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TAEASS502 Design and develop assessment tools


Design Assessments

Observation Checklists

1.4 TAEASS502 – Observation Checklists V1.2


Observation Checklist – TAEASS502 (Project 1)

The completion of this Observation Checklist is an important part of collecting quality evidence in this unit of competency. The observer must be in a position to observe and make valid comments on the student’s performance.

TAEASS502 Project 1 – what’s happening here?Session 1 - the student is planning and designing assessments for three different units of competency. As part of this, they have created three assessment plans. In the sessions you will observe, the student will meet with their participant/s who are playing the role of a ‘stakeholder’. Together they will review the assessment plans to see if they meet the stakeholder’s requirements. You will need to observe three one-on-one sessions, one for each assessment plan the student has made. The student can use the same participant for all three sessions, or they can use different participants. Session 2 – after gaining the participant’s acceptance of the assessment plans, the student has now created three full assessment tools, each containing an assessment plan, assessment instruments, assessor guides and mapping matrices. They now must meet again with their participants to trial and review the assessment tools. You will need to observe three one-on-one sessions, one for each assessment tool the student has made. The student will need to use the same participant/s that helped in Session 1.

Instructions for Third Party Observers:1. Prior to each session, the observer will:

Read the Observation Checklist Clarify any points of confusion in the Observation Checklist with an assessor at iLearn eCollege



When completing the Observation Checklist, please refer to Appendix 1 – Glossary which contains definitions of key terms and words used in this Observation Checklist.

2. When completing the Observation Checklist, the observer will: Comment on all sections of the Observation Checklist that are relevant for that Project/Session Avoid ‘ticking and flicking’ the items in the checklist without detailed comments Provide detailed comments regarding the student’s performance, as this information will be used by an iLearn eCollege

assessor to make a professional judgement of the student’s competence Comments in the checklist may be hand written or typed, however the Third Party Declaration on the final page of the

Observation Checklist must be printed and signed by hand

3. On completion of each session delivery, the observer must: Provide verbal feedback to the student Return the completed Observation Checklist to the student Provide the student with a certified copy of their relevant qualification and record of results

The conditions in the table below apply where a student is choosing to be assessed by a suitably qualified Third Party Observer:Table 1 - OPTION A: Third Party

Acceptable Evidence Unacceptable Evidence



A completed Third Party Report with detailed comments, signatures, dates and clarity on how checklist items were addressed throughout the session/s.

An incomplete Third Party Report without comments, only ticks, lacking signatures or dates and clarity:

o That shows ticks and does not clarify how items were addressed within the session/s.

o That shows no evidence of skill-based knowledge.Statements by the observer that clearly identifies training within a vocational ‘hands on’ context with comments about the type of activities and interactions carried out during the session to encourage skill-based learning as well as knowledge.

Statements by the observer that identify the student was working outside of a VET context – such as in a primary, secondary or tertiary education context (excluding VET in Schools).



Important Notes

The Third Party must act as the Observer – they will only observe and must not interact or participate in the activity that is being assessed

The Observer must complete the Observation Checklist as they are observing the session, the Observation Checklist cannot be completed by an individual that was not at the session

The Observer must be able to produce a certified copy of their certificate and record of results for their suitable qualification. The student must submit these documents with their assessment submission.

Quick tips to help save you time: It is okay to type comments in the table below. Only the Third Party Declaration page needs to be signed by hand It is reasonable to expect the student to perform in the same way across all sessions – so in many instances it will be okay for you

to provide the same comments. Just remember to use judgement – for instance it wouldn’t be reasonable to expect that the student will interview different learners and decide they have identical learning needs.

The Observer is you, the Student is the person you are observing, the Stakeholder is the person the Student is conducting the session with (the participant).



Suitable and Unsuitable Third Party Observer Qualifications

Possession of one or more of the following qualifications will qualify an individual to act as a Third Party Observer:

TAE40110 Certificate IV in Training and Assessment TAE40116 Certificate IV in Training and Assessment TAE50111 Diploma of Vocational Education and Training TAE50116 Diploma of Vocational Education and Training TAE50211 Diploma of Training Design and Development TAE50216 Diploma of Training Design and Development A Bachelor degree or higher in Adult or Vocational education – check with an ilearn assessor before conducting your practical

sessions Some other qualifications not listed here may be suitable – but you must discuss this with an assessor before conducting your

session

The following qualifications by themselves do not qualify an individual to act as a Third Party Observer:

BSZ40198 Certificate IV in Assessment and Workplace Training TAA40104 Certificate IV in Training and Assessment TAA50104 Diploma of Training and Assessment A Bachelor degree or higher in education (unless it includes Vocational/Adult Education and Training subjects, where completion is

equivalent to gaining a TAE40110 Certificate IV in Training and Assessment or higher/later qualification)



The conditions in the table below apply where a student is choosing to submit video or audio recordings of their sessions to be assessed by an iLearn eCollege assessor:

Table 2 - OPTION B: Video/Audio requirement

Acceptable Evidence Unacceptable Evidence

Video or Audio recordings must clearly demonstrate the participation of both the student and the participant for the entirety of the session. Use a video camera, smart phone or laptop webcam to record the session/s.

A recording that features both the student and the participant at the start but then solely focuses on the student for the remainder of the session.

The audio levels must be clear throughout the video/audio recording.

Very low or inaudible voices of the student and the participant/s.

Important Notes:

The media file needs to be in a common format to be viewed in Windows Media Player You may use ‘Dropbox’ to send your media files, or the files can be saved to a USB or CD and posted to iLearn eCollege (iLearn

eCollege does not accept liability)



Observation Checklist: Project 1

Student Full Name:

Click or tap here to enter text.Observer Full Name:

Click or tap here to enter text.

Observation Areas

Section 1

Project 1 – Session 1: Review the assessment plan



Relates to Project 1 Part 1 Relates to Project 1 Part 1 Relates to Project 1 Part 1

Unit 1:Click or tap here to enter

text.Unit 2:

Click or tap here to enter

text.Unit 3:

Click or tap here to enter

text.

Performed?

Describe the student’s

performance

Performed?


performance

Performed?


performanceYes No Yes No Yes No

The student confirmed the organisational requirements

☐ ☐Click or tap here to enter text.





The student confirmed the ethical requirements




The student confirmed the legal requirements




The student identified the learner group




The student confirmed the purpose and context of the assessment




The student identified industry and workplace standards for the assessment






The student accessed and identified the assessment requirements




The student discussed all aspects of the Assessment Plan




The student gained acceptance of the assessment plan




Time Duration: Unit 1:Click or tap here to enter text.

Unit 2:Click or tap here to enter text.


You will need to observe three one-on-one sessions, one for each assessment plan the student has made. The student can use the same participant for all three sessions, or they can use different participants. Session 2 – after gaining the participant’s acceptance of the assessment plans, the student has now created three full assessment tools, each containing an assessment plan, assessment instruments, assessor guides and mapping matrices. They now must meet again with their participants to trial and review the assessment tools. You will need to observe three one-on-one sessions, one for each assessment tool the student has made. The student will need to



use the same participant/s that helped in Session 1.

Observation Areas

Section 2

Project 1 – Session 2: Review and trial the tool



Relates to Project 1 Part 5 Relates to Project 1 Part 5 Relates to Project 1 Part 5




Performed?


performance

Performed?


performance

Performed?


performanceYes No Yes No Yes No

The student explained the purpose of the session




The student clarified the purpose and context of each assessment tool






The student asked questions about current assessment development practices




The student used open-ended questions to clarify the opinions




The student checked the assessment tools against the competency standards in the unit




The student reviewed the assessor guide






The student reviewed the mapping matrix




The student identified opportunities to improve the assessment tools and process




The student discussed gaps in the assessment tools




The student discussed options for addressing the gaps in the assessment tools




Time Duration: Unit 1:Click or tap here to enter text.





Third Party Declaration

Third party’s full name:

Click or tap here to enter text.

Contact number:Click or tap here to enter text.

Email:Click or tap here to enter text.

Company name:Click or tap here to enter text.

Position:Click or tap here to enter text.

Relationship to the student: Click or tap here to enter text.

I, Click or tap here to enter text. make the following declaration:

I agree to be contacted by an iLearn eCollege assessor regarding my comments in the Third Party Report.

I participated in the evidence gathering process and understood how to collect the required evidence.

I personally observed the above named student from start to finish for the delivery session.

I have provided a certified copy of my qualification (certificate and transcript) to the student.

I understand that iLearn eCollege will contact the issuing RTO to verify the authenticity of my qualification.

All information and statements made in the Third Party Report are true and accurate.

Signature:Date signed:

This page must be signed by hand. This single page can be printed and scanned after signing. If scanning is not possible, a clearly legible photo can be taken of the signed page. The rest of the Observation Checklist can be submitted as a soft copy.



Appendix 1 – Glossary

Key word/s Explanations

Active listening

Active listing involves listening to the information, understanding the information, providing feedback and responding appropriately.

Administer How you intend to implement a task to the intended audience.

Assessment instruments

Assessment instruments may be written questions, activities, templates and observation checklists.

Assessment methods

Method of assessments may be direct observation, portfolio, questioning and third party evidence.

Assessment process

Involves collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or a vocational education and training (VET) accredited course.

Assessment tool

Comprises of the following components:

context and conditions of assessment tasks to be administered to the student an outline of the evidence to be gathered from the candidate evidence criteria used to judge the quality of performance (i.e.

the assessment decision-making rules) administration, recording and reporting requirements

Audience The participants in attendance at a session.

Body language

The gestures, postures, and facial expressions by which a person manifests various physical, mental, or emotional states and communicates nonverbally with others.



Clustered Where two or more units of competency can be integrated because there are similarities in the training package requirements. There is no need to assess a student twice if you are able to create assessment tools that cover both units. The benefits of integration are, students do not need have to cover the same content twice and it can cut down on their study time.

Communication methods

Communication methods include face-to-face conversations, written and online.

Communication modes

There are three common modes of communication:

Interpersonal – involves two-way conversation, where both parties speak and listen to one another

Interpretive – refers to one-way communication where the audience listens and interprets the information from the speaker

Presentational – is another form of one-way communication where the presenter is imparting their knowledge to the audience and there is no exchange of discussion

Communication style

Four common communication styles include:

Assertive style – involves being firm, clear and respectful of others.

Aggressive style – involves the use of harsh words and patronising others.

Passive style – involves being submissive, vague in conversation and minimal communication with others.

Manipulative style – involves influencing or controlling a person to their advantage. The other person is unaware of the underlying message.

Context Refers to the setting of an event.

Contextualised

Contextualisation is the process of taking a training program and making it meaningful and relevant to the learner, their workplace or the industry.



Closed questions

Closed questions are often used to seek a one or two word reply such as yes or no. This method of questioning is useful when you are trying to obtain concise answers.

Facilitation skills

The act, process or experience of gaining knowledge through skill (hands on) based learning. To conduct training where the learner gains practical skills (not a lecture).

Handout A document that contains topical information and is distributed to students to help focus on the session topic.

Interpersonal skills

Various approaches to assist a learner such as the use of verbal or non-verbal cues, problem solving, negotiation, decision making and listening skills.

Language Using industry specific language that is suitable for the level of the students and their learning.

Learning resources

Refers to any equipment, textbooks, activities or training aids that can be used to improve the learning process.

Materials Using tools (e.g. cooking utensils, PPE items or apparatus) to perform a given task.

Monitor The ability to analyse a situation, identify issues, resolve problematic situations and ensure activities are carried out properly.

Open-ended questions

Open-ended questions allow the other person to provide a more detailed answer and encourage involvement in the conversation.

Outcome This is the end result or desired result from training and/or assessment.



Principles of assessment

There are four (4) principles of assessment: validity, reliability, flexibility and fairness.

Validity – the evidence indicates that the learner has the knowledge and skill to perform the task which is being assessed.

Reliability – the learner can undertake the task regardless of how they are asked to perform it, or when they are asked to perform it.

Flexibility – indicates that reasonable adjustment can be carried out to amend the assessment if necessary for learners with special needs or characteristics.

Fairness - means that no learner is disadvantaged in his or her assessment. All learners should understand what is expected from them and advised of all the details relating to the assessment. All learner needs should be catered to in the assessment process.

Purpose The reasons behind a planned event or action.

Rapport Building any relationship requires open and honest communication from each party and there is a willingness to listen and contribute to the relationship.

Reasonable adjustment

The purpose of reasonable adjustment is to provide these learners with the same or equal opportunities as those without disabilities. The academic integrity of a training program must be maintained and cover the required competency standards, regardless of any reasonable adjustments made.

Records Information or data on a particular subject collected during study and preserved for future reference for audit and proof of competency by the RTO.



Rules of evidence

There are four (4) rules of evidence: validity, currency, sufficiency and authenticity.

Validity - refers to whether or not the evidence collected is a reasonable indication of the learner completing the required tasks.

Currency – evidence that is collected from the present or very recent past.

Sufficiency – refers to whether or not there is enough information for the trainer or assessor to make an educated decision on whether or not the learner has passed.

Authenticity - refers to the fact that the work must not be completed by someone else or plagiarised.

Session plan A document that explains the step-by-step timing of a lesson, the resources used in activities and the interactions of the class.

Skills Proficiency, facility, or dexterity that is acquired or developed through training or experience in a ‘hands on’ environment.

Specialist support

Examples include language interpreters, support career, safety experts, regulatory authority advisors, policy developers, technical assistants, coach and mentor.

Verbal delivery

The ability to speak clearly with correct pronunciation and adequate volume.


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