Design Suite by t99KAB

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									Design Suite
  The design suite has the following units

TAEDES401A                                 TAEDES402A
Design and develop learning programs       Use training packages and accredited courses to
                                           meet client needs


1. Define parameters of the learning       1. Select appropriate training package or accredited
program.                                   course.
2. Work within the vocational education    2. Analyse and interpret the qualifications framework.
and training (VET) policy framework.       3. Analyse and interpret units of competency and
3. Develop program content.                accredited modules.
4. Design the structure of the learning    4. Contextualise units and modules for client
program.                                   applications.
                                           5. Analyse and interpret assessment guidance.




                       For complete copies of the above units of
                       competency, see your teacher or download them
                       from www.training.gov.au



  The assessment summary below will help you to track your progress.
  Assessment tasks are explained in detail on the following pages. Optional
  templates designed to assist you complete the tasks are stored behind the
  tasks.

  Task                             TADES401A   TAEDES402A      TAEDEL402A         Complete

  Short answer questions           X

  Project - learning program 1     X           x               x

  Project 2 - learning program     X           x
  2




  BA&IT                                            V1                                  Page 2 of 54
Task 1: Short answer question



Question 1: What is VET?




Question 2: Where are VET courses taught?




Question 3: What is an RTO?




Question 4: What is the AQTF?




Question 5: What is the AQF and what is its role under the National Training Framework?




Question 6: List the AQF qualifications.




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Question 7: What are industry skills councils and what is their role?




Question 8: Explain how you could identify hazards in the learning /assessment environment.




Question 9: What is access and equity and how can you be sure that your learning environment is
accessible and equitable?




Question 10: Where are training packages stored?




Question 11: What is the difference between a training package and an accredited course?




Question 12: What are packaging rules?




         Assessor comments:


         Competent/not yet competent
         Assessor signature:                       Date:




BA&IT                                              V1                                 Page 4 of 54
Task 2: Design a learning program – Case study


Read the following case study and complete the activities

Introduction

Bullseye Hospital and Health Centre is the hub of its community, and the largest employer of the
town. The centre has a small hospital, a baby clinic, an outpatient service, pharmacy, and canteen.
The centre also has a book store run by volunteers and a small gift shop.

In addition to medical staff and health care workers, the centre employs an office manager and
financial services staff, clerical officers and receptionists, kitchen staff, cleaners and gardeners.

The centre plans to increase the number of programs it currently offers and has offered staff the
opportunity to obtain formal qualifications.

Details of staff:

Clerical Staff: this is a group of five staff who have worked at the hospital for many years, generally
speaking since leaving school. They are quite happy to get formal business administration
qualifications but completed school in year 10, and have not studied since.

Gardening staff: this is a group of five people who have undertaken training at their local TAFE in
gardening to a Certificate III level. They are quite confident about studying and looking forward to
gaining extra qualifications, particularly in first aid or security, or more gardening studies. Either of
these qualifications would increase their employment options and improve their job security.

Cleaning staff: this is a group of five who have worked at the hospital for twenty years and do not
want to undertake any study. However, they feel their jobs are not secure unless they get
qualifications.

Canteen staff: This group of five have worked at the canteen for a long time and feel that they would
like to study something different – either computers, or retail. They have not studied for a long time
and are a little bit nervous, although they are enthusiastic.


Activity 1: Select one staff group.

       Complete a learner profile for this group.
       Visit www.training.gov.au and choose a training package that will meet the needs of this
        group and select a suitable qualification from the training program.
       Explain the reasons for your choice
       List the core and elective units in the qualification.

A template is provided at the end of this document, should you wish to use it.


Activity 2: Select one unit (core or elective)

Prepare a Learning Program based on the information identified in your scenario.
The learning program must be for 3 consecutive sessions, and each session must be of one hour’s
duration.

A template is provided at the end of this document, should you wish to use it.




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Activity 3: Discuss your learners’ OH& S requirements.

Complete an OH&S checklist and/or Risk Assessments and control plan

A template is provided at the end of this document, should you wish to use it.


Activity 4: How much will this program cost to run?

Complete a cost sheet for this learning program

A template is provided at the end of this document, should you wish to use it.




  Assessor comments:


  Competent/not yet competent
  Assessor signature:                       Date:




BA&IT                                             V1                             Page 6 of 54
Task 3: Use training packages to design learning programs – learning program 2


Read the scenario below and complete the activities.


Scenario

You are working for a Registered Training Organisation (RTO) and have been asked to identify an
appropriate training package for an industry skills area in which you have experience. You will be
issuing a nationally-recognised qualification at the completion of the training and assessment so it is
therefore a requirement that you follow the packaging rules for that qualification. You will then be
asked to unpack a portion of that training package and prepare a Learning Program.


Activity 1: Select one staff group.

       Complete a learner profile for this group.
       Visit www.training.gov.au and choose a training package that will meet the needs of this
        group and select a suitable qualification from the training program.
       Explain the reasons for your choice
       List the core and elective units in the qualification.

A template is provided at the end of this document, should you wish to use it.


Activity 2: Select one unit (core or elective)

Prepare a Learning Program based on the information identified in your scenario.
The learning program must be for 3 consecutive sessions, and each session must be of one hour’s
duration.

A template is provided at the end of this document, should you wish to use it.

Activity 3: Discuss your learners’ OH& S requirements.

Complete an OH&S checklist and/or Risk Assessments and control plan

A template is provided at the end of this document, should you wish to use it.




Assessor comments:


Competent/not yet competent
Assessor signature:                        Date:




BA&IT                                              V1                                      Page 7 of 54
Templates for the Design
Suite




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Activity 1 template

Learner group
 Learner Profile and
   Characteristics
Training package you
    have chosen
       How many
  qualifications are in
 the training package
   you have chosen?
       List these
Qualification you have
  chosen for your
        learner
   Reason for your
       choice


  Number of units in
  your qualification
      Core Units          Unit number        Unit name




     Elective Unit        Unit number        Unit name




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Activity 2 Template

Learning Plan Session 1


Learning
Outcome


Session outline




Resources
needed




Individual Learning Plan Session 2


Learning
Outcome


Session outline




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Resources
needed




Individual Learning Plan Session 3


Learning
Outcome


Session outline




Resources
needed




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Activity 3 template



HAZARD REPORT FORM (if no hazard is identified please cross form and note N/A)
Completed form to be sent to:

THIS SECTION TO BE COMPLETED BY THE REPORTER OF THE HAZARD




Date:   ________________Time:       _________________

Where is the hazard located? (ie. Warehouse, Building, Room)




What is the hazard? (to include description of asset/plant/machinery if relevant)




What is the risk and who is at risk?




What action was taken?
(Out of Service tag required?)




Further recommendations:




Reported by: __________________________________



Referred to: __________________________________


(Workplace manager or delegate)




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Activity 4 template: Costing Sheet




Cost                                      Amount

Course development cost

Lesson preparation costs

Marketing costs

Educational equipment

Videos

Text books

Whiteboards

Stationery

Tools

Stationery for students

Printing/photocopying

Catering

Venue hire

Other

Total of program




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Delivery Suite




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The delivery suite has the following four units:



TAEDEL301A                                   TAEDEL401A

Provide work skill instruction               Plan, Organise and Facilitate Group Based
                                             Learning

1. Organise instruction and demonstration    1.Interpret learning environment and delivery
2. Conduct instruction and demonstration     requirements
3. Check training performance                2. Prepare session plans
                                             3. Prepare resources for delivery
                                             4. Deliver and facilitate training sessions
                                             5. Support and monitor learning
TAEDEL402A                                   BSBCMM401A
Plan, organise and facilitate learning in    Make a Presentation
the workplace


1. Establish effective work environment            1. Prepare a presentation
   for learning                                    2. Deliver a presentation
2. Develop a work-based learning
                                                   3. Review the presentation
   pathway
3. Establish the learning-facilitation
   relationship
4. Implement work-based learning
   pathway
5. Maintain and develop the
   learning/facilitation relationship
6. Close and evaluate the
   learning/facilitation relationship
7. Monitor and review the effectiveness of
   the work-based learning pathway



                    For complete copies of the above units of
                    competency, see your teacher or download them
                    from www.training.gov.au




BA&IT                                           V1                                         Page 15 of 54
Task                       TAEDEL301A   TAEDEL401A   TAEDEL402A   BSBCMM401   Completed

1.   Case study                         X


2.   Presentation on                    X                         X
     learning models

3.   Managing                           X
     challenging
     behaviour


4.   Meeting learners’                  X
     special needs


5.   Provide work skill    X            X                         X
     instruction 10
     minutes

6.   Provide work skill    X            X                         X
     instruction 40
     minutes

7.   Facilitation                                    X
     individual learning
     session 1

8.   Facilitation                                    X
     individual learning
     session 2

9.   Provide group                      X
     training – 45
     minutes




BA&IT                                        V1                          Page 16 of 54
Task 1: Case study – learning profiles, learner barriers


      Read the following

      Genesis Designs is a well established jewellery and accessories business in which
      Loris has been working for the past 11 years. Loris completed a design course
      through TAFE 10 years ago after leaving school at age 16; this being the last
      formal study she has undertaken. There are four other employees in the
      company.

      The owner has offered Loris the position of manager. The current manager is
      moving overseas and will stay on to assist Loris’ transition into the role for 3
      months. Loris is certain of her capability in her current designer role and whilst
      she is familiar with many of the aspects of the business she has never been
      responsible for managing a business or employees and is uncertain how she will
      meet the requirements of such a role, although she is quite excited about the
      opportunity to develop her career.
      The owner has requested Loris undertake a small business management course
      at TAFE as part of this promotion which means that she will have to attend classes
      two nights per week.

      Loris is worried about how she will find ‘returning to school’. She recalls finding
      school and her design studies difficult and is anxious that other students in the
      course may be better educated and have more experience that she does. She is
      worried she may be embarrassed and is anxious about her ability to succeed.
      Loris’ has a young family and whilst her partner is supportive she is concerned
      about losing quality time with her family by undertaking the study program.



Complete the following table by:

     1. Considering Loris’ learning needs and learner characteristics

     2.   Identifying the barriers that could affect Loris’ learning experience

     3. Deciding what strategies you would develop to overcome these barriers if you were
        responsible for facilitating Loris’ learning




BA&IT                                              V1                                 Page 17 of 54
        Principles of Adult                                    Learning/Facilitation
                                 Barriers to Loris’ Learning
             Learning                                               Strategies



   The learner’s need to know




   The impact of the learner’s
   previous experience




   The learner’s preferred
   learning style




  Assessor comments:


  Competent/not yet competent
  Assessor signature:                   Date:




BA&IT                                        V1                               Page 18 of 54
Task 2: Presentation on learning models and theories


Select a learning model or theory and make a brief class presentation on this.
(You may need to refer to the learning resources or conduct additional research to complete this
assessment.)

Topics will be assigned in class.

Your presentation should include audio/visual aids such as PowerPoint, whiteboard, models,
handouts etc. Your presentation should run for 10 minutes.
      Your presentation should include:
         A descriptive summary of the theory
         An explanation of how the theory relates to adult learning
         Examples of how you might apply the theory as a facilitator




Your topic:




Date of presentation:




         Assessor comments:


         Competent/not yet competent
         Assessor signature:                     Date:




BA&IT                                              V1                                  Page 19 of 54
Task 3: Managing challenging behaviour



(a)   Consider the challenging behaviours you have observed in groups, especially in learning
      environments and list them below.




Now think about why a person might act this way. What do they want? What possible causes could
there be for this behaviour?
Finally, you need to consider a range of appropriate strategies for dealing with this behaviour.

(b)   Complete the table below for a minimum of four (4) challenging behaviours you have identified.


         Behaviour                   Possible causes                  Appropriate strategies




BA&IT                                              V1                                    Page 20 of 54
  How would your strategy vary if the behaviour impacted on the safety of the learners?




    Assessor comments:


    Competent/not yet competent
    Assessor signature:                      Date:




BA&IT                                           V1                                   Page 21 of 54
Task 4: Assisting learners with special needs


Read the following case study and answer the questions.
Your learner group will consist of 7 people:

 Ian
 Who has hearing loss in the left ear due to an industrial accident.
 Joanne
 Who is quite a boisterous person who is known for being outspoken but has a problem with
 reading
 Peter
 Who is almost of retiring age and believes he should not be there because the training will be of
 no use
 Jacques
 Who has limited English language skills (International Student)
 Caitlyn
 Who will be participating via web cam as she works in a remote area and cannot get to class
 Sayid
 Whose Muslim religion requires that he leave the class for prayer at specific times
 Sarah
 Who has not given any information regarding restrictions to her learning




Based on the above information, describe how you would


         i.   Identify what support persons were required and included in the work and learning
              process?




BA&IT                                              V1                                   Page 22 of 54
        ii.    Identify any support services required:
                any physical environment support needs
                where they are obtained from
                who do you need to obtain approval from to ensure they are available for your training?




        iii.   An outline of:
                       your current strategies and policies for inclusivity
                       how will you respect individual rights and confidentiality?
                       how these strategies and processes would be monitored and reviewed?




   Assessor comments:


   Competent/not yet competent
   Assessor signature:                           Date:


BA&IT                                                 V1                                 Page 23 of 54
Task 5: Provide work skill instruction – 10 minute training session


You are to plan, present and evaluate a 10 minute training session on a training topic. Topics will be
assigned in class.


A session plan template and sample student evaluation is provided at the end of this section, should
you wish to use them


        You need to submit:

                 Your lesson notes, including handouts etc.
                 Completed student evaluations



Your topic:                                               Date of presentation:




      Assessor comments:


      Competent/not yet competent
      Assessor signature:                       Date:




BA&IT                                             V1                                     Page 24 of 54
Task 6: Provide work skill training – 40 minute training session

You are to plan, present and evaluate a 40 minute training session on a workplace topic of your
choice. Examples of session topics could include:

                 Explaining a work procedure, e.g. A safe work procedure
                 Provide an overview of a process, e.g. Changing a tyre on a light vehicle
                 Provide people with required knowledge before they begin a new task, e.g. The
                  equipment required, learning the various parts of the equipment, identifying
                  associated safety issues

                 Explaining how/why things work




You need to submit:

                 Your lesson notes, including any handouts and PowerPoint’s
                 Completed student evaluations
                 A self evaluation of your training



Your topic:                                                    Date of presentation:




A session plan template and sample student evaluation is provided at the end of this section, should
you wish to use them




        Assessor comments:


        Competent/not yet competent
        Assessor signature:                            Date:




BA&IT                                                  V1                                Page 25 of 54
Task 7: Facilitate Individual learning – session 1


            Work with one of your class members to identify a simple learning need
            Complete an individual Learning Plan
            Develop a 10 minute learning facilitation session plan to meet the learning need
            Conduct the 10 minute learning facilitation session with the workshop participant
            Evaluate the session.

Templates for individual learning plans and session evaluations are provided at the end of this
section.

Topic:                                   Date:




         Assessor comments:


         Competent/not yet competent
         Assessor signature:                     Date:




BA&IT                                             V1                                    Page 26 of 54
Task 8: Facilitate individual learning – session 2



           Work with another one of your class members to identify a simple learning need
           Complete an individual Learning Plan
           Develop a 10 minute learning facilitation session plan to meet the learning need
           Conduct the 10 minute learning facilitation session with the workshop participant
           Evaluate the session.


        Templates for individual learning plans and session evaluations are provided at the end of this
        section.

        Topic:                                   Date:




      Assessor comments:


      Competent/not yet competent
      Assessor signature:                      Date:




BA&IT                                            V1                                     Page 27 of 54
Task 9: Deliver group training – 45 minute session


Part A: You will need to:
       Prepare a session plan for your delivery incorporating different delivery techniques.
       Prepare learning resources and activities that are customised to the specific needs of your
        learner group.
       Organise the training area, technology and equipment needed for your training session.


Part B: During the delivery you will need to demonstrate:
       Effective facilitation skills to ensure active participation and group management.
       A range of facilitation techniques.
       Your ability to modify facilitation to meet the specific learning requirements of the learner
        group.
       Effective conflict resolution and negotiation skills, as required.


Part C: At the conclusion of your delivery you are required to:
       Gather feedback from your learner group using an appropriate evaluation tool.
       Use the feedback from your learner group and document any modifications and
        improvements to your learning program.
       Briefly document how you would maintain and store learner records.


        Templates are provided, should you wish to use them


        Your topic:                     Presentation date and time:




    Assessor comments:


    Competent/not yet competent
    Assessor signature:                      Date:




BA&IT                                            V1                                   Page 28 of 54
Templates for the Delivery
  Suite




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Session plan (suitable for tasks 5, 6, 9)

Time                                 Main points, methods and learning aids
Mins             Topic




Session title:                                          Date:

Target group characteristics:




Venue:


Learning outcomes for the learner(s):


At the end of this session the learner (s) will be able to:




Resources:




BA&IT                                            V1                           Page 30 of 54
BA&IT   V1   Page 31 of 54
Self evaluation tool, suitable for Tasks 5, 6, 7, 8, 9



Name:_________________                                         Date:___________________



                         Action                          Y/N             How Do I Know?

Did I prepare well?

Did I set the training area to maximize effectiveness?
Group work?

Was the learner prepared?

Did I motivate my learners?

Did I build rapport and have their attention?

Did I make the learning outcomes known?

Did I clearly explain the main points?

Was the session organized logically?

Were my visual aids clear and easy to understand?

Did I summarise throughout?

Were activities/exercises for practice provided?

Were my questioning techniques adequate? Did I use
open questions to stimulate discussion?

Did I use plain English? No Jargon.
Learner’s language.

Was my voice appropriate? Did I eliminate “ah” and
“um”?

Did I use non-verbal language appropriately?

Were the learner expectations met?

Did I conclude session appropriately?

Did I hand out evaluation forms?




BA&IT                                              V1                            Page 32 of 54
Did the learner achieve the learning outcomes? To what extent? If not, why not?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................




How did I know if learner skills, knowledge or attitudes had changed?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................




Which training methods worked best? Why?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................




What steps can I take to improve my future training?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................




My feedback from participants was:
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................




From this I learnt:
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................




BA&IT                                                                         V1                                                          Page 33 of 54
Individual learning templates, suitable for tasks 7 and 8


 Name of RTO
    Trainer/
   Assessor
     Client
 Purpose and
 objectives of
the work-based
    learning
    pathway
Learner Profile
     and
Characteristics
  Benchmark        Training Package:
                   Qualification:
                   Unit:


                   Duration:
    Delivery
                   Delivery strategies and options:
 Assessment/
achievement of
   outcome
    OHS
Considerations
  Monitoring
   learning
     Date:
Client/Industry
representative:
     Date:




BA&IT                                           V1          Page 34 of 54
Individual Learning Plan

Learner name:

Facilitator
name:
Supervisors
name
Date                                                                          Date to be Completed
Commenced
Agree learning plan and schedule The key to successful individual learning is participation,
support and open communication. This plan is negotiable.


     Outcomes discussed and agreed upon
            .
     Special needs /requirements
.......................................................................................................................................


     OHS issues addressed


     Preferred learning style:
................................................................................................


Logistics of Learning relationship

     frequency of meetings:
     length of sessions :
     location of meetings/contact:
     Activities to be conducted:
     Resources required:




BA&IT                                                                         V1                                                          Page 35 of 54
Feedback to learner:
----------------------------------------------------------------------
----------------------------------------------------------------------
----------------------------------------------------------------------


Meeting Notes:
----------------------------------------------------------------------
----------------------------------------------------------------------
----------------------------------------------------------------------
----------------------------------------------------------------------
----------------------------------------------------------------------
----------------------------------------------------------------------


Learner signature:                                       Date:

Facilitator signature:                                   Date:




BA&IT                               V1                           Page 36 of 54
Training evaluation template



1.   What are the three most important things you learned during this training?

        



        



        



2. Please rate the course in terms of its impact and usefulness in the following areas, using the
   scale below. Circle the numbers that apply to your opinions.


 1 = Not useful at all                                             5 = Very useful

Area                                                                     1     2     3      4      5
Useful in your daily work                                                1     2     3      4      5
Increasing your willingness to train and mentor others                   1     2     3      4      5
Increasing your ability to train and mentor mentors                      1     2     3      4      5


3. Do you think you will have the opportunity to utilize the training skills you’ve practiced during
   this workshop within the next three months?

                         __ Yes                            __ No



4. Are there any other comments you would like to make about the course?




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The Assessment
Suite




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The assessment suite has four units which are assessed holistically.

TAEASS301B                                   TAEASS401B

Contribute to assessment                     Plan assessment activities and processes

1.Clarify role and responsibilities in the   1. Determine assessment approach
assessment process                           2. Prepare the assessment plan
2. Confirm organisational arrangements for   3. Develop assessment instruments
evidence gathering
3. Collect evidence in accordance with the
assessment plan
4. Record and report findings
TAEASS402B                                   TAEASS403B
Assess competence
                                             Participate in assessment validation

1. Prepare for assessment                    1. Prepare for validation
2. Gather quality evidence                   2. Contribute to validation process
3. Support the candidate                     3. Contribute to validation outcomes
4. Make the assessment decision
5. Record and report the assessment
decision
6. Review the assessment process




                   For complete copies of the above units of
                   competency, see your teacher or download them
                   from www.training.gov.au




BA&IT                                           V1                                  Page 39 of 54
The assessment field is assessed holistically. The following assessment summary is provided
to help you ensure that you complete all tasks.

Task                      TAEASS301B   TAEASS401B    TAEASS402B     TAEASS403B     Completed


1.   Plan assessments     X            X

2.   Plan assessments –   X            X
     short answers

3.   Develop simple                    X
     tools

4.   Develop simple                    X
     tools – short
     answers

5.   Assess competence                               x

6.   Assess               X            X             x
     competence RPL

7.   Assess competence                               X
     –short answers

8.   Validation meeting                                             X




BA&IT                                        V1                               Page 40 of 54
Task 1: Plan assessment activities and processes


Project assessment field – overview

You are going to plan and organise two assessment events, develop two simple assessment tools,
assess competence for these assessment events and participate in two assessment validation
processes.

Previously you created two training sessions. You will have previously chosen a competency area
where training was required. You can use this unit of competency to develop the assessment tools or
choose another unit of competency.

These assessment activities are to use a range of different assessment methods, ie, observation
checklist, short question/answer, true/false questions, role play, scenario, portfolio. Remember you
are to choose the methods most appropriate to your target audience/candidate and competency
content. So when it comes to actually developing your tool(s) you need to take into account the
assessment methods you are going to use, the context of the assessment (where it will take place),
the needs of the candidate/s and how the evidence collected by these instruments will cover all of the
Performance Criteria.




       Complete assessment plans for your assessment activities. You can do this using any
        relevant forms such as an assessment planning table, assessment sheet or candidate
        agreement.


       Each assessment plan must cover a whole unit of competency (you may need more than one
        activity or tool to achieve this).


       Each assessment plan must cover a unit of competency from a different AQF qualification.


Optional assessment plan templates are attached, should you wish to use them.




   Assessor comments:


   Competent/not yet competent
   Assessor signature:                      Date:




BA&IT                                             V1                                   Page 41 of 54
Task 2: Plan assessment activities – short answer questions


   1. Describe your target group or learner’s characteristics?

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________


   2. How would you address any disabilities, English language, literacy and/or numeracy
       requirements?

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________

  3. How did you consult with clients and other stakeholders regarding assessment purpose and
  context?

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________


   4. Describe how resources were identified and obtained?

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________




        Assessor comments:


        Competent/not yet competent
        Assessor signature:                    Date:




BA&IT                                            V1                                 Page 42 of 54
Task 3: Develop simple assessment tools

Choose one assessment plan and develop the assessment tools needed to carry out the assessment
plan.
For each assessment tool you will need to:
 Design your assessment tool/s e.g. candidate self-assessment checklist, observation guide,
    questions.
 Develop instructions for the candidate.
 Develop instructions for the assessor.

Attach these tools to your assessment plan




  Assessor comments:


  Competent/not yet competent
  Assessor signature:                    Date:




BA&IT                                            V1                             Page 43 of 54
Task 4: Short answer questions – assessment tools


     Describe how you decided what types of evidence to collect in order to address the
      competency. This may include, modifying evidence to meet your candidate’s characteristics.
   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________



     Describe how you ensured ethical and legal requirements were addressed when determining
      evidence.
   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________



     Describe how you verified the assessment methods against the principles of assessment –
      validity, reliability, fairness, flexibility.
   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________



       Explain the process you would use to trial the tools to ensure they met all the requirements of
        the assessment.

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________




       Assessor comments:


       Competent/not yet competent
       Assessor signature:                     Date:




BA&IT                                             V1                                    Page 44 of 54
Task 5: Assess competence


Conduct an assessment on a class member.

One assessment must be based on one of the assessment plans you developed earlier.

You will need to:

    Complete an assessor’s assessment guide/plan to be used on the assessment day.
    Have the Candidate complete a review of the assessment (Template provided).

This assessment task will be conducted in class.




_




    Assessor comments:


    Competent/not yet competent
    Assessor signature:                   Date:




BA&IT                                              V1                             Page 45 of 54
Task 6: Undertake an RPL assessment

The second assessment you undertake must be a recognition process.
The RPL application and evidence will be provided to you, along with relevant documentation.

This assessment will be conducted in class.




  Assessor comments:


  Competent/not yet competent
  Assessor signature:                     Date:




BA&IT                                             V1                                 Page 46 of 54
Task 7: Conduct assessment – short answer questions



 1. Describe who you consulted and why you consulted these people when planning, organising
    and developing your assessment event and assessment tools.

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________


 2. What feedback was given to you about your assessment event and assessment tools?

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________

 3. Explain if the assessment decision agreed with your gut feeling – explain why?

_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________

 4. Explain if the assessment went to plan? Did you have to deal with anything unexpected and if so
    how did you deal with this?

 _______________________________________________________________________________
 _______________________________________________________________________________
 _______________________________________________________________________________

 5. Explain if you would change any part of your assessment – if so how?

 _______________________________________________________________________________
 _______________________________________________________________________________
 _______________________________________________________________________________

 6. Outline your strengths and weaknesses throughout the whole assessment process – plan and
    organise assessment, conduct assessment, develop assessment tools.

 _______________________________________________________________________________
 _______________________________________________________________________________
 _______________________________________________________________________________



 7. Describe how assessment records will be kept and reported in your organisation.

   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________


BA&IT                                           V1                                    Page 47 of 54
    Assessor comments:


    Competent/not yet competent
    Assessor signature:                    Date:




Task 8: Participate in assessment validation


In a group, select two of the assessment tools you developed.

     You and your team will be required to participate in the assessment validation process, and
      validate two assessment tools.
     You team must document your decisions, using the templates provided. Use the validation forms
      supplied or the validation forms used within your organisation.




      Assessor comments:


      Competent/not yet competent
      Assessor signature:                     Date:




BA&IT                                              V1                                   Page 48 of 54
Templates for the
assessment suite




BA&IT       V1      Page 49 of 54
Candidate feedback sheet


 Question                                                     Yes   Comments on how
                                                              or        you felt
                                                              No
 Was the purpose of the assessment explained clearly to
 you?


 Were the competencies explained to you?




 Were you told exactly what would happen during the
 assessment?


 Were you told that you would be asked underpinning
 knowledge questions during the assessment?


 Did you have a pre-assessment session with your assessor?




 Were you asked to complete a self-assessment checklist
 before your assessment?


 Were you asked if you had any special needs you had
 relevant to the assessment process?


 Were you given fair notice of the date, time and any other
 requirements related to the assessment?


 Was the appeals process explained clearly to you?




 Where did you undertake your assessment?




 When were you told if you were ‘competent’ or ‘not yet
 competent’.




BA&IT                                        V1                             Page 50 of 54
If you were told you were ‘not yet competent’ were you told
what you could do to improve and when you could resit your
assessment?

Were you given feedback? Please comment on how and
when this was done.


Did you understand everything the assessor said to you
before the assessment?


Did you understand everything the assessor said to you
during the assessment?


Did you understand everything the assessor said to you after
the assessment?


Were you given the opportunity to write any comments about
your assessment? If so where?


Was the assessment a positive experience for you?




BA&IT                                      V1                  Page 51 of 54
Validation template

Unit Name

Unit code

Date
Assessment validation team members




Assessment activity                                Yes/No   Comment

Assessment task instructions and assessment
conditions are clearly identified
Written information is worded appropriately




The assessment activity addresses the
evidence requirements as outlined by the
performance criteria

The evidence provided is relevant to what is
being assessed



What additional evidence is required?



Can you verify that the evidence provided is the
work of the candidate?
Is modification required




Is the assessment ready to be used?




BA&IT                                              V1                 Page 52 of 54
Assessment plan

                   PLAN & ORGANISE ASSESSMENT
                    ASSESSMENT PLAN TEMPLATE

UNIT OF
COMPETENCY:

UNIT CODE:

PURPOSE OF ASSESSMENT:




TARGET GROUP TO BE ASSESSED:



LIST ANY SPECIAL CHARACTERISTICS:



ASSESSORS:




PLACE OF ASSESSMENT:

DATE OF ASSESSMENT:


GROUPING OF COMPETENIES TO BE ASSESED:
Formative & SUMMATIVE ASSESSMENTS TO BE DESCRIBED
(Add as an assessment schedule )




BA&IT                               V1              Page 53 of 54
Part 2

COMPETENCIES     ASSESSMENT   Description of   ASSESSMENT   COMMENTS
TO BE ASSESSED   METHODS      how evidence     TOOLS        (special
                              will be                       considerations
                              collected                     etc)
                              -                             -




BA&IT                              V1                           Page 54 of 54

								
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