12. From the qualification you have referred to above, provide an example of a unit of competency (code and name) Code Name 13. As an assessor of a streamlined unit of competency, what are five key parts of any unit that you look at to determine competence? 1 2 3 4 5 14. What is contextualisation? 15. What can and can’t be done to a Unit of Competency under the guise of contextualisation? Permitted Not permitted 16. What is reasonable adjustment? 17. List and explain three main features of competency-based assessment? 1 2 3 18. How does competency-based assessment differ from assessment? 19. What are the legal requirements for recording and storing of assessments at a RTO? Recording Storing 20. What are two reasons why RTOs undertake assessment validation sessions? 1 2 21. What is Recognition of Prior Learning (RPL)? 22. Research a TAFE or other RTO policy on RPL. In summary, what does the policy involve? Ensure you include the steps involved in the RPL process. Name of RTO or TAFE Summary of RPL
1.1 Validation of an assessment tool: MEM11011B Date of validation Assessors Include names of all assessors involved in validation 1 2 3 4 5 Training Package Code Training Package Name Unit of Competency Code/s Unit of Competency Name Validation Criteria Yes (Y) No (N) (W) If “no” or “WEAK” - Comments/amendments Sufficiency Has enough evidence been provided to support an assessment decision? More than one source of evidence is used as a for judgement over the required period Elements, performance criteria and critical aspects of evidence of the UoC have been addressed List the elements/PC and/or critical aspects in the UoC that
you are not covered, eg. PC1.2 Currency Does the evidence reflect current skills and knowledge? The assessment reflects current work practices & technologies in industry and the profession The evidence has been collected within a reasonable time of the assessment decision Authenticity Is the evidence the work of the candidate? The assessment ensures the candidate demonstrates evidence of own abilities Validity Does the assessment tool assess what is required? The of difficulty is relevant to the AQF level of the unit of competency The assessment is on realistic workplace activities and contexts The assessment tool addresses underpinning knowledge and skills List the required skills and required knowledge in the UoC that you think are not covered, eg. RS5 assessing risks Reliability Does the assessment tool produce consistent outcomes? Evidence/marking guides and/or assessment checklists are available to assist the assessment decision Instructions to assessors are clear Flexibility Is the tool flexible in its application? The assessment process allows for reasonable adjustments to be made to the assessment tools in order to cater for individual candidates Fairness Is the assessment tool free of discrimination and bias? Instructions are clear, unambiguous and in plain English The assessment approach chosen caters for the language, literacy and numeracy needs of all candidates Assessment conditions are communicated clearly eg due date, timeframe, length, referencing and resources required Opportunity for feedback & review is provided to candidate
Element Performance Criteria (PC) Training Activities Assessment Method/s (per element) Assessment Instrument/s (per element) Time for Learning (training and These are the ways the trainer conveys information to the learners and engages the learners. E.g. through Ppt presentation, group discussions, role plays, handouts, examples of effective and ineffective, questioning etc. to the Assessment Conditions when deciding on assessment methods For help see TAE USB Material\Assessment 4 useful information\Part 1 – Plan\ Assessment\Assessment – general files\Assessment methods and corresponding assessment instruments How long will you allocate to train and assess the Element? 1. Respond to complaints 1.1 Process customer complaints using effective communication in accordance with organisational procedures established under organisational policies, legislation or codes of practice 1.2 Obtain, document and review reports relating to customer complaints 1.3 Make decisions about customer 1 1 Video training session PC 1.1 – 1.3: 40 min 2 2 (3) (3) PC 1.4-1.6:
2.2 Make referrals to appropriate personnel for follow-up in accordance with individual level of responsibility 2.3 Forward all documents and investigation reports 2.4 Follow-up appropriate personnel to gain prompt decisions 3. Exercise judgement to resolve customer service issues 3.1 Identify implications of issues for customer and organisation 3.2 Analyse, explain and negotiate appropriate options for resolution with customer 3.3 Propose viable options in accordance with appropriate 1 1 2 2 (3) (3)
legislative requirements and enterprise policies 3.4 Ensure matters for which a solution cannot be negotiated are referred to appropriate personnel How are you assessing the following aspects of the Unit of Competency? Foundation Skills Assessment method/s Assessment instrument/s Foundation Skills 1 1 2 2 3 3
Provision for recording the date of the assessment Opportunity for feedback and review is provided to candidate Recommendations: Make recommendations to address the issues identified above Each ‘No’ or ‘Weak’ needs a recommendation Assessor Responsible for Following-up Date for assessor to email proposed changes to validation group 1 2 3 4 5
These are the ways the trainer conveys information to the learners and engages the learners. E.g. through Ppt presentation, discussions, role plays, handouts, examples of effective and ineffective, questioning etc. Refer to the Evidence Guide or Assessment Conditions when deciding on assessment methods For help see TAE USB Material\Assessment 4 useful information\Part 1 – Plan\ files\Assessment methods and corresponding assessment instruments How long will you allocate to and assess the Element? Paste the Performance Criteria of Element 1 here. 1 1 2 2 (3) (3)
Assessment Conditions Context of and specific resources (if applicable) Paste the Context of and specific resources from your Unit of Competency here N.B. Streamlined do not have context of and specific resources within their unit. 1 1 2 2 3 3 Method of assessment (if applicable) Paste the Method of assessment from your Unit of Competency here N.B. Streamlined do not have context of and specific resources within their unit. 1 1 2 2 3 3 4 4 Name:
INCORPORATING LLN NEEDS INTO ASSESSMENT 1.4b Assessment instrument Using the assessment instrument planned for your Day 6 training session, identify how you will customise that instrument for use during the assessment process to support the student with LLN needs. For help see Customising resources to support learner LLN needs in Handouts. Assessment instrument E.g. Role play scenario and checklist, quiz How will this instrument be customised? Explain how you will design/customise this instrument so it is more accessible for the student with LLN 1.4c Assessment strategies Using the assessment instrument you have created and the assessment process planned for your Day 6 training session, identify two strategies to adequately cater for your candidate with LLN needs during the assessment process. For help see Assessment strategies for assisting learners with LLN needs in Handouts. Core Skill List 2 of the core skills your LLN learner support with What assessment strategy will be used during the assessment process to support this learner and their LLN need? You must give specific details when and how this strategy will be used in your assessment session (Min 1 paragraph answer required) Example: learning, reading, writing, oral communication, numeracy Ask student to respond to assessment activity in a way that suits them – I will offer to deliver the quiz orally for my learner. If they would like I can read the questions and listen to their answers orally. 1 2