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 have designed and developed learning resources

The learning resources provided as evidence must clearly identify the target audience be appropriate to the target group and be well structured clear interesting appropriate easy to use and accessible

Competency also requires demonstrated ability to research learning resource requirements and content seek and accept feedback work effectively with a project team or other experts as required and critically evaluate own work

Evidence Requirements

Required knowledge includes

sound knowledge of the vocational education and training system including

relevant terminology

training and assessment processes

Training Packages and competency standards

the Australian Quality Training Framework AQTF requirements

the Australian Qualifications Framework AQF

instructional design for example

planning analysis development synthesis evaluation

presenting material in a logical order and sequence

opportunities for collaborative learning between learners

navigation tools

presenting material in order of increasing difficulty

opportunities for review of material and repetition

the need for learner activity and interactivity

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of the information

ensure learning is embedded in a realistic and relevant context

techniques to engage the learner in learning

visual design principlestechniques for example

format

composition

balance

typography

imagesgraphics

chartsdiagrams

research and evaluation techniques including

interviews

focus groups

workshops

questionnaires

literature reviews

web research

pilot processes

a general knowledge of the main branches of learning theory for example

behavioural learning theory

information processing theory

cognitive learning theory

andragogy

vocational education and training pedagogy

learning principles including

adults are autonomous and selfdirected

adults have life experience to draw on

adults are goaloriented

adults need relevance

adults are practical

adults need to be shown respect

cultural awareness

a range of learning approaches and styles of learning resources

different learning styles including

activist

reflector

theorist

pragmatist

kinaesthetic

auditory

visual

language literacy and numeracy LLN issues for example

principles and definitions

how to work out the LLN level of likely users and LLN requirements of the resource

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

copyright and privacy laws relating to electronic technology

security of information

plagiarism

competency standards

licensing

industryworkplace requirements

duty of care under common law

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

relevant OHS knowledge relating to the work role and OHS procedures which need to be included in the content of the learning resource

OHS obligations of the training andor assessment organisation the trainerfacilitator and learner

Required skills and attributes include

review and analysis skills to

identify areas for improvement

recognise personal limitations

communication and interpersonal skills to

collaborate with a range of people

seek feedback from others

be open to feedback and suggestions

maintain a network

listen

negotiate

computertechnical skills for example

using a range of software programs

using a range of office equipment

literacywriting skills including

writing from the learners perspective

writing for different audiences

using plain English and correct grammar

pitching writing to the appropriate level

using an appropriate style

having an eye for detail

time management skills including keeping to appropriate timelines

analytical skills to

identify critical learning points

structure and weight the contents appropriately

determine appropriateness of feedback

ability to develop a range of learning activities

research skills to

find content and relevant information

interview relevant people

solve problems

ask questions

Products that could be used as evidence include

learning resources developed

letters to relevant personnel seeking comments and feedback

evaluation forms

minutes of meetings

drafts of resources

feedback received from others

Processes that could be used as evidence include

how research was undertaken and why

how consultative process was set up

how industry or end user requirements were established

how resource was evaluated and reviewed

what methods were used to evaluate the process used for resource development and why

ways in which personal skills and efficiency were developed and monitored and why

how personal workload was managed

Resource implications for assessment include

research for content of resources

access to experts for review and consultation

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

a complete printbased learning resource product that demonstrates competency in accordance with the specifications of this unit or

evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit

evidence of transferable application to the development of other learning resources

designed under the guidelines for Training Package support materials

printbased

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:

TAADESB Use Training Packages to meet client needs

TAADES401B Use Training Packages to meet client needs

TAADESB Design and develop learning programs

TAADES402B Design and develop learning programs

TAADESB Design and develop learning strategies

TAADES501B Design and develop learning strategies

TAADELB Coordinate and facilitate distancebased learning

TAADEL405B Coordinate and facilitate distance-based learning

TAATASB Manage contracted work

TAATAS503B Manage contracted work

TAADESB Research and design elearning resources

TAADES503B Research and design e-learning resources

TAADESB Develop and evaluate elearning resources

TAADES504B Develop and evaluate e-learning resources.

Thebriefof the learning resource may include:

Focusof the learning resource may include:

Typeof learning resource may include:

other published, commercially available support materials for Training Packages/courses

Thelearning resourceis:

Likely target audience/sandlearning environmentmust include:

Researchmay include:

Characteristics of the learners/end usersmay include:

Existing informationmay include:

Ethical and legal considerationsmay include:

Development work planmay include:

Design optionsmay include:

Principles and techniquesmay include:

creative thinking, for example:

visual/graphic design, for example:

research and evaluation, for example:

Reflectmay include:

standing back from work

Learning stylesmay include:

Outline or prototypemay include:

Content specificationsmay include:

Relevant personnelmay include:

Mechanismsmay include:

Style guidemay include:

Methodsmay include:

Evaluation criteriamay include: