The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.
Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.
Overview of Assessment
To demonstrate competency against this unit candidates must be able to provide evidence that they can provide instruction and demonstration of work skills using resources and materials provided for training purposes.
The instruction/demonstration should be conducted using appropriate communication and interpersonal skills to enhance learning and build rapport and trust. The learning must be logically sequenced and paced in such a way as to ensure new skills/knowledge/competencies are achieved. The instruction/demonstration should engage the learner/s and a range of delivery techniques should be used.
Evidence Requirements
Required knowledge includes:
learner characteristics and needs
content and requirements of the relevant learning program and/or delivery plan
sources and availability of relevant learning resources and learning materials
content of learning resources/learning materials
training techniques which enhance learning and when to use them, e.g. using:
- instruction and explanation
- questioning
- practice
- written information
- group/pair/team activities
- individual activities
- demonstration
learning principles (introductory), for example:
- learning and experience are connected for meaning
- adults need to know why they are learning
- adults can self-evaluate
- adults learn in different ways
different learning styles, (introductory), for example:
- visual
- audio
- theoretical
- activist
- reflective
OHS, for example:
- roles and responsibilities of key personnel in learning environment
- responsibilities of learners learning environment
relevant policies and procedures including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures
- hazard identification and risk controls for the specific learning environment
- organisational policies, systems of operation relevant to specific area of training, e.g. job roles, industrial relations requirements
Required skills and attributes include:
verbal and non-verbal communication techniques, for example:
- ask relevant and appropriate questions
- provide explanations
- organise and give demonstrations
- use listening skills
- provide information clearly
- engage, motivate and connect with learners
- provide constructive feedback
implement OHS requirements, by acting and responding safely in order to:
- identify hazards
- conduct pre-start up checks if required
- observe and interpret learner behaviour which may put people at risk
time management, for example:
- ensure all learning objectives are covered
- pace learning
reflection skills in order to:
- identify areas for improvement
- maintain personal skill development
literacy skills to:
- complete and maintain documentation
- read and follow learning program/plan
- read and analyse learner information
- skills to operate audio-visual and technical equipment
interpersonal skills to:
- maintain appropriate relationships
- establish trust
- use appropriate body language
- maintain humour
- demonstrate tolerance
- manage a group
observation skills to:
- monitor learner acquisition of new skills/knowledge/competency requirements
- assess learner communication and interaction skills with others
- identify learner concerns
- recognise learner readiness to take on new skills/tasks
recognising and being sensitive to individual difference and diversity, for example:
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular needs
- recognising the importance of religion
Products that could be used as evidence include:
video/observation of a demonstration/instruction
learner evaluations
peer evaluations
Processes that could be used as evidence include:
what learning techniques were used and why
how learning achievement was checked
how practice opportunities were provided
what resources were organised and why
Resource implications for assessment include:
materials required for instruction/demonstration
technology required for instruction/demonstration
learning activities
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies
a range of appropriate assessment methods/evidence 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 minimum of three training sessions involving demonstrating and instructing of particular work skills for different groups. Each session must address different learning objectives, a range of techniques and effective communication skills appropriate to the audience
Integrated assessment means that:
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 or any other Training Package. Suggested units include but are not limited to:
TAADEL403A Facilitate individual learning
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.
Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.
Overview of Assessment
To demonstrate competency against this unit candidates must be able to provide evidence that they can provide instruction and demonstration of work skills using resources and materials provided for training purposes.
The instruction/demonstration should be conducted using appropriate communication and interpersonal skills to enhance learning and build rapport and trust. The learning must be logically sequenced and paced in such a way as to ensure new skills/knowledge/competencies are achieved. The instruction/demonstration should engage the learner/s and a range of delivery techniques should be used.
Evidence Requirements
Required knowledge includes:
learner characteristics and needs
content and requirements of the relevant learning program and/or delivery plan
sources and availability of relevant learning resources and learning materials
content of learning resources/learning materials
training techniques which enhance learning and when to use them, e.g. using:
- instruction and explanation
- questioning
- practice
- written information
- group/pair/team activities
- individual activities
- demonstration
learning principles (introductory), for example:
- learning and experience are connected for meaning
- adults need to know why they are learning
- adults can self-evaluate
- adults learn in different ways
different learning styles, (introductory), for example:
- visual
- audio
- theoretical
- activist
- reflective
OHS, for example:
- roles and responsibilities of key personnel in learning environment
- responsibilities of learners learning environment
relevant policies and procedures including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures
- hazard identification and risk controls for the specific learning environment
- organisational policies, systems of operation relevant to specific area of training, e.g. job roles, industrial relations requirements
Required skills and attributes include:
verbal and non-verbal communication techniques, for example:
- ask relevant and appropriate questions
- provide explanations
- organise and give demonstrations
- use listening skills
- provide information clearly
- engage, motivate and connect with learners
- provide constructive feedback
implement OHS requirements, by acting and responding safely in order to:
- identify hazards
- conduct pre-start up checks if required
- observe and interpret learner behaviour which may put people at risk
time management, for example:
- ensure all learning objectives are covered
- pace learning
reflection skills in order to:
- identify areas for improvement
- maintain personal skill development
literacy skills to:
- complete and maintain documentation
- read and follow learning program/plan
- read and analyse learner information
- skills to operate audio-visual and technical equipment
interpersonal skills to:
- maintain appropriate relationships
- establish trust
- use appropriate body language
- maintain humour
- demonstrate tolerance
- manage a group
observation skills to:
- monitor learner acquisition of new skills/knowledge/competency requirements
- assess learner communication and interaction skills with others
- identify learner concerns
- recognise learner readiness to take on new skills/tasks
recognising and being sensitive to individual difference and diversity, for example:
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular needs
- recognising the importance of religion
Products that could be used as evidence include:
video/observation of a demonstration/instruction
learner evaluations
peer evaluations
Processes that could be used as evidence include:
what learning techniques were used and why
how learning achievement was checked
how practice opportunities were provided
what resources were organised and why
Resource implications for assessment include:
materials required for instruction/demonstration
technology required for instruction/demonstration
learning activities
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies
a range of appropriate assessment methods/evidence 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 minimum of three training sessions involving demonstrating and instructing of particular work skills for different groups. Each session must address different learning objectives, a range of techniques and effective communication skills appropriate to the audience
Integrated assessment means that:
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 or any other Training Package. Suggested units include but are not limited to:
TAADEL403A Facilitate individual learning