TAELED703A - Implement improved learning practice assessment tool

Assessor Resource

TAELED703A
Implement improved learning practice

Assessment tool

Version 1.0
Issue Date: April 2024

This unit applies to leaders or managers using learning to build organisational capabilities. It focuses on using research, theoretical analysis and professional investigation to identify ways of improving learning practice and implementing appropriate pedagogy.

Methods for improving learning practice include developing individual staff members from the perspective of the organisation's needs and imperatives, and enhancing outcomes for learners and candidates.

The unit may relate to learning activities within a small to medium sized organisation, or to a significant unit of activity in a large organisation.

This unit describes the performance outcomes, skills and knowledge required to initiate and implement advanced learning practice that supports the improvement of learning strategies in an organisational context.

The unit also covers evaluating ways to improve learning practice, managing and monitoring means to improve learning, and analysing and advancing adoption of improved learning practice.

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

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

Employability Skills

This unit contains employability skills.

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.


The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge of adult learning practice construction of pedagogically sound contextually relevant learning strategies and improved learning practice research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions, vocational, training and educational approaches, or technologies.
Context of and specific resources for assessment	Assessment must ensure: competence is consistently demonstrated over time, and over a range and variety of complex situations access to required assessment facilities and resources.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of applied projects or learning activities, relating to the research, construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational, training and educational context direct observation of contextual application of skills oral or written questioning to assess knowledge of constructing and implementing advanced vocational, training and educational learning practice.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBINN801A Lead innovative thinking and practice BSBLED701A Lead personal and strategic transformation BSBLED702A Lead learning strategy implementation.

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.

Required skills

communication skills to:

demonstrate and model varied delivery and facilitation methods and techniques

give instruction, presentations and lectures

guide facilitation of individual and group learning activities, group work and case studies

initiate and facilitate group discussions

brainstorm activities

provide and guide practice opportunities

enable and support effective learner participation

tutor

conduct project-based activities

coach and mentor

undertake blended delivery

learning-related skills to monitor learner progress, difficulties and readiness for assessment or new areas of learning

planning and organising skills to evaluate effectiveness of learning practice, and to analyse and identify suitable learning practice and learning strategies for groups and individual learners

teamwork skills to monitor group and individual interactions

technology skills to complete electronic research, and to review and discuss learning modes and practice that involves information and communication technology.

Required knowledge

contemporary policy and approaches to vocational learning and assessment

content and requirements of the relevant delivery and assessment strategies

content of learning resources and learning materials

design and management of learning objects and content

different learning styles and how to encourage learners, for example:

theoretical learners

pragmatic learners

activist learners

reflective learners

kinaesthetic learners

audio learners

visual learners

tactile learners

left and right brain learners

learners and context of learning

learning principles, for example connections of learning and experience, and adult learning principles

range of appropriate learning strategies, and teaching and assessment methods

research skills relating to pedagogical theory and practice, learner interests and changing learning styles, and application of information and communication technology to learning and teaching

sources and availability of relevant learning resources and learning materials

theory and practice relating to adult learning

training techniques which enhance learning and when to use them, for example using:

instruction and explanation

questioning

practice

written information

group, pair and team activities

individual activities

demonstration.


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Learning practice may be:	applicable pedagogy or learning theories and their relationship to the vocational, training and educational strategies, techniques and approaches that can be used to improve learning
Relevant individuals may include:	employers employees, staff government agencies and departments industry associations, employer bodies industry representatives learners/students national Industry Skills Councils professional associations regulatory, licensing, compliance authorities research agencies state and territory industry training advisory bodies subject or technical specialists and experts unions universities
Appropriate learning theories may include:	action science applied learning models behavioural learning theory cognitive learning theory constructivist discovery learning humanistic information processing theory problem-based situational social learning
Instructional design principles may include:	application of adult learning principles inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning need for learner activity and interactivity opportunities for review of material and repetition presenting material in a logical order and sequence presenting material in order of increasing difficulty structuring information effectively
Qualification requirements may include:	relevant Training Package qualification packaging rules Australian Qualifications Framework (AQF) guidelines for qualifications, including: key features of each qualification guidelines for each qualification title national guidelines on cross-sector linkages issuing a qualification Australian Quality Training Framework (AQTF) Standards for State and Territory Registering/Course Accrediting Bodies levels and aspects of communication as described in the National Reporting System (NRS)
Learner styles may include:	activist auditory global, analytical kinaesthetic left and right brain pragmatist theoretical reflective visual
Learning strategies would include:	being logical, innovative and engaging to the learner group establishing the learning context identifying learner and client needs identifying the delivery and assessment arrangements identifying units of competency or other criteria which best reflect these needs indicating pathways to, from and within the qualification; identifying the operational resources needed to deliver the strategy outlining the learning framework which has been designed and sequenced to maximise learning providing a review process both before and after implementation
Training techniques may include:	demonstration group, pair and team activities individual activities instruction and explanation practice questioning written information
Learner characteristics may include:	cultural background and needs employment status language, literacy and numeracy requirements level of formal schooling in Australia or overseas level of maturity past learning experiences preferred learning styles specific needs, physical or psychological
Research may be compiled through:	evaluations of existing products focus groups informal discussions internet interviews literature reviews questionnaires workshops

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
Review advances in learning practice within a given vocational, training, educational or content area
Review and challenge existing learning practice to develop and test improved approaches
Analyse interests, abilities, relationships and contextual needs of relevant individuals when promoting improved learning practice
Research how a range of appropriate learning theories and instructional design principles can improve learning practice
Ensure learning practice reflects qualification requirements for nominated qualification/s
Observe and assess learner styles with respect to appropriateness of current vocational, training and educational learning strategies
Evaluate the role and impact of new technologies on learners and training techniques
Plan improved learning practice based on how learners currently learn
Plan improved learning practice based on experience and personal interests of the learner
Develop improved vocational, training and educational learning practice appropriate to learner characteristics
Advocate for improved vocational, training and educational learning practice
Initiate research into improved learning practice
Design and test improved learning practice in real-world situations
Mentor colleagues to promote improved learning practice

Forms

Assessment Cover Sheet

TAELED703A - Implement improved learning practice

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

TAELED703A - Implement improved learning practice

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:

Assessor Resource

TAELED703A Implement improved learning practiceAssessment tool

Version 1.0 Issue Date: April 2024

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

TAELED703A - Implement improved learning practice

Assessment task 1: [title]

Assessment Record Sheet

TAELED703A - Implement improved learning practice

TAELED703A
Implement improved learning practice

Assessment tool

Version 1.0
Issue Date: April 2024