Taeass301 a topic4
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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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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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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.
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.
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.
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.
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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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Taedel301 a topic3
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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.
Taedel301 asession2
This document provides an overview of planning a training session including:
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3) Identifying occupational health and safety considerations in the learning environment including hazard identification and the trainer's responsibilities to manage risks.
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.
TAEDEL301A- topic2
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TAEASS403A topic1
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.
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 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.
TAEDES401ATopic4 Safe
The document discusses how to identify hazards and risks and complete a risk control plan to ensure a safe learning environment. It describes identifying hazards, assessing the level of risk, prioritizing hazards, and controlling risks. A risk control plan should document agreed actions, responsibilities, and completion dates. The document also discusses delivering occupational health and safety information to learners through induction, manuals, discussions and feedback to help maintain a safe environment.
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.
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.
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.
Taedes401 a topic5
This document discusses designing and reviewing learning programs. It covers policies and procedures, learner differences, delivery strategies, learning activities, assessment strategies, implementation, and review. The goal is to teach how to design a learning program ready for implementation and review the program. Learners are instructed to complete three assessment tasks to demonstrate their understanding of designing and justifying a learning program.
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.
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.
Presentation 5
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Taedel401 a topic3
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Taedel401 a topic3
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TAEDEL301A- topic1
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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.
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.
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.
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.
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.
TAEDEL301A-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.
Taeass401 taeass502 s20
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Tae10 assessor skill set wrkshp 1 slides
This document provides an overview of an 8-workshop program to develop assessor skills. The workshops will cover planning assessment activities, assessing competence, and participating in assessment validation. They will be delivered virtually over 3 hours each via video conferencing platforms. Between workshops, participants will complete approximately 1 hour of independent preparation. The workshops will use various interactive methods and technologies to teach participants how to organize assessment processes, develop assessment tools, and assess candidates' competence against standards. Upon completing the workshops and assessment tasks, participants will meet the requirements of the Assessor Skill Set qualification.
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TAEASS403A topic1
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.
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 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.
TAEDES401ATopic4 Safe
The document discusses how to identify hazards and risks and complete a risk control plan to ensure a safe learning environment. It describes identifying hazards, assessing the level of risk, prioritizing hazards, and controlling risks. A risk control plan should document agreed actions, responsibilities, and completion dates. The document also discusses delivering occupational health and safety information to learners through induction, manuals, discussions and feedback to help maintain a safe environment.
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.
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.
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.
Taedes401 a topic5
This document discusses designing and reviewing learning programs. It covers policies and procedures, learner differences, delivery strategies, learning activities, assessment strategies, implementation, and review. The goal is to teach how to design a learning program ready for implementation and review the program. Learners are instructed to complete three assessment tasks to demonstrate their understanding of designing and justifying a learning program.
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.
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.
Presentation 5
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.
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.
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.
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.
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.
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.
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.
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.
TAEDEL301A-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.
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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.
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This document provides an overview of an 8-workshop program to develop assessor skills. The workshops will cover planning assessment activities, assessing competence, and participating in assessment validation. They will be delivered virtually over 3 hours each via video conferencing platforms. Between workshops, participants will complete approximately 1 hour of independent preparation. The workshops will use various interactive methods and technologies to teach participants how to organize assessment processes, develop assessment tools, and assess candidates' competence against standards. Upon completing the workshops and assessment tasks, participants will meet the requirements of the Assessor Skill Set qualification.
Taedel402 a topic10
TAE40110 - Certificate IV in Training and Assessment
Unit of compeetncy - TAEDEL402A - Plan, organise and facilitate learning in teh workplace
Taedel402 a topic9 Deliver workplace learning
This document provides guidance on organizing content for effective workplace training. It discusses chunking information into digestible portions, sequencing steps in a logical order, and contextualizing content for skills-based delivery. A DEDICT process is outlined for skills training, including demonstrating, explaining, demonstrating slowly, imitating, coaching, and testing. The document concludes by stating the next step is for trainees to facilitate a session and present information while questioning learners.
Taedel402 a topic11
This document discusses planning, organizing, and facilitating learning in the workplace. It covers separating from learners when goals are achieved or time periods have elapsed, conducting self-evaluations and reviews to assess learning outcomes, and identifying different types of data like reactions, learning, behavior change, and results to analyze through applying proper record-keeping procedures.
Taedel402 a topic5
Developing learning relationships from the unit of competency plan, organise and facilitate learning in the workplace.
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 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.
DEs402aTopic3v2
This document discusses the Australian Qualifications Framework and qualifications packaging. It explains that the AQF provides consistency for qualifications across different education sectors. Qualifications are created by packaging competency units according to rules defined in training packages. These rules specify requirements like the number and types of units needed to achieve a qualification. The document also introduces skill sets, which are groups of units that address specific industry or regulatory needs.
Welcome
The TAE40110 Certificate IV in Training and Assessment comprises 7 core units and 3 elective units for a total of 10 units. The core units cover planning and conducting assessment, designing learning programs, and delivering group-based and workplace learning. Completing this qualification provides the competencies required to deliver training and conduct competency-based assessment. Benefits of obtaining this qualification include it being an Australian recognized qualification, increasing skills and knowledge in vocational education and training, and offering career mobility and development opportunities.
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.
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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.
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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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. Topic4: Collecting Evidence TAEASS301A Contribute to assessment © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook pages 27 to 30
- 2. At the end of this session, you should know how to: prepare the candidate for assessment gather evidence for assessment. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Preparing the candidate © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 27
- 4. Limitations and issues © 2010 Innovation and Business Industry Skills Council Ltd
- 5. Safety © 2010 Innovation and Business Industry Skills Council Ltd
- 6. Gathering evidence © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 29
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