TAEDEL301A- topic1
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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.
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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.
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.
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.
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 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.
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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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.
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.
TAEDEL301A-Topic3
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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
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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.
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 topic5
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
TAEDEL301A-topic4
This document discusses evaluation and training techniques for skill instructors. It recommends practicing communication and feedback skills, considering record keeping requirements, and reviewing learner and instructor performance. Key steps for checking learner performance are communicating regularly about learning, allowing practice time, setting clear expectations, and ensuring expectations reflect workplace standards. Feedback should focus on work outcomes, be timely, emphasize positives, and not overwhelm the learner. Record keeping requirements include determining what data to record, how to record it, who receives reports, completion deadlines, security protocols, and access authorizations.
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.
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.
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.
TAEDEL402A- topic9
This document discusses how to effectively organize and deliver workplace learning. It outlines techniques like chunking information into digestible pieces, sequencing steps in a logical order, and using DEDICT, a process for skills training that involves demonstrating, explaining, discussing, imitating, correcting, and testing. The goal is for learners to understand how to prepare learning materials and facilitate a session that presents information and questions learners.
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 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.
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.
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.
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 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.
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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.
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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.
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.
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.
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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.
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.
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.
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.
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.
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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.
TAEDEL301A-topic4
This document discusses evaluation and training techniques for skill instructors. It recommends practicing communication and feedback skills, considering record keeping requirements, and reviewing learner and instructor performance. Key steps for checking learner performance are communicating regularly about learning, allowing practice time, setting clear expectations, and ensuring expectations reflect workplace standards. Feedback should focus on work outcomes, be timely, emphasize positives, and not overwhelm the learner. Record keeping requirements include determining what data to record, how to record it, who receives reports, completion deadlines, security protocols, and access authorizations.
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.
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.
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.
TAEDEL402A- topic9
This document discusses how to effectively organize and deliver workplace learning. It outlines techniques like chunking information into digestible pieces, sequencing steps in a logical order, and using DEDICT, a process for skills training that involves demonstrating, explaining, discussing, imitating, correcting, and testing. The goal is for learners to understand how to prepare learning materials and facilitate a session that presents information and questions learners.
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 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.
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.
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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.
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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.
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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TAEDEL301A- topic1
- 1. Topic1: Introduction to Work Skills Instruction TAEDEL301A Provide work skill instruction IBSA Participant Workbook pages 7 to 10
- 2. At the end of this session, you should know how to: consider workplace training consider the three aspect of performance when providing skills instruction breaking down a task. © 2010 Innovation and Business Industry Skills Council Ltd.
- 3. Why train in the workplace? © 2010 Innovation and Business Industry Skills Council Ltd. IBSA Participant Workbook page 7
- 4. The three aspects of performance in the workplace © 2010 Innovation and Business Industry Skills Council Ltd. IBSA Participant Workbook page 8
- 5. Breaking down a task © 2010 Innovation and Business Industry Skills Council Ltd. IBSA Participant Workbook page 10
- 6. The next step You should now: investigate instructional objectives consider types of learning programs create session plans. © 2010 Innovation and Business Industry Skills Council Ltd.