TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessment 1

TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessment 1: Providing the focus for assessments You may have covered this in your TAE40110 but it never hurts to revisit your skills. None of the matrices take very long to complete and it provides you with a chance to refocus your ideas about assessments bringing together the experiences you have gathered in your workplace. For some, whole unit mapping is a new experience as they have always worked from a copy of the unit using other methods. Mapping is much more effective as it gives you a see-at-a-glance outline in which to map your instruments and later your tools to ensure nothing is left out. We provide the system; you provide the imagination to make it work. Ideally you should be completing these in a practical workshop. If you are a distance student your assessor may arrange a mentoring session by Skype or webinar. Task 1.1 Interpreting a qualifications framework The structure of a qualification changes with each revision. If you have been working with an older version or it has been some time since you attained your TAE40110, a fresh look at qualifications in your vocational area is beneficial. It is also necessary if there are plans to put new qualifications on scope. A third benefit is that an in-depth knowledge of the structure of a qualification also helps you discuss Go to www.training.gov.au and source a qualification that would meet your needs for an update of your vocational skills. Download the Qualification document in MSWord and click on the ‘enable editing’ tab to save it. Read the qualifications framework and correctly select the right mix of core and electives for your specific area of experience, highlight the choices you make using the coloured font option. Assessed learning journal task In your learning journal, make brief notes on: How you selected electives from any mandatory or grouped choices to match the instructions in the packaging rules Whether you imported units from other qualifications as allowed under the rules. If you want to import units. If you import units to meet your needs, just type in a header imported units under the last group of electives and key in the code and name of your selections. Now research a different qualifications framework that would meet the training needs of a co-worker in your industry. Repeat the above steps. Email or Drop Box the annotated qualifications documents to your assessor with your learning journal entries. TAEASS401_403 Upgrade_AM Version One: March 2017 Page 1 TAEASS401_403 Gap assessment for upgrade from TAE40110 Task 1.2 Contextualising a unit Choose one of the Units of Competency that you have sourced and chosen as a potentially useful basis for meeting client needs. The template in your e-files will allow you to expand the space to meet your needs. The checklist has been expanded to include safety and LLN because they are integral to competence, even if not part of the ‘formal’ Dimensions of Competency. The matrix is given below and there is a template in your e-files. Before you begin, review the PowerPoint on Planning Assessments. Portfolio evidence First summarise the instructions that the Training Package/Accredited course developers state about contextualization for your chosen qualification. What will you need to add or change to focus the assessment on the needs of your candidates or their employing industry? Use the Component Skills Matrix 1 to identify the knowledge or skills to be taught from all components of the Unit and relate this to the dimension of competency as outlined in the PowerPoint Units 1: Working with single units’. This task is where you start to ‘flesh out’ the bare bones of competency standards to contextualise them for client needs. Additional information on the skills and knowledge requirements of individuals and organisations may be gathered from: TNA Skills audit of an individual Corporate objectives, policies and procedures Industry standards and codes of practice Safety standards, JSAs, Australian Standards and codes of practice Licence and permit requirements These additional training needs are then mapped into the basic structure of information from the Unit to provide a planning document which also becomes your ‘blueprint’ for training. Email or Drop Box your completed matrix to your assessor. Task 1.3: Analysing a single unit Develop an Assessment Matrix using the second of your three Units. Assessment Matrix 1 is given on below and there is a template in your e-files. Before you can complete the task of developing an assessment matrix for a unit, you need to learn about the different methodologies and how to choose the most appropriate method of assessing different components of units. Start by reviewing the PowerPoint on Developing Assessments and reading about the purposes, methods and consider the pros and cons of each method as it will apply to your candidate cohorts. TAEASS401_403 Upgrade_AM Version One: March 2017 Page 2 TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessed learning journal task Your first task is to analyse the unit to make a decision on the most appropriate method of assessing that the competency criteria is met. Use keyword or key phrase answers, not cut and paste from the unit if completing the checklist below. Make a simple table using the words in the Unit to guide you on what is a practical task that must be demonstrated or whether it is a knowledge evidence item that must be assessed as either a Q&A or in an application of the knowledge to a workplace task e.g. solving a problem or making an informed choice. Then list the appropriate method of assessing this, as shown in the PowerPoint. You may find that one assessment method may cover multiple tasks. Your choice should mirror as closely as possible what is done on the job and use the verbs to choose between doing and knowing. List in categories Your chosen assessment methods. Practical tasks PC No. Performance evidence PE Knowledge evidence KE You could also do this by using a colour highlighter using different colours for different methods or using the review function to annotate the Unit documents. You should start this now but may wish to revise it after you have completed Assessment 2 so that you can draw on the Skills Audit and Question Bank for examples of methodologies. Only submit it after you have self-reviewed. Email or Drop Box your learning journal entry and any annotated documents to your assessor. Many people just put in assessment numbers in their matrices but describing the assessment item makes it clearer for everyone. I have put the numbered version in the examples in your Study Guide but my personal preference is for descriptors. Learning to map takes time initially, but an hour spent in mapping will ensure you plan valid and sufficient evidence to ensure objective assessment of competency, The process is much faster if cut and paste the information where it is required. It also becomes faster over time as you build procedural memory. Portfolio evidence In your Assessment planning matrix 1 map out a single unit. 1. Firstly, fill in the Elements and Performance criteria 2. The Select the appropriate information from the Performance and Knowledge evidence components for each element. 3. Include Foundation Skills in your assessment tasks as required if these are documented separately from the performance criteria, 4. Add in details of the assessment methods and the assessment instruments you will use to judge competence in the Unit. At this stage, the matrix is still a formative assessment as you may edit it as review and evaluate your assessment methods and instruments. You will submit it as a summative assessment when you submit your final versions of the assessment instruments for the unit. Submit your preliminary draft of the matrix to your assessor for feedback. TAEASS401_403 Upgrade_AM Version One: March 2017 Page 3 TAEASS401_403 Gap assessment for upgrade from TAE40110 Task 1.4: Clustering for holistic assessments Select two related AQF Level 2 or 3 Units of Competency from the Training Package you are working from (preferably two which are identified for co-assessment within the body of the standards or under the packaging rules). Portfolio evidence Map all the components of the standards side-by-side, as shown in the PowerPoint Presentation on clustered Units and illustrated on the two .pdf files on clustering Units. If you are completing the exercise by hand, use different coloured pens to highlight the areas where the two standards are equivalent. If you are working directly from the templates, use coloured fonts. When you have completed the maps, integrate the material onto either the matrix in this assessment, or one used by your organization. An assessment planning matrix is given below, and also in the templates file. Then make a logical list of the outcomes required in the PC as shown in your study guide. At this stage, the matrix is still a formative assessment as you will edit it as you learn more about assessment methods. You will submit it as a summative assessment when you submit your final versions of the assessment instruments. Submit your preliminary draft of the matrix to your assessor for feedback. Task 1.5: Determining the focus of the assessment instruments The primary focus of your assessment instruments will be the unit matrices you developed earlier, including the Component Skills matrices. The secondary focus is the needs of specific workplaces, groups and individuals, which further guide contextualisation and the choice of different assessment methods which meet the same goals. You must plan and organise the assessment process for a minimum of five separate occasions, which includes two RPL assessments. This must cover five (5) units of competency from at least three (3) different AQF levels The evidence for each assessment you provide at the end of this task must include: ? a documented assessment plan ? a different unit or cluster of units for each of the five occasions ? plan for contextualization of the unit and the tools where required ? incorporate reasonable adjustment strategies ? development of suitable instruments for each of the five units ? a process to follow organisational arrangements You will develop these plans for, which can include any or all of the units you have worked with previously, and develop an assessment plan for each unit of competency: ? Two units should form the basis of an assessment plan for a training group. If you are following an organisation’s Training Needs Analysis, then you should