Running head TITLE OF PAPER1TITLE OF PAPER3Title of.docx

Running head: TITLE OF PAPER
1
TITLE OF PAPER
3
Title of Paper
Student Name
Columbia Southern University
Overview
This is where you will write an analysis of the organization you
presented on in Unit III, including an explanation of each
area/factor. This section should be two to three pages.
SWOT Analysis (Visual)
STRENGTHS
· Insert strengths in a bulleted list. Provide at least 4 bullet
listings with appropriate rationale for each inclusion.
WEAKNESSES
· Insert weaknesses in a bulleted list. Provide at least 4 bullet
OPPORTUNITIES
· Insert opportunities in a bulleted list. Provide at least 4 bullet
THREATS

· Insert threats in a bulleted list. Provide at least 4 bullet
References
Insert your APA-formatted references here. Please use at least
three sources (one being the textbook) in the development of
your comprehensive assignment.
Project 3 – Participate in Assessment Validation
For Project 3, you will be conducting three validation sessions
on the following units:
· BSBITU306 – Design and produce business documents
(http://bit.ly/2RTdxxc)
· CHCDIS007 – Facilitate Empowerment of people with
disability (http://bit.ly/2RSr0VS)
· BSBWHS201 – Contribute to health and safety of others
(http://bit.ly/2sUOjzD)
You can download the assessor guides for these units in the
links above.
1. First, you would need to fill up the Validation Checklists.
We need one for each unit. You can download the template
from this link: http://bit.ly/2RpxvKK. For the required details,
please complete a call task with an Inspire Trainer. If you have
already completed the call task, please refer to the Hub message
they have sent detailing the information discussed. There, you
should find all the details that have to be reflected in your
Validation Checklists.
1. After filling out the validation checklists, you will need to do
the validation mapping. You can download the validation
mapping tool for these three units here:
1. BSBWHS201 - http://bit.ly/2G9w1SP
1. CHCDIS007 - http://bit.ly/2Wtjyiz
1. BSBITU306 - http://bit.ly/2Rl9XGY

Each document is already filled out with the PC, PE, KE, and
Assessment Conditions of the unit. All you would need to do is
to identify which items in the assessor guide are supposed to be
mapped against those criteria and identify whether such items
are “Met” or are a “Gap.” Here is a sample to help you:
1. After having done the mapping, your next step would be to
fill out the validation reporting tool, which you can download
from this link: http://bit.ly/2DHHQyh
We will need to see a total of three Validation Reporting Tools,
one for each unit. The template contains a set of criteria, and
you would have to check the assessor guide for the unit to
determine whether or not those items were provided with the
workbook. If such items were found, you just have to tick the
box. If it was not provided, you can leave the box unticked, and
just provide a short comment next to it.
At the end of the template, there are two types of tables to fill
out:
1. The Issues arising in regards to Units of Competency and
Compliance – List down here the issues you identified, and then
select the type of issue and action from the drop down list.
1. Suggestions for Improving the tool – List down here your
suggestions to address the issues you identified in the first
table.
After the Validation Reporting Tool, fill out the Validation
Summary Table, which you can find in your Assessment Units
Upgrade workbook. It is around the last pages, and it looks
something like this:
1. The last step is to book a call with a trainer to discuss your
validation findings. You may book for this in advance, so you

can take the call once you’re done with Project 3. After, you
may polish up your work and submit.
I would also strongly recommend that you watch the recorded
webinar for Project 3, which you can find when you go to My
Courses > Click on your course > Assessment Units Upgrade >
Question and Answer Webinars.
Project 2: Plan and Organise Assessments
This is a step-by-step guide on how to complete Project 2 of the
Assessment Units Upgrade.
The first thing that we will need to do is to understand the case
study. The scenario is this: Makoto Miyagi is an Automotive
Technology Trainer from Japan who is currently taking his
Certificate IV in Training and Assessment. He has experience
with training, but his LLN levels, particularly on reading and
writing, are a little below the required level of the training.
Your task is to develop assessment plans for Makoto on five (5)
different units of competency.
PART 1 – Training and Assessment Pathway
For Project 2, part 1, you will be developing three assessment
plans for the training and assessment pathway for the following
units:
· TAEDES401 – Design and Develop Learning Programs
· TAEDES402 – Use training packages and accredited courses
to meet client needs, and
· TAELLN411 – Address adult language, literacy and numeracy
skills.
You will first need to fill out the “Background of Assessment”
for the assessment plans. For the required details, please
complete a call task with an Inspire Trainer. If you have
already completed the call task, please refer to the Hub message
they have sent detailing the information discussed. There, you
will find the information you need to help you identify the

Background of Assessment, which include the Purpose of
Assessment, Context of Assessment, Applicable Industry,
Assessment Requirements, and Evidence Requirements of
Assessment.
You can download the assessment plan template from this link:
http://bit.ly/2G8vbFW (Just copy and paste the link into your
browser to start the download).
Now, the second part of the assessment plan would be up to you
to fill out. This is that second part of the template:
The Assessment pathway for these three units is always
“Training and assessment.” Now, you would just need to fill
this out based on the information on the candidate as provided
in the case study. What special needs and reasonable
adjustment would the candidate need? What assessment
methods will you select based on the unit? What other
comments/instructions will you provide?
Project 2 – Part 2 – RPL Pathway
Next, you would need to complete two assessment plans for the
RPL pathway for the following units:
· BSBCMM401 – Make a Presentation
· TAEDEL401 – Plan, organize and deliver group-based
learning
Here is a link to download the template for the RPL Assessment
Plan: http://bit.ly/2CTkx2H
1. Again, the first portion would be based on the same type of
information as the ones in the three assessment plans above.
The second half of it, “Assessment Plan,” would again be up to
you to decide:

In this portion, you just need to decide what special
needs/support is needed by the learner. What type of evidence
as well will you require from him based on these units?
1. After you do the assessment plans for RPL, the next thing
would be to map the evidence you list in the section above
against the Performance Criteria, Performance Evidence,
Knowledge Evidence, and Assessment Conditions of the unit.
Here is a link to download the mapping template:
http://bit.ly/2G7ecE2
You would need to fill this out with the Performance Criteria,
Performance Evidence, Knowledge Evidence, and Assessment
Conditions of the unit, and then map the evidence against these
criteria. Here is a sample image to help you out:
1. Finally, after you have completed the mapping documents for
both units, you would then need to fill out the RPL Assessment
Tool Template, which you can download from here:
http://bit.ly/2Un9UME
To assist you on filling this out, kindly refer to this sample
template: http://bit.ly/2sS0363
I would also strongly recommend that you watch the recorded
webinar for Project 2, which you can find when you go to My
Courses > Click on your course > Assessment Units Upgrade >
Question and Answer Webinars.

TAE40116
Certificate IV in Training and
Assessment
Assessment Cluster
Learner Guide
Version 1.1 Produced 21 October 2017
Copyright © 2017 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
Learner Guide Version No. 1.1 Produced 21 October 2017
Page 2 © Inspire Education Pty Ltd
Version control & document history
Date Summary of modifications made Version

2 October 2017
Version 1 final produced following
assessment validation.
v 1.0
21 October 2017
Version 1.1 final produced following editor’s
review.
formatting
v 1.1
© Inspire Education Pty Ltd Page 3
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 CONTENTS
................................................................... 3

LEARNER GUIDE
........................................................................ 6
About this Unit of Study Introduction
............................................................. 7
INTRODUCTION
......................................................................... 13
I. INTRODUCTION TO COMPETENCY-BASED
ASSESSMENT .................. 14
What is Assessment?
...........................................................................................
14
Competency-based Assessment
...............................................................................................
....... 14
Competency Standards
...............................................................................................
...................... 15
a. Structure of Competency Standards
.............................................................................................
15
b. Who Can Conduct CBA?
................................................................................ ...............
............... 18
c. Assessor Responsibilities
...............................................................................................
.............. 19
d. How to Remain Current as an Assessor

...................................................................................... 19
e. Code of Practice for Assessors
...............................................................................................
...... 20
Key Aspects of Competency-Based Assessment
.......................................... 22
CBA is Client-Focused
...............................................................................................
...................... 22
CBA is Criteria-Referenced
...............................................................................................
............... 25
CBA is Evidence-Based
...............................................................................................
..................... 26
How to Make Quality Assessments
................................................................. 28
Principles of Assessment
...............................................................................................
.................. 28
Dimensions of Competency
...............................................................................................
.............. 30
How Are the Dimensions of Competency Applied to the
Assessment Process? .............................31
How Are the Dimensions of Competency Applied in Developing
Assessment Tools? .................. 33

Assessment Pathways
......................................................................................... 34
Training and Assessment Pathway
...............................................................................................
... 34
Assessment-only Pathway
...............................................................................................
................ 35
II. USING TRAINING PACKAGES AND COMPETENCY
STANDARDS ....... 36
Training packages
...............................................................................................
. 36
Endorsed and Non-Endorsed Components of Training packages
.......... 36
Using Training Packages as the Basis for Assessments
............................. 37
Unpacking Units of Competency
...............................................................................................
...... 37
Contextualisation
...............................................................................................
.............................. 39
III. LANGUAGE, LITERACY, AND NUMERACY IN
ASSESSMENT .......... 41
Language, Literacy, and Numeracy
................................................................ 41
Special Needs of Learners
................................................................................. 41
Supporting Learners with LLN Needs
............................................................ 42

Kinds of LLN Specialist Support
...................................................................... 43
In-House LLN Specialist Support
...............................................................................................
.... 43
External LLN Specialist Support
................................................................................ ...............
...... 43
Where can LLN practitioners and resources be found?
................................................................. 44
Evaluating LLN Support in
Assessments....................................................... 44
IV. PLAN ASSESSMENT ACTIVITIES AND PROCESSES
..................... 46
Planning for the assessment
............................................................................. 46
Assessment Plan
...............................................................................................
.... 47
Step 1: Determine the Assessment Approach
............................................... 47
Step 2: Prepare the Assessment Plan
............................................................. 52
Select Assessment Methods and Identify Assessment Procedures
................................................ 55

Document the Assessment Plan
...............................................................................................
....... 62
Step 3: Identify Modification and Contextualisation
Requirements ..... 64
V. DESIGN AND DEVELOP ASSESSMENT TOOLS
......................... 65
Assessment Tools
...............................................................................................
.. 65
Assessment Instruments
................................................................................... 65
Steps to Take in Designing and Developing Assessment Tools
............... 66
Step 1: Determine the Focus of the Assessment Tool
..................................................................... 66
Step 2: Design the Assessment Tool
................................................................................ ...............
. 73
Step 3: Develop the Assessment Tool
..............................................................................................
76
Step 4: Review and Trial the Assessment Tool
............................................................................... 80
Step 5: Finalising the Assessment Tool
...........................................................................................
85

VI. ASSESS COMPETENCE
........................................................ 87
1. Legislative Requirements in Assessment
.................................................. 87
Requirements for all Trainers and Assessors
.................................................................................. 87
Requirements Relevant to Assessment
...........................................................................................
88
Code of Practice for Assessors
...............................................................................................
.......... 90
2. Addressing WHS Responsibilities in Assessment
.................................. 91
Reporting Requirements for Hazards and Incidents
...................................................................... 92
Emergency Procedures
...............................................................................................
..................... 93
Safe Use and Maintenance of Relevant Equipment
........................................................................ 94
Procedures for the Use of Personal Protective Equipment
............................................................. 96
Sources of WHS Information
...............................................................................................
........... 99
3. Assessing Competence

................................................................................. 100
Step 1: Prepare for the assessment and brief the learner
............................................................. 100
Step 2: Gather quality evidence
...............................................................................................
....... 101
Step 3: Support the learner
...............................................................................................
............. 101
Other access and equity issues can
include:..................................................................................
104
Cultural Sensitivity in Assessment
...............................................................................................
. 104
Inclusive Strategies
...............................................................................................
.......................... 110
Equipment and Resources Available for Learners with Special
Needs ......................................... 111
Specialist Support Services
...............................................................................................
.............. 111
Guiding Learners Through the RPL Process
............................................................................... ... 112
Step 4: Make the Assessment Decision and Give the Learner
Feedback ...................................... 113

Strategic Approach to Making Assessment Decisions
................................................................... 115
Step 5: Record and report the assessment decision
....................................................................... 117
Step 6: Review the assessment process
.........................................................................................
120
PARTICIPANT FEEDBACK FORM – ASSESSMENT
............................ 121
VII. PARTICIPATE IN ASSESSMENT VALIDATION
........................ 123
1. Who Can Participate in Assessment Validation?
.................................. 124
Assessor Obligations in Validation
...............................................................................................
. 124
Code of Professional Practice
...............................................................................................
......... 126
2. Assessment Validations
............................................................................... 127
Components of Assessment Tools
...............................................................................................

.. 128
Critical Aspects of Validation
...............................................................................................
......... 129
a. Validating Assessment Processes
..............................................................................................
129
b. Validating Assessment Methods
...............................................................................................
130
c. Validating Assessment Products
...............................................................................................
.. 131
How Are the Principles of Assessment Applied in Validation?
..................................................... 131
How are the Rules of Evidence Applied in Validation?
................................................................ 133
3. Steps to Take: Participating in Assessment Validation
....................... 133
Communication Methods
...............................................................................................
............... 133
Communication Modes
...............................................................................................
.................. 134
Step 1: Prepare for Validation
........................................................................ 134

Step 2: Participate in Validation Process
.................................................... 138
a. Issue Type and Action
...............................................................................................
................. 142
b. Foundation Skills
...............................................................................................
......................... 147
Step 3: Contribute to Validation Outcomes
................................................ 150
ANSWERS TO ACTIVITIES
.......................................................... 151
BIBLIOGRAPHY ..................................................................
155
LEARNER GUIDE
Description
TAEASS401 Plan Assessment activities and processes
This unit describes the skills and knowledge required to plan
the assessment process,
including recognition of prior learning (RPL), in a competency-

based assessment
system.
It applies to individuals with assessment planning
responsibilities. In planning
activities and processes, individuals are required to identify the
components of
assessment tools, analyse and interpret assessment tools, and
develop assessment
instruments (also known as assessment tasks) and assessment
plans.
Click here for more details
TAEASS403 Participate in Assessment Validation
This unit describes the skills and knowledge required to
participate in an assessment
validation process.
It applies to assessors and workplace supervisors with
assessment validation
responsibilities participating in, but not necessarily leading, the
process.
TAEASS502 Design and Develop Assessment Tools

This unit describes the skills and knowledge required to design
and develop
assessment tools used to guide collection of quality evidence,
including application in
formative, summative and recognition of prior learning (RPL)
assessment.
It applies to experienced practitioners responsible for the
development and/or
delivery of training and assessment products and services.
http://training.gov.au/Training/Details/TAEASS401
https://training.gov.au/Training/Details/TAEASS502
https://training.gov.au/Training/Details/TAEASS502
About this Unit of Study Introduction
As a worker, a trainee, or a future worker you want to enjoy
your work and become
known as a valuable team member. This unit of competency will

help you acquire the
knowledge and skills to work effectively as an individual and in
groups. It will give you
the basis to contribute to the goals of the organisation which
employs you.
It is essential that you begin your training by becoming familiar
with the industry
standards to which organisations must conform.
These units of competency introduce you to some of the key
issues and responsibilities
of workers and organisations in this area. The units also provide
you with
opportunities to develop the competencies necessary for
employees to operate as team
members.
This Learner Guide Covers
Assessment Cluster
A. Introduction to competency-based assessment
B. Using training packages and competency standards
C. Plan assessment activities and processes
D. Design and develop assessment tools

E. Assess competence
F. Participate in assessment validation
Learning Program
As you progress through this unit of study, you will develop
skills in locating and
understanding an organisation’s policies and procedures. You
will build up a sound
knowledge of the industry standards within which organisations
must operate. You
will become more aware of the effect that your own skills in
dealing with people have
on your success or otherwise in the workplace. Knowledge of
your skills and
capabilities will help you make informed choices about your
further study and career
options.
Additional Learning Support

To obtain additional support you may:
videos and other
materials which provide additional information about topics in
this unit.
library. Most
libraries keep
information about government departments and other
organisations,
services and programs. The librarian should be able to help you
locate such
resources.
Opportunity
Commission, Commissioner of Workplace Agreements, Union
organisations, and public relations and information services
provided by
various government departments. Many of these services are
listed in the
telephone directory.
ator.

Facilitation
Your training organisation will provide you with a facilitator.
Your facilitator will play
an active role in supporting your learning. Your facilitator will
help you any time
during working hours to assist with:
n to make contact,
Here are some of the things your facilitator may do to make
your studies easier:
ester
or term in which
you are enrolled, including any deadlines for assessments.
complete and
updates on websites.
elves available by telephone for support
discussion and provide
you with industry updates by email where applicable.

Flexible Learning
Studying to become a competent worker is an interesting and
exciting thing to do. You
will learn about current issues in this area. You will establish
relationships with other
students, fellow workers, and clients. You will learn about your
own ideas, attitudes,
and values. You will also have fun. (Most of the time!)
At other times, studying can seem overwhelming and impossibly
demanding,
particularly when you have an assignment to do and you aren’t
sure how to tackle it,
your family and friends want you to spend time with them, or a
movie you want to see
is on television.
Sometimes being a student can be hard.

Here are some ideas to help you through the hard times. To
study effectively, you need
space, resources, and time.
Space
Try to set up a place at home or at work where:
1. You can keep your study materials,
2. you can be reasonably quiet and free from interruptions, and
3. you can be reasonably comfortable, with good lighting,
seating, and a flat
surface for writing.
If it is impossible for you to set up a study space, perhaps you
could use your local
library. You will not be able to store your study materials there,
but you will have quiet,
a desk and chair, and easy access to the other facilities.
Study Resources
The most basic resources you will need are:
1. A chair
2. A desk or table

3. A computer with Internet access
4. A reading lamp or good light
5. A folder or file to keep your notes and study materials
together
6. Materials to record information (pen and paper or notebooks,
or a computer
and printer)
7. Reference materials, including a dictionary
Do not forget that other people can be valuable study resources.
Your fellow workers,
work supervisor, other students, your facilitator, your local
librarian, and workers in
this area can also help you.
Time
It is important to plan your study time. Work out a time that
suits you and plan around
it. Most people find that studying, in short, concentrated blocks

of time (an hour or
two) at regular intervals (daily, every second day, once a week)
is more effective than
trying to cram a lot of learning into a whole day. You need time
to ‘digest’ the
information in one section before you move on to the next and
everyone needs regular
breaks from study to avoid overload. Be realistic in allocating
time for study. Look at
what is required for the unit and look at your other
commitments.
Make up a study timetable and stick to it. Build in ‘deadlines’
and set yourself goals for
completing study tasks. Allow time for reading and completing
activities. Remember
that it is the quality of the time you spend studying rather than
the quantity that is
important.
Study Strategies
Different people have different learning
‘styles’. Some people learn best by listening
or repeating things out loud. Some learn

best by ‘doing’, some by reading and
making notes. Assess your own learning
style, and try to identify any barriers to
learning which might affect you. Are you
easily distracted? Are you afraid you will
fail? Are you taking study too seriously?
Not seriously enough? Do you have
supportive friends and family?
Here are some ideas for effective study strategies:
Make notes. This often helps you to remember new or
unfamiliar information. Do
not worry about spelling or neatness, as long as you can read
your own notes. Keep
your notes with the rest of your study materials and add to them
as you go. Use pictures
and diagrams if this helps.
Underline key words when you are reading the materials in this
Learner Guide. (Do
not underline things in other people’s books.) This also helps
you to remember

important points.
Talk to other people (fellow workers, fellow students, friends,
family, or your
facilitator) about what you are learning. As well as help you
clarify and understand
new ideas, talking also gives you a chance to find out extra
information and to get fresh
ideas and different points of view.
Using this Learner Guide
A Learner Guide is just that, a guide to help you learn. A
Learner Guide is not a
textbook. Your Learner Guide will:
1. Describe the skills you need to demonstrate to achieve
competency for this unit.
2. Provide information and knowledge to help you develop your
skills.
3. Provide you with structured learning activities to help you
absorb knowledge
and information and practice your skills.

4. Direct you to other sources of additional knowledge and
information about
topics for this unit.
How to Get the Most Out of Your Learner Guide
Read through the information in the Learner Guide carefully.
Make sure you
understand the material.
Some sections are quite long and cover complex ideas and
information. If you come
across anything you do not understand:
1. Talk to your facilitator.
2. Research the area using the books and materials listed under
Resources.
3. Discuss the issue with other people (your workplace
supervisor, fellow workers,
fellow students).
4. Try to relate the information presented in this Learner Guide
to your own
experience and to what you already know.
5. Ask yourself questions as you go. For example, ‘Have I seen
this happening

anywhere?’ ‘Could this apply to me?’ ‘What if...’ This will help
you to ‘make
sense’ of new material, and to build on your existing
knowledge.
6. Talk to people about your study. Talking is a great way to
reinforce what you
are learning.
7. Make notes.
8. Work through the activities. Even if you are tempted to skip
some activities, do
them anyway. They are there for a reason and even if you
already have the
knowledge or skills relating to a particular activity, doing them
will help to
reinforce what you already know. If you do not understand an
activity, think
carefully about the way the questions or instructions are
phrased. Read the
section again to see if you can make sense of it. If you are still
confused, contact

your facilitator or discuss the activity with other students,
fellow workers or
with your workplace supervisor.
Learning Checkpoints
This Learner Guide contains learning checkpoints which are
represented by the
following icons:
Checkpoint! Let’s Review
Further Reading
Further Reading directs you to external resources that are highly
recommended for
you to read. They also contain additional questions to facilitate
supplementary
learning and to guide you to relate what you have read in real
life.
Checkpoint! Let’s Review contains review questions for you to
answer on your own
to ensure that you have learned key points from the relevant
section. If you have a hard

time answering these questions, do not worry. You can always
revisit chapters and take
another shot at these review questions.
Additional Research, Reading, and Note-Taking
If you are using the additional references and resources
suggested in the Learner Guide
to take your knowledge a step further, there are a few simple
things to keep in mind to
make this kind of research easier.
Always make a note of the author’s name, the title of the book
or article, the edition,
when it was published, where it was published, and the name of
the publisher. This
includes online articles. If you are taking notes about specific
ideas or information, you
will need to note down the page number as well. This is called
the reference
information. You will need this for some assessment tasks, and
it will help you to find
the book again if you need to.
Keep your notes short and to the point. Relate your notes to the
material in your

Learner Guide. Put things into your own words. This will give
you a better
understanding of the material.
Start off with a question you want answered when you are
exploring additional
resource materials. This will structure your reading and save
you time.
INTRODUCTION
Welcome to your Learner Guide for the TAE40116 Assessment
Cluster!
The VET system is a flexible system of education that is client-
focused, industry-
informed and nationally-recognised. It delivers quality
education to its clients and
provides industries with a workforce equipped with the right
knowledge and skills.
This Learner Guide is your introduction to
developing assessment tools, assessing

competence, and participating in validation
activities. In this cluster, you will learn how
to gather evidence to determine your
learners’ competence, support your learners
through the assessment process, develop
your own assessment tools, and participate in
assessment validation.
I. INTRODUCTION TO COMPETENCY-BASED
ASSESSMENT
What is Assessment?
As a broad definition, assessment is the process of making and
recording judgements
about a learner’s skills and knowledge and determining if
competency has been
achieved. It also confirms if a person is able to perform to the
standard expected in the

workplace, as defined by relevant competency standards from a
training package or by
the learning outcomes of a VET-accredited course.
There are many forms of assessment. Some of which include
assessments in schools,
higher education, and sports which commonly use norm-
referenced assessments
while workplace assessments use the competency-based form of
assessments.
Competency-based Assessment
The Standards for RTOs 2015 defines assessment as:
‘The process of collecting evidence and making judgements on
whether competency
has been achieved; to confirm that an individual can perform to
the standard
required in the workplace, as specified in a training package or
a VET-accredited
course.’
(Source: Guide to Developing Assessment Tools)
VET follows an assessment system that allows the trainers and
assessors to work with
learners to collect evidence of competence, using the

benchmarks provided by the
units of competency. In VET, assessment is focused on what
learners can do and
whether their performance meets the criteria specified by
industry in the competency
standards. Assessments in VET are reflective of the
environment that the learner will
encounter in the workplace.
In competency–based assessment (CBA), learners are assessed
against competency
standards and are assessed as either: Competent or Not Yet
Competent. This
allows assessors to identify gaps between the skills students
have and the skills
industries have identified that they need, ensuring that VET
graduates are properly
equipped with the knowledge and skills they require to join the
workforce upon
completion.
Competent
•When the person has demonstrated and achieved all required
competencies.
Not Yet Competent

•When as person has partially addressed required competencies
but has the opportunity
to demonstrate them again.
https://www.asqa.gov.au/sites/g/files/net2166/f/Guide_to_devel
oping_assessment_tools.pdf
CBA is very different from the method used in schools because
it is less focused on the
amount of time students spend in training sessions and focuses
instead on
physical evidence of a student’s ability to demonstrate
competence in
specific areas. This also allows for flexible training delivery
because students can
work on knowledge components independently, if they choose,
and present practical
evidence under the supervision of a qualified trainer or
assessor.
Competency Standards
In CBA, students are trained and assessed against competency
standards. Competency
standards define requirements for effective workplace

performance in a discrete area
of work, work function, activity, or process. They outline the
minimum standard in
assessments. They are identified in training packages through
units of competency
that are designed to meet the needs of industries. The units of
competency detail the
tasks, skills, knowledge, and attributes students must be able to
demonstrate upon
completion of the unit or a qualification.
a. Structure of Competency Standards
Below is an outline of the structure of competency standards or
unit/s of
competency and what each field contains. This is taken from the
Standards for
Training Packages 2012.
(Source: Standards for Training Packages 2012)

https://docs.education.gov.au/system/files/doc/other/standards_f
or_training_packages_2012.pdf
How are these applied in competency-based assessment
activities?
Application
Information found in this section could be used as guidance in
contextualising the assessment to suit relevant work roles.
Elements
Information found in this section could be used to determine
the key outcomes of the unit in the context of the relevant
workplace function
Performance
Criteria
Information found in this section could be used to define the
required level of performance to which the completion of the
outcomes (elements) must be assessed against.
Foundation

