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Evidence Guide: TAEASS401 - Plan assessment activities and processes

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAEASS401 - Plan assessment activities and processes

What evidence can you provide to prove your understanding of each of the following citeria?

Determine the assessment approach

  1. Identify the candidate and confirm the purposes and context of the assessment with relevant people according to legal, organisational and ethical requirements
  2. Identify and access applicable industry or workplace standards for the assessment, and any specific assessment requirements
Identify the candidate and confirm the purposes and context of the assessment with relevant people according to legal, organisational and ethical requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access applicable industry or workplace standards for the assessment, and any specific assessment requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the assessment plan

  1. Analyse units of competency and assessment requirements to identify evidence needed to demonstrate competence, according to the rules of evidence
  2. Select assessment methods and instruments to support the collection of defined evidence, taking into account the context in which the assessment will take place
  3. Develop the assessment plan and gain approval from relevant stakeholders
Analyse units of competency and assessment requirements to identify evidence needed to demonstrate competence, according to the rules of evidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select assessment methods and instruments to support the collection of defined evidence, taking into account the context in which the assessment will take place

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the assessment plan and gain approval from relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify modification and contextualisation requirements

  1. 3.1 Use information from the candidate and, where relevant, the candidate's workplace to identify contextualisation needs
  2. Check advice provided by the training package or course developer relevant to identified contextualisation needs
  3. Analyse existing assessment tools and record amendments required to address identified contextualisation needs
  4. Determine opportunities for integrated assessment activities and record any changes required to assessment tools
3.1 Use information from the candidate and, where relevant, the candidate's workplace to identify contextualisation needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check advice provided by the training package or course developer relevant to identified contextualisation needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse existing assessment tools and record amendments required to address identified contextualisation needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine opportunities for integrated assessment activities and record any changes required to assessment tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the assessment instruments

  1. Analyse available assessment instruments for their suitability for use, and identify any required modifications
  2. Develop assessment instruments to meet the required standard and specific workplace/candidate needs
  3. Map assessment instruments against the unit or course requirements
  4. Write clear instructions for the candidate and assessor regarding the use of assessment instruments
  5. Check and confirm that draft assessment instruments meet required standards and specific workplace/candidate needs and record outcomes of checks
Analyse available assessment instruments for their suitability for use, and identify any required modifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop assessment instruments to meet the required standard and specific workplace/candidate needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Map assessment instruments against the unit or course requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write clear instructions for the candidate and assessor regarding the use of assessment instruments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and confirm that draft assessment instruments meet required standards and specific workplace/candidate needs and record outcomes of checks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Determine the assessment approach

1.1 Identify the candidate and confirm the purposes and context of the assessment with relevant people according to legal, organisational and ethical requirements

1.2 Identify and access applicable industry or workplace standards for the assessment, and any specific assessment requirements

2. Prepare the assessment plan

2.1 Analyse units of competency and assessment requirements to identify evidence needed to demonstrate competence, according to the rules of evidence

2.2 Select assessment methods and instruments to support the collection of defined evidence, taking into account the context in which the assessment will take place

2.3 Develop the assessment plan and gain approval from relevant stakeholders

3. Identify modification and contextualisation requirements

3.1 Use information from the candidate and, where relevant, the candidate's workplace to identify contextualisation needs

3.2 Check advice provided by the training package or course developer relevant to identified contextualisation needs

3.3 Analyse existing assessment tools and record amendments required to address identified contextualisation needs

3.4 Determine opportunities for integrated assessment activities and record any changes required to assessment tools

4. Develop the assessment instruments

4.1 Analyse available assessment instruments for their suitability for use, and identify any required modifications

4.2 Develop assessment instruments to meet the required standard and specific workplace/candidate needs

4.3 Map assessment instruments against the unit or course requirements

4.4 Write clear instructions for the candidate and assessor regarding the use of assessment instruments

4.5 Check and confirm that draft assessment instruments meet required standards and specific workplace/candidate needs and record outcomes of checks

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Determine the assessment approach

1.1 Identify the candidate and confirm the purposes and context of the assessment with relevant people according to legal, organisational and ethical requirements

1.2 Identify and access applicable industry or workplace standards for the assessment, and any specific assessment requirements

2. Prepare the assessment plan

2.1 Analyse units of competency and assessment requirements to identify evidence needed to demonstrate competence, according to the rules of evidence

2.2 Select assessment methods and instruments to support the collection of defined evidence, taking into account the context in which the assessment will take place

2.3 Develop the assessment plan and gain approval from relevant stakeholders

3. Identify modification and contextualisation requirements

3.1 Use information from the candidate and, where relevant, the candidate's workplace to identify contextualisation needs

3.2 Check advice provided by the training package or course developer relevant to identified contextualisation needs

3.3 Analyse existing assessment tools and record amendments required to address identified contextualisation needs

3.4 Determine opportunities for integrated assessment activities and record any changes required to assessment tools

4. Develop the assessment instruments

4.1 Analyse available assessment instruments for their suitability for use, and identify any required modifications

4.2 Develop assessment instruments to meet the required standard and specific workplace/candidate needs

4.3 Map assessment instruments against the unit or course requirements

4.4 Write clear instructions for the candidate and assessor regarding the use of assessment instruments

4.5 Check and confirm that draft assessment instruments meet required standards and specific workplace/candidate needs and record outcomes of checks

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

planning and organising the assessment process on a minimum of five separate occasions

planning and organising two Recognition of Prior Learning (RPL) assessments (which may be two of the five assessment processes above.)

The evidence requirements for each occasion must include:

a documented assessment plan

a different endorsed or accredited unit of competency (or clusters of units of competency) for each of the five occasions

contextualisation of the unit(s) of competency and the selected assessment tools, where required

incorporation of reasonable adjustment strategies

development of suitable assessment instruments for each of the five occasions

following organisational arrangements.

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:

obligations of an assessor under applicable legislation and/or standards

the major features of a unit of competency, and how they are to be addressed in assessment activities and processes

interpreting competency standards as the minimum standard for assessment

guidelines for contextualising units of competency

different purposes of assessment and different assessment contexts, including RPL

the purpose and features of evidence, and different types of evidence, used in competency-based assessments, including RPL

the principles of assessment, and how they guide the assessment process

the rules of evidence and how they guide the assessment process

different assessment methods, including their suitability for collecting various types of evidence

the components of assessment tools

different types of assessment instruments and their purpose and relevance for specific evidence-gathering opportunities.