Taeass401 a topic3v1
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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.
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Taedel402 a topic9 Deliver workplace learning
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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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TAEASS401 topic3
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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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TAEASS401 topic4
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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.
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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.
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.
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Taedel402 a topic5
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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.
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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.
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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.
TAEDEL401A_topic4
This document discusses planning for learner support in group-based learning. It outlines that the learner should understand how to plan for the learning experience, inclusive practices, and learner supports. It describes documenting the plan and different types of support, including altering the program, materials, timelines or skill levels. Support can also include external support services or internal supports from coworkers and supervisors using cooperative learning strategies. The next step is to create inclusive learning cultures and organize content for effective delivery.
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This document provides information about an employer ownership pilot program that aims to encourage greater employer ownership of skills training. It outlines the UKCES vision of employers owning the skills agenda and having control over skills solutions. Employers are encouraged to apply for up to £250 million in funding over two years to design and deliver innovative training programs. The document describes what employers should include in their bids, such as outcomes, rationale, delivery mechanism, investments, and criteria for assessment. Final funding decisions will be made by an investment board selecting proposals that best meet the criteria.
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1) The document discusses employer investment in skills development in both the UK and India. It outlines agreements between UKCES and Indian organizations like NSDC to share best practices on sector skills councils and standards development.
2) It summarizes the changing political context in the UK with a new coalition government that strongly supports international collaboration on skills but has reduced public funding, requiring a more market-led approach.
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What is the role of the Association when working with a PCO?
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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 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.
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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.
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.
SDLC Control
The document discusses computer system validation and change control. It outlines four common themes in regulations around management control of processes, system reliability, data integrity, and providing documented evidence. It notes the importance of computer systems to business processes and maintaining validated states as the environment changes. It proposes restarting IT steering meetings as a Change Control Board to approve change requests with documentation and signoff from relevant departments. Failing to properly manage validation and change control could lead to audit failures and loss of business.
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Verification ensures the software meets specifications. Validation ensures the software meets the intended use and user needs. Both are required to confirm the software functions as intended and is safe for clinical use.
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IQ (Installation Qualification) confirms the software system is installed correctly. OQ (Operational Qualification) confirms the software system operates
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This document summarizes a chapter on software verification and validation from a software engineering textbook. It discusses the objectives of verification and validation, including the distinction between verification (checking that the product is built right) and validation (checking that the right product is built). It also describes techniques like software inspections, testing, and static analysis that can be used for verification and validation. The overall goals of verification and validation are to establish confidence that the software is fit for its intended purpose.
Excel presentation data validation
Data validation in Excel allows users to restrict the type of data entered into cells. This includes creating drop-down lists, restricting dates or numbers, and defining custom rules. To apply data validation, select the cell and specify the allowed values or type of data from the Data Validation menu. Messages can also be set to guide or notify users about the valid entry requirements. Data validation helps ensure accurate and consistent data entry.
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Data validation is the process of checking database to ensure that the information gathered from different data sources is clean, accurate and in a standard format. Data validation can be simple or complex, depending upon the way it is performed. For example, validating email address, or phone numbers is easy. On the other hand, checking different data fields for consistency and accuracy in a master database will be complex. In a nutshell, data needs to be validated at the same stage/level where it’s most likely to be erroneous.
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Taeass401 a topic3v1
- 1. TOPIC 3:Determining the evidence TAEASS401A Plan assessment activities and processes Participant Workbook pages 44 to 67
- 2. At the end of this session, you should know how to: identify the process to determine what specific evidence must be collected to establish competence interpret units of competence. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Addressing unit of competency Focus on whole unit. What would competent performance look like? Analyse different parts of unit to identify evidence. Examine: evidence guide – ‘critical evidence’ required skills and knowledge elements and performance criteria. But – always think about the content of the whole unit. © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 44
- 4. Interpreting unit to identify evidence Use the example in the Participant Workbook to identify the different parts of a unit of competency and identify assessment evidence requirements. © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 46
- 5. Interpreting embedded components © 2010 Innovation and Business Industry Skills Council Ltd Click on Logo to access information on Employability Skills and Dimensions of competency Participant Workbook page 52
- 6. © 2010 Innovation and Business Industry Skills Council Ltd Do you know the eight Employability Skills
- 7. Embedded components Use the examples in the Participant Workbook to identify the embedded components of a unit of competency. © 2010 Innovation and Business Industry Skills Council Ltd
- 8. Clustering competencies © 2010 Innovation and Business Industry Skills Council Ltd (also called holistic or integrated assessment) Participant Workbook page 57
- 9. Different assessment methods © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 58
- 10. © 2010 Innovation and Business Industry Skills Council Ltd Questioning methods Participant Workbook page 60
- 11. Record-keeping and documentation © 2010 Innovation and Business Industry Skills Council Ltd Participant Workbook page 67
- 12. The next step You should now: continue with Assessment Task 1. © 2010 Innovation and Business Industry Skills Council Ltd