SAMPLE. Assessment field. TAAASS401C Plan and organise assessment Learner Guide

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1 TAAASS401C Plan and organise assessment Learner Guide Assessment field Shea Business Consulting Supporting the TAA04 Training and Assessment Training Package Version 2.1

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3 Copyright 2009 Shea Business Consulting This work is copyright. Apart from any use as permitted under the Copyright Act 1968 (the Act), no part may be reproduced by any process without prior written permission from Shea Business Consulting. Requests and enquiries concerning reproduction and rights should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria The Act allows a maximum of 10% of this work to be reproduced and/or communicated by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given remuneration notices to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact Copyright Agency Limited, Level 19, 157 Liverpool Street, Sydney, NSW Published by: Shea Business Consulting 193 Oak Street Parkville Victoria 3052 Telephone lsshea@gmail.com Web: First Published: July 2008 Stockcode: SHEA15 ISBN: Version 1.4, April 2010 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 course and should only be used within that context. The information contained herein was correct at the time of preparation. Documents sourced during the development of this Guide are listed on page 70. Acknowledgement This resource was developed for Shea Business Consulting by Andrew Jones and Renika Muthaya of purple infinity Shea Business Consulting 3

4 Acronyms ANTA AQF AQFAB AQFC AQTF DEEWR DEST DETYA IBSA ISC NQC NTIS OHS RCC RPL RTO STA TVET VET Australian National Training Authority (function now responsibility of DEEWR) Australian Qualifications Framework Australian Qualifications Framework Advisory Board (now AQFC) Australian Qualifications Framework Council (formerly AQFAB) Australian Quality Training Framework Department of Education, Employment and Workplace Relations (formerly DEST) Department of Education, Science and Training (now DEEWR) Department of Education, Training and Youth Affairs (became DEST) Innovation and Business Skills Australia Industry Skills Council National Quality Council National Training Information Service Occupational Health and Safety Recognition of Current Competency Recognition of Prior Learning Registered Training Organisation State/Territory Training Authority Technical and Vocational Education and Training Vocational Education and Training Shea Business Consulting

5 Symbols The following symbols are used throughout this Guide: Important points Compliance-friendly mapping advice Useful activities Useful resources Valuable checklists 2009 Shea Business Consulting 5

6 Contents Copyright... 3 Disclaimer... 3 Acknowledgement... 3 Acronyms... 4 Symbols... 5 Contents... 6 Additional resources GETTING STARTED... 9 Introduction What documents do you need? What resources do you need? What is a resource kit? Where are you heading? Where should you go if you need help? ASSESSMENT Introduction Negotiating assessment Creating an evidence portfolio Understanding Employability Skills LEARNING TOPICS Introduction Learning Topic 1: What you need to know about assessment Learning Topic 2: Determining an approach for assessment Learning Topic 3: Preparing an assessment/rpl plan Learning Topic 4: Contextualising and reviewing the assessment/rpl plan Learning Topic 5: Organising assessment/rpl arrangements The end of the road USEFUL INFORMATION Glossary Websites Resources APPENDICES Appendix A: Evidence Portfolio Appendix B: Assessment/RPL Plan Template Appendix C: Assessment Methods and Tools Appendix D: AQTF 2007 Mapping Advice Appendix E: Continuous Improvement Form Shea Business Consulting

7 Additional resources The Guide is part of a suite of resources developed by Shea Business Consulting to support the Training and Assessment Training Package. Other resources in this series include the following: Resource Title TAA04 Facilitator Guide TAA04 Introduction to the Learner Guides TAAASS301B Contribute to assessment Learner Guide TAAASS401C Plan and organise assessment Learner Guide TAAASS402C Assess competence Learner Guide TAAASS403B Develop assessment tools Learner Guide TAAASS404B Participate in assessment validation Learner Guide TAADEL301C Provide training through instruction and demonstration of work skills Learner Guide TAADEL401B Plan and organise group-based delivery Learner Guide TAADEL402B Facilitate group-based learning Learner Guide TAADEL403B Facilitate individual learning Learner Guide TAADEL404B Facilitate work-based learning Learner Guide TAADES401B Use Training Packages to meet client needs Learner Guide TAADES402B Design and develop learning programs Learner Guide TAAENV401B Work effectively in vocational education and training Learner Guide TAAENV402B Foster and promote an inclusive learning culture Learner Guide TAAENV403B Ensure a healthy and safe learning environment Learner Guide TAAASS04 Assessment Field 4 Learner Guides TAADEL04 Delivery and Facilitation Field 3 Learner Guides TAADES04 Learning Design Field 2 Learner Guides TAAENV04 Learning Environment Field 3 Learner Guides TAA04 Assessor Skill Set Learner Guide TAA04 Enterprise Trainer Skill Set Learner Guide If you would like to order a copy of any of the above, contact: Shea Business Consulting Telephone lsshea@gmail.com You are invited to use the Continuous Improvement Form on page 83 to identify changes that you think would improve this Guide Shea Business Consulting 7

8 Notes Shea Business Consulting

9 1. Getting Started 2009 Shea Business Consulting 9

10 Introduction This Learner Guide supports TAAASS401C Plan and organise assessment, a core unit in the TAA40104 Certificate IV in Training and Assessment. This unit of competency describes the skills and knowledge required to plan and organise the assessment process in a competencybased assessment system. It includes assessments carried out as part of a Recognition of Prior Learning (RPL) process or as part of a learning and assessment pathway. The critical focus of this unit is on developing an assessment plan that will be used to guide assessors in conducting competency-based assessments. The unit also covers: contextualising assessment benchmarks and tools to address the environment in which assessments will take place; and organising the human, material and physical resources needed to conduct assessments. By working through this Guide, you will learn how to: determine an approach for assessment; prepare assessment/rpl plans; contextualise and review assessment/rpl plans; and organise assessment/rpl arrangements. You will particularly need these skills if you are: an assessor/workplace supervisor with assessment planning responsibilities; or a trainer/assessor responsible for planning assessment (including RPL). What documents do you need? The development of assessment strategies is not addressed in this Guide. If you are required to develop assessment strategies, you will need to consider the core units TAADES501B Design and develop learning strategies and TAAASS501B Lead and co ordinate assessment systems and services from the TAA50104 Diploma of Training and Assessment. To successfully work through this Guide, you will need access to the following documents: Introduction to the Learner Guides, which has been specifically designed to complement the suite of TAA04 Learner Guides; and A copy of TAAASS401C Plan and organise assessment, the actual unit of competency you are seeking to demonstrate competence in. Introduction to the Learner Guides can be purchased from TVET Australia see page 7 for details. A copy of TAAASS401C Plan and organise assessment can be downloaded from the National Training Information Service (NTIS) at Shea Business Consulting

11 What resources do you need? Your Registered Training Organisation should help you with access to the following: a facilitator (to help you work through the Guide); an assessor (to assess you against the unit of competency); relevant Training Packages; assessment materials and tools (and other relevant assessment information); suitable assessment venues and equipment; and RPL policy and procedures (and other workplace documentation). What is a resource kit? You will therefore need access to an assessment environment where you can plan and organise assessment and apply the skills you are developing. This setting is sometimes referred to as a practice environment. As you work through this Guide, it is a good idea to compile an electronic and/or paper-based resource kit to use for your work and assist with your learning. This kit may include: information that you print or bookmark from websites; resources you download from websites; newspaper articles about your industry; and specific policies or procedures from your workplace. What you decide to put in your resource kit is up to you. Over time it will become your resource companion, containing information about current work practice and ideas within your industry. The resource kit is for your own professional development and is different to the evidence portfolio that you will keep for assessment purposes (although some resources may be included in both). Where are you heading? When you reach the end of this Guide, you will need to have planned and organised at least two assessments, and on each occasion you will need to provide evidence that you have: addressed the provision of a documented assessment plan; covered a range of assessment events; catered for a number of candidates; related to different units of competency (or accredited curricula); addressed an RPL assessment; contextualised units of competency and selected assessment tools; incorporated consideration of reasonable adjustment strategies; and included organisational arrangements Shea Business Consulting 11

12 Where should you go if you need help? The aim of this Guide is to put you in control of the learning process. However, only a qualified assessor can formally recognise your skills, and only a Registered Training Organisation (RTO) can issue you with a Statement of Attainment when you successfully complete TAAASS401C Plan and organise assessment. If at any stage you are not sure of something and want to ask a question, it is well worth talking with your RTO. A simple phone call can make all the difference. If you have read this far and have not yet enrolled with an RTO, the National Training Information Service (NTIS) is a great resource that you can use. This is an online database that lists all RTOs, qualifications and units of competency. You will need to find an RTO that has the most recent version of the Training and Assessment Training Package within its scope of registration. It will also help if the RTO is local (or at least based in your own State/Territory). Finding an RTO: 1. Go to and click on Training Packages 2. Scroll down and select the most recent version of the Training and Assessment Training Package 3. Click on RTO with Scope from the Tools menu on the right hand side 4. Select your State/Territory from the top of the Browse Results area. If you have demonstrated competence in the superseded unit BSZ401A Plan assessment, you will already have met the requirements of TAAASS401C Plan and organise assessment Shea