TAE10 Training and Education Training Package (Release 3.4) TAE Training and Education Training Package (Release 2.0)

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1 supporting the TAE10 Training and Education Training Package (Release 3.4) TAE Training and Education Training Package (Release 2.0) Teacher s Workbook Companion Certificate IV in Training and Assessment Complementing the Shea Series Learner Guides that support the TAE40116 Certificate IV in Training and Assessment Shea Business Consulting Stockcode: SHEA111

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3 Teacher s Companion Workbook Why has this Workbook been developed? This Workbook complements the following Shea Series Learner Guides that support the TAE40116 Certificate IV in Training and Assessment. Core Units SHEA101 Assessment Field Learner Guide This Guide covers the following three core units: TAEASS401 Plan assessment activities and processes TAEASS402 Assess competence TAEASS403 Participate in assessment validation The TAE Training and Education Training Package (Release 2.0) has been developed to meet the new Standards for Training Packages. This Workbook aligns with and supports the new Standards. SHEA102 Delivery and Facilitation Field Learner Guide This Guide covers the following two core units: TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace SHEA103 Learning Design Field Learner Guide This Guide covers the following two core units: TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs SHEA104 Language, Literacy and Numeracy Field Learner Guide This Guide covers the following core unit: TAELLN411 Address adult language, literacy and numeracy skills SHEA107 Design and develop assessment tools Learner Guide This Guide covers the following core unit: TAEASS502 Design and develop assessment tools Elective Units SHEA105 Make a presentation Learner Guide SHEA106 Contribute to assessment Learner Guide SHEA108 Provide work skill instruction Learner Guide SHEA109 Mentor in the workplace Learner Guide Who is this Workbook for? This Workbook has been developed for teachers, trainers, facilitators and assessors who are helping learners to work through one or more of the Shea Series Learner Guides. It describes how to use the Guides and includes assessment guidance and instruments for each unit of competency. It also maps the learning topics of the Learner Guides to the units of competency they support. Acknowledgment This Workbook was developed for Shea Business Consulting by Andrew Jones and Renika Muthaya of purple infinity Shea Business Consulting Page 3

4 Teacher s Companion Workbook Copyright 2016 Shea Business Consulting All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process without prior written permission from Shea Business Consulting. Requests should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria Part VB Educational Statutory Licence Under Part VB of the Copyright Act, educational institutions are allowed to use third party copyright materials provided: a) they agree to pay copyright owners for that use; and b) it is for the educational purposes of the organisation. To apply for the licence, or to check if your organisation is covered, contact the Copyright Agency on or visit their website at Disclaimer No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the publisher and the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of the information contained herein. This work has been prepared for use as part of a structured vocational education and training program and should only be used within that context. The information contained herein was correct at the time of preparation. Published by: Shea Business Consulting 193 Oak Street Parkville Victoria 3052 Telephone: E: shea@sheaconsulting.com.au W: First Published: April 2016 Stockcode: SHEA111 ISBN: Version 1.0, April Shea Business Consulting Page 4

5 Teacher s Companion Workbook Contents Introduction...7 Roles in the Learning Process... 7 Using the Learner Guides... 9 Advising Learners on Elective Units Assessment Guidance and Instruments TAEASS401 Plan assessment activities and processes TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAEASS502 Design and develop assessment tools TAEDEL401 Plan, organise and deliver group-based learning TAEDEL402 Plan, organise and facilitate learning in the workplace TAEDES401 Design and develop learning programs TAEDES402 Use training packages and accredited courses to meet client needs TAELLN411 Address adult language, literacy and numeracy skills BSBCMM401 Make a presentation TAEASS301 Contribute to assessment TAEDEL301 Provide work skill instruction TAEDEL404 Mentor in the workplace Useful Information Acronyms Glossary Websites Appendix A: Mapping Appendix B: Continuous Improvement Form Continuous Improvement You are invited to use the Continuous Improvement Form at the back of this document to identify changes that you think would improve this Learner Guide Shea Business Consulting Page 5

6 Teacher s Companion Workbook Symbols The following symbols are used throughout this Workbook. Important Points Useful Resources Compliance-friendly advice Assessment Points This Teacher s Companion Workbook has been developed to support and accompany the Shea Series Learner Guides. It has been developed on the assumption that those who facilitate learning via the TAE Training and Education Training Package are experienced teachers with expertise in this area Shea Business Consulting Page 6

7 Teacher s Companion Workbook Introduction This Workbook has been divided into four sections: 1. Roles in the Learning Process 2. Using the Learner Guides 3. Assessment Guidance and Instruments 4. Useful Information Roles in the Learning Process As a teacher, trainer, facilitator and/or assessor, you will be responsible for delivering training, facilitating learning and conducting assessments against units of competency from the TAE Training and Education Training Package. You may even be required to use facilitation techniques that involve mentoring and workplace coaching. Your learners, students, participants and/or candidates will be working through Shea Series Learner Guides to support their learning in individual units (or groups of units) from the TAE Training and Education Training Package. The teacher, trainer and facilitator As a teacher of TAE units, your role is to promote the active participation of learners in the learning process as they seek to attain competency. This typically involves the following: Helping learners identify their current competencies and learning needs Helping learners undertake the activities and Assessment Points in the Learner Guides Giving feedback to learners on their performance Helping learners research topics and gather information Helping learners identify and address WHS requirements Offering ongoing guidance, support, encouragement and advice to learners Clarifying the requirements of units of competency Answering queries about learning topics Complying with the Standards for Registered Training Organisations (RTOs) Continuing to develop your vocational education and training (VET) knowledge and skills Ensuring your training competencies are current Ensuring your vocational competence is current. BSBCMM401 It is important Make to clarify a presentation your role does in the not learning cover process. the skills and knowledge required to design and produce electronic presentations. This competency is addressed in the unit BSBITU302B Create electronic presentations Shea Business Consulting Page 7

8 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes TAEASS401 Plan assessment activities and processes This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. This is a core unit in the TAE40116 Certificate IV in Training and Assessment. It is also packaged in the Assessor Skill Set and the Enterprise Trainer and Assessor Skill Set. This is a core unit in the Certificate IV in Training and Assessment. It is supported by a Shea Series Learner Guide titled SHEA101 Assessment Field Learner Guide. Resources you need to access To assess learners against this unit, you will need access to endorsed or accredited units of competency used in assessment planning activities. Evidence you need to gather To assess learners against this unit, you will need to gather evidence of their ability to: Plan and organise the assessment process on at least five (5) separate occasions, and on each occasion they must: document an assessment plan use a different endorsed or accredited unit of competency (or clusters of units of competency) contextualise units of competency and their selected assessment tools/instruments (where required) incorporate reasonable adjustment strategies develop suitable assessment instruments follow organisational arrangements Plan and organise two recognition of prior learning (RPL) assessments (which may be two of the five assessment processes above). Products and processes you may consider as evidence Learners may provide the following products as evidence: Documented assessment plans Contextualised units of competency Assessment instruments that meet the needs of specific workplaces and candidates Modified assessment tools that allow for the specific needs of candidates Records of their consultations with candidates and other people regarding the assessment purpose and context. To assess learners against this unit, you must hold the Diploma of Vocational Education and Training (either TAE50111 or TAE50116) or be able to demonstrate equivalent competencies. Gather the evidence in conditions that are safe and that replicate the workplace. The conditions must be typical of those experienced in a training / assessment environment 2016 Shea Business Consulting Page 14

9 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Learners may discuss the following processes as evidence: How they identified the purpose and context of assessment How they interpreted units of competency How they selected assessment methods How they incorporated RPL into the assessment process How they included candidates and other relevant people in the planning process. Integrated assessment suggestions Individual competencies are rarely performed in isolation in the workplace. Typical job roles involve a number of related tasks, and assessment approaches should reflect this. Often termed holistic or integrated assessment, the simultaneous assessment of two (or more) related units of competency is an efficient and authentic assessment approach, because it more closely reflects the real nature of work. It also saves time, streamlines paperwork and reduces costs. When assessing this unit, you may consider incorporating the following units in an integrated assessment activity: TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAEDES402 Use training packages and accredited courses to meet client needs TAELLN411 Address adult language, literacy and numeracy skills. Sample assessment instruments The instruments (overleaf) have been included to support assessors gather evidence against TAEASS401 Plan assessment activities and processes: Up-Front Assessment Checklist Observation Checklist Questions to Determine Knowledge Assessment Summary and Feedback Form. It is important not to overload integrated assessments with too many units, as candidates will have difficulty providing evidence for each (and you will have difficulty judging the volume of evidence). Feel free to use these instruments to gather evidence for Assessment Point 1 in the Shea Series Learner Guide titled SHEA101 Assessment Field Learner Guide Shea Business Consulting Page 15

