Taeass301 a topic3
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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.
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TAEASS401 topic2
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.
Taeass401 taeass502 s20
This document provides an overview of two training and assessment units: TAEASS401 Design and develop assessment tools and TAEASS502 Plan assessment activities and processes. It outlines the content to be covered in each unit, including assessment principles, developing assessment tools and planning assessment processes. The schedule includes 11 classroom sessions and 3 assessment tasks. The first session introduces the units and assessments and discusses the definition and purpose of assessment. The second session covers standards and benchmarks used for assessment, including training packages, units of competency, and assessment requirements.
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.
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.
TAEAS402A topic3
This document discusses how to make assessment decisions by examining evidence, using professional judgement, and providing feedback. It outlines factors to consider like ensuring evidence covers all competency components, is demonstrated over time, and relates to the relevant unit of competency. Rules of evidence for assessment and recognition of prior learning are addressed. The importance of clearly communicating the assessment decision and next steps is emphasized.
TAEDEL301A- topic1
This document provides an introduction to work skills instruction. It discusses considering workplace training, the three aspects of performance when providing skills instruction which are skills, knowledge, and attitude, and breaking down tasks. The document is from a workbook about providing work skill instruction and directs the reader to the next steps of investigating instructional objectives, considering types of learning programs, and creating session plans.
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.
TAEDEL301A-Topic3
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TAEASS401 topic2
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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This document provides an overview of two training and assessment units: TAEASS401 Design and develop assessment tools and TAEASS502 Plan assessment activities and processes. It outlines the content to be covered in each unit, including assessment principles, developing assessment tools and planning assessment processes. The schedule includes 11 classroom sessions and 3 assessment tasks. The first session introduces the units and assessments and discusses the definition and purpose of assessment. The second session covers standards and benchmarks used for assessment, including training packages, units of competency, and assessment requirements.
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.
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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.
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This document discusses how to make assessment decisions by examining evidence, using professional judgement, and providing feedback. It outlines factors to consider like ensuring evidence covers all competency components, is demonstrated over time, and relates to the relevant unit of competency. Rules of evidence for assessment and recognition of prior learning are addressed. The importance of clearly communicating the assessment decision and next steps is emphasized.
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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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This document discusses delivering training and considers different delivery techniques and resolving conflict. It addresses coaching, facilitating interpersonal skills, responding to incorrect answers, types of conflict, and resolving conflict. The document recommends practicing communication skills, considering record keeping, and reviewing learner and trainer performance.
Taedel301 a topic3
This document discusses delivering training and considers different delivery techniques and resolving conflict. It addresses coaching, facilitating interpersonal skills, responding to incorrect answers, types of conflict, and resolving conflict. The document recommends practicing communication skills, considering record keeping, and reviewing learner and trainer performance.
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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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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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.
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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 topic3
This document discusses how to determine the evidence needed to establish competence against units of competency. It explains that the evidence guide, required skills and knowledge, and elements and performance criteria within each unit should be examined to identify the necessary assessment evidence. The document also discusses interpreting embedded components of units, clustering related competencies, different assessment methods like questioning, and the importance of record keeping and documentation.
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.
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Taeass301 a topic2
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.
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.
4. Competency Standard.pdf
Here are 6 competency standards for assessors:
1. Understand principles and practices of assessment.
2. Develop assessment tools/instruments.
3. Conduct assessments in accordance with principles of assessment.
4. Make valid and reliable judgments about competency.
5. Provide feedback to enhance learning and development.
6. Maintain records and information on assessment.
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Title slide - Your title slide should be eye-catching and clearly convey the topic of your presentation. Use bold text and engaging visuals to capture the attention of your audience.
Introduction - The introduction should provide an overview of what your presentation will cover and why it matters. Use this slide to hook your audience and set the tone for the rest of the presentation.
Main content - This is where you will present your ideas and supporting information. Use a clear and concise structure, and avoid cluttering the slides with too much information. Use visuals such as images, charts, and graphs to support your points.
Conclusion - The conclusion should summarize your main points and offer a call to action or final thought. Use this slide to leave a lasting impression on your audience.
Credits and references - If you used any external sources in your presentation, be sure to provide proper credit and references in the final slide.
Other key tips to keep in mind when creating a SlideShare presentation include:
Use high-quality visuals that support your content
Keep text to a minimum and use bullet points or short sentences
Choose a consistent color scheme and font for a professional look
Use transitions and animations sparingly, as they can distract from the content
Rehearse your presentation to ensure that it flows smoothly and is engaging for your audience.
Taedel401 a topic3
The document discusses the roles and responsibilities of a facilitator in planning and delivering group-based learning. It addresses identifying learning program requirements, regulatory environments, learning objectives, learner requirements, and developing a delivery plan. The facilitator must understand the learning context, including the type of program, objectives, and learner needs, in order to effectively plan and organize a group learning experience.
Taedel401 a topic3
The document discusses the roles and responsibilities of a facilitator in planning and delivering group-based learning. It addresses identifying learning program requirements, regulatory environments, learning objectives, learner requirements, and developing a delivery plan. The facilitator must understand the learning context, including the type of program, objectives, and learner needs, in order to effectively plan and organize a group learning experience.
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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.
BSBCMM401A section2
This document discusses planning an effective presentation. It emphasizes the importance of preparation, including developing an introduction, body, and conclusion; understanding the audience and purpose; using mind maps; and rehearsing. Effective preparation helps presenters feel more confident and focused on the audience. Presenters should consider room layout, imagery, and next steps.
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.
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.
TAEDEL401A- topic8
The document discusses different topics related to learner behaviors and group dynamics. It identifies different learner behaviors and maintaining positive learning relationships as key things to understand from the session. It also discusses Tuckman's model of group behavior, managing group dynamics, resolving conflicts, keeping records for compliance and evaluation purposes, and maintaining instructional materials.
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This document provides guidance on facilitating a group-based learning session. It discusses presenting information and questioning learners, including using a sample session procedure. It also offers tips on clear communication through presentation skills like pace, posture and pitch, as well as open versus closed questioning and active listening. The document provides models for feedback, focusing on positive and constructive feedback. It concludes by advising the reader to identify different learner behaviors and maintain positive learning relationships.
TAE Design Units
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
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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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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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Validation ensures that assessment processes and outcomes are appropriate, effective, consistent, and reliable. It involves collecting and analyzing assessment information to identify improvements to systems, processes, practices, resources, and outcomes. Validation can occur through meetings, networks, peer review, and panels. It takes place after implementation of an assessment and throughout the life of the assessment.
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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.
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 topic3
This document discusses how to determine the evidence needed to establish competence against units of competency. It explains that the evidence guide, required skills and knowledge, and elements and performance criteria within each unit should be examined to identify the necessary assessment evidence. The document also discusses interpreting embedded components of units, clustering related competencies, different assessment methods like questioning, and the importance of record keeping and documentation.
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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, 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.
Taedel402 a topic3_4
This document discusses establishing learning relationships in the workplace. It addresses understanding regulatory environments, learning program requirements, and identifying different types of learning relationships between facilitators, employees, and learners. These include guiding new employees, supporting changed roles, addressing organizational change, developing new skills for existing staff, and providing on-the-job learning for apprenticeships. The next steps are to plan for the learning experience, inclusive practices, and supports for the learner.
Taeass301 a topic2
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.
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.
4. Competency Standard.pdf
Here are 6 competency standards for assessors:
1. Understand principles and practices of assessment.
2. Develop assessment tools/instruments.
3. Conduct assessments in accordance with principles of assessment.
4. Make valid and reliable judgments about competency.
5. Provide feedback to enhance learning and development.
6. Maintain records and information on assessment.
Project Proposal.pptx
Title slide - Your title slide should be eye-catching and clearly convey the topic of your presentation. Use bold text and engaging visuals to capture the attention of your audience.
Introduction - The introduction should provide an overview of what your presentation will cover and why it matters. Use this slide to hook your audience and set the tone for the rest of the presentation.
Main content - This is where you will present your ideas and supporting information. Use a clear and concise structure, and avoid cluttering the slides with too much information. Use visuals such as images, charts, and graphs to support your points.
Conclusion - The conclusion should summarize your main points and offer a call to action or final thought. Use this slide to leave a lasting impression on your audience.
Credits and references - If you used any external sources in your presentation, be sure to provide proper credit and references in the final slide.
Other key tips to keep in mind when creating a SlideShare presentation include:
Use high-quality visuals that support your content
Keep text to a minimum and use bullet points or short sentences
Choose a consistent color scheme and font for a professional look
Use transitions and animations sparingly, as they can distract from the content
Rehearse your presentation to ensure that it flows smoothly and is engaging for your audience.
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The document discusses the roles and responsibilities of a facilitator in planning and delivering group-based learning. It addresses identifying learning program requirements, regulatory environments, learning objectives, learner requirements, and developing a delivery plan. The facilitator must understand the learning context, including the type of program, objectives, and learner needs, in order to effectively plan and organize a group learning experience.
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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.
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Taeass301 a topic1
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Taeass301 a topic3
- 1. Topic 3: Planning to Gather Evidence TAEASS301A Contribute to assessment © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook pages 17 to 26
- 2. At the end of this session, you should know how to: plan for gathering evidence, including: confirming organisational requirements identifying characteristics of candidates identifying assessment context clarifying evidence gathering methods and instruments organising resource requirements. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Organisational and legal requirements © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 17
- 4. Characteristics of candidate © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 18
- 5. Reasonable adjustment Some adjustments to assessment process to meet needs of candidates could include: using electronic technology to present evidence making adjustments to physical environment giving verbal or pictorial instructions allowing flexible assessment times providing personal support services using adaptive technology. © 2010 Innovation and Business Industry Skills Council Ltd Click on logo Participant Workbook page 20
- 6. Assessment context Different situations in which assessment occurs Consider: whether assessment is on the job or off the job location of assessment whether assessment is in one place or a variety of settings who needs to be involved any workplace procedures which need to be followed what resources you will need. © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 20
- 7. Assessment methods and instruments © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 22
- 8. Resource requirements include: © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 23
- 9. The next step You should now: continue with Assessment Task 1 © 2010 Innovation and Business Industry Skills Council Ltd