Assessor Resource

TAEDES401
Design and develop learning programs

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine its design, outline the content, and review its effectiveness.

It applies to trainers or facilitators who work under limited supervision to design, or develop, learning programs that are discrete, and provide a planned learning approach that relates to specific learning and training needs, or part of the learning design for a qualification.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Define the parameters of the learning program

1.1 Clarify the purpose and type of learning program with key stakeholders

1.2 Access and confirm the competency standards, and other training specifications, on which to base the learning program

1.3 Identify language, literacy and numeracy requirements of the program

1.4 Identify and consider characteristics of the target learner group

2. Work within the VET policy framework

2.1 Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices

2.2 Identify changes to training packages and accredited courses, and apply these to program development

2.3 Conduct work according to organisational quality assurance policies and procedures

3. Develop program content

3.1 Research, develop and document specific subject matter content, according to agreed design options

3.2 Evaluate existing learning resources for content relevance and quality

3.3 Specify assessment requirements of the learning program

4. Design the structure of the learning program

4.1 Break the learning content into manageable segments, and document the timeframe for each segment

4.2 Determine and confirm delivery strategies, required assessment methods and tools

4.3 Document the complete learning program in line with organisational requirements

4.4 Review the complete program with key stakeholders, and adjust as required

4.5 Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

designing, developing and reviewing learning programs within the vocational education and training (VET) context

preparing and developing a minimum of two learning programs:

that contain differentiated learning program designs to reflect particular needs, contexts and timelines

at least one of which must be based on competency standards or accredited courses, and must cover at least one entire unit of competency or accredited course module.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

information about training package developers and course accreditation agencies responsible for specific learning program parameters

training packages and relevant competency standards to be used as the basis of the learning program

other performance standards and criteria to be used as the basis of the learning program, where relevant

the distinction and relationship between a training package/accredited course, learning strategy and learning program

the different purposes and focus of learning programs

instructional design principles relating to different design options for learning program design and structure

availability and types of different relevant learning resources, learning materials, and pre-developed learning activities

methodologies relating to developing and documenting new learning activities, and related learning materials

different delivery modes and methods

relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation, that may affect training and assessment in the VET sector

describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to competency standards or accredited courses relevant to the learning programs.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Define the parameters of the learning program

1.1 Clarify the purpose and type of learning program with key stakeholders

1.2 Access and confirm the competency standards, and other training specifications, on which to base the learning program

1.3 Identify language, literacy and numeracy requirements of the program

1.4 Identify and consider characteristics of the target learner group

2. Work within the VET policy framework

2.1 Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices

2.2 Identify changes to training packages and accredited courses, and apply these to program development

2.3 Conduct work according to organisational quality assurance policies and procedures

3. Develop program content

3.1 Research, develop and document specific subject matter content, according to agreed design options

3.2 Evaluate existing learning resources for content relevance and quality

3.3 Specify assessment requirements of the learning program

4. Design the structure of the learning program

4.1 Break the learning content into manageable segments, and document the timeframe for each segment

4.2 Determine and confirm delivery strategies, required assessment methods and tools

4.3 Document the complete learning program in line with organisational requirements

4.4 Review the complete program with key stakeholders, and adjust as required

4.5 Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

designing, developing and reviewing learning programs within the vocational education and training (VET) context

preparing and developing a minimum of two learning programs:

that contain differentiated learning program designs to reflect particular needs, contexts and timelines

at least one of which must be based on competency standards or accredited courses, and must cover at least one entire unit of competency or accredited course module.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

information about training package developers and course accreditation agencies responsible for specific learning program parameters

training packages and relevant competency standards to be used as the basis of the learning program

other performance standards and criteria to be used as the basis of the learning program, where relevant

the distinction and relationship between a training package/accredited course, learning strategy and learning program

the different purposes and focus of learning programs

instructional design principles relating to different design options for learning program design and structure

availability and types of different relevant learning resources, learning materials, and pre-developed learning activities

methodologies relating to developing and documenting new learning activities, and related learning materials

different delivery modes and methods

relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation, that may affect training and assessment in the VET sector

describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to competency standards or accredited courses relevant to the learning programs.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Clarify the purpose and type of learning program with key stakeholders 
Access and confirm the competency standards, and other training specifications, on which to base the learning program 
Identify language, literacy and numeracy requirements of the program 
Identify and consider characteristics of the target learner group 
Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices 
Identify changes to training packages and accredited courses, and apply these to program development 
Conduct work according to organisational quality assurance policies and procedures 
Research, develop and document specific subject matter content, according to agreed design options 
Evaluate existing learning resources for content relevance and quality 
Specify assessment requirements of the learning program 
Break the learning content into manageable segments, and document the timeframe for each segment 
Determine and confirm delivery strategies, required assessment methods and tools 
Document the complete learning program in line with organisational requirements 
Review the complete program with key stakeholders, and adjust as required 
Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan 

Forms

Assessment Cover Sheet

TAEDES401 - Design and develop learning programs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

TAEDES401 - Design and develop learning programs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: