PPE) be worn? If so, list the PPE required and briefly explain why it is needed.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

 
1.7 Training packages and their use

 

 a. Name the four (4) endorsed components of a training package and summarise the information found in each component.

b. Briefly explain what it means to ‘contextualise’ training package competency standards when using them as the basis for assessment.

c. Briefly explain guidelines for contextualising units of competency.

d. Describe how assessors can stay up-to-date with latest updates made to training packages and units of competency.

e. Explain what a training and assessment strategy (TAS) is. Describe how assessors use a TAS to plan and develop assessments.

 
    To the candidate: replace this text with your response
1.8 Assessment instruments Explain the difference between an assessment instrument and an assessment tool. List the main components of a typical assessment tool.

 
    To the candidate: replace this text with your response
1.9 Safety Describe the workplace health and safety (WHS) responsibilities associated with assessing competence in your workplace or industry.

To do this, answer the questions below about

a. Briefly describe workplace/s or environment/s where you assess (or intend to assess).

 

Answer remaining parts of this question based on the environment/s described in part A above:

b. How and to whom do (or could) you report safety hazards and incidents?

c. Briefly describe emergency procedures

d. Must personal protective equipment (PPE) be worn?

● if so, list the PPE required and briefly explain why it is needed.

● if not, briefly justify why PPE is not required.

e. Explain how you will ensure that equipment to be used during assessment is safe to use and properly maintained.

f. How do (or could) you access WHS information relevant to assessments you plan and conduct?

 
    To the candidate: replace this text with your response
1.10 Evaluation Describe the different evaluation methods that can be used to trial and review assessment tools. Include examples from your own experience.

 
    To the candidate: replace this text with your response
1.11 Management systems Explain the information management system you have in your organisation and how assessment records are stored and maintained.

 
    To the candidate: replace this text with your response
1.12 Assessment validation

 

 a. Define ‘assessment validation’.

b. Explain the benefits of assessment validation

c. Other than assessment tools, describe one (1) aspect of assessment that you may focus on when participating in assessment validation.

d. Describe a systematic, ongoing process your workplace uses (or could use) to validate assessment—include validation that may be appropriate before, during and after an assessment.

e. Describe the legal and ethical obligations of those who participate in assessment validation—consider confidentiality, anti-discrimination and copyright, and other obligations.

 
    To the candidate: replace this text with your response

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TASK 2

Plan RPL Assessment

(using case study 1 – BSBWOR203)

 

Task 2: Plan assessment activities and processes for Recognition of Prior Learning (RPL)

For this task you will use the case study attached to:

· Develop a competency based assessment plan for RPL

· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan

· Evaluate your development processes.

 

Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.

 

 

 

Case Study 1

( Plan and RPL assessment for: BSBWOR203 Work effectively with others and develop one assessment instrument— a portfolio checklist for RPL. )

 

Instructions

Read the case study on the next page and complete the steps below.

 

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

 

 

 

Case Study 1

 

About you and your RTO

You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:

-May or may not be engaged in paid work (although most clients are working either full or part time)

-Have diverse industry expertise and experience.

 

A recent experience

You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.

You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.

 

 

 

Your brief

Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.

 

Step 1 – Determine the assessment approach and context

Step 2 – Contextualise the unit of competency and its assessment requirements

Step 3 – Prepare a Competency Map

Step 4 – Prepare the RPL assessment plan for BSBWOR203

Step 5 – Develop an RPL portfolio checklist to support your RPL plan

Step 6 – Ask another participant to review your RPL portfolio checklist and identify improvements.

Step 7 – Review and reflect—complete the brief questionnaire

Step 8 – Finalise the RPL assessment plan and instrument (checklist)

 

Step 1 – Determine assessment approach and context

Instructions

To do this, answer the questions below, based on the case study information on the previous page.

Questions for consideration:

1. What is the purpose and context of the RPL assessment—why might candidates apply for RPL in this unit?

 

 

 

 

2. What are the assessment benchmarks—i.e. what unit of competence are you assessing with this assessment tool?

 

BSBWOR203 Work effectively with others

 

 

3. Who else might to be involved in—or informed of—the assessment?

 

 

 

 

4. What safety issues must be considered?

 

 

 

 

 

5. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentationeg policies and procedures will you use to inform and guide development of the assessment plan and tool?

 

 

 

 

Step 2 – Contextualise the unit of competency and its assessment requirements

 

Contextualise BSBWOR203 Work effectively with others for the target candidate. Refer to participant manual for example.

 

Elements and performance criteria Contextualisation/Unpack
1 Develop effective workplace relationships  
1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

 

 Eg Responsibilities & duties – relates to person’s position description
1.2 Take time and resource constraints into account in fulfilling work requirements of self and others

 

  
1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

 

  
2 Contribute to workgroup activities  
2.1 Provide support to team members to ensure workgroup goals are met

 

  
2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements

 

  
2.3 Share information relevant to work with workgroup to ensure designated goals are met

 

  
2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

 

  
3 Deal effectively with issues, problems and conflict  
3.1 Respect differences in personal values and beliefs and their importance in the development of relationships

 

  
3.2 Identify any linguistic and cultural differences in communication styles and respond appropriately

 

  
3.3 Identify issues, problems and conflict encountered in the workplace

 

  
3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

 

  
Foundation Skills Contextualisation
Reading •Identifies and interprets information to determine task requirements  
Writing •Completes required documentation using organisational formats

•Composes simple documents for others to read

  
Oral communication •Presents information and seeks advice using language and features appropriate to audience

•Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding

  
Numeracy •Interprets information related to timeframes and resource quantities  
Navigate the world of work •Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures  
Interact with others •Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications  
Get the work done •Plans and organises work commitments to ensure deadlines and objectives are met

•Uses formal analytical thinking techniques to recognise and respond to routine problems

  
Performance evidence