Housekeeping:
Discuss WHS issues in the classroom to ensure that students are working with each other in safe conditions:
Behaviours
Movement in the classroom
Storage of personal items – bags etc.
Location of facilities.
Encourage students to lead the safety check of the learning environment at the beginning of each session – check floors, tables, cleanliness etc.
Image: Used with permission from Microsoft
Explain to students the range of topics that are to be covered in these two units
Image – used with permission from Microsoft
Provide an opportunity to review the assessment task requirements so that students are aware of what will be required.
You could:
ask students to read the task,
share their thoughts with the people around them and
identify questions that they may have about the assessment.
then discuss with the wider group
Describe each of the steps in the assessment task for these units.
Explain that the tasks cover two units of competency.
Assessment is about gathering relevant evidence about a persons knowledge and ability and making an informed decision
Is assessment scary?
Refer to the assessment process on page 247-248 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016)
Consider
Discuss
Create
Implement
Feedback
Validate
These headings are expanded on in the list on page 248
Discuss the various contributions of the different groups.
Evidence or proof needs to be shown in order to make an assessment decision – candidates need to demonstrate that they have the skills, knowledge and attitude.
Refer to page 252 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016)
Assessment is all about gathering evidence and making judgements about a candidates performance against benchmarks or standards. To be deemed competent you have to be able to demonstrate that you can meet all of the requirements for the benchmark or standard.
Mapping TAEASS401 KE 5
Assessment process and documentation is developed to incorporate the following concepts:
Criterion referenced – against a benchmark or standard
Evidence based – using direct, indirect and supplementary evidence that is valid, authentic, current and sufficient
Participatory – the candidates are consulted i.e. checking about personal and work requirements, providing clear instructions
Refer to pages 250 – 252 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016)
TAEASS401 KE 5
Norm referenced – measured against other candidates results e.g. VCE
Ipsative referenced – measured against the individuals previous achievement e.g. Runner’s Personal Best.
TAEASS401 KE 5
The high jumper could be assessed in a range of ways.
Criterion referenced – has to jump 1 metre 20
Norm referenced – the jump is compared to other competitors – jumping the highest means winning the gold medal
Ipsative referenced – trying to improve on each attempt by clearing the bar at a higher level each time.
TAEASS401 KE 5
TAEASS401 KE 5
Place students into groups of four and ask them to categorise each of the assessment situations:
Criterion Referenced
Norm Referenced
Ipsative Referenced
Ask them to create a heading for each category and list which assessment situation they think falls under the heading.
Discuss the choices as a class
Recap on the day’s learnings – summarise the key points on the whiteboard
Ask class to reflect on what they will take away from this class
Q&A
TAEASS401 KE 3 PC1.2; TAEASS502 PC1.2; KE6
Assessment of candidates can be against any of these standards or benchmarks:
Units of competency from endorsed training packages – such as TAE40116 and the units within the qualification
Modules from a curriculum – such as some VCAL
Standard operating procedures – such as using breathing apparatus for CFA volunteers
Product specifications – such as construction of a piece of furniture
Legislation – including regulations and specified codes of practice such as bullying and harassment, workplace health and safety
Workplace policies and procedures – such as customer engagement, document storage
TAEASS401 KE 3 PC1.2; TAEASS502 PC1.2; KE6
Briefly discuss the components of the training package – particularly as they relate to the development of assessment tools – ie Units of competency and assessment requirements.
These are dealt with separately on the following slides.
The companion guide explains the endorsed components as:
Qualifications – Consist of units of competency combined into meaningful groups to meet workplace roles – aligned to AQF levels
Units of competency – specify the standards of performance required in the workplace
Assessment requirements – specify performance evidence, knowledge evidence and conditions for assessment for each UoC
Credit arrangements – specifies details of credit arrangements between vocational and higher education qualifications
TAEASS401 KE 3 PC1.2;; TAEASS502 PC1.2; PC1.3; KE6
Refer to pages 45 to 50 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016). It would also be useful to hand out a unit of competency – for example BSBCUS401 (used as an example in the textbook) or TAEASS401 or 502 as a unit relevant to their current study.
Discuss the components of the unit of competency and explain that the elements, performance criteria and foundation skills must be all covered when planning assessment activities and designing and developing tools.
Pre-requisites: Optional part of a unit of competency used when another unit must be completed before undertaking this unit. See paragraph on pre-requisites at top of page 49. Assessment activities can then be based on the knowledge that students will already have been found competent in the pre-requisite unit.
Elements: Describe the significant functions and tasks that relate to the work to be done. Refer to the elements in the unit used as an example in Table 2.5. The three elements for this unit (the table lists only element 1) are:
Advise on customer service needs
Support implementation of customer service strategies
Evaluate and report on customer service
Performance criteria: specify the required performance for each task (element).
Ask students to discuss the performance criteria for Element 1 of BSBCUS401 – see Table 2.5. and what these might mean for assessment planning.
Foundation skills: these describe the language, literacy and numeracy skills that are essential to performance within this unit of competency.
Ask students to have a look at the foundation skills listed for BSBCUS401 – see Table 2.6 on page 50.
Discuss how these foundation skills would influence assessment development.
The unit of competency also provides a link to the relevant companion guide. The companion guide provides information to assist in the delivery of training packages. It provides specific information and advice about the history, structure, key features and application of the relevant training package.
TAEASS401 KE 3 PC1.2;; TAEASS502 PC1.2 PC1.3; KE6
Refer to pages 50-51of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016). It would also be useful to hand out the assessment requirements (same unit as used for previous slide)
Discuss the components of the assessment requirements and stress the importance of fully covering each component when planning assessment activities and designing and developing tools.
Performance evidence: Provides very clear instruction on the specifics of what a candidate must demonstrate to satisfy the performance standards.
Ask students to discuss the performance evidence for BSBCUS401 (see Table 2.7 on page 51) or other unit example being used
Discuss how the performance evidence often stipulate the number of times that something needs to be demonstrated. For example:
the first performance evidence for TAEASS401 – Plan assessment activities and processes states:
The candidate must demonstrate the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
planning and organising the assessment process on a minimum of five separate occasions
planning and organising two Recognition of Prior Learning (RPL) assessments (which may be two of the five assessment processes above.)
Knowledge evidence: specifies the knowledge that is needed to carry out the work tasks described in the elements/performance criteria
Ask students to discuss the knowledge evidence that is listed for BSBCUS401 (See Table 2.7 on page 51) or other unit example being used
Discuss how this knowledge would be essential to a person working with customers.
Assessment conditions: An important and often overlooked section of the assessment requirements. Describes the mandatory conditions for assessment.
Ask students to discuss the assessment conditions for BSBCUS401 unit (See Table 2.7 of page 51) or other unit example being used
Discuss why these particular conditions would be important for this unit.
Explain how the assessment conditions may also specify requirements for assessors. For example in the unit CHCCDE006 – Work to empower Aboriginal and/or Torres Strait Islander communities the assessment conditions specify conditions for assessors as follows:
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
In addition, assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:
an Aboriginal and/or Torres Strait Islander community services worker
or:
accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community
Recap on the day’s learnings – summarise the key points on the whiteboard
Ask class to reflect on what they will take away from this class
Q&A