shea106 taeass301 contribute to assessment shea106... · learner guide certificate iv in training...

Learner GuideCertificate IV in Training and AssessmentElective Unit (Assessment field)TAEASS301 Contribute to assessment

supporting the

TAE10 Training and Education Training Package (Release 3.4)TAE Training and Education Training Package (Release 2.0)

Shea Business ConsultingStockcode: SHEA106

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SHEA106 Contribute to assessment – Learner Guide

© 2016 | Shea Business Consulting P a g e | 3

Why has this Learner Guide been developed? This Guide supports the unit of competency TAEASS301 Contribute to assessment, a very popular elective unit in the TAE40116 Certificate IV in Training and Assessment. It is also packaged in the Workplace Supervisor Skill Set.

Who is this Learner Guide for? This Guide is for individuals who: • Have technical or vocational expertise in a specific area

(but not in assessment)• Are employed in a supervisory, mentoring or coaching

work role• Collect evidence for assessment as an adjunct to their

principal work responsibilities.

What will I learn by working through this Guide? By the end of this Guide, you will know how to collect evidence for assessment against units of competency and accredited courses.

Teacher’s Companion Workbook This Learner Guide is supported by a Teacher’s Companion Workbook which has been developed for teachers, trainers, facilitators and assessors. It describes how to use this Guide and includes assessment guidance and instruments tailored to the unit TAEASS301 Contribute to assessment.

It also maps the Learning Topics included within this Guide to the unit TAEASS301 Contribute to assessment.

TAEASS301 Contribute to assessment has been formatted and endorsed according to the new Standards for Training Packages.

This Learner Guide aligns with and supports the new unit format.

If you are required to collect evidence for assessment as one of your principal work responsibilities, the unit of competency TAEASS402 Assess competence is more suited to your needs.

Acknowledgment This Learner Guide was developed for Shea Business Consulting by Andrew Jones and Renika Muthaya of purple infinity.

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Copyright © 2016 Shea Business Consulting All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process without prior written permission from Shea Business Consulting. Requests should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria 3052. Part VB Educational Statutory Licence Under Part VB of the Copyright Act, educational institutions are allowed to use third party copyright materials provided: a) they agree to pay copyright owners for that use; and b) it is for the educational purposes of the organisation. To apply for the licence, or to check if your organisation is covered, contact the Copyright Agency on 1800 066 844 or visit their website at http://copyright.com.au Disclaimer No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the publisher and the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of the information contained herein. This work has been prepared for use as part of a structured vocational education and training program and should only be used within that context. The information contained herein was correct at the time of preparation. Unit Equivalence While this Learner Guide has been specifically developed to support the streamlined version of TAEASS301 Contribute to assessment, it also supports the superseded unit. Superseded Unit from the TAE10 Training and Education Training Package (Version 3.4, May 2014)

Current Unit from the TAE Training and Education Training Package (Version 2.0, April 2016)

Mapping*

TAEASS301B Contribute to assessment

TAEASS301 Contribute to assessment

Equivalent

*Source: TAE Training and Education Training Package – Implementation Guide

Published by: Shea Business Consulting 193 Oak Street Parkville Victoria 3052 Telephone: +61 3 9387 5320 E: [email protected] W: www.sheaconsulting.com.au First Published: April 2016 Stockcode: SHEA106 ISBN: 978-1-921810-45-9 Version 1.0, April 2016

This Guide has been purposely designed to support the new and superseded version of TAEASS301 Contribute to assessment. As a result, you will not have to repeat any unnecessary learning when it comes to updating your skills to align with the TAE Training and Education Training Package.

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Contents

Introduction ....................................................................................7

Learning Topic 1: A few things before you start ..................... 7

Learning Topic 2: Clarifying your role in the process ............ 15

Learning Topic 3: Confirming the arrangements................... 27

ASSESSMENT POINT 1 ................................................................ 40

Learning Topic 4: Collecting the evidence............................. 41

Learning Topic 5: Recording the findings .............................. 45

ASSESSMENT POINT 2 ................................................................ 49

Appendix A: Learning Activity Answers ............................ 51

Appendix B: Evidence Template .......................................... 53

Appendix C: Assessment Plan Template .......................... 54

Appendix D: Assessment Methods/Instruments ........... 56

Appendix E: Continuous Improvement Form ................. 60

Continuous Improvement You are invited to use the Continuous Improvement Form at the back of this document to identify changes that you think would improve this Learner Guide.

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Symbols The following symbols are used throughout this Guide.

Important Points

Useful Resources

Useful Checklists

Assessment Points

Useful Activities

You will require internet access and basic computer skills to work through this Guide, as government websites are a good source of up-to-date information on vocational education and training (VET).

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Introduction This Guide has been divided into five Learning Topics: • A few things before you start • Clarifying your role in the process • Confirming the arrangements • Collecting the evidence • Recording the findings. Learning Topic 1: A few things before you start Before you start, there are a few things you need to know about competency-based assessment, including: 1. The terminology used in competency-based assessment 2. Competency-based training and assessment 3. Principles of assessment 4. Rules of evidence. 1. The terminology used in competency-based assessment You will become accustomed to the language and jargon of assessment as you work through this Guide. However, there are a few key terms you need to know before you start, so a glossary has been provided below. Glossary

Accredited Course

A structured sequence of vocational education and training (VET) that has been accredited by a course accreditation agency.

Accredited Module

A group of learning outcomes in an accredited course. Also known as an assessment benchmark.

Assessment ‘The process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as specified in a training package or accredited course.’

Assessment Instruments

The devices used by assessors to gather evidence of an individual’s competence. Also known as assessment tasks. Often (mistakenly) referred to as assessment tools.

Assessment Methods

The techniques used by assessors to gather evidence of an individual’s competence. Also known as evidence gathering methods.

Assessment Tools

Comprehensive documents used by assessors to guide the collection of evidence. Specify context, conditions, tasks, evidence, methods, instruments and procedures for conducting assessment. Also specify recording and reporting requirements.

When you reach the end of this Guide you will know how to collect and organise evidence, and how to report your findings to a qualified assessor.

You will need to return to this Glossary every so often as you work through this Guide.

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3. Clarifying the assessment plan It may sound obvious, but assessment plans are developed by those with assessment planning responsibilities (such as qualified assessors). Assessment plans set out the key steps and actions to be taken during an assessment process, so it is important to read this document well before the process begins. The qualified assessor you are working with will have a copy of the assessment plan, and you will need to clarify the plan with this person to ensure that you understand the role you will be taking in the assessment. An assessment plan should always include the following key components. Assessment Plan Components

Component Description

Candidate(s) The person (or persons) who will be assessed

Assessor The person who will conduct the assessment

Additional Personnel Other people involved in the assessment (e.g. members of an assessment panel or support services staff).

Assessment Benchmark What will be assessed This will typically be a unit of competency or accredited module. The benchmark may have prerequisites (which must be identified here), and it may need to be contextualised (details of which must also be identified here).

Assessment Purpose Why the assessment is taking place

Assessment Context Where and how the assessment will take place (including any arrangements for RPL)

Required Evidence What a candidate must demonstrate or provide in order to be deemed competent

Assessment Methods The techniques to be used to gather evidence (including self-assessment arrangements)

Assessment Instruments The devices to be used to gather evidence (including self-assessment instruments)

Reasonable Adjustment Strategies

Adjustments to the way evidence is gathered that allow for the needs and characteristics of candidates

Assessment Materials / Resources

Specific equipment, materials and resources to support the assessment process (which are identified in the assessment benchmark)

Assessment Timelines When the assessment will take place (and any specific time period for evidence collection)

The table opposite summarises the key components of an assessment plan.

An assessment plan identifies the key steps and actions to be taken during an assessment process. It is essentially the ‘what’, ‘why’, ‘where’, ‘how’ and ‘when’ of an assessment.

The Assessment Plan overleaf has been provided as a sample only. Make sure you are familiar with the language and structure of the plan.