10 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Up-Front Assessment Checklist Supporting the TAE Training and Education Training Package TAEASS401 Plan assessment activities and processes Introduction Candidate Instructions This checklist will help you identify the extent to which you have planned an assessment process as part of your normal work tasks. You can use the checklist as the first step towards gaining recognition of your skills. It s quick (allow around 5 minutes) and may save you some time in the long run. It relates to the unit of competency titled TAEASS401 Plan assessment activities and processes. Instructions Work through the questions and rate the extent to which you have performed each task. If you have performed many of the tasks already, you re ready to start gathering evidence of your competence. However, if you find that you ve rarely performed many of the tasks, you will need to undertake further training in certain areas. This checklist will form part of your evidence portfolio, so make sure you work through it carefully Shea Business Consulting Page 16

11 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Up-Front Assessment Checklist TAEASS401 Plan assessment activities and processes To what extent have you performed this task? Tick the most appropriate response Refer to the Candidate Instructions cover sheet for advice on how to complete this checklist. Not at all To a little extent To some extent To a great extent Evidence of my performance I have planned and organised an assessment process on at least five (5) separate occasions, and on each occasion: I documented an assessment plan I used a different endorsed or accredited unit of competency (or cluster of units) I contextualised the unit of competency and selected assessment tools I incorporated reasonable adjustment strategies I developed suitable assessment instruments for use in the process I followed organisational arrangements I have planned at least two (2) recognition of prior learning (RPL) assessment (noting these may have been for two of the five assessment processes listed above) Evidence of my knowledge I understand the obligations of an assessor under applicable legislation/standards I understand the major features of a unit of competency (and how they are to be addressed in assessment activities and processes) I understand how to interpret units of competency as the minimum standard for assessment I understand the guidelines for contextualising units of competency I understand the different purposes of assessment and different assessment contexts (including RPL) I understand the purpose and features of evidence as it is used in competencybased assessments (including RPL) I understand the principles of assessment, and how they guide the assessment process I understand the rules of evidence, and how they guide the assessment process I understand the different methods of assessment, and their suitability for collecting various types of evidence I understand the components of assessment tools I understand the different types of assessment instruments (and their purpose and relevance for specific evidence-gathering opportunities) Comments Signature:... Date: Shea Business Consulting Page 17

12 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Observation Checklist Learner Assessor Unit TAEASS401 Plan assessment activities and processes Date Workplace Task Plan an assessment process Task Frequency Learners must complete this task on at least five (5) separate occasions, and they must use a different endorsed or accredited unit of competency (or cluster of units) for each of the five occasions. Two of the five assessment processes must involve an RPL assessment. During the demonstration of skills, did the learner: Yes No document an assessment plan? contextualise the units of competency (where required)? contextualise the selected assessment tools (where required)? incorporate reasonable adjustment strategies? develop suitable assessment instruments? follow organisational arrangements? plan a recognition of prior learning (RPL) assessment? Feedback to learner: The learner s demonstration of skills was: Satisfactory Not Satisfactory Learner s signature:... Date:... Assessor s signature:... Date: Shea Business Consulting Page 18

13 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Questions to Determine Knowledge Learner Assessor Unit TAEASS401 Plan assessment activities and processes Date Workplace Task Plan an assessment process Task Frequency Learners must complete this task on at least five (5) separate occasions, and they must use a different endorsed or accredited unit of competency (or cluster of units) for each of the five occasions. Two of the five assessment processes must involve an RPL assessment. Questions to be answered by the learner: How did you identify the purpose and context of the assessment? How did you identify the evidence needed to demonstrate competence? What assessment methods did you select to support the collection of evidence? How did you use the principles of assessment to guide the assessment process? How did you use the rules of evidence to guide the assessment process? How did you ensure your assessment instruments were relevant? Describe the obligations of an assessor (under applicable legislation/standards) Describe the different types of evidence used in competency-based assessments? Describe the main components of an assessment tool Feedback to learner: Satisfactory Response Yes No The learner s knowledge was: Satisfactory Not Satisfactory Learner s signature:... Date:... Assessor s signature:... Date: Shea Business Consulting Page 19

14 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Assessment Summary and Feedback Form Learner Assessor Unit of Competency Task TAEASS401 Plan assessment activities and processes Plan an assessment process Task Frequency Task Demonstration 1 Date Task Demonstration 2 Task Demonstration 3 Date Date Assessment Decision Gaps in Performance Action Plan Task Demonstration 4 Task Demonstration 5 Competent Not Yet Competent Date Date Learner s signature:... Date:... Assessor s signature:... Date: Shea Business Consulting Page 20

