TAEASS402 Assess competence Assignment

Assessment task 1 – Short-answer questions

1. Instructions

This assessment task requires you to answer a series of questions related to this topic.

1.1 Decision-making rules

To achieve a satisfactory result, you must answer all questions correctly, and the answers must include the number of examples stated in the question.  Answers should generally be of one-to-two sentences in length at minimum.  Single-word answers are unacceptable.

1.2 Context of assessment

This assessment task may be completed in a classroom, workplace or independent learning environment.  Submissions must be made in written form unless reasonable adjustments are approved by the RTO manager.  Submissions may be hand written or in soft copy.

Assessment task 2 – Conduct assessment

1. Instructions

In this assessment task you must conduct five independent assessments under supervision of a qualified assessor:

• Each assessment must be for a different learner.
• Each assessment must be against at least one unit of competency and the unit must be completely assessed.
• At least one of these assessments must be a recognition of prior learning (RPL) assessment.

A qualified assessor must supervise you while you undertake the five assessments and must complete the observation checklist.

Options for students to complete this assessment task: 

You may either:

• Undertake these assessment activities independently or in a workplace, subject to the following:
• Attend a live online one-day workshop provided by Plenty Training in which you may undertake these assessment activities under the supervision of your class trainer. You will use the units and assessment tools provided in sections 3.3 through 3.7.  These workshops are held in the Adobe Connect platform – you will require a reliable internet connection, a computer that can download Adobe Connect (you do not need to purchase this), a webcam, microphone, and headset/earbuds to participate.  These workshops are regularly scheduled but are subject to class availability. Information on registering and dates are in your Learner Portal.  We recommend you do not book in for this until you are about two thirds of the way through your course to ensure you are ready and suitably prepared to complete it.  You are required to have completed unit TAEASS401 and have watched the recorded lessons for TAEASS402 before attending.  (Your attendance at this workshop is included in your course fee.) OR
• You must have access to someone who possesses:
  • The TAE50111 Diploma of Vocational Education and Training; or 
  • The TAE50116 Diploma of Vocational Education and Training; or 
  • The TAE50211 Diploma of Training Design and Development; or 
  • The TAE50216 Diploma of Training Design and Development; or 
  • A higher-level qualification in adult education;and can supervises you undertaking these assessment activities. They must complete the checklist in section 3.9 and the statutory declaration in section 3.10. 

• You must have access to at least five real candidates within the vocational education and training (VET) context who are willing for you to undertake these assessments on. 
• You may elect to use your own units of competency and your own compliant assessment tools or else use the units and assessment tools provided in sections 3.3 through 3.7.

During the assessments you must:  

1. Select an assessment plan, tools and instruments that use different assessment methods / instruments involving a range of activities and events, which address at least one complete unit of competence, and which meet all applicable organisational, legal, and ethical requirements for conducting the assessment.  Read and understand the unit content and the necessary evidentiary requirements.  Suitable plans and assessment tools are included in sections 3.3 through 3.7 and in the Appendices at the rear of this workbook.
2. Determine the need and, if necessary, arrange for learner support (such as interpreters, distance assessment, etc.), and all material and physical resource requirements, during the assessment process. 
3. Explain, discuss, and agree on the details of the planned assessment process with the candidate.  For RPL assessment, explain to the learner the types of evidence that can be submitted.  
4. Consult with the candidate to identify opportunities for evidence-gathering in actual or simulated activities, and then use the assessment tools to conduct the assessment and gather evidence. 
5. Integrate assessment tasks where possible and document any changes or mark-ups to the assessment instrument where necessary.
6. Use appropriate communication skills with the learner – such as using two-way communication and feedback with the candidate, using effective questioning, and clarifying, as required – and maintain a professional relationship.
7. Undertake the assessments being sure to apply the Principles of Assessment and the Rules of Evidence to gather evidence in a format suitable for determining competence.
8. You must demonstrate that you can make reasonable adjustments to a learner and unit of competency with at least one candidate. 
9. If risks to safety arise you must immediately address them.
10. Provide feedback to the learner at appropriate points in the assessment process and discuss the assessment outcome. 
11. Record the details of the five assessment events in section 3.2 below and record your final assessment decision using the five assessment record forms in sections 3.3 through 3.7.
12. Submit all completed assessment tools, evidence, and assessment summary reports.

1.1 Decision-making rules 

To achieve a satisfactory result, you must conduct five assessments in line with each of the points listed in the instructions above, and one of these assessments must be an RPL assessment. Additionally, your trainer will be looking for your ability to:

• Communicate information and assessment process requirements clearly, using techniques appropriate to the audience and environment.  This includes using appropriate pitch, tone and speed in your communication.
• Interact with your candidates to build rapport and understanding and obtain specific information to support the assessment process.  You must demonstrate at least two of the following rapport-building techniques:
  • Initial small talk: Use non-threatening and ‘safe topics’ for initial small talk.  Talk about established shared experiences, the weather, how you travelled to where you are.  Avoid talking too much about yourself and avoid asking direct questions about the other person.
  • Shared experiences:  Listen to what the other person is saying and look for shared experiences or circumstances – this will give you more to talk about in the initial stages of communication.
  • Humour:  Inject an element of humour. Laughing together creates harmony, make a joke about yourself or the situation/circumstances you are in but avoid making jokes about other people.
  • Non-verbal signals: Use effective body language and other non-verbal signals. Maintain eye contact for approximately 60% of the time and relax and lean slightly towards them to indicate listening, mirror their body-language if appropriate.
  • Show empathy.  Demonstrate that you can see the other person’s point of view. 
• Adjust your personal communication style according to the type, values, and experiences of others to build rapport. This includes identifying the communication style of your audience and adjusting it per:
  • Controller:  Controllers want only facts, are goal oriented and their major motivation is to get things done. Adjust your communication style by getting to the point quickly. Give them the broad outline, not the details. Anticipate objections and be ready to solve problems on the spot. 
  • Innovator:  The Innovator is enthusiastic, curious, and expressive and values personal relationships, acceptance, and prestige, and focus on the big picture. Allow plenty of time for talk and socialising. Illustrate your points with stories and personal experiences. Focus on the big picture, the creative possibilities. 
  • Thinker:  The opposite of the Controller, the Thinker wants all the details. Thinkers are technical and systematic, valuing logic and diligence. Their communication will focus on facts and details. Provide them with lots of lists, charts, graphs.
  • Supporter:  The Supporter style typically has a calm, cool and collected personality. They want to avoid conflict at all costs and do not like change. They may tend to get emotional when trying to reach a decision. Spend time establishing a rapport. Share personal details and find things you have in common. 
• Cooperate and collaborate with others and contribute to activities requiring joint responsibility and accountability – including at least two of the following techniques: 
  • Look for common ground: Find shared values, consider shared personal experiences, pay attention to, and give feedback, be yourself and expect the same of others, be willing to accept differences in perceptions and opinions.
  • Learn about others: Consider their perspectives and needs, appeal to the highest motives, let others express themselves freely.
  • Critique results, not people: Do not waste time on personal hostility, make other people feel good, avoid criticism, and put downs.
  • Give and get respect: Show respect for others' opinions, be considerate and friendly, put yourself in the other person's shoes, be responsive to emotions, speak with confidence but remain tactful.
  • Proceed slowly: Present one idea at a time, check for understanding and acceptance of each idea before moving on to the next. Speak in an organized and logical sequence.
  • Be explicit and clear: Share your ideas and feelings, pay attention to nonverbal communication, speak clearly, and make eye contact, select words that have meaning for your listeners.
• Develop a professional relationship with your candidate that reflects sensitivity to individual differences and use two-way feedback.

1.2 Context of assessment

Your competence must be demonstrated in a real assessment environment with real candidates within the vocational education and training (VET) context.  

Assessment task 3 – Review assessment processes

1. Instructions 

This assessment task involves you reviewing the assessment process you completed in section 3 by seeking feedback on the assessment process from each of your five candidates. (Your assessor will also provide you with feedback after witnessing you administering the assessments.)  A summary of all five candidates’ feedback is to be recorded in section 4.2.  You must then complete the self-reflection questions in section 4.3.

1.1 Decision-making rules

To achieve a satisfactory result, you must answer all questions correctly and ensure that the number of examples stated in the question is met.

1.2 Context of assessment

This assessment task may be completed in either the classroom or workplace environment.  Submissions must be made in written form unless reasonable adjustments are approved by the RTO manager.  Submissions may be handwritten or in soft copy.