Assessor Resource

TAELED802A
Investigate the application of ICT content knowledge

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to practitioners working to develop and apply a wide range of ICT knowledge. It equips educators to knowledgeably analyse and apply various technologies in an educational setting.

Educators may need to seek the assistance of an ICT technical specialist, depending on the limitations of their own technical skills and knowledge.

This unit describes the performance outcomes, skills and knowledge required to analyse and apply effective ICT solutions and practices to meet the needs of various educational institutions.

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

Prerequisites

Not applicable.


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 contemporary ICT issues in an educational environment

documented review, analysis and recommendation of complex ICT solutions for an educational environment

research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions; and vocational education and training 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

direct observation of contextual application of skills

oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAELED704A Review enterprise e-learning systems and solutions 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

cognitive skills to:

review, analyse, consolidate and synthesise knowledge about current ICT-related technologies relating to education

think critically and generate and evaluate complex technical ideas

identify and provide complex solutions to ICT-related issues relating to education

communication skills to:

collaborate and work with vendors, consultants and peers

conduct project-based activities

demonstrate and model varied delivery and facilitation methods and techniques

give presentations

initiate and facilitate group discussions in seeking feedback on applications for unused capacity

research suitability of learning content for electronic development

share ideas and information

learning skills to:

analyse new areas of learning

evaluate effectiveness of learning practice, and analyse and identify suitable learning practice and learning strategies for groups and individual learners

literacy skills to:

articulate ideas and information effectively

develop reports that deal with complex ideas and concepts

numeracy skills to analyse, manipulate and validate data, specifications and reports

planning and organising skills to:

anticipate or predict risks

develop a learning strategy for an organisation

plan for contingencies

teamwork skills to:

monitor group and individual interactions when seeking feedback

respond to feedback to improve educational solutions

research skills to ensure that all options are explored and recommendations are comprehensive and balanced

technology skills to:

complete electronic research

confirm the technology to be used for different modes of teaching and learning

review and discuss learning styles and practice involving ICT

understand current ICT standards.

Required knowledge

benchmarking principles to assess technologies

budgeting and cost-benefit analysis principles

contemporary policy and approaches to learning and assessment

content and requirements of the relevant delivery and assessment strategies

how to create an effective learning experience using electronic technology

information technology principles and terminology, particularly those related to:

using the internet

reviewing technology capabilities

describing e-learning methodologies and using related vocabulary.

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.

Hardware and software may include:

application:

database

internet browser

spreadsheet

word-processing

cloud-based solution

commercial

content management systems

customised

development tools

in-house

laptop

learning management systems

notebook

other mobile devices

peripheral devices

personal computer (Mac or PC)

personal digital assistant (PDA)

server

smartphone

student management systems

system:

computer security

device drivers

operating system

tablet (iPad or similar)

workstation.

Network technology may include:

cabling infrastructure

internet

internet access

modems, routers and other connectivity devices

networks

remote sites

servers

virtual private network (VPN)

voice network

wide area network (WAN)

wireless networks.

Benchmarking competing technologies may include:

assessment based on specifications and information presented by potential vendors

identifying organisations using different brands or versions of technology and comparing performance and functionality of other options

using operating data and direct testing to compare the performance of two or more competing technology products.

Critical features may include:

capacity

compatibility with existing systems

cost of implementation

ease of implementation

end user friendliness

future expansion of the connection

speed of operation

training and support requirements.

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
Identify hardware and software standards currently in use 
Identify and analyse network technology standards currently in use 
Analyse trends in deployment of ICT in education and learning 
Identify specific educational requirement that can be met by technology 
Identify range of functions and capabilities supplied by benchmarking competing technologies 
Select critical features of competing technologies for analysis 
Conduct an analysis of technologies using various performance indicators 
Select and report on appropriate new technology by considering the analysis of critical features 
Identify unused capacity in existing technology 
Identify applications for unused capacity appropriate to educational outcomes 
Develop, and present where required, a strategy for exploiting additional capacity 
Assess the cost and efficiency of the strategy against available resources and budgets 
Recommend a course of action in line with the assessment 

Forms

Assessment Cover Sheet

TAELED802A - Investigate the application of ICT content knowledge
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

TAELED802A - Investigate the application of ICT content knowledge

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: