Australian Vocational Education and Training/TAEASS401B Plan assessment activities and processes
TAEASS401B - Plan assessment activities and processes[edit | edit source]
This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments. This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL.The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.
Objectives[edit | edit source]
Elements and Performance Criteria[edit | edit source]
After studying this unit you will be able to:
- Determine assessment approach
- Identify candidate and confirm purposes and context of assessment/RPL with relevant people according to legal, organisational and ethical requirements
- Identify and access benchmarks for assessment/RPL and any specific assessment guidelines
- Prepare the assessment plan
- Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence
- Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place
- Document all aspects of the assessment plan and confirm with relevant personnel
- Develop assessment instruments
- Develop simple assessment instruments to meet target group needs
- Analyse available assessment instruments for their suitability for use and modify as required
- Map assessmentinstruments against unit or course requirements
- Write clear instructions for candidate about the use of the instruments
- Trial draft assessment instruments to validate content and applicability, and record outcomes
Readings[edit | edit source]
Find links to add to this section on the ntisthis.com links page
Activities[edit | edit source]
- Click on the 'Discuss' tab at the top of the page and introduce yourself
- Rewrite one of the Elements or Performance Criteria in the Objectives section in plain language. Imagine that it starts with the words: "After studying this subject I will be able to..." For example a performance criteria that reads: "Work area is prepared to support efficient installation of sewage discharge pipes" is full of puff. It could be changed to read: "Set up a work area for installing sewage discharge pipes"
- Find relevant links and add them to the Readings section. When adding a link use the Edit Summary field to comment on why you chose that link and which objectives it addresses.
- Create and/or link Key Terms to relevant articles in WikiCommons, Wikibooks, Wikipedia or Wiktionary
- Add a quiz question to the Review section. This could be based on any of the objectives, required skills and knowledge or key terms. Or you could base it on information found via the links in the readings section. Here are some tips for writing better quiz questions.
- For bonus marks, write a challenge and add it to the Challenges section.
Assignments for this subject would address the following areas:
Required Skills and Knowledge[edit | edit source]
Key Terms[edit | edit source]
Range Statement[edit | edit source]
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
|Purposes of assessment/ RPL may include:
|Context of assessment/ RPL may include:
|Organisational, legal and ethical requirements may include:
|Benchmarks for assessment/RPL may include:
|Types of evidence may include:
|Rules of evidence ensure that evidence collected is:
|Assessment methods are the particular techniques used to gather evidence and may include:
|Assessment plan may include:
|Simple assessment instruments may include:
|Available assessment instruments may include:
|Map assessment means:
Review Questions[edit | edit source]
Challenges[edit | edit source]
Challenges should be built around the following areas:
Evidence Guide[edit | edit source]
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
|Overview of assessment
|Critical aspects for assessment and evidence required to demonstrate competency in this unit
|Context of and specific resources for assessment
|Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to training products, such as training packages and accredited course documentation.
|Method of assessment
|Guidance information for assessment
References[edit | edit source]
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