Skills
Information found in this section could be used in setting the
LLN requirements for the course.
Performance
Evidence
actual, or simulated assessments, to be conducted for the
course.
Knowledge
Evidence
knowledge assessments to be conducted for the course.
Assessment
Conditions
requirements for the course.

b. Who Can Conduct CBA?
Only well-qualified assessors may conduct competency-based
assessments in the
Australian VET sector. Assessors have the following roles and
responsibilities:
Assessor Roles
The roles and duties of assessors vary depending on their job
role and tasks. They
may include some or all of the following (see next page):
Further Reading
For more in-depth reading on how to meet trainer and assessor
requirements, click on the link below:
Meeting Trainer and Assessor Requirements
• This involes working in collaboration with the main assessor,
cadidate, and
other stakeholders to contriute in collecting evidence for

assessment or in
the assessment process.
Contributing to Assessment
• This involves working with the learner and other stakeholders
to plan and
organise assessments activities in the training and assessment,
and/or RPL
assessment pathways.
Planning Assessment Activities and Processes
• This involves working with the learner and other stakeholders
to conduct
assessments activities in the training and assessment, and/or
RPL
assessment pathways.
Assessing Competence
• This involves working with the learner and other relevant
stakeholders to
design and develop assessment tools and instruments in the
training and
assessment, and/or RPL assessment pathways.
Designing and developing Assessment Tools
• This involves working in collaboration with relevant
stakeholders such as
co-assessors to prepare for validation, partificate in validation
of
assessment tools, and contribute to validation outcomes.
Participating in Assessment Validations

https://www.asqa.gov.au/news-publications/publications/fact-
sheets/meeting-trainer-and-assessor-requirements
c. Assessor Responsibilities
As an assessor, you are tasked with various duties but whatever
specific role you
may have, you need to fulfill these three (3) main
responsibilities:
d. How to Remain Current as an Assessor
In addition to having the right qualification, assessors must
ensure that they
remain current in their knowledge and skills in assessment
practices and in the
industry. Below are some steps that can help assessors ensure
their currency.
Be Qualified
• Ensure that you

have the necessary
assessor and
industry skills and
experience.
• Ensure that you
have the required
qualification as an
assessor and in the
industry.
Be Current
• Ensure that you are
up-to-date with the
latest trends and
developments in
your industry and in
assessment
practices.
• Ensure that there is
continuous
developement in
your VET knowledge
and skills.
Be Professional
• Ensure that you
exercise the
guidelines set out by
the Code of Practice
of Assessors.
• Perform the duties of

an assessor and
comply with the
principle of
assessment.
Step 3 - Continue to Develop
Continue to develope competence in
assessing
Continue to be up-to-date with
industry skills and knowledge
Step 2 - Stay ‘Current’
Have professional developement in
assessing
Have professional development in
your industry
Step 1 - Get the right Qualification and Experience
Get qualified as an assessor.
Get the qualification, skills, and
experience required by your industry.
e. Code of Practice for Assessors
The writers of the TAE10 training package developed a code of

practice for
assessors based on the code of practice developed by the US-
based National
Council for Measurement in Education (NCME). Although this
was made with the
previous TAE training package, this code of practice is still
applicable to assessors
holding the current training and assessment qualification:
1. The differing needs and requirements of the learners, the
local enterprise/s
and/or industry are identified and handled with sensitivity.
2. Potential forms of conflict of interest in the assessment
process and/or
outcomes are identified and appropriate referrals are made, if
necessary.
3. All forms of harassment are avoided throughout the
assessment process and
in the review and reporting of assessment outcomes.
4. The rights of learners are protected during and after the
assessment process.
5. Learners are made aware of their rights and processes of
appeal.
6. Irrelevant personal or interpersonal factors that are have no

impact on the
assessment of competence must not influence the assessment
outcomes.
7. Evidence is verified against the Rules of Evidence.
8. Any assessment decisions should be based on available
evidence that can be
produced and verified by another assessor.
9. Assessments are conducted within the boundaries of the
assessment system
policies and procedures.
10. Formal agreement is obtained from learners and the assessor
that the
assessment was carried out in accordance with agreed
procedures.
11. Assessment systems and tools are consistent with equal
opportunity
legislation.
12. Learners are informed of all assessment reporting processes
prior to the
assessment.
13. Learners are informed of all known potential consequences
of assessment

decisions prior to the assessment.
14. Confidentiality is maintained regarding assessment
decisions/outcomes
and records of individual assessment outcomes, which identify
personal
details, are only released with the written permission of the
learner/s.
15. Assessment outcomes are used consistently for the purposes
explained to
learners.
16. Self-assessments are periodically conducted to ensure
current competence
against the TAE10 Training and Education training package
competency
standards.
17. Professional development opportunities are identified and
sought.
18. Opportunities for networking amongst assessors are created
and
maintained.

19. Opportunities are created for technical assistance in
planning, conducting
and reviewing assessment practice and participating in
assessment
validation.
1. What form of assessment does the Australian VET sector
use?
2. List at least 3 possible roles of an assessor.
Activity 1
1. How do the Standards for RTOs define competency-based
assessment?
2. What are the two (2) outcomes in CBA?
1.

2.
To view the answers to this activity, click here.
Key Aspects of Competency-Based Assessment
The VET system, being a flexible system of education, follows
a competency-based
form of assessment. It is client-focused, criteria referenced and
evidence based.
CBA is Client-Focused
The VET sector takes on a client-focused
approach to training and assessment. This
means that the learner’s needs are considered
throughout the assessment process which
includes planning, organising, conducting, and

validation of the assessments. They are also
considered in the development or
contextualisation of assessment tools and
instruments. CBA promotes the client-focused
approach, which includes:
a. CBA is a Participatory Process
In CBA, learners and assessors are partners; the learner is
involved in the process.
This partnership allows the learners to discuss their assessment
needs and
negotiate an assessment approach that would suit them while
ensuring that the
assessment requirements are still properly addressed.
b. Choice to be Assessed
As part of the participatory process, learners can choose
whether or not they want
to be assessed. Before they make their decision, they must
consider the possible
benefits of choosing to be assessed and the consequences of not
submitting their

work for assessment.
Should I Be Assessed?
YES NO
☐
You may attain a nationally-
recognised qualification, skill set,
or statement of attainment.
☐
You may NOT get formally
recognised for your skills and
knowledge.
☐
You may get a pay raise if you
achieve the qualification, skill set,
or statement of attainment. ☐
If your workplace requires an
assessment, choosing not to be
assessed may affect your

employment. ☐ Your marketability may increase.
c. Choice of Assessment Pathway
Learners should be able to negotiate a suitable assessment
pathway, while
assessors must ensure that they discuss different assessment
options with the
learners and guide them through the process of determining the
best pathway for
their needs. There are three (3) pathways a learner can choose
from:
Pathway 1
- Combines both training and assessment
Pathway 2
- Only requires the learner to be assessed, where training is

not required
Pathway 3 A Combination of Pathway 1 and Pathway 2
d. CBA Should Reflect Realistic Working Conditions
Assessments can either occur in the workplace or in a simulated
workplace
environment. Assessments that occur in the workplace usually
follow requirements
that reflect a context familiar to the learner. If the assessment
happens in a
simulated setting, the assessment conditions and requirements
should be able to
reflect real working conditions, or conditions similar to the
learner’s workplace.
e. Reasonable Adjustments
Reasonable adjustment refers to the modification of materials,
equipment, or
environment to cater to any special needs that learners might
have. This can
include:
Learners with disabilities and/or LLN needs, or

learners from different cultural backgrounds who cannot speak
or read English
fluently yet, and the like.
These adjustments promote equal educational opportunities for
all learners from
different walks of life.
In assessment, reasonable adjustment is any modification/s
made to the
assessment process to address the special needs of a learner and
help them
complete the assessment. However, reasonable adjustment must
not affect the
outcomes of the assessment or lower competency standards for
the learner.
The following considerations may need to be made to address a
learner’s
reasonable adjustment needs:
(Source: TAE10, TAEASS301B)
ing into account learner’s language, literacy, and
numeracy requirements

•Member of the community to accompany the learner
•Reader
•Interpreter
•Attendant carer
•Scribe
hnology or special equipment
things as fatigue or administering of
medication
-- In Braille
-- In first language
-- Use of auditape or videotape
ing adjustments to the physical environment
religious observances.

https://training.gov.au/TrainingComponentFiles/TAE10/TAE10_
R3.2.pdf
https://training.gov.au/Training/Details/TAEASS301B
There are two (2) principles that serve as the basis of reasonable
adjustment in
assessment. These are:
1. Inclusive Practice - Where trainers use a range of assessment
tools and
strategies to meet individual needs and provide learning
experiences that
take into account differing learning styles or preferences while
recognising
the differences among learners and ensuring no one is excluded.
2. Universal Design- Universal design in VET means designing
assessment
tools and strategies to be accessible and useable by learners
with widely
different backgrounds and abilities.
f. Learners’ Rights and Responsibilities
CBA should ensure that learners’ rights and responsibilities are

protected.
These include:
The right to choose whether or not to be assessed.
The right to appeal the assessment decision.
The right to confidential assessment records.
Responsibility to submit authentic evidence.
1. Name the three (3) key aspects of CBA.
2. What considerations must be made to meet a learner’s
reasonable adjustment needs?
CBA is Criteria-Referenced
CBA is a form of criteria-referenced assessment. In criteria-
referenced
assessments, the learner’s performance is assessed against a set
of criteria. In CBA,
the criteria are the units of competency.
Criteria-referenced assessment differs from norm-referenced
assessment. Norm-

referenced assessments are designed to rank student
performance on a scale. One
way of doing this is by comparing a learner’s performance with
the performance of
other learners. For this reason, norm-referenced assessments
have become a
competitive process.
Further Reading
For more in-depth reading on Criteria- vs Norm-referenced
assessments, click on the link below:
Norm-Referenced vs. Criterion-Referenced Tests
CBA is Evidence-Based
CBA requires the collection of evidence to help assessors make
judgements on the
performance of the learner.

Evidence
Evidence is the proof a learner provides to demonstrate their
competence. It is
gathered and matched against the competency standards to make
accurate
assessment decisions.
Evidence in CBA
In CBA, the learners have the responsibility to provide
authentic evidence of their
performance. Assessors are responsible for assisting the
learners in identifying
evidence that meets the requirements of a competency standard
and the rules of
evidence. Assessors must only base their assessment decisions
on the evidence
submitted by the learner.
Rules of Evidence
To ensure that assessment decisions are based on quality
evidence, assessors must
follow the rules of evidence. These rules guide the assessor in
gathering and
analysing evidence submitted by the learner.

For evidence to be deemed as ‘quality’ evidence, it must be (see
next page):
http://edglossary.org/norm-referenced-test/
Note that the rules of evidence must also be followed and
applied when designing
and developing assessment tools and in conducting assessment
validations.
The standards for RTOs define the rules of evidence as:
(Source: Users Guide to the Standards for RTOs)
Valid
• The assessor is assured that the learner has the skills,
knowledge, and attributes
as described in the module or unit of competency and associated
assessment
requirements.
Sufficient
• The assessor is assured that the quality, quantity, and
relevance of the assessment
evidence enables a judgement to be made of a learner’s
competency.

Authentic
• The assessor is assured that the evidence presented for
assessment is the
learner’s own work.
Current
• The assessor is assured that the assessment evidence
demonstrates current
competency. This requires the assessment evidence to be from
the present or
very recent past.
•The evidence relates to the unit of competency
•It addresses the elements and performance criteria
•It demonstrate skills and knowledge as described in the
competency standard .
Valid
•Demonstrates competence over a period of time
•Demonstrates repeatable competence
•Complies with language, literacy, and numeracy levels
that match the requirement in performing the tasks.
Sufficient
•Demonstrates the learners current skills and knowledge
•Complies with current standardsCurrent

•Must be proven to be the work of the learner.
•Be able to be verified as genuine. Authentic
https://www.asqa.gov.au/sites/g/files/net2166/f/Users_Guide_to
_the_Standards_for_Registered_Training_Organisations_RTOs_
2015.pdf
How to Make Quality Assessments
It is essential for assessors to know how to make quality
assessments. To do this, they
must have a sound understanding of the principles of
assessment. These principles are
used to guide all stages and aspects of the assessment process.
Principles of Assessment
All assessments made, must reflect the principles of assessment.
To meet the
principles, assessors must ensure the following:
Planning and organising assessments should adhere to the
principles of
assessment.
Assessment tools and instruments must be designed and

developed
according to the principles of assessment.
Conduct assessments in accordance with the principles of
assessment.
Assessments are validated to ensure that planning, organising,
developing,
and conducting of assessments adhere to the principles of
assessment.
The principles of assessment are outlined for you on the pages
that follow.
Validity Assessment is valid when the process assesses what it
aims to assess.
This means that judgement of competence is based on the
evidence
provided and assessed against the unit of competency.
The outcomes and performance requrements of a competency
standard is addressed by the assessment.

It requires that the broad skills and knowledge essetial to
competent
perfomarnce are addressed by the assessment requirements.
It also requires assessment of knowledge and skills is integrated
with
their practical application.
Reliability "Evidence presented for assessment is consistently
interpreted and
assessment results are comparable irrespective of the assessor
conducting the assessment."- ASQA, SRTO15
This is achieved when assessors share a common interpretation
of
the units being assessed.
The use of clear and well-defined benchmarks for assessments
allows
assessors to have consistent assessment results.
Assessors must diligently follow benchmarks in the assessment
process.
Continue to review own and other’s assessment decision
through
moderation and validation activities.
Fairness The assessment is fair when the learners’ needs are
consideredthroughout the process, while ensuring that they are
informed of
Fairness also allows the learners to appeal and challenge the
assessment result and be reassessed if necessary.

Reasonable adjustment may be applied where appropaite, taking
into account the needs of the learner.
Assessors must diligently follow benchmarks in the assessment
process.
Further Reading
For more information on the principles of assessment, access
the
User Guide to the Standards for RTOs here:
Standards for RTOs
Dimensions of Competency
A person is considered competent when he/she is able to apply
the skills and
knowledge to complete a task in the workplace. The dimensions
of competency
guide the assessment of a learner’s ability to perform as
expected in the workplace.
This aspect also improves the quality of the assessment.

There are four (4) dimensions of competency that represent the
different aspects
of work performance, these are:
Task Skills
Task
Management
Skills
Contingency
Management
Skills
Job/Role
Environment
Skills
Flexibility The assessment process is flexible if it considers the
various needs
of the parties involved in it.
Competecnies held by the candiate must be assessed regardless
of
how or where they have been acquired.
Assessors must be able to draw from a range of assessment
methods
and use those that are approprirate to the learner, the context of
the
assessment and the unit of competency.

Note that flexibility only applies to the assessment process and
not to
the competency standards.
2015.pdf
2015.pdf
Task Skills
Completing an individual task, to an expected standard within
the workplace.
For example, preparing a presentation for your supervisor
following your
department’s style guide.
Task Management Skills
Managing multiple tasks at the same time to complete a whole
work activity.
For example, holding a meeting that involves:
Reserving the venue,
preparing refreshments,

preparing projectors or laptops,
sending out agendas and invitations to the relevant parties,
confirming attendance,
printing out documents for attendees, and
finally holding the meeting.
Contingency Management Skills
Responding to problems or issues that arise in the workplace or
while completing
a task.
For example, your supervisor requested a printed copy of an
important document
you are working on. As you are printing it out, the printer sends
a notification to
your computer that its toner has run out and cannot finish the
job. After heading
to the supply closet for a replacement, you install it following
the manufacturer’s
instructions and WHS guidelines and continue printing the
document.
Job/Role Environment Skills
Involves demonstrating the ability to deal with responsibilities
and expectations of

the workplace, including working with others. This may involve
interacting with
colleagues or following particular office policies.
For example, following your workplace’s corporate dress code
policy.
How Are the Dimensions of Competency Applied to the
Assessment Process?
When determining the competency of a learner, the assessor
should read and
analyse the relevant competency standards (unit/s of
competency) and answer the
following questions:
What are the task skills associated with the work activity
involved in this unit?
What are the task management skills associated with the work
activity involved
in this unit?
What are the contingency management skills associated with the
work activity

© Inspire Education Pty Ltd
What are the job role/environment skills associated with the
work activity
Tasks skills are usually easily identified in units of competency,
while the other
skills must be inferred. It is important that task management,
contingency
management, and job/role environment skills involved in the
work task are
considered when assessing the learner. The example below is an
extract from
BSBITU201 - Produce Simple Word Processed Documents. It
outlines how the four
(4) dimensions of competency are incorporated in the unit:
BSBITU201 Produce Simple Word Processed Documents
Elements Performance Criteria
1. Prepare to produce
documents
1.1 Use safe work practices to ensure ergonomic, work
organisation, energy, and resource conservation
requirements are met.

1.2 Identify document purpose, audience, and
presentation requirements and clarify with relevant
personnel as required.
1.3 Identify organisational and task requirements for
document layout and design.
2. Produce documents
2.1 Format document using appropriate software
functions to adjust page layout to meet information
requirements, in accordance with organisational style
and presentation requirements.
2.2 Use system features to identify and manipulate
screen display options and controls.
2.3 Use manuals, user documentation, and online help
to overcome problems with document presentation and
production.
3. Finalise documents
3.1 Ensure final document is previewed, checked,
adjusted, and printed in accordance with organisational
and task requirements.
3.2 Ensure document is prepared within designated
timelines and organisational requirements.
3.3 Name and store document in accordance with
organisational requirements and exit application
without information loss/damage.

Task Skills Task Management Skills
This requires performance of the task/s to
the required standard as described in the
unit of competency and expected in the
workplace.
Captures the skills used as people plan and
integrate a number of potentially different
tasks to achieve a complete work outcome.
Assessor must gather evidence that the
learner can do the individual task/s as well
as the whole task.
The learners must produce evidence that
they are able to accomplish a series of tasks
and meet deadlines.
BSBITU201 task skills involve the ability to
produce a simple Word-processed

document.
BSBITU201 task management skills involve:
- Following PC 1.1 while going through
each element.
- Reading through necessary
information while continuously
adding input in the document.
Contingency Management Skills Job/Role Environment Skills
The requirement to respond to
irregularities and breakdowns in routines.
The requirement to deal with the
responsibilities and expectations of the work
environment
The learners must produce evidence of
their ability to deal with problems and
issues that arise in the workplace.

The learner must demonstrate their
adaptability and ability to work with other
personnel.
BSBITU201
The assessor could identify whether the
learner has:
PC 2.3.
questions:
- What if the software malfunctions?
- What if the software lacks features to
meet formatting requirements?
BSBITU201
The assessor could identify whether the
learner has:
standard (Elements 1-3).

and communicated effectively
with relevant people (PC 1.2).
How Are the Dimensions of Competency Applied in Developing
Assessment Tools?
There are many ways the dimensions of competency can be
applied in the
development of assessment tools. Below are some examples:
Task Skills
Assessment task/s must be designed according to relevant work
activities
completed to the required standard. The learners must be able to
perform the
individual actions as well as the whole task.
Tasks Management Skills
Provide assessment tasks that follow a sequence of activities to
complete a whole
work activity. Ensure that the learners are working efficiently to
meet deadlines,

handle simultaneous activities, and progress smoothly between
tasks.
Contingency Management Skills
Assessment task/s must account for any problems and issues
that are relevant to
the learners’ workplace. This will help the assessor determine
their ability to cope
with problems that may turn up as they are completing work
tasks.
Job/Role Environment Skills
Assessment task/s must consider the responsibilities and
expectations relevant to
the learner’s work role and/or industry.
Assessment Pathways
Assessment pathways refer to the ‘route’ learners take to have
their competence
assessed or recognised. In the VET sector, there are two (2)
possible assessment
pathways that can be undertaken.
This pathway is chosen by learners who want to be trained first

and then be
assessed in the relevant competency standard. In a training and
assessment
pathway, three (3) forms of assessment may take place:
Diagnostic Assessment - This happens before the training, to
identify
training needs and the learner’s needs. This could include pre-
tests and LLN
evaluations.
Formative Assessments - This form of assessment occurs as the
learner
progresses through the training. It gauges the learner’s acquired
skills and
knowledge after a section of the training. This also helps the
trainer on how
to proceed with the training activities.
Summative Assessment - This is done at the end of the training
or after the
training has concluded. The purpose of this assessment is to
holistically
assess a learner’s ability to perform the skills and knowledge
acquired
during the training through realistic working conditions.

The illustration on the next page is a visual representation of
the training and
assessment process.

In an assessment-only pathway, learners are assessed without
going through the
training process. This commonly conducted through recognition
of prior learning
(RPL).
Recognition of Prior Learning (RPL)
RPL is the process of recognising the knowledge and skills a
learner may have
already have gained through work or life experiences and can
lead to a
qualification.
It is defined in the VET Glossary as:
‘An assessment process that assesses an individual’s non-formal
and informal
learning to determine the extent to which that individual has
achieved the
required learning outcomes, competency outcomes, or
standards, for entry to
and/or partial or total completion of a qualification.’
(Source: VET Glossary)
Diagnostic

Assessment
Summative
Assessment
Formative
assessment
Formative
assessment
Formative
assessment
https://store.ibsa.org.au/sites/default/files/media/Glossary.pdf
II. USING TRAINING PACKAGES AND COMPETENCY
STANDARDS
Training packages
Training packages outline the knowledge and skills individuals
must be able to
perform in the workplace. It is a set of industry benchmarks for
nationally recognised
vocational outcomes through endorsed standards and
qualifications. They are used as

basis for most programs delivered and assessed in the VET
sector.
Training packages look at the skills expected of a competent
individual, rather than
the learning or assessment process. This allows trainers and
assessors to customise
their learning and assessment strategies to address the needs of
their learners. They
set out the competencies, but do not prescribe how the training
should be delivered or
how the assessment should be conducted.
Endorsed and Non-Endorsed Components of Training packages
Training packages consist of both endorsed and non-endorsed
components. The
information in the table below has been adapted from the TAE
Training and Education
training package implementation guide.
Endorsed Components
Qualifications
Consists of core and elective units of competency combined into
meaningful
groups to meet workplace roles and aligned to vocational
qualification levels
identified in the Australian Qualifications Framework (AQF).

They provide a
standard level of knowledge and skill required in the industry
for each AQF
level.
Units of Competency
Set the outcome and level of performance required in the
assessment. They
specify the standards of performance required in the workplace
and describe
the work outcomes and skills required by the industry. They
provide a
benchmark for the skills and knowledge a person must be able
to demonstrate
to meet competency. Each unit of competency is identified by
the combination
of its code and title
Assessment Requirements
Provide guidance on how assessment tasks can be developed
and
contextualisied to meet the assessment requirements. They
specify the
performance evidence, knowledge evidence and conditions for
assessment
for each unit of competency. They provide guidance on the
industry’s preferred
approach to assessment of required knowledge and skills
relevant to the unit.

The endorsed components above are the essential parts of a
training package that are
subject to quality assurance to ensure that they meet industry
requirements.
Non-endorsed Components
Non-endorsed components of unit/s of competency can be
helpful in delivering
training and conducting assessment. Often, these non-endorsed
components will have
helpful information that is not published with the unit. These
include:
Credit Arrangements
Specify details of existing credit
arrangements between vocational and higher
education qualifications in accordance with
the AQF.
Skill Sets
Are groups of endorsed units of competency
that address a defined industry need or
licencing or regulatory requirement.

Companion Volumes
Provide support for delivery and assessment,
includes implementation guides and are
usually published and updated by SSOs to the
training.gov.au website.
User Guides
Provide information about specific
components – context.
Further Reading
For more in-depth reading on training packages, click on the
link
below:
Training packages
Using Training Packages as the Basis for Assessments
The assessment process in the VET system is based on standards
set by training
packages and/or accredited courses. It is important for assessors
to know how to use
these standards and ensure that quality assessments are

conducted.
Unpacking Units of Competency
When developing assessment activities, assessors must ensure
that the units of
competency are brought into the context of the learner and the
training. To achieve
this, assessors should work through the following steps:
https://www.education.gov.au/training-packages
Step 1: Establish the Context
The assessment processes and requirements must reflect
realistic working
conditions. The context of the learner must be described and
considered when
using training packages as basis for the assessment and
developing the activities
involved in the assessment process. This means that when
planning, organising,
and/or developing a learning or assessment activity,
trainers/assessors must:

Consider the competency standards to be achieved, and
identify how the competency standards are practised/applied in
the learner’s
workplace.
Through these steps, the assessor will be able to determine
information specific to
the workplace or local industry that the competency applies to.
This includes
relevant processes, standard operating procedures and policies,
and
documentation. Establishing the context will also allow other
assessors to identify
how this unit of competency or cluster of competencies is
delivered and assessed.
For example, training/assessment location, assessment methods,
workplace
schedules etc.
Step 2: Consider the Learner’s Characteristics and Needs
Using a client-focused approach, assessments in the VET
system must always
consider the needs of the learners when planning, organising,
and/or developing

This will allow assessors to select the appropriate method/s for
evidence collection
and identify possible barriers that need to be addressed so that
the learner will have
a fair opportunity to prove their competence in a work task.
Step 3: Analyse the Unit of Competency
After establishing the context of the assessment and the
characteristics of
learner/s, the assessor must now gain an overview of the unit of
competency as the
basis for the assessment. To do this, we need to know how units
of competency are
structured.
Click here to review the structure of units of competency.
Each unit of competence addresses one (1) workplace task. It
outlines the
processes, procedures, and tasks that a learner is expected to
know and perform to
the standard expected of them in their workplace.
The information provided in each component of a unit of

competency will tell us
which evidence is required to demonstrate competency.
Unit component What it tells us
Elements
The tasks the learner will need to address
through the assessment activity.
Performance Criteria
The specific learning outcomes to be used when
developing the assessment and it tells us how
well each element must be performed to achieve
competence.
Foundation Skills
The necessary language, literacy, numeracy, and
employment skills that are required for
competent performance. This aids the

trainers/assessors and developers in designing
and delivering assessment activities and
assessment tools.
Performance Evidence
The skills needed for the task to be performed
successfully as part of the assessment.
Knowledge Evidence
Knowledge that the learner should have in order
to safely and effectively perform the work task
described, whether through completion of
practical activities or by answering questions.
Assessment Conditions
The range of conditions in which the task may be
assessed, including guidelines for assessors.
To ensure that a unit of competency translates well into the
assessment activities,
assessors must decide the methods they will use to gather the
required evidence
and design a competency-based assessment plan and related
tools, to measure the

competence of a learner.
Contextualisation
Training and assessment activities, processes, and requirements
must reflect
realistic working conditions. It is in these conditions that we
consider the client’s
‘context’. Contextualisation is the adjustment or modification of
units of
competency, to suit the learner’s needs. This is possible because
units of
competency are often described with generic language which
allows assessor to
replace them with terminologies specific to the ‘context’ of the
clients.
Guidelines for Contextualisation
RTOs may contextualise units of competency to reflect local
skill needs.
Contextualisation could involve additions or amendments to the
unit of
competency, to suit delivery methods, learner profiles, or
specific enterprise
requirements.
Any contextualisation must ensure the integrity of the outcome
of

the unit of competency is maintained.
Industry requirements, as described in training or job
specifications, can be used
to contextualise a unit of competency.
(Source: TAE V2 Companion Volume Implementation Guide)
In addition, any contextualisation of units of competency must
be within the
bounds of the following advice. In contextualising units of
competency, RTOs:
elements and
performance criteria.
criteria where
this does not distort or narrow the competency outcomes.
as long
as such changes do not diminish the breadth of application of
the
competency and reduce its portability.

to the evidence guide in areas such as the
critical aspects
of evidence or resources and infrastructure required, where
these
expand the breadth of the competency but do not limit its use.
(Source: TAE10 Training package)
1. What are the three (3) endorsed-components of a training
package?
2. Identify the two (2) assessment pathways in the VET
system.
Activity 2
Below is an excerpt from the unit of competency template. Fill
in the missing
information to complete the excerpt.
Unit Code
The unit code contains the three (3) alpha characters

identifying the training package, followed by alpha and/or
numeric characters. It must comply with the length specified
in the AVETMIS Standard (no more than 12 characters).
The title concisely describes the unit outcome.
It must comply with the length specified in the AVETMIS
Standard (no more than 100 characters)
Application
To view the answers to this activity, click here.
https://store.ibsa.org.au/sites/default/files/media/TAE_v2_%20I
mplementationGuide_Final.pdf
https://training.gov.au/TrainingComponentFiles/TAE10/TAE10_
R3.2.pdf
III. LANGUAGE, LITERACY, AND NUMERACY IN
ASSESSMENT
Language, Literacy, and Numeracy
As defined in the Design Cluster Learner Guide, LLN

skills are the skills necessary to read, write,
communicate and use mathematics at work and in
our everyday lives, which is also critical to participate
effectively in society.
When planning, organising and conducting the
assessment process, assessors must take into account
the LLN needs of their learners. It is important that
any assessment tasks are applicable to how that task will be
performed in the
workplace while considering the specific needs of the learner.
In the Design Cluster, you also learned how to identify the LLN
levels of learners and
identify their LLN needs. This is when assessors select specific
assessment strategies
that can support the learners as they undertake assessment. This
is to ensure that all
learners are given a fair chance to prove their competence
despite their special needs.
Special Needs of Learners
As a trainer and assessor, it is important that you understand the

barriers to learning
This knowledge will help you to address those barriers and
effectively support your
learner. The table below list some of the barriers to learning and
strategies a trainer
can adapt to remove the barrier or support the learner through
it.
Barriers to Learning Strategies or Considerations
Foundation skills in the training
specification are significantly higher
than the learners’ current skills.
Strategies to develop learners’
underpinning foundation skills may be
needed.
Reading and writing requirements of
course materials are at a higher level
than the learners’ current skills.
Instructional techniques, for example,
independent study/workbooks, may be
inappropriate and need revision.

Training delivery is largely oral
instruction and learners include those
with poor oral communication skills
in English.
Oral communication may need to be
supplemented with written materials.
Assessment methods require higher
level LLN skills than are required or
are mismatched to assessment of
competence.
Assessment tools, e.g. the use of
multiple choice questions to assess a
practical skill should be replaced with
practical demonstration.
Assessments are not culturally

appropriate.
If learner’s language, educational
history, and understanding of the
context of assessment are not
considered, the result of an assessment
can be flawed.
Delivery methods don’t support
practical skill development.
Delivery plan may need to include access
to simulated or real workplace
environments.
This is a modified document based on materials prepared by
Innovation and Business Skills Australia
Ltd, the original of which can be found on the IBSA website
http://www.ibsa.org.au.
Supporting Learners with LLN Needs
There are many ways assessors can support learners throughout
the assessment
process. It is important for an assessor to select the most
appropriate assessment

strategies that can allow the learners to take the assessment,
while still having a fair
chance to satisfactory results as with other learners without
LLN needs.
An example would be a learner who has limited reading and
writing skills; if you need
to assess his/her ability to communicate with customers, a better
approach would be
to adjust the assessment strategy or approach by:
Give the instructions to the learner verbally as well as written.
Have the learner complete a customer service role-play to assess
their
communication skills.
Record the assessment result using an observation checklist.
Provide a scribe to the learner, if he/she will be required to
answer written
assessments.
By following this approach, the learner is not disadvantaged by
unnecessary LLN
expectations that are not required to complete the assessment
task competently. This
new assessment strategy also appropriately assesses the skill of

communication.
When an aspect of an assessment process is adapted or
modified, this is considered as
a reasonable adjustment. Just remember that any reasonable
adjustment maintains
the integrity of the assessment outcome, while still supporting
the individual’s LLN
support needs.
http://www.ibsa.org.au/
Further Reading
To access the guide on reasonable adjustment for VET
practitioners click here:
Reasonable adjustment in teaching, learning, and assessment
for learners with disability
Kinds of LLN Specialist Support
To assist learners with LLN needs, assessors access various

kinds of LLN specialist
support to help them in providing appropriate and effective
support.
In-House LLN Specialist Support
Some organisations have in-house staff that provide LLN
specialist support
services. These support services may include:
Mentoring - The LLN specialist works with the trainer to
increase their
knowledge and skills in supporting learners with LLN
difficulties.
Team-teaching - The LLN specialist works alongside the trainer
to assist
learners with LLN difficulties.
Joint planning - The LLN specialist assists the trainer with
planning training
and assessment strategies for a learner or learner group with
LLN
difficulties.
Individual support - The LLN specialist works with the learner,
one-on-one,
to improve the LLN levels of the learner.

Organisations committed to improving the LLN skills of their
training staff will
often provide opportunities for their staff to enhance their LLN
skills by:
Conducting moderation meetings to discuss issues, strategies,
and resources.
Inviting guest speakers with LLN expertise to workshop issues
with training
staff.
Conducting regular staff meetings where expertise and support
strategies are
shared.
Providing professional development opportunities.
External LLN Specialist Support
Trainers and assessors will need to access external LLN
specialist support where
they do not have the necessary skills or expertise in-house.
There are several ways
that specialist support may be accessed, including:
Partnerships with other RTOs, and
engaging specialist consultants who offer LLN services.

https://drive.google.com/file/d/0B2nb1qFVyxGmaXNvZUJfaFll
QTg/view
https://drive.google.com/file/d/0B2nb1qFVyxGmaXNvZUJfaFll
QTg/view
Where can LLN practitioners and resources be found?
Reading Writing Hotline (1300 6 555 06)
Commonwealth Government-funded programs such as the Adult
Migrant
English Program, and Skills for Education and Employment
Translating and Interpreting Service (TIS National), Department
of
Immigration and Citizenship (DIAC)
TAFE English as a Second Language (ESL) and general
education departments
Regionally-based Local Learning and Employment Networks
(LLENs)
Adult Community Education (ACE) providers
National- and State-based professional associations, like the
Australian Council
for Adult Literacy

Further Reading
For more information on LLN specialist practitioners you can
access these links:
Australian Government Programs
Adult Migrant English Program
Skills for Education and Employment
Australian Council for Adult Literacy
LLN & Foundation Skills Publications
Evaluating LLN Support in Assessments
Trainers and assessors who embrace best practice in
LLN support are always developing their knowledge
and understanding of LLN requirements in their
industry and relevant training packages. They are
continually looking for ways to better support their
learners, improve their LLN levels skills and assist
them in achieving their vocational outcomes.
The first step to evaluating the success of your LLN support

strategies in training and
assessment is to collect feedback. It is helpful to collect
feedback from a variety of
http://www.australia.gov.au/information-and-
services/education-and-training/literacy-and-numeracy
https://www.education.gov.au/adult-migrant-english-program-0
https://www.humanservices.gov.au/customer/services/centrelink
/skills-education-and-employment
http://www.acal.edu.au/
https://www.ncver.edu.au/search-results?collection=ncver-
pubs&facetScope=&num_ranks=20&meta_z_sand=true&scope=
all-publications%2F%2C-
fbs&query=foundation+skills&sort=dmetaM
sources for a well-rounded understanding of your performance
from a range of
perspectives.
Feedback can be collected through:
Learner/Employer Satisfaction Surveys - Have the
learner/employer give
feedback on your training and assessment approach.
Validation Meetings - Attend validation meetings with staff and
LLN specialists
to review delivery and assessment strategies, as well as

resources and
assessment tools.
Consulting with an LLN specialist - Engage an LLN specialist
to review and
evaluate your training and assessment approach and provide
recommendations.
Once you have collected your feedback and data, you can
analyse this information by
doing a simple strengths and weaknesses analysis. One of the
many ways you
can do this is by:
1. Create two (2) columns, one for strengths and one for
weaknesses.
2. Review your data by asking the following questions:
What were the strengths in my LLN support approach?
o What worked well?
o What were the advantages of your approach?
What were the weaknesses in my LLN support approach?
o What didn’t work well?
o What could you improve?

Now that you know your strengths and weakness, you can use
the weaknesses column
to decide what adjustments need to be made and the strengths
column to further build
on “what works” for future training and assessment planning.
IV. PLAN ASSESSMENT ACTIVITIES AND
PROCESSES
Planning for the assessment
The assessment process begins with the creation of an
assessment plan. This
document clarifies the steps and procedures within the process,
that guides the
assessor, learner, and other stakeholders. The plan always
allows for the assessment
to be consistent and reliable.
The illustration below shows the stages of planning, organising,
and developing
assessments.

Determine the Assessment
Approach

Identify the purpose, pathway (training and
assessment or RPL), and benchmarks (unit of
competency).
Prepare the Assessment Plan
assessment requirements and
determine the evidence required.
instruments, and procedures to
support the collection of evidence.
confirm with relevant stakeholders
Identify Modification and
Contextualisation Requirements
learner’s context.

k advice provided by the training
package or course developer relevant to
identified contextualisation needs.
identify necessary modifications to
address identified contextualisation
needs.
opportunities for integrated
assessment activities and record any
changes required to assessment tools.
Develop the Assessment
Tools and Instruments
and instruments.

instruments based on requirements
and ensure that instructions are
clear.
competency standards requirements.
and confirm it they meet required
standards.
Assessment Plan
The assessment plan is the planning document that guides the
assessment process. It
determines the what, when, where, and how of the assessment.
It usually includes the
following information:

Note that an assessment plan may address a unit or a cluster of
units of competency.
It is developed via training and assessment pathway or for RPL.
Step 1: Determine the Assessment Approach
It is essential for the preparation of the assessment plan, that
you determine the
assessment approach first. You can achieve this once you’ve
found out all the necessary
information and details that are involved in the assessment
process.
To determine the assessment approach, you can ask the
following questions
Who is will be assessed?
What is the purpose of the assessment?
What
• Assessment context
• Assessment purpose
• Assessment pathway (training and assessment or RPL)
• Unit of comptency assessed
• Assessment tools to be used

• Necessary equipment to be used
When
• Assessment date and time
Where
• Assessment venue or location
How
• Assesment methods
• Requirements for competent results
• Relevant people involved in the assessment
• Special needs support strategies
• OHS consisderations
• Other logistic concerns
What is the context of the assessment?
Who is involved in the assessment?
What are the legal, organisational, and

ethical requirements that apply to
assessment?
What benchmarks will be used?
What other things do I need to know
about the assessment?
Who’s the learner to be assessed?
The learner is the individual for whom the assessment is
being planned and organised. It is also possible for the
learner to be a specific group of people.
It is necessary for the assessor to identify the learners’
characteristics and needs that may impact the
assessment process. This allows the assessor to tailor the
assessment plan to cater to the identified needs.
If your learner/s is from a broad target group (e.g. TAFE
students), you should identify their general overall
characteristics and needs. This allows for the plan to
have flexibility and apply reasonable adjustments when
necessary.

What is the purpose of the assessment?
The purpose of the assessment helps identify the appropriate
assessment methods and
instruments that can address the specified requirements.
Usually, the purpose of the
assessment is relevant to the ‘application’ field for the unit of
competency.
The purpose of the assessment may be any of the following:
Recognising current existing competence of learners.
Determining if competence has been achieved following
learning.
Establishing learner progress towards achievement of
competence.
Determining language, literacy, and numeracy needs of learners.
Certifying competence through a qualification or statement of
attainment.
Licencing or regulatory requirements.
What is the context of the assessment?
The context determines how the assessment should be
approached. The following
should be considered for this:

Workplace environment – In what setting will the assessment be
carried out?
Is it a real or simulated workplace environment?
Collection of evidence – What are the opportunities to collect
evidence? Can
evidence be gathered in a number of situations? Can the
learner/s provide
evidence?
Assessment pathway – What assessment pathway should be
taken for the
assessment? (Training and assessment or RPL)
What benchmarks are to be used?
Benchmarks would refer to the ‘standards’ or ‘criteria’ against
which the learner is
assessed or prior learning recognised. It may include the
following:
Competency standard/unit of competency
Assessment criteria of course curricula
Performance specifications of an enterprise or industry

Product specifications
Who is involved in the assessment?
The assessor should determine any additional personnel
required for the assessment,
at the earliest possible time. This will allow the assessor to
prepare other resource
requirements before the assessment. The following stakeholders
need to be identified
immediately and be informed of the assessment process:
Trainer or dedicated assessor; the one who will conduct the
assessment.
Persons who may be required to contribute to the assessment in
some way:
o A workplace supervisor or other third party to provide third-
party evidence
of competence in the workplace.
o A specialist support person to provide assistance to the
learner throughout
the assessment (e.g. interpreter).
Other stakeholders who may need to be informed of the
assessment may include, but
are not limited to:

The client organisation
Supervisors or managers of the learner/s
People who deliver training that leads towards the assessment
Technical/subject experts
Training and assessment coordinators or other administration
staff
Industry regulators
Employee and employer representatives
Members of professional associations
A Commonwealth department official/Centrelink
personnel/caseworker
Australian apprenticeships personnel.
What are the legal, organisational, and ethical requirements of
the
assessment?
After you have identified the stakeholders that need to be
informed of the assessment

plan, you must ensure that the whole assessment process follows
legal, organisational,
and ethical requirements for the assessment.
Such requirements may include the following:
Quality assurance systems Reporting, recording, and retrieval
systems for assessment, including RPL
Business and performance plans Assessment system policies and
procedures
Access and equity policies and
procedures
Assessment strategy requirements
Collaborative and partnership
arrangements
Registration scope
Defined resource parameters
Human resources policies and
procedures
Mutual recognition arrangements
Legal requirements, including:
Anti-discrimination

Equal employment opportunity
Job role, responsibilities and
conditions
Relevant industry codes of practice
Confidentiality and privacy
requirements
Industrial relations systems and
processes, awards, and enterprise
agreements
OHS considerations, including:
Ensuring OHS requirements are
adhered to during the assessment
process
Identifying and reporting OHS
hazards and concerns to relevant
personnel.
Australian Quality Training Framework

Relevant Information
Assessment Strategies – The assessment strategy provides the
general approach that
will be used to assess an entire qualification.
You must identify if an existing assessment strategy is
available. This is available
through the training and assessment strategy document (TAS).
From this assessment strategy, you are able to derive
assessment plans that will be
used to assess a unit or cluster of units of competency. This
means that the assessment
plan can immediately be prepared.
Note that since a qualification will contain a number of units,
an assessment strategy
may also involve a number of assessment plans.
If no assessment strategy is available, you will create an
assessment plan from scratch

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