Assessor Resource

TAELED803
Implement improved learning practice

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to initiate, and implement, practices that support the improvement of learning strategies in an organisational context. It includes:

evaluating ways to improve learning practice, managing and monitoring the means by which to improve learning, analysing, and advancing adoption of improved learning practice

methods for improving learning practice, including developing individual staff members from the perspective of the organisation’s needs and imperatives, and enhancing outcomes for learners and candidates.

It applies to leaders or managers who use research, theoretical analysis and professional investigation, to identify ways in which to implement learning practices that build organisational capabilities within a small to medium-sized organisation, or to a significant unit of activity in a large organisation.

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. Evaluate ways to improve learning practice

1.1 Review advances in learning practice within a given vocational, training, educational or content area

1.2 Review and challenge existing learning practice to develop, and test, improved approaches

1.3 Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

1.4 Research how a range of appropriate learning theories and instructional design principles can improve learning practice

1.5 Ensure learning practice reflects the qualification requirements for nominated qualification/s

2. Manage and monitor the means to improve learning

2.1 Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

2.2 Evaluate the role, and impact of, new technologies on learners and training techniques

2.3 Plan improved learning practice based on how learners currently learn

2.4 Plan improved learning practice based on the experience and personal interests of the learner

3. Analyse and advance the adoption of improved learning practice

3.1 Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

3.2 Advocate for improved VET learning practice

3.3 Initiate research into improved learning practice

3.4 Design and test improved learning practice in realworld situations

3.5 Mentor colleagues to promote improved learning practice

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

implementing improved practice in at least one learning environment, including documentation to show:

an evaluation of ways in which to improve learning practice

how the process was managed and monitored

how learning was improved

how improved learning practice was advocated for

how colleagues were mentored in order to promote learning practice.

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:

adult learning practice

contemporary policy and approaches to vocational learning and assessment

the content and requirements of the relevant delivery and assessment strategies

the content of learning resources and learning materials

the design and management of learning objects and content

different learning styles, and how to encourage learners, including:

theoretical learners

pragmatic learners

activist learners

reflective learners

kinaesthetic learners

audio learners

visual learners

tactile learners

left and right brain learners

learning strategies, teaching, and assessment methods

research relating to pedagogical theory and practice, learner interests and changing learning styles, and the application of information and communications technology (ICT) to learning and teaching

the sources and availability of relevant learning resources, and learning materials

the theory and practice relating to adult learning

training techniques that enhance learning and when to use them, including:

instruction and explanation

questioning

practice

written information

group, pair and team activities

individual activities

demonstration.

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.

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. Evaluate ways to improve learning practice

1.1 Review advances in learning practice within a given vocational, training, educational or content area

1.2 Review and challenge existing learning practice to develop, and test, improved approaches

1.3 Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

1.4 Research how a range of appropriate learning theories and instructional design principles can improve learning practice

1.5 Ensure learning practice reflects the qualification requirements for nominated qualification/s

2. Manage and monitor the means to improve learning

2.1 Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

2.2 Evaluate the role, and impact of, new technologies on learners and training techniques

2.3 Plan improved learning practice based on how learners currently learn

2.4 Plan improved learning practice based on the experience and personal interests of the learner

3. Analyse and advance the adoption of improved learning practice

3.1 Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

3.2 Advocate for improved VET learning practice

3.3 Initiate research into improved learning practice

3.4 Design and test improved learning practice in realworld situations

3.5 Mentor colleagues to promote improved learning practice

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

implementing improved practice in at least one learning environment, including documentation to show:

an evaluation of ways in which to improve learning practice

how the process was managed and monitored

how learning was improved

how improved learning practice was advocated for

how colleagues were mentored in order to promote learning practice.

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:

adult learning practice

contemporary policy and approaches to vocational learning and assessment

the content and requirements of the relevant delivery and assessment strategies

the content of learning resources and learning materials

the design and management of learning objects and content

different learning styles, and how to encourage learners, including:

theoretical learners

pragmatic learners

activist learners

reflective learners

kinaesthetic learners

audio learners

visual learners

tactile learners

left and right brain learners

learning strategies, teaching, and assessment methods

research relating to pedagogical theory and practice, learner interests and changing learning styles, and the application of information and communications technology (ICT) to learning and teaching

the sources and availability of relevant learning resources, and learning materials

the theory and practice relating to adult learning

training techniques that enhance learning and when to use them, including:

instruction and explanation

questioning

practice

written information

group, pair and team activities

individual activities

demonstration.

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.

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
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 the 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 the qualification requirements for nominated qualification/s 
Observe and assess learner styles with respect to the 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 the experience and personal interests of the learner 
Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics 
Advocate for improved VET learning practice 
Initiate research into improved learning practice 
Design and test improved learning practice in realworld situations 
Mentor colleagues to promote improved learning practice 

Forms

Assessment Cover Sheet

TAELED803 - 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

TAELED803 - 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: