TAEASS502 Design and develop assessment tools Assessment

Assessment task 1 – Short-answer questions

Q 1. Describe two more examples of the different contexts in which assessment can take place.  

Q 2. Explain how the assessment contexts would influence the design of assessment tools

Q 3. Outline the type of evidence the following assessment methods would gather and in what context they would be useful.

Q 4. Describe the four principles of assessment. For each, provide an example of a non-compliance

Q 5. Describe the four rules of evidence. For each, provide an example of a non-compliance..

Q 6. What is a reasonable adjustment?

Q 7. Provide three examples of when reasonable adjustment might be applied

Q 8. A. Select the four components of new-format units of competency that must be assessed when designing and developing assessment tools.

       B. Describe how Assessment Requirements (as outlined in units) impact/influence the development of assessment tools.

Q 9. Select both statements that correctly apply to the concept of contextualisation.

Q 10. Explain the following methods for the trial and review assessment tools. Note: The first has been completed for you.

Q 11. Explain the four dimensions of competency. 

Q 12. Summarise each of the following assessment system policies and procedures (as mandated under the Standards for RTOs 2015 and other related legislation).

Q 13. Summarise the key feature or requirement from each of the following workplace health and safety (WHS) responsibilities associated with assessing competence. For each, provide an example of a non-compliance. (The first one has been completed for you.)

Q 14. What are two sources of WHS information?

Assessment task 2 – Design and develop assessment tools

1. Instructions

This task requires you to develop three assessment tools.  Each assessment tool must address an entire and different unit of competency.

Each tool must contain:

• An assessment plan including an assessment map (compliance map) that maps each unit requirement to your planned instruments (using the plan templates provided in sections 3.2.1, 3.3.1 and 3.4.1) and then create the assessment instruments identified in your three plans using the assessment instrument templates located after each of these plans.  We recommend that you choose three simple units such as those from the FSK training package, or any other unit that does not have considerable assessable items or is excessively complex. However, you may choose to use any three current units of competence that are of interest to you.  
• Alternatively, if you have already developed three assessment tools independent of this course, you may submit these along with an assessment map (which clearly identifies where each assessable item from the units of competency is assessed in your assessment instruments) and which clearly addresses the contextual needs of different environments. Additional information and authenticity evidence may be required where you are using tools created for an RTO.

1.1 Decision-making rules 

To achieve a satisfactory result, you must submit three assessment tools. Each tool must: 

1. Meet the principles of assessment.
2. Gather evidence in line with the rules of evidence, considering the context of assessment. 
3. Accurately and completely assess one complete unit of competency.  This is accomplished using the assessment plan mapping which maps each unit requirement to the assessment instruments. Note: Your selected units of competency must not be the same as the examples provided in the Plenty Training learner’s guide or resources.
4. Use at least two different assessment methods / instruments to assess competency.  Additionally, in at least one of your assessment instruments, you must provide options for the collection of the evidence. For example, you may allow the candidate to submit written answers to questions when gathering knowledge evidence OR you may allow the questions to be answered verbally; observation tasks may be undertaken live as the candidate undertakes a performance evidence task OR the candidate may submit a video recording of their performance.    
5. Define and document clear and specific procedures instructing the assessor and the candidate on the administration and use of assessment instruments.
6. Assessor instructions must include, at minimum:

• A requirement to inform the candidate of their rights, including the complaints and appeals policy. (Note: The Plenty Training student guide that addresses these issues and includes these policies is located at www.plentytraining.edu.au/student-guide.) 
• Marker’s guidance that is consistent with the practical tasks being addressed, and
• Model answers for all questioning instruments. 

7. Outline the target candidate group, purpose of the assessment tool, and the contexts in which the tool will be used.
8. Access and interpret any industry requirements, relevant contextualisation guidelines, and any other related documentation of relevance to assessment tool development. Examples of such ‘other’ related documentation include:

• Requirements set out in the Assessment Guidelines of the relevant training packages,
• Information from the competency standards (such as resources required for assessment, assessment context, or appropriate assessment methods),
• Assessment activities in support materials and Companion Volumes related to the relevant competency standards,
• Any requirements of WHS, legislation, codes of practice, standards and guidelines,
• Indicators and levels of competence of the Australian Core Skills Framework,
• Organisational requirements for demonstration of work performance, or 
• Product specifications.

9. Enable candidates to support their claim via Recognition processes through selected assessment methods.
10. Address the contextual needs of different environments and be consistent with the unit author’s contextualisation guidelines.
11. Incorporate each of the four dimensions of competency.

Assessment task 3 – trial assessment tools

1. Instructions

This assessment task requires you to review and trial the three assessment tools developed as part of Assessment Task 2.  Specifically, you must:

1. Undertake and document a validation of the assessment tool ahead of the trials using the templates in section 4.2.

2. Trial the assessment tool and collect documented feedback on the tool from one or more people.  You must initially meet with these people to describe the purpose of the trial, where and when it will be conducted and their role.  One of these trial meetings must be observed by a qualified trainer or assessor.  Note that the entire trial need not be recorded – just the meeting!

If you undertake this assessment task in a Plenty Training classroom environment, then your trial meeting can be undertaken with one or more colleagues in-class.  During your meeting, you must communicate effectively with them, and your assessor will observe your practical interactions.  

If you undertake this assessment task out of the class (e.g., in your workplace or home environment) then you may either:

• Record the video of your meeting and provide a copy of (or a link to) the video with your workbook submission.  You must have access to digital recording technology to video your interaction, e.g., using a smartphone or PC webcam, and you must then submit a copy of the digital recording (or a link to it) with this workbook. Your assessor will then assess your submitted digital technology recordings.
• Alternatively, you can have your meeting observed by a Non-Plenty Training qualified assessor in your workplace.  This means that the assessor must possess either: 
  • 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.  

If this option is selected, you must provide a copy of the assessor’s testamur with this workbook and the assessor must complete the assessment checklist in section 4.3.1 and the statutory declaration in section 4.3.2.

Record the details of the discussion in section 4.3.

Use the templates provided in section 4.4 to record the details of the trial and feedback.

3. Adjust the assessment tools based on the validation and trial feedback and record the details of the amendments using the template provided in section 4.5.

1. Decision-making rules 

                    To achieve a satisfactory result, you must

• Review and trial the three assessment tools developed as part of Assessment Task 2.  
• Submit documented evidence of having validated the tools (this can be done with others or as a self-validation).
• Hold a meeting with the people trialling one of your assessment tools.  Your assessor will observe your discussion with the trial reviewers to confirm your ability to:
  • Clarify the purpose and requirements of the assessment tools, and purpose and requirements of the trial of the assessment tools.
  • Actively seek to clarify the perspectives and experiences of others as part of the work role – at minimum this must include using open questioning techniques.
  • Seek new ideas and opportunities, drawing on the diverse perspectives of others to gain insights into current practice and ideas for change.
  • Use effective oral communication skills – at minimum you must demonstrate an ability to:
    • Use clear and concise language and vocabulary,
    • Demonstrate active listening by asking open questions and seeking feedback from the learner,
    • Tone and pitch is consistent with the learner characteristics such as age and position of authority,
    • Use a non-monotone delivery, and
    • Pace / speed maintains interest and effective interactions.
• Submit documented evidence of feedback obtained from a trial of the assessment tools.
• Submit documented changes to each of the three assessment tools.

3.1 Context of assessment

This assessment can be completed in a simulated or workplace environment.   

3.2 Validation reports

These templates are used to document your validation of the three assessment tools from Task 2.  Your comments and feedback must be consistent with the depth and complexity of the examples provided in the sample validation reports within your learner’s guide and the sample validation reports in your Learner Portal resources.  Each validation consideration / item must have a comment and/or recommendation made against it.