BEd TAS additional assessment tasks to be completed during EPT441 or EPT442

Transcription

1 CSU Advance Locked Bag 588 Boorooma Street Wagga Wagga NSW 2678 Australia Tel: BEd TAS additional assessment tasks to be completed during EPT441 or EPT Overview The following assessment tasks have been designed to assess your competence in some of the requirements of the units TAEASS401B Plan assessment activities and processes and TAEASS402B Assess competence, which are not covered by other assessment tasks within your Degree subjects. All parts of every task should be completed. Please contact your CSU Advance if you would like to clarify the requirements. It is strongly suggested that you work through the learning materials before commencing the assessment tasks. The learning materials have been designed to guide your learning and application of the essential knowledge and skills required to be competent in this unit. Working through the learning activities will assist you in completing the assessment tasks. The learning materials for this task were purchased as required texts in the subject EMV301Vocational Education: Professional Practice 2. Completing and submitting Assessment tasks You are required to complete each of the assessment tasks and submit these to CSU Advance. The Assessment Cover Sheet (Appendix 6) should be completed and attached to the front of your tasks. Please make sure that you sign the Statement of Authenticity. 3. Assessment tasks for these units These units require you to plan, organise and assess competence of a number of candidates against different units of competency on a minimum of two occasions. Assessment of candidates must cover the entire unit of competency. You should complete the following tasks and compile your work into a portfolio for submission to CSU Advance BED TAS Additional Assessment Tasks V Page 1 of 19

2 Task 1 - Third Party Report The Third Party Report (provided at Appendix 5) should be completed by a VET Practitioner, or your supervisor, a senior colleague or other person experienced in assessment practice, who can testify to your consistent satisfactory performance in relation to planning, organising and conducting assessment. The Third Party should be provided with a copy of the Third Party Report (Appendix 5) as you start this unit. In this way, they will be able to confirm that they are an appropriate person to complete the Third Party Report, and if required they will be able to seek guidance from your assessor in regards to their role as a Third Party. Task 2 Assessment of learning pathway learners You will need to plan, organise and assess the competence of a group of two or more learners who may be studying in the classroom, on-the-job, via distance-based delivery, or by a mixture of these learning modes. You are also required to review the assessment process. The following tasks will guide you through the assessment process. Submit all items as a portfolio. Part A Planning 1. Choose a current unit of competency upon which you will base your assessment for the chosen group of learners. You need to assess the entire unit of competency. 2. Develop an assessment plan to assess your group of learners. You may use the template provided (Appendix 1) or develop your own plan. Your plan should include: a. Names of the candidates b. Unit of competency to be assessed c. Any specific needs of the candidates d. Any specialist support that may be required e. The assessment methods to be used to gather evidence eg Direct observation, Question and Answer, Portfolio, Work documents, Work project, Third party report f. The assessment instruments to be used eg Instructions to candidates, Observation checklist, List of questions you will ask candidates, Checklist for third party report g. Any adjustments that may need to be made h. WHS considerations i. The resources required j. Time plan for the assessment k. Location of the assessment l. People involved in the assessment process each person s name, role and responsibilities You will also need to show that you involved the candidates and other relevant people in the planning process e.g. how you liaised with the candidates and informed them of what is expected and when the assessment will be conducted. The candidate and other people involved will be required to sign the completed assessment plan. Place the completed plan in your portfolio and label it Item Develop simple assessment instruments and access and modify existing instruments to use in your assessment. You should include clear instructions to the candidates and the assessor about the use of the assessment instruments. The instruments should cover an entire unit of competency. BED TAS Additional Assessment Tasks V Page 2 of 19

3 Place the completed assessment instruments in your Portfolio and label these Item Map the assessment instruments against the unit of competency, ensuring that you have addressed all of the requirements. You may use the template provided in Appendix 2 (it is suggested that you cut and paste from the electronic version of the unit available at so that your coverage of all parts of the unit is clearly visible) Place the completed mapping template in your Portfolio and label it Item 3 5. Ask a colleague to trial and review the assessment tools you have developed, or modified and record the outcomes using the Assessment Tools Analysis template (Appendix 3). Place the completed template in your portfolio and label it Item 4. Part B Assessing competence 6. Prior to the delivery of your assessment activities conduct a WHS Training and Assessment Site Inspection. (Appendix 7) If you identify a WHS issue where a Control Measure is not able to be implemented, that may have an adverse affect on the safety of the participants, DO NOT PROCEED WITH THE ASSESSMENT ACTIVITY until the area has been deemed safe to proceed. a) Submit the completed WHS Training and Assessment Inspection checklist documenting any control measures that you may have been required to put in place before proceeding with the assessment activities. (Label it item 5) 7. Use your assessment plan and instruments to gather, examine and evaluate evidence. Complete an assessment report for each candidate. You may use the template provided (Appendix 4) or develop your own assessment report. Your report should include: a. Unit of competency assessed b. Name of the candidate c. Date of the assessment d. Name of assessor e. Assessment result f. A summary of the evidence sighted g. Feedback to the candidate h. Candidate and assessor signatures Place the completed assessment reports in your portfolio and label them Item Review the assessment process with the candidates and any other relevant people. Provide a brief report that includes: a. A summary of the feedback you received b. Recommendations for improvement (at least three recommendations) Place the completed report in your portfolio and label it Item 7. BED TAS Additional Assessment Tasks V Page 3 of 19

4 Task 4 - Question and answer 1. Briefly describe your understanding of the terms assessment methods, assessment tools and instruments. 2. a. How does the context in which the assessment is to take place, influence your decisions when developing assessment tools? a. Suggest a minimum of three (3) things that impact on the selection of assessment methods 3. Explain the meaning of: Direct evidence Indirect evidence Supplementary evidence 4. Explain the difference between norm referenced assessment and criterion referenced assessment. 5. Describe four key features of competency based assessment. 6. Complete the table below. List five organisational, legal and ethical requirements and how they impact on assessment tool design in your organisation. Organisational, legal and ethical requirements Impact on my role Complete the table below. Where did you access information on, and what key aspects did you consider in undertaking these tasks in regards to Assessment Guidelines and Contextualisation. Information sourced from... Assessment Guidelines Key aspects considered... Contextualisation BED TAS Additional Assessment Tasks V Page 4 of 19

5 8. Explain how you developed a professional relationship with the candidates that reflected sensitivity to individual difference and enabled two-way feedback. 9. Describe the communication and interpersonal skills you used to guide the candidates in gathering evidence; and, to provide clear and constructive feedback to the candidates, in regard to the assessment decision and, when developing any follow up action plan. 10. What are the ethical and legal requirements of assessors? 11. How were the principles of assessment applied when conducting assessment activities? (valid, reliable, flexible, fair) 12. How did you apply the rules of evidence when conducting assessment activities? (valid, authentic, current, sufficient) 13. What considerations should you make when co-assessing units of competency? 14. How did/could you generate options for collecting evidence where reasonable adjustment is required? 15. What two areas of assessment practice would you like to further develop? BED TAS Additional Assessment Tasks V Page 5 of 19

6 Appendix 1 Assessment Plan for two or more learners undertaking a learning pathway Names of learners Name of assessor Unit of Competency on which learners will be assessed (code and title) Could this unit be coassessed with any other unit/s? Identify the unit/s. Identify one source for accessing the Unit of Competency Purpose of the assessment Any specific needs of each learner (including access and equity) Any specialist support for each learner Any reasonable adjustments required for each learner List methods used for gathering evidence How you will gather the evidence e.g. Direct observation Question and answer Portfolio of work documents Work samples 3 rd party report Work based project Other Source: Adapted from CSU DE Unit EEE403 Assessment and Evaluation: VET 2006 BED TAS Additional Assessment Tasks V Page 6 of 19

7 Assessment instruments selected e.g. Observation checklist Questions you will ask learner Check list for 3 rd party Any modifications required to the selected instruments as a result of making reasonable adjustment to meet the learners needs Any resources required to conduct assessment activities Time plan for assessment of each learner (when it will take place; how long it will take) Location of the assessment (where the assessing will take place) List all WHS considerations (use dot points) Proposed involvement of the learners: (a) In planning the assessment (what you expect the learners to do; how you will liaise with the learners) (b) In gathering evidence (how you will involve learners in evidence gathering) BED TAS Additional Assessment Tasks V Page 7 of 19

8 (c) In evaluating the assessment experience (ways will you enable learners to evaluate the assessment experience) Record Keeping: Assessment recordkeeping and reporting arrangements confirmed (how; to whom: timeframes) Location where assessment plan and assessment results will be stored (in accordance with agreed assessment procedures, including ensuring privacy of learners details) Please identify all people involved in the learning pathway assessment process: those to be consulted and organised, as well as those to be informed about the assessment decision, please have all sign below to verify that there agreement to the assessment plan. Name Role Responsibilities Signature BED TAS Additional Assessment Tasks V Page 8 of 19

9 Appendix 2 Competency Mapping _ Assessment Validation Matrix template Code / title of unit Date Participants Assessment methods Task 1 Task 2 Task 3 Elements (Insert elements from Unit of competency here) Assessment instruments Performance criteria (Insert performance criteria for each element from Unit of competency here) Required skills (Insert skills from Unit of competency here) Required knowledge (Insert knowledge from Unit of competency here) Critical aspects of assessment (Insert critical aspects from Unit of competency here) BED TAS Additional Assessment Tasks V Page 9 of 19

10 Appendix 3 Assessment Tool Analysis Report Developer s name:... Reviewer s name:... Reviewers Signature:... Reviewers experience in Assessment tool design and development:... Date:... Code and title of unit of competency/standard List organisation and other relevant information used to support the development of the assessment tools Target group and purpose/s of assessment tool Reasons for selecting assessment methods used (eg availability, cost) Reasons for selecting assessment instruments for the chosen assessment methods Are the assessment tools appropriate to the AQF level being assessed? Are there possibilities available in the assessment tools for candidates to show or support their claim for recognition? List amendments you made to the draft tools after checking tools BED TAS Additional Assessment Tasks V Page 10 of 19

11 against the assessment benchmark How were each of the principles of assessment applied when developing the tools How were each of the rules of evidence applied when developing the tools Contextualisation factors you considered and acted on Reasonable adjustment factors considered Summary of feedback received following trialling of the tools Recommendations for continuous improvement of the assessment tool design and development process (minimum three (3) recommendations) BED TAS Additional Assessment Tasks V Page 11 of 19

12 Appendix 4 Assessment Report template Student Name: Assessor Name: Assessor signature: Date of Assessment: Result: Assessor Comment: Student Comment: Student Signature: Task 1 (insert details of marking criteria for task 1 here) Satisfactory Unsatisfactory Comments/ details of any reasonable adjustment BED TAS Additional Assessment Tasks V Page 12 of 19

13 Task 2 (insert details of marking criteria for task 2 here) Satisfactory Unsatisfactory Comments/ details of any reasonable adjustment Task 3 (insert details of marking criteria for task 3 here) Satisfactory Unsatisfactory Comments/ details of any reasonable adjustment Task 4 (insert details of marking criteria for task 4 here) Satisfactory Unsatisfactory Comments/ details of any reasonable adjustment Add additional tasks here if required BED TAS Additional Assessment Tasks V Page 13 of 19

14 Appendix 5 Third Party Report TAEASS401B Plan assessment activities and processes TAEASS402B Assess competence This report must be completed by a VET Practitioner or your supervisor, a senior colleague or other person experienced in assessment practice. A Third Party Report forms part of the pool of evidence that a trainer/assessor gathers to determine the competence of a student. By completing this Third Party Report you are providing verification of the student s ability to perform the listed actions to the expected standard in the workplace. If you do not think that you are an appropriate person to complete this report please advise the student and return this form to them. Please read each statement carefully and indicate Yes/No and make any comments to support your judgement. If you are unable to respond to any of the statements please leave it uncircled. Name of student: The following actions of the student were observed: Has planned, organised, conducted and reviewed assessment on at least (2) occasions with different candidates and using different units of competence. Adheres to legal and ethical requirements throughout all stages of the assessment process. Legal and ethical requirements may include; Access and equity policies and procedures, Anti-discrimination, EEO, and WHS Accesses and applies the organisations assessment policies and procedures, including RPL Applies the principles of assessment to planning, organising, conducting and reviewing assessment The principles of assessment; Validity, Flexibility, Reliability, Fairness Applies the rules of evidence to planning, organising, conducting and reviewing assessment Rules of evidence; valid, sufficient, authentic, current Identifies opportunities for integrated assessment Uses technology skills and appropriate equipment and software to communicate effectively Uses effective communication skills to discuss assessment, including RPL processes, with clients and other assessors Please circle appropriate response Please also complete next page. BED TAS Additional Assessment Tasks V Page 14 of 19

15 Uses effective communication and interpersonal skills to establish effective working relationships with candidates, including: giving clear and precise instructions; asking effective questions; providing clarification; giving appropriate feedback; and discussing assessment outcomes Demonstrates sensitivity to access and equity considerations and candidate diversity Organises resources and specialist support as determined in the assessment plan Adheres to organisational policies and procedures in regard to reporting and recording assessment decisions and documenting and recording assessment process reviews Understands and fulfils WHS responsibilities associated with assessment WHS responsibilities may include; emergency procedures, use of PPE, safe use of equipment, reporting hazards Comments to support decisions: I verify that I am experienced in Assessment Practice and I provide this report to confirm that I have observed the above named student consistently demonstrate satisfactory practice in planning assessment activities, and processes and assessing competence of candidates. Name of Third Party: Third Party Signature: Position: Contact details - or phone: Date: If you would like to contact CSU Training please csutraining@csu.edu.au Note: The trainer/assessor may contact you to clarify aspects of this report. BED TAS Additional Assessment Tasks V Page 15 of 19

16 CSU Advance Locked Bag 588 Boorooma Street Wagga Wagga NSW 2678 Australia Tel: Appendix 6 Assessment Cover Sheet TAEASS401B Plan assessment activities and processes TAEASS402B Assess competence Student s name:.... Workplace:... Contact ... Telephone:... Please ensure that the following tasks have been completed and submitted to your assessor: Assessment tasks completed Task 1 Third Party Report Report completed, signed and submitted Task 2 (Parts A and B) Items 1 to 8 included Task 4 Question and answer Questions 1 to 15 answered Please complete and attach this cover sheet to your Assessment Tasks and submit to your assessor. Statement of Authenticity I declare that the evidence presented is my own work and that, where work has either been: (i) completed in collaboration with others; or (ii) by others, it has been appropriately acknowledged. Furthermore, I certify that all information submitted by me is true, correct and accurate to the best of my knowledge and belief. Student s signature:... Date:... BED TAS Additional Assessment Tasks V Page 16 of 19

17 Appendix 7 WHS Training and Assessment Site Inspection Checklist Version: Inspection Site: Inspection Date: Inspecting Officer: Organisation/Workplace Contact Name: Organisation/Workplace Contact Position and Phone Number: Control measures to minimise a risk As a Workplace Trainer/Assessor you have a responsibility to consider various control options and choose the control that most effectively eliminates the risk. When a risk cannot be eliminated, you must choose the control measures that most effectively minimises the risk. This may involve a single control measure or a combination of different controls that together provide the highest level of protection that is reasonably practicable. The hierarchy of control measures that should be used to control a risk are: substituting the hazard with something safer isolating the hazard so a person is not exposed to the risk implementing engineering controls minimising the hazard using administrative controls the use of personal protective equipment. Please complete the checklist below or if applicable attach a copy of the organisation s completed workplace site audit checklist. S = Satisfactory N/A = Not Applicable CM= Control Measure Work Areas S N/A CM Work surfaces are set up at appropriate height for tasks undertaken Layout of work area is suitable for tasks and reduces bending / twisting / overreaching Adequate rest breaks taken during repetitive tasks or those requiring sustained postures (eg sitting or standing) Free standing fittings are secure and stable eg. mobile white board, screens Equipment is in working order Manual Handling (MH) S N/A CM All manual handling hazards are identified BED TAS Additional Assessment Tasks V Page 17 of 19

18 Appropriate MH equipment is provided Correct manual handling techniques are used Housekeeping S N/A CM Floors including carpets, hard surfaces and wet areas clean and in good condition Clean and tidy - catering / break areas Waste disposal facilities adequate Indoor Environment S N/A CM Ventilation / airflow adequate Suitable and adequate lighting Glare levels satisfactory for tasks Temperature range comfortable No smoking policy maintained Noise levels meet standards Entry / Exits S N/A CM Passageways - free from obstructions and trip hazards Exits - accessible, signposted, adequately lit, not locked Condition of floors, carpets, stair treads, handrails, landings, etc First Aid, Hygiene and other Welfare provisions First aid kit/s clearly labelled, accessible and in prominent position First aid signage - posters, directional arrows prominently displayed Contact details of nearest first aid officer - name, location and phone numbers available Toilets accessible, clean and supplies adequate S N/A CM Emergency Procedures/Preparedness S N/A CM Site emergency plan visible in the room Warden contact details in the room Fire Safety S N/A CM Fire equipment available and accessible Electrical Safety S N/A CM Light fittings in safe working order Power outlets in safe working order No double adaptors, or piggybacking BED TAS Additional Assessment Tasks V Page 18 of 19

19 Power leads, extension cords and powerboards in safe working order Other WHS issues identified S N/A CM Inspecting Officer: Printed Name... Signature... In the event a WHS issue is identified where a Control Measure is not able to be implemented and where this may impact on the safety on the participants, DO NOT PROCEED WITH THE TRAINING/ASSESSMENT ACTIVITY until the area is deemed safe to proceed. Advise the organisation/workplace representative of the safety concern. A copy of this completed form is to be forwarded as part of your TAE40110 assessment evidence. BED TAS Additional Assessment Tasks V Page 19 of 19