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

To demonstrate competency against this unit candidates must be able to provide evidence that they can meet the facilitation and learning requirements of a diverse client base in a range of contexts within the vocational education and training sector

This will require developing a conceptual and experiential framework of practice based on applied learning theories and involving the selection and use of appropriate delivery methods and delivery modes to facilitate effective learning experiences and increase learner independence Competency also requires reflecting on experience to improve practice

Evidence Requirements

Required knowledge includes

a sound knowledge of learning theories for example

learnercentred

theory of instruction

information processing

cognitive learning theory

andragogy

vocational education and training pedagogy

behavioural learning theory

experiential learning theory

different delivery modes and delivery methods and their appropriateness for different learnerslearning situations

code of practice andor ethics relevant to the vocational education and training sector

ways in which Training Packages accredited curricula and learning resources can be contextualised to meet the needs of individual learners without compromising standards

range of ways in which professional practice can be adapted to meet the needs and expectations of individual learners in different learning contexts

research methodologies for example

action research

analysis of learner feedback

interviews

learning needs of a range of vocational education and training learners

relevant policy legislation codes of practice and national standards including Commonwealth and stateterritory legislation for example

ensuring fairness of learning opportunities

industrial relation awards and other possible barriers to learning

developing competency

licensing

industryworkplace requirements

duty of care

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

National Reporting System

occupational health and safety OHS knowledge relating to the work role including

reporting requirements for hazards

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

Required skills and attributes include

skills in a range of delivery methodologies to meet the needs of diverse learners for example

group facilitation

individual facilitation including coachingmentoring

workbased learning

elearning

action learning

flexible delivery

distancebased learning

reflection skills to

systematically evaluate personal work practices to improve performance

identify gaps in skills or knowledge

ask critical questions about performance problems methods used and learner success

communication and interpersonal skills to

apply active and reflective listening

adapt language to meet learner requirements

listen perceptively to learnersclientscolleagues

present information and explain concepts clearly

provide sequenced structured instructions

apply effective questioning techniques and initiateresponse

maintain appropriate relationships

establish trust

build rapport

be open to others opinions

use appropriate body language

interpret the verbal and nonverbal communication of the learners eg resistancereluctance uncertainty enthusiasm confusion and body language

observation skills to

monitor learner progress

monitor group and individual interactions

manage conflictbehavioural difficulties

monitor learner cues re concernsdifficulties in learning

monitor learner readiness for assessmentnew areas of learning

language skills to hypothesise plan and influence others

literacy skills to

select read and interpret Training Packageaccredited course information

read and interpret information from a range of sources to identify and respond to learner needs goals skills and learning styles

research current issues

Products that could be used as evidence include

course delivery documentation

feedback documentation

statements of participation in relevant professional development activities

notes of professional reading

reports and recommendations regarding delivery strategies or approaches

selfassessment journals or reflections

Processes that could be used as evidence include

performancebased assessment by supervisor

observation by peers

Resource implications for assessment include

access to learning environments in which mixed mode delivery takes place

access to multiple groups

sufficient time to use a wide range of learning theories

access to documented learning frameworks

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Guide Employability Skills

a range of appropriate assessment methodsevidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible Where no workplace is available a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include

demonstration of the outcomes performance requirements skills and knowledge set out in this unit including

application of learning theories to different practices in different contexts

the selection and use of different teaching and delivery methods applied in different delivery modes which are relevant and appropriate to different learners and their needs

integration of theory and practice in own performance and in supporting the learners developing competency

strategies to support increasing learner independence

documentation of reflection processes and outcomes

documentary evidence of direct observations of advanced facilitation practice by third parties such as supervising teacherstrainers peers colleagues learners other clients

analysis of feedback from a range of sources and reflection on the success of the training delivery

Integrated assessment means that

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA Training and Assessment Training Package Suggested units include but are not limited to

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADELB Coordinate and facilitate distancebased learning

TAADEL405B Coordinate and facilitate distance-based learning

TAADELB Facilitate elearning

TAADEL501B Facilitate e-learning

TAADELB Facilitate action learning projects

TAADEL502B Facilitate action learning projects.

Teaching methodologies, facilitation approachesand learning theoriesmay include:

Ethical standardsinclude:

Delivery strategiesmay include:

the context of delivery, for example:

the mode of delivery, for example:

delivery methods, for example:

Collaborative facilitationmay include:

Effective learning experiencesmay be:

Inclusive practicesmay include:

Potential barriers to learningmay include:

Learner support strategiesmay include:

Adjustment strategiesmay include:

Communication skillsmust include:

Interpersonal skillsmust include:

Learner cuesmay include:

Meta-cognition skillsinclude:

Formal and informal monitoringmay include:

Reflectionmay include:

reviewing records and journals