relate the plan to that document. In other cases, you may relate this to a Training and Assessment Strategy. ? One should be for a special needs or reasonable adjustment candidate. In this plan you will consider the special needs of an individual candidate that will require reasonable adjustment. This may be for a candidate with a disability, from a cultural background or LLN issues requiring a reasonable adjustment. The information is generally abbreviated, although it will always relate back to the Unit or Group Assessment Plan which represents the ‘ideal valid’ scenario ? Two should be for a recognition candidate. The content of an Assessment Plan for an individual follows the same lines as that for a group, but it is generally contextualised to specific needs: – Job role and work environment – Purpose of assessment: training outcome assessment; RPL; RCC etc. TAEASS401_403 Upgrade_AM Version One: March 2017 Page 4 TAEASS401_403 Gap assessment for upgrade from TAE40110 The plans must clearly identify ? the target group or type of candidate ? the system requirements for assessments ? purposes of the assessment ? assessment methodologies that are a best fit for your industry or candidate cohort ? context in which the assessment tool will be used, including RPL ? benchmarks for the assessment, including the AQF level ? what evidence is required ? how you will meet organisational, legal and ethical requirements ? how you will contextualise the assessment guidelines to meet the requirements of your workplace ? the principles of reasonable adjustment in developing a plan for a specia- needs candidate) ? WHS responsibilities associated with assessing competence: hazard and incident reporting; emergency procedures; PPE, sources of WHS information There are templates on your e-files to adapt, as shown below. Task 1.6: Knowledge review It may be some time since you attained your TAE40110 so it is always helpful to review your professional knowledge from time to time. Completing the Self-evaluation and Q&A checklist Part One will help focus your mind for what comes next, as well as allowing you to evaluate the work you have done in tasks 1-5. . TAEASS401_403 Upgrade_AM Version One: March 2017 Page 5 TAEASS401_403 Gap assessment for upgrade from TAE40110 Component Skills Matrix 1 (Unit Contextualisation) Unit number and title: __________________________________________________________________________________________________ Knowledge/Skill area Refers to Unit component Task Task Management Contingency Environment Safety LLN TAEASS401_403 Upgrade_AM Version One: March 2017 Page 6 TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessment planning matrix 1: Single unit mapping Unit Code: Unit Title Element Performance criteria Assessment method Learning topic Asst no 1. 2. TAEASS401_403 Upgrade_AM Version One: March 2017 Page 7 TAEASS401_403 Gap assessment for upgrade from TAE40110 Element Performance criteria Assessment method Learning topic Asst no 3. 4. TAEASS401_403 Upgrade_AM Version One: March 2017 Page 8 TAEASS401_403 Gap assessment for upgrade from TAE40110 This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Skill Description Evidence supplied Reading ? Writing ? ? Oral Communication ? ? Numeracy ? ? Navigate the world of work ? ? Interact with others ? ? Get the work done ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 9 TAEASS401_403 Gap assessment for upgrade from TAE40110 Performance evidence Assessment Method Learning topic Asst no: ? ? ? ? ? ? ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 10 TAEASS401_403 Gap assessment for upgrade from TAE40110 Knowledge evidence Assessment methods Learning topic Asst. No ? ? ? ? ? ? ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 11 TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessment conditions Special instructions on instruments/tools ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 12 TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessment planning matrix 2: Clustering units This template is optional but it does make the job easier, you could simply use coloured highlighter on printouts of your chosen units (hand these in), however, the template does make things easier if you search the unit on www.training.gov.au and then copy and paste into the relevant boxes. Expand as you need to and use coloured fonts or highlighters to link like to like. Unit Unit Element Performance criteria Element Performance Criteria ? ? ? ? ? ? ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 13 TAEASS401_403 Gap assessment for upgrade from TAE40110 Unit Unit Element Performance criteria Element Performance Criteria ? ? ? ? ? ? ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 14 TAEASS401_403 Gap assessment for upgrade from TAE40110 Foundation Skill Unit 1: Unit 2 Reading ? ? Writing ? ? Oral Communication ? ? Numeracy ? ? Navigate the world of work ? ? Interact with others ? ? Get the work done ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 15 TAEASS401_403 Gap assessment for upgrade from TAE40110 25 TAEASS401_403 Upgrade_AM © SEP, 2017 Version One: October 2017 Performance evidence Performance evidence ? ? ? ? ? ? ? ? ? ? ? ? ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 16 TAEASS401_403 Gap assessment for upgrade from TAE40110 Knowledge evidence Knowledge evidence ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 17 TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessment conditions Assessment conditions ? ? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 18 TAEASS401_403 Gap assessment for upgrade from TAE40110 Assessment plan templates A: Assessment plan for a workgroup: Note this may be integrated into, or taken from, a TNA Project plan Name of group/workplace Purpose and aims of assessment Context of assessment Relevant competency standards to be used as the benchmarks for assessments Code Title Nominal Hours Core/Electiv e Other assessment information/ documentation identified as relevant Identified personnel Code Unit title Assessment tools TAEASS401_403 Upgrade_AM Version One: March 2017 Page 19 TAEASS401_403 Gap assessment for upgrade from TAE40110 Possibilities for clustering Units for assessment purposes Legal and licensing considerations Identified WHS hazards and risks, including assessed risks and control strategies Legal and ethical requirements Material and/or physical resources required Organisational arrangements for conducting assessments WHS reporting requirements Special assessment needs Outline of assessment milestones, time-lines and target dates Candidate selfassessment procedures Connection to relevant organisational plans, policies and procedures Specialist support requirements Version controls for assessment plans, materials and tools required by training organisation Special arrangements for confidential storage of assessment materials and records required TAEASS401_403 Upgrade_AM Version One: March 2017 Page 20 TAEASS401_403 Gap assessment for upgrade from TAE40110 B: Complete this plan for a Special Needs (Reasonable adjustment) candidate: ASSESSMENT PLAN FOR: Student ID: ASSESSOR: Contact no: Unit/Module Name and Code (or other benchmark): Purpose of assessment Work role of the individual (including any special requirements of workplace) Place where assessment activities are to be conducted Authorisation by appropriate personnel Method(s) of assessment Assessment tools required Materials or resources required for the assessment Legal, ethical or licensing requirements Safety requirements (JSAs, Codes, Standards etc.) Legal and ethical requirements Evidence required Special arrangements or special needs adjustments Timelines for assessment(s) Reporting arrangements for assessment TAEASS401_403 Upgrade_AM Version One: March 2017 Page 21 TAEASS401_403 Gap assessment for upgrade from TAE40110 C: Assessment plan for a recognition candidate ASSESSMENT PLAN FOR: Student ID: ASSESSOR: Contact no: Unit/Module Name and Code (or other benchmark): Purpose of assessment Work role of the individual (including any special requirements of workplace) Legal, ethical or licensing requirements Safety requirements (JSAs, Codes, Standards etc.) Place where assessment activities are to be conducted Authorisation by appropriate personnel Method(s) of assessment Assessment Instruments required Materials or resources required for the assessment Assessment procedures and related policies to be followed (e.g. RPL; RCC etc.) Evidence required (Benchmarks) Special arrangements or special needs adjustments Timelines for assessment(s) Reporting arrangements for assessment TAEASS401_403 Upgrade_AM Version One: March 2017 Page 22 TAE40116 Certificate IV in Training and Assessment Self-evaluation checklist and Q&A Part One Question Definition How/when they are used What are the 15 Magic Words and how do they help me to design assessment tasks? What are the principles of assessment and when and how are they used to guide the assessment design process? What are the three main types of assessment and when are they used? What are the rules of evidence and when and how are they used to guide evidence gathering in general and RPL assessments? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 23 TAE40116 Certificate IV in Training and Assessment Question Definition How/when they are used What information have I gathered from the qualifications framework, the packaging rules and any licensing requirements that will influence how I assess the unit/s? What influence does a purpose of assessment have on the assessment methods? What types of assessment instrument are there and how do they match different purposes and for what evidence gathering opportunities? What items determine the context of assessment (list)and how do these influence what type of evidence should be collected? What special safety, legislative or standards might apply to your industry and how do you ensure compliance? What special safety, legislative or standards might apply to your industry and how do you ensure compliance? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 24 TAE40116 Certificate IV in Training and Assessment What are the obligations of an assessor under the standards and law that apply to my vocational area as well as the VET environment. What are the different assessment methods most suited for my vocational area? What types of evidence is most suited for my candidates and what instruments can I develop to meet the specific needs? What is reasonable adjustment and how and when is it applied? TAEASS401_403 Upgrade_AM Version One: March 2017 Page 25

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