centercenter00TAEDES401 Design and develop learning programs
centercenter00TAEDES401 Design and develop learning programs
&
TAEDES402 Use training packages and accredited courses to meet
client needs
Designing Learning Programs
Project A - Observation Checklist
Observation Checklist TAEDES401_TAEDES402 (Project A)
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 students performance.
TAEDES401_TAEDES402 Project A whats happening here?
The student is planning and designing a learning program for a full qualification, based on the needs of a client (played by their participant). As part of this, they will need to collect information on what the clients needs actually are. In the session you will observe, the student will meet with their participant and conduct an interview to determine their learning needs and preferences.
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 A
Student Full Name:
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Observer Full Name:
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Observation Areas Project A Task 3: Interview the client
Performed? Describe the students performance
Yes No Did the student ask the client about their reasons for undergoing training?
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Did the student identify, access and discuss an appropriate training package and qualification for the clients needs?
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Did the student discuss the competency standards being used for the learning program with the client
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Did the student ask the client about their learning characteristics (e.g. study history, level of study, etc)
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Did the student discuss and determine suitable elective units of competency within the packaging rules for the client?
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Did the student seek information from the client to contextualise the units of competency
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Did the student discuss and confirm the delivery arrangements for the learning program with the client?
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Did the student discuss the assessment requirements with the client
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Did the student use appropriate questions and terminology for the client?
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Did the student ask questions to explore and clarify the clients views?
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Did the student demonstrate active listening, and promptly respond to the client?
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Did the student use a consultative/collaborative approach with the client throughout the session?
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Did the student had confirm the information discussed with the client, and conclude the discussion effectively?
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Time Duration (minutes):
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Assessor Declaration
Assessor name:
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Assessment Outcome:
Satisfactory:
Not Yet Satisfactory:
Assessor Comments:
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Signature: Click or tap here to enter text.
Date signed:
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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.
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.
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.
Contextual needs of the environment This will depend on the work environment and industry. For example, if the unit focuses on operating machinery then the assessment must consist of health and safety procedures that are relevant to the safe use of the machines.
Contextualised Contextualisation is the process of taking a training program and making it meaningful and relevant to the learner, their workplace or the industry.
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.
RTO name: Course duration: Code and title: Purpose of program: Packaging rules: Recent changes to the training package Entry requirements or prerequisites: Pathways (if applicable): Regulations, licensing and registration requirements: Units of competency:
Code Title Core/Elective
Characteristics of target learners: Relevence of selected units to target learners: Required facilities and equipment: Support services available: Reasonable adjustment options: Learning resources: Delivery and assessment arrangements:
Segment Unit code Unit name Time allocation
(e.g. Days, hours, weeks, months)
Delivery mode: Delivery venue details: Assessment methods: Assessment tools: Evidence gathering techniques:
Key codes
A B C D E F Unit code Unit title A B C D E F
Delivery and assessment staff:
Unit code Staff name Train Assess
Assessment Validation: Assessment validation is an on-going quality review process. Trainers and assessors from each qualification will meet once every six (6) months to check that the assessment tools used are producing valid, reliable, sufficient, current and authentic evidence. Validation is also concerned with continuous improvement of assessment practices and outcomes. The validation meetings will also check if the requirements of the Training Package have been met.
Assessment Validation Policy
Management and training staff are committed to the continuous improvement of its assessment process, tools and outcomes. Details of the validation policy are below;
All assessment strategies, processes and tools are validated every six (6) months.
The assessments are validated by trainers and assessors who were not involved in the training and assessment of the course (complies with Clause 1.11). Assessment validation will be conducted by a panel consisting of industry experts, trainers, assessors and management personnel who meet the requirements outlined in Clause 1.11.
All validation findings will be recorded in the Assessment Validation Review document, including any suggested changes.
All issues that arise from the validation process of assessment tools will be documented and tabled prior to the commencement of the next program to ensure further issues are prevented. This will take place at the bi-monthly management meeting.
The company will apply a process that is transparent, representative, confidential, educative, and equitable and accepts tolerable variation in interpretation of standards.
vi. The company will comply with the guiding principles of assessment and rules of evidence
Transition requirements: As per Clause 1.26 of the Standards for Registered Training Organisations 2015, where a training product on its scope of registration is superseded all learners training and assessment is completed and the relevant AQF certification documentation is issued or learners are transferred into its replacement within a period of one year from the date the replacement training product was released on the National Register
Quality assurance policy A systematic approach to assuring quality in all aspects of the services it provides in audit services, consulting and recruitment services; and training and assessment resource development
A quality management system including documented policies, procedures, systems and plans on which all staff are trained
An online management system that ensures projects, tasks, documents and other records can be managed systematically and records can be accessed as required
Processes to ensure feedback is collected from a wide range of stakeholders on a regular basis. Feedback is collated and analysed to measure performance and identify areas for improvement
Quality review processes that occur systematically upon the completion of a service, project or specific task to ensure the quality standards of the service have been met.
Document formatting procedures All training and assessment documents must be available in Microsoft Word 2016.
Document filing procedures All completed assessments must be filed in a Microsoft Word 2016 or PDF format. The file naming protocol is as follows:
Student name UNIT CODE Document type
Document storage procedures All completed assessments must be scanned into the students folder located on the company server and uploaded into the Learning Management Systems.
Version control procedures All minor and major changes to training and assessment documents must comply with the policy below:
Use the date to indicate the version of the document 02.11.2015
Date approved:
Task 3: Practical Assessment Instructions: Interviewing your client and developing your ACM20121 learning program
You are to conduct an interview to begin development of your learning program read the full instructions for both Task 3 and 4 before commencing work
The purpose of this interview is to:
Clarify the purpose of the learning program, you will need to determine an appropriate qualification for the client.
Consider the clients characteristics
Confirm the competency standards
Confirm the training specifications
How to approach this practical session
These are suggestions on how you can complete Task 3-4 of this project these are for guidance only.
Research the ACM20121 qualification on training.gov.au.
https://training.gov.au/ Training/Details/ACM20121
Before your interview, talk to your participant to let them know what qualification you are going to suggest for them. Were assessing your ability to communicate effectively in a VET context, so it is okay for your participant to role play for you if they do not currently have a genuine learning need. Your participant can be an individual who is over the age of 16 and is able to interact with the student in a meaningful way, verbally and in English. Family members and work colleagues are acceptable participants as long as they meet the above criteria.
Complete the first part of Task 4 - the Training and Assessment Strategy document. Using www.training.gov.au, you will be able to complete the sections between RTO Name and Regulations, licensing and registration requirements.
Make your selections based on the packaging rules for ACM20121.
A total of 12 units
Ensure you include the 7 core units
Choose 5 Elective units, based on the needs of the client:
Choose 3 group A Elective units, based on what would be most useful to the clients workplace and learning needs.
Choose the remaining 2 units from either Group A, Group B, or another training package (you will need to research another training package, such as the BSB training package on training.gov.au)
Make sure you read the relevant section in the document TAEDES401_TAEDES402 Third Party Report as this will detail what you are being assessed on during the practical session. It can be helpful to keep this handy as a reference during your session.
During the interview, you will need to either arrange for a suitably qualified third party observer to observe your performance and complete an observation report (Option A) or you will need to set up a recording device to record audio or video footage of your interview (Option B). If you are using Option A, you must remember that your Third Party is not your participant. They should only observe the interview, they must not participate.
During the interview, show your Training and Assessment Strategy (TAS) to your participant and get them to help you complete the sections between Units of Competency and Delivery and Assessment Staff. You are going to complete this together, so you should discuss each section with your participant. You should not just read the TAS to your participant, this will not satisfy the benchmarks for this assessment. We are specifically looking for an exchange of ideas to develop the final TAS document.
After the interview, complete the sections of the TAS between Assessment Validation and Date Approved. Review the whole TAS and finalise all sections you have the final say on what strategies make it into your final TAS document.
You can view a breakdown of a TAS for a qualification here, or a TAS for a single unit here.
The TAS template has been prefilled with various policies and procedures, although you may document edit these based on your clients needs
Options for completing Task 3
OPTION A: Third party. If you choose this option, you will need to be observed by a qualified third party observer. They cannot act as your client, they can only observe. Instructions on who can act as a third party observer can be found in the Third Party Report document.
Conduct one session with your client where you ask them about their learning needs and preferences and collect the information needed to complete your Training and Assessment Strategy
You may choose to complete your Training and Assessment Strategy during the session with your client, however you can also take notes and finalise the TAS at a later stage.
While observing you with the client, your third party observer will make comments against each item in the document Click to download TAEDES401 TAEDES402 Project A Task 3 Third Party Report.
The session should be around thirty (30) minutes in length to ensure you demonstrate all the skills and knowledge required by the Third Party Report
OPTION B: Video/Audio requirement. If you choose this option, you do not need to be observed by a qualified third party observer. Instead you will need to record either video footage or an audio file of your session with your client so that an iLearn eCollege assessor can assess your performance.
Conduct one session with your client where you ask them about their learning needs and preferences and collect the information needed to complete your Training and Assessment Strategy
You may choose to complete your Training and Assessment Strategy during the session with your client, however you can also take notes and finalise the TAS at a later stage.
While observing your footage, the iLearn eCollege assessor will make comments against each item in Project 1 - Section 1 in the document Click to download the Observation Checklist TAEDES401_TAEDES402 (Project A).
The session should be around thirty (30) minutes in length to ensure you demonstrate all the skills and knowledge required by the Observation Checklist
(Option A) - Download the TAEDES401_TAEDES402 - Project A - Task 3 - Third Party Report and upload the completed report along with your observers credentials.
Or
(Option B) Upload the video of your interview
Task 4: Download and complete the Click to download TAEDES401 TAEDES402 Project A Task 4 TAS Upload your final version of the TAS here.
All fields in the document need to be addressed. However, you do not need to use all rows in each section if they are not required for your qualification. For instance, if a qualifications packaging rules require 14 units to be completed, then you would only use 14 rows in the Units of competency, Delivery and assessment arrangements, Evidence gathering techniques and Delivery and assessment staff sections. You can add extra rows to the document if required, however no section should be deleted.
Task 7: Develop and submit a learning resource based on a selected unit of competency that you have contextualised to meet your clients needs
The learning resource you develop will reflect one of the options listed in your training and assessment strategy (Learning Resources section you can add your resource type retroactively if you want to develop something that you hadnt previously listed). You can view a sample resource for BSBITU307 Develop keyboarding speed and accuracy here.
Content you could develop for this section may include:
PowerPoint presentation slides
Handouts/worksheets
Learning activities that you created
Hint:ask