15 Teacher s Companion Workbook Appendix A: Mapping The Learning Topic Matrix provided in this section maps the various learning topics of the Shea Series Learner Guides to the units of competency they support. This Matrix has been provided to assist auditors determine that the Shea Series Learner Guides are consistent with the requirements of the TAE Training and Education Training Package and the following regulatory standards: AQTF Essential Conditions and Standards for Registration Standards for Registered Training Organisations The Learning Topic Matrix offered in this Appendix has been mapped to the unit format of the Standards for Training Packages. AQTF Essential Conditions and Standards for Initial Registration Standard Requirement 1 The applicant has strategies in place to provide quality training and assessment across all of its operations 1.3 training and assessment materials to be used by the applicant meet the requirements of the Training Package or accredited course AQTF Essential Conditions and Standards for Continuing Registration Standard Requirement 1 The RTO provides quality training and assessment across all of its operations 1.3 training and assessment materials used by the RTO are consistent with the requirements of the Training Package or accredited course Standards for Registered Training Organisations (RTOs) 2015 Standard Requirement 1 The RTO s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses 1.3 (c) The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient learning resources to enable learners to meet the requirements for each unit of competency, and which are accessible to the learner regardless of location or mode of delivery 2016 Shea Business Consulting Page 109

16 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes TAEASS401 Plan assessment activities and processes Qualifications / Skill Sets Application of the Unit TAE40116 Certificate IV in Training and Assessment TAESS00011 Assessor Skill Set TAESS00015 Enterprise Trainer and Assessor Skill Set This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It applies to individuals with assessment planning responsibilities. In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans. Learning Topic Guide TAEASS401 Plan assessment activities and processes Reference Link to Learning Topic Matrix Learning Topics in SHEA101 Assessment Field Learner Guide 1 A few things before you start Knowledge Evidence Component of Competency addressed by Learning Topics 2 Determining your approach Addresses Element 1: Determine the assessment approach Incorporates relevant Performance Evidence, Knowledge Evidence and Foundation Skills (see mapping for detail) 3 Preparing an assessment plan Addresses Element 2: Prepare the assessment plan Incorporates relevant Performance Evidence, Knowledge Evidence and Foundation Skills (see mapping for detail) 4 Contextualising your approach Addresses Element 3: Identify modification and contextualisation requirements Incorporates relevant Performance Evidence, Knowledge Evidence and Foundation Skills (see mapping for detail) 5 Developing your instruments Addresses Element 4: Develop the assessment instruments Incorporates relevant Performance Evidence, Knowledge Evidence and Foundation Skills (see mapping for detail) 2016 Shea Business Consulting Page 110

17 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Learning Topic Matrix TAEASS401 Plan assessment activities and processes Learning Topics (see Learning Topic Guide on page 110 for details) Comments Elements / Performance Criteria 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 personnel 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 2016 Shea Business Consulting Page 111

18 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Learning Topic Matrix TAEASS401 Plan assessment activities and processes Learning Topics (see Learning Topic Guide on page 110 for details) Comments Performance Evidence 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 Knowledge Evidence 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 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 The purpose and features of evidence, and different types of evidence, used in competency-based assessments, including RPL Different types of assessment instruments and their purpose and relevance for specific evidence-gathering opportunities Foundation Skills Reading Identifies and confirms legal, organisational and ethical requirements Selects and analyses assessment-related documents Writing Documents the assessment plan Develops assessment instruments, including instructions and mapping Records outcomes of draft assessment checks 2016 Shea Business Consulting Page 112

19 Teacher s Companion Workbook TAEASS401 Plan assessment activities and processes Learning Topic Matrix TAEASS401 Plan assessment activities and processes Learning Topics (see Learning Topic Guide on page 110 for details) Comments Oral communication Participates in exchanges about assessment processes and trialling of instruments appropriate to audience Navigate the world of work Identifies, confirms and takes responsibility for adherence to policies, procedures, legal, and ethical requirements Interact with others Collaborates with others as part of familiar routine activities, and to confirm understanding Get the work done Plans a range of routine processes and related tasks with logically sequenced steps, according to defined standards or parameters Uses formal decision-making processes, identifying information and evaluating several choices against a limited set of criteria Evaluates effectiveness of planning and design decisions in terms of how well they meet requirements 2016 Shea Business Consulting Page 113

20 Teacher s Companion Workbook Appendix B: Continuous Improvement Form Shea Business Consulting is committed to providing quality resources to support the national vocational education and training sector. If there is any way we can improve this Guide to meet your specific needs and requirements, please complete the form below and return it to us. Organisation: Name: Address: Phone: Are there any changes that you think could improve this Guide? Are there any other units that could be supported by the types of learning topics, checklists and activities included in this Guide? Unit Code Unit Title Please send this form to: Shea Business Consulting 193 Oak Street, Parkville, Victoria 3052 Telephone: shea@sheaconsulting.com.au 2016 Shea Business Consulting Page 158

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22 Shea Business Consulting Stockcode: SHEA111 ISBN: