Taeass301 a topic2
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This document discusses planning for assessment, including identifying the purpose of assessment, specifications for assessment, accessing and clarifying assessment plans, and identifying one's own role and responsibilities. Specifications for assessment usually include units of competency as well as industry, enterprise, and quality standards. Planning involves understanding assessment plans and what one's role may entail, such as administering assessments or providing feedback.
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This document discusses reviewing assessment plans. It identifies processes and reasons for reviewing assessment plans such as identifying any issues with the current plan or changes that need to be made. The document advises completing assessment tasks as the next step after reviewing assessment plans.
TAEASS401 topic1
This document provides an overview of competency-based assessment in vocational education and training (VET). It defines assessment in VET and identifies the key features such as identifying the purpose of assessment and who can assess. It also outlines the principles of assessment, including consistency, validity, fairness and flexibility. Evidence is defined as proof that supports a candidate's competency claim. Various assessment methods are discussed, like observation, questioning, and portfolios. Assessment tools are also introduced as the means to implement assessment methods.
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This document discusses the key components of developing an assessment plan, including establishing the purpose of assessment, identifying candidates and their needs, using relevant benchmarks, interpreting assessment guidelines, identifying assessment methods, and identifying the assessment context. The purpose of assessment could include certification, recognition of competency, identifying skills needs, measuring progress, or making a competency decision. Candidates' characteristics should be identified and assessments organized according to their needs. Relevant benchmarks include units of competency or modules. Assessment methods should consider industry systems, evidence opportunities, and requirements. The assessment context includes the environment, resources, people, and organizational requirements.
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Taeass301 a topic1
Competency-based assessment in vocational education and training (VET) measures people against defined standards rather than comparing them against each other. Evidence for assessment can come from samples of a candidate's work, observation checklists, interviews, supervisor reports, answers to questions, and documents completed by the candidate. The document outlines how to contribute to the assessment process by planning to gather evidence for assessment according to competency standards.
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Taeass301 a topic1
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Taeass301 a topic5
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This document discusses how to determine the evidence needed to establish competence against a unit of competency. It explains that the evidence guide, required skills and knowledge, elements and performance criteria within a unit should be examined to identify the necessary evidence. Embedded components of the unit also need to be identified. Different assessment methods like clustering competencies, questioning techniques and documentation requirements are covered.
Taeass401 a topic3v1
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Assessment guidelines outline what is contained in assessment materials and identify allowances for reasonable adjustments to accommodate candidate needs without changing evaluation criteria. Reasonable adjustments can modify the physical environment, assessment tools, procedures, or methods used but not alter evidence requirements. Candidates should complete three assessment tasks to demonstrate understanding of using assessment guidelines and reasonable adjustments.
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N. Venkatesh is seeking a position that utilizes his skills in technology and provides opportunities to learn. He has a bachelor's degree in mechanical engineering from Apollo Polytechnic College with 76% and higher secondary education from St Paul's Mahajana Higher Secondary School with 63% and 81%. He has over 4 years of experience working in production planning and process lifecycle management at Wheels India Ltd. He is proficient in CREO, AutoCAD, Unigraphics, CNC turning and milling, and has additional qualifications in English typewriting and DTP.
Unit 1 Content
This document provides an overview of a 360-hour mandatory unit within a Professional Diploma in Creative Enterprise at level 4. The unit, called "The Creative Entrepreneur", introduces students to enterprise skills needed to start a creative business, including examining business models, cultural policy, budgeting, legal frameworks, and developing their own brand and profile. Students will analyze these topics through lectures, workshops, group critiques and independent research. The unit aims to lay the foundation for students' creative business models which will be developed in a later summative unit. Students' learning will be assessed through a portfolio demonstrating their skills in areas like research, analysis, problem solving and professional development.
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The document discusses vocational training modules (FCT) that take place in real work environments. The objectives are to complement skills acquired in school through hands-on experience, introduce students to business organizations so they can learn practical skills for their professional profiles, and assess students' professional competencies. FCT requires collaboration between schools and businesses, with agreements signed appointing tutors and outlining training programs and activities for students. Implementation involves students developing agreed training activities while being monitored by school and company tutors.
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Taedel402 a topic1_2
The document discusses planning workplace learning by establishing goals around knowledge, skills, and attributes. It identifies benchmarks like qualifications, competencies, compliance requirements, and position descriptions. It also covers work-based learning pathways and the next steps of addressing rules and regulations, identifying learning program requirements, and establishing learning relationships.
Topic 2 TAEDES401A
The document discusses defining the parameters of a learning program, including identifying the training specification, units of competency, modules, and regulatory or licensing requirements. It also covers determining the target group for the training, evaluating the learning environment and any health and safety risks, considering legal and organizational needs, and establishing the timeframe for completing the program. The overall goal is to understand all relevant factors for designing a customized learning program.
TAEASS403A topic2
This document discusses contributing to assessment validation by participating in assessment validation activities. It outlines that assessment validators can come from internal or external sources, including assessors, industry representatives, and technical experts. Their roles may include reviewing assessment tools and materials, providing feedback on candidates' experiences, and evaluating tools against assessment principles. The document lists materials commonly used in validation, such as units of competency, assessment strategies, completed assessment tools, and policies. It describes templates used to structure validation discussions around topics like how well tools address units and the acceptability of evidence. Participants are encouraged to identify a validation process to engage in and determine their role.
TAEASS402A topic1
The document discusses preparing for assessment, including interpreting the assessment plan, confirming organizational arrangements, accessing benchmarks and assessment tools, arranging materials and resources, and organizing specialist support. It emphasizes that assessors must have both assessment competence and relevant vocational competence. The assessment plan contains information about candidates, assessment purpose and context, benchmarks, methods, tools, and requirements. Individual needs that may require accommodation include medical conditions, impairments, disabilities, isolation, differences in age, culture, gender, intelligence, language skills, and more. Reasonable adjustments should be made to tailor assessment to individual learner needs. Preparing effectively involves collaboration with various parties in the assessment process.
Taeass301 a topic5
This document discusses reporting assessment evidence and improving the assessment process. It explains that at the end of the session, participants should understand how to report evidence to qualified assessors, identify if assessments meet principles and rules of evidence, and document areas for improvement. It outlines the principles of assessment, including reflecting all competency components and being flexible in approach and timelines. It also describes the rules of evidence, such as the candidate's ability to currently perform tasks according to standards and the work being their own and verifiable. Areas to improve assessments are also addressed.
Taeass401 a topic3
This document discusses how to determine the evidence needed to establish competence against a unit of competency. It explains that the evidence guide, required skills and knowledge, elements and performance criteria within a unit should be examined to identify the necessary evidence. Embedded components of the unit also need to be identified. Different assessment methods like clustering competencies, questioning techniques and documentation requirements are covered.
Taeass401 a topic3v1
This document discusses how to determine the evidence needed to establish competence against a unit of competency. It explains that the evidence guide, required skills and knowledge, and elements and performance criteria within a unit should be examined to identify the necessary evidence. The document also discusses interpreting embedded components of units, clustering competencies, different assessment methods like questioning, and the importance of record keeping and documentation.
TAEASS401 topic4
This document discusses developing assessment instruments and planning for recognition of prior learning (RPL). It explains that assessment instruments include questions or activities used to evaluate competence. When reviewing instruments, they should check if they are valid, reliable, flexible and fair. Assessment tools may need modifying to accommodate candidates' special needs or characteristics to ensure a fair assessment. RPL assesses existing competence from work or life experience and usually occurs before training. Planning RPL involves choosing assessment methods like portfolios, interviews, or other evaluations to determine candidates' existing skills and knowledge.
TAEDEL301A- topic2
This document discusses planning training sessions by investigating instructional objectives, considering different types of learning programs, and creating session plans. It emphasizes considering the learner's needs, prior experiences, learning styles, and principles of adult learning. It also addresses health and safety considerations like identifying hazards and risk management strategies in the learning environment. The goal is to prepare training sessions that are tailored to learners' specific needs and styles.
Topic 5
Assessment guidelines outline what is contained in assessment materials and identify allowances for reasonable adjustments to accommodate candidate needs without changing evaluation criteria. Reasonable adjustments can modify the physical environment, assessment tools, procedures, or methods used but not alter evidence requirements. Candidates should complete three assessment tasks to demonstrate understanding of using assessment guidelines and reasonable adjustments.
DEs402aTopic1v2
Training packages and accredited courses are developed to:
1. Specify skills and knowledge required to perform effectively in the workplace and support nationally consistent, portable qualifications.
2. Training packages are developed by Industry Skills Councils according to a national process, using research and consultation. They have a standardized structure of units of competency, assessment guidelines, and qualifications frameworks.
3. Accredited courses are developed to address niche skills needs and are accredited through state/territory or national bodies. They are based on units of competency or modules. Both training packages and accredited courses are accessible online through Training.gov.au or their governing bodies.
TAEASS402A topic2
This document provides guidance on gathering evidence for competency-based assessment. It outlines that assessors should prepare candidates, use appropriate assessment methods and tools, support candidates, address occupational health and safety issues, and apply principles of assessment. Evidence can come from products, documents, observations, portfolios, answers to questions, or supervisor reports. Assessors should brief candidates, use tools to guide evidence gathering, give clear instructions, and stop assessments if risks are present.
Taeass301 a topic3
This document discusses planning for gathering evidence in assessments. It covers confirming organizational requirements, identifying candidate characteristics, identifying the assessment context, clarifying evidence gathering methods and instruments, and organizing resource requirements. Reasonable adjustments that can be made for assessments are also outlined, such as using electronic technology, adjusting the physical environment, or providing flexible assessment times. The assessment context considerations include whether assessments are on or off the job, their location, settings, required personnel, and workplace procedures.
Taeass301 a topic3
This document discusses planning for gathering evidence in assessments. It covers confirming organizational requirements, identifying candidate characteristics, identifying the assessment context, clarifying evidence gathering methods and instruments, and organizing resource requirements. Reasonable adjustments that can be made for assessments are also outlined, such as using electronic technology, adjusting the physical environment, or providing flexible assessment times. The assessment context considerations include whether assessments are on or off the job, their location, settings, required personnel, and workplace procedures.
TAEDEL402A- topic10
This document discusses communication skills for facilitating learning in the workplace. It covers presenting information clearly through pacing, posture, pitch and practice. It also discusses questioning techniques like open-ended versus closed questions and active listening. Active listening requires concentration, objectivity, skilled questioning, and feedback. The document outlines feedback models including positive and constructive feedback, and delivering both formal and informal feedback. Finally, it states the next steps are to conduct evaluations, identify relevant data, and apply record keeping procedures.
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BUSINESS EXPANSION STRATEGY
I work as a assistant for the business development executive in the company named "Resolve India Innovative Technologies Pvt Ltd" which is in Bangalore. The company deals with automation technology and provides various business solutions to other business organizations. The name of my project report is " Market research on global engineering solutions in industry and business expansion strategy for Resolve India Innovative Technologies Pvt. Ltd. As a marketing analyst I have to find out the possibilities for Business expansion for the company and prepare a strategy for them, To prepare a strategy I have constructed structured questionnaire and conduct surveys and collect data from the market. By implementing the percentage method analysis for the data I came to the findings, suggestions and conclusions to my project report.
Taeass301 a topic4
This document discusses how to collect evidence for assessment. It outlines preparing the candidate by informing them of the assessment process and addressing any limitations or safety issues. It also explains how to gather evidence, such as through observation, questions, and documentation, as well as informing candidates of the next steps after assessment.
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Taedel301 asession2
This document provides an overview of planning a training session including:
1) Outlining instructional objectives and desired learning outcomes.
2) Designing a sample training plan that considers learners' needs, prior experiences, and learning styles.
3) Identifying occupational health and safety considerations in the learning environment including hazard identification and the trainer's responsibilities to manage risks.
Taedel301 asession1
Organize and plan training instruction, conduct demonstrations and simulations to develop skills, and review personal performances. To be assessed as competent, trainees must conduct three training sessions using different techniques and effective communication skills. The first session introduces workplace training and how to consider the three aspects of performance and break down tasks. Trainees will practice breaking down rescue tasks into steps.
Bsbcmm401 asession3
The session focused on wrapping up presentation activities and completing the Trainer skill set workshop. Participants discussed feedback and evaluations of the workshop. Certificates were distributed to signify completion of the Trainer skill set training.
Bsbcmm401 asession2
The document provides tips and strategies for effective communication. It discusses the importance of listening to understand rather than reply, giving full attention, keeping an open mind, and summarizing what was said. It also addresses different communication channels like email, meetings, and notice boards. Finally, it lists tips for good communication such as team involvement, creating a consultative environment, supporting consultation, and giving feedback.
Bsbcmm401 asession1
This document outlines the requirements for two presentations to be assessed as part of a training program. It discusses establishing an effective communication presence through research, organizing information clearly using the INTRO model, using appropriate visual aids, employing positive body language, delivering information on track and with support, and evaluating audience understanding at the end. The two assessments will be based on informal and formal presentations of simulated practical activities aligned to the training.
Taedel301 asession4
This session covers evaluating and training, including practicing communication and feedback skills, reviewing the learner's and trainer's performance, and considering record keeping requirements. The key points are: monitoring the trainee's performance through regular communication and practice; checking that performance meets workplace standards; providing feedback on work skills that focuses on both positives and negatives; and maintaining accurate records of training at the individual, local, and state levels according to public record requirements.
Taedel301 asession3
This document provides an overview of session 3 of a training program which focuses on delivering training and resolving conflict. It discusses different delivery techniques, coaching approaches, group dynamics, types of conflict and steps to help transfer knowledge from training to the job including using training aids, coaching, setting goals, incentives, communication, engagement and follow up. The document emphasizes applying skills on the job and measuring performance to ensure training is effectively transferred.
TAEASS403A topic3
The document discusses how to contribute to assessment validation outcomes. It states that information from the validation process should be analyzed to identify ways to improve assessment, such as revising evidence collection processes or assessor training. Recommendations for improvements like changes to policies or assessment tools should then be documented in an action plan and records kept to ensure the recommendations are implemented and the process is continuously improved.
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Taeass301 a topic2
- 1. Topic 2: Planning for Assessment TAEASS301A Contribute to assessment © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook pages 11 to 16
- 2. At the end of this session, you should know how to: plan for assessment including: identifying the purpose of assessment identifying specifications for assessment accessing and clarifying assessment plans identifying own role and responsibilities. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Purpose of assessment © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 11
- 4. Specifications In the VET sector, specifications for assessment are usually units of competency. Could also include: enterprise standards industry standards learning outcomes from internal programs modules from accredited courses quality standards standard operating procedures workplace policies and procedures © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 12
- 5. Assessment plans © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 13
- 6. Your role could include: © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 14
- 7. Your responsibilities could include: © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 15
- 8. The next step You should now: begin Assessment Task 1 © 2010 Innovation and Business Industry Skills Council Ltd