Course Name: TAE40116 Certificate IV in Training and Assessment
Subject Name: Design Cluster
Deadline for Submission: 05 June 2020
Assesment Workbook is what I need to complete/submit.Learner guide is also attached for reference.
I have 3 more Subjects which I would need assistance in future.Subjects are: Delivery Cluster, Assessment Cluster, Vocational Placement.
Query: After submission, if my professor is not satisfied with any answer, will you help to redo the answer for that particular question in the same quote?
Assessment Workbook 1 TAE40116 Certificate IV in Training and Assessment Design Cluster Version 1.11 Produced 19 February 2020 Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources Version control & document history Date Summary of modifications made Version 13 April 2016 Version 1 final produced following assessment validation. v1.0 7 February 2017 Updated Questions and Case Studies to meet External Validation recommendations v1.1 17 May 2017 Updated Questions and Case Studies to meet updates in Learner Guide v1.2 18 July 2017 Updated Questions # 4, 7, 23 Updated mapping to include Foundation Skills Restructured Case Studies to meet Internal Validation recommendations v1.3 14 August 2017 Minor corrections in Learning Program templates Restructured tasks to meet Oral Communication foundation skill v1.4 30 May 2018 Updated link for Implementation Guide in Project 5 V1.5 13 September 2018 added a comment on Case Study 1 Project 1 Task 1 v1.6 09 September 2019 Paraphrased instructions for clarity for Knowledge Assessment Q16, Q37, Q38 V1.7 5 November 2019 Updated ACSF link under ‘Training LLN Analysis’ section V1.8 03 February 2020 Changes in the font style and color in grey form boxes. V1.9 05 February 2020 Revised guidelines in the Learning Program Template. V1.10 19 February 2020 Changed filenames of required documents in Project 4. V1.11 Table of Contents This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. Table of Contents3 Introduction5 What is competency based assessment5 Definition of competency6 The Basic Principles of Assessing Nationally Recognised Training6 The Dimensions of Competency7 Reasonable Adjustment8 The Units of Competency10 Context for Assessment11 Assessment Requirements11 Assessment Methods12 Resources Required for Assessment13 Instructions to Student14 Assessment Workbook Cover Sheet15 Knowledge Assessment16 Practical Assessments49 The practical assessment demonstrates the skills required for the following units of competency covered in this workbook:49 1.TAEDES401 Design and develop learning programs49 2.TAEDES402 Use training packages and accredited courses to meet client needs49 3.TAELLN411 Address adult language, literacy and numeracy skills49 Case Study 1 – Catering Assistant Training50 Project 1 – Conduct Training Needs Analysis 153 Project 1 Checklist63 Project 2 – Design and Develop Learning Program 164 Supplementary Task 2: Marking Result Form82 Project 2 Checklist83 Project 3 – Evaluate Learning Program84 Project 3 Checklist88 Case Study 2 – Housekeeping Assistant Training89 Project 4 – Training Needs Analysis 292 Project 4 Checklist98 Case Study 3 – Cascade Peak Training Institute99 Project 5 – Design and Develop Learning Program 2103 Project 5 Checklist122 Workbook Checklist123 Introduction Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed. There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present. What is competency based assessment The features of a competency based assessment system are: · It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards. · Assessment should mirror the environment the learner will encounter in the workplace. · Assessment criteria should be clearly stated to the learner at the beginning of the learning process. · Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time. · In competency assessment, a learner receives one of only two outcomes – competent or not yet competent. · The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace. · The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Definition of competency Assessment in this context can be defined as: · The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The Basic Principles of Assessing Nationally Recognised Training Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment · Assessment must be valid · Assessment must include the full range of skills and knowledge needed to demonstrate competency. · Assessment must include the combination of knowledge and skills with their practical application. · Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts. · Assessment must be reliable · Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. · Assessors must be trained in national competency standards for assessors to ensure reliability. · Assessment must be flexible · Assessment, where possible, must cover both the on and off-the-job components of training within a course. · Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired. · Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies. · Assessment must be mutually developed and agreed upon between assessor and the assessed. · Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. (Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12) The rules of evidence (from Training in Australia by M Tovey, D Lawlor) When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current; · Valid · Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. · Sufficient · This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency. · Authentic · When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. · Current · This relates to the recency of the evidence and whether the evidence relates to current abilities. The Dimensions of Competency The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are: · Task skills · Task management skills · Contingency management skills · Job role and environment skills Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: · the same learning opportunities as learners without a disability · the same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: · customising resources and assessment activities within the training package or accredited course · modifying the presentation medium learner support · use of assistive / adaptive technologies · making information accessible both prior to enrolment and during the course · monitoring the adjustments to ensure learner needs continue to be met. Assistive / Adaptive Technologies Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. The Units of Competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following units of competency from TAE40116 Certificate IV in Training and Assessment: TAEDES401 Design and develop learning programs 1. Define parameters of the learning program. 2. Work within the vocational education and training (VET) policy framework. 3. Develop program content. 4. Design the structure of the learning program. TAEDES402 Use training packages and accredited courses to meet client needs 1. Select appropriate training package or accredited course. 2. Analyse and interpret the qualifications framework. 3. Analyse and interpret units of competency and accredited modules. 4. Contextualise units and modules for client applications. 5. Analyse and interpret assessment Marking Requirements. This subject also partially addresses the requirements of: TAELLN411 Address adult language, literacy and numeracy skills 1. Analyse LLN requirements. 2. Select and use resources and strategies to address LLN skill requirements. 3. Use specialist support where required. 4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements. For complete copies of the above units of competency: Download them from the TGA website: www.training.gov.au www.training.gov.au/Training/Details/TAEDES401 www.training.gov.au/Training/Details/TAEDES402 www.training.gov.au/Training/Details/TAELLN411 Context for Assessment Gather evidence to demonstrate consistent performance in conditions that