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Learning Topic 4: Collecting the evidence In Learning Topics 1 to 3 you discovered how to prepare for an assessment. It’s now time to gather the evidence listed in the assessment plan, and this will involve: 1. Explaining the assessment process to the candidate 2. Using assessment instruments to gather quality evidence. 1. Explaining the assessment process to the candidate It is imperative that you explain the assessment process to a candidate before you start collecting evidence. This is often referred to as briefing the candidate, and the best approach is to take them step-by-step through the assessment plan. You must be confident that candidates understand what is expected of them. Allow plenty of time for the briefing, and encourage candidates to ask questions about the process. It is important to explain the different responsibilities of those involved in the assessment (including your own role), and if a candidate raises any issues or concerns about the process, you will need to refer these to the qualified assessor before you undertake any assessment activities. 2. Using assessment instruments to gather quality evidence The assessment plan you are following will specify a suite of assessment instruments, and it’s time to start using these to gather evidence. You may use two or three of the following: • Observation checklists (to guide your observation of a

candidate performing a work task) • Review checklists (to guide your review of work samples,

products, processes or portfolios) • Sets of predetermined questions (to guide your verbal or

written questioning of candidates) • Recording and reporting forms (to document the

outcomes of the assessment) • Recognition portfolios (which candidates will use to

gather and document evidence of their prior learning) • Candidate self-assessment materials (which candidates

will use to measure their existing skills and knowledge against an assessment benchmark).

In Learning Topic 1 (see pages 11 and 13) you explored the principles of assessment and the rules of evidence. You must apply these during an assessment, because it allows you to gather what is termed quality evidence.

It’s finally time to start collecting evidence!

You are free to use the Assessment Agreement Form overleaf to ensure candidates are fully briefed on the assessment process.

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Evidence List

Candidate

Contributor

Benchmark

Date

Workplace

Work Task

Task Frequency

This table has been provided to organise the evidence you collect during an assessment process. Number each item, provide a brief description in the space below and then place it in sequence in an agreed format that is suitable for analysis by a qualified assessor.

Evidence Number and Type (i.e. direct; indirect; supplementary)

Brief Description of Evidence

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Comments:

Contributor’s signature: ............................................................................................. Date: ....................................................................

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ASSESSMENT POINT 2 You should now contact your facilitator, trainer, teacher or assessor to discuss how you can be observed carrying out at least three (3) evidence gathering activities. On each of the three occasions you will need to document: • The evidence you gather in a clear and concise manner • The feedback you receive from others who are involved

in the assessment. You will also need to: • Report your findings to a qualified assessor • Explain how the assessment met the rules of evidence on

each of the three (3) occasions. If you have used any of the following checklists and forms, you are free to use them as part of this Assessment Point: • Assessment Agreement Form (page 42) • Barriers to Evidence Gathering (page 44) • Evidence List (page 46) • Assessment Feedback Checklist (page 47) • Evidence gathering Review Form (page 48).

It’s time to contact your facilitator, trainer, teacher or assessor!

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Learning Topics Checklist Can you provide evidence of the following? Yes No

I understand the following: • The main features of competency-based assessment • The principles of assessment • The rules of evidence • The different purposes of assessment • The different contexts of assessment • The different types of evidence • The different methods used to gather evidence • The purpose and features of assessment tools and

assessment plans • The potential barriers to evidence gathering procedures

and assessment processes.

I have clarified my role in an assessment process.

I have clarified an assessment plan with a qualified assessor, including agreement on: • The evidence to be collected • How the evidence will be collected.

I have carried out at least three (3) evidence gathering activities, and on each occasion I documented: • The evidence that I gathered in a clear and concise

manner • The feedback that I received from others involved in

the assessment.

During each evidence gathering activity, I: • Reported my findings to a qualified assessor • Explained how the assessment met the rules of

evidence.

Having reached the end of the Learning Topics that relate to TAEASS301 Contribute to assessment, you should be able to complete the Learning Topics Checklist opposite.

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Appendix B: Evidence Template

Evidence Table

Candidate(s)

RTO

Assessment Benchmark

Prerequisites

Required Evidence Candidates must provide the following evidence:

Assessment Methods What techniques will be used to gather the evidence?

Assessment Instruments What devices will be used to gather the evidence?

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Appendix C: Assessment Plan Template Use the following Assessment Plan Template to identify the key steps and actions to be taken during an assessment process. It is provided here as a basic guide only. Feel free to alter it to suit your particular circumstances.

Assessment Plan

Candidate(s)

Assessor

Additional Personnel

Assessment Benchmark

Prerequisites

Contextualisation Notes

Assessment Purpose

Assessment Context

Required Evidence

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Shea Business ConsultingStockcode: SHEA106ISBN: 978-1-921810-45-9

shea106 taeass301 contribute to assessment shea106... · learner guide certificate iv in training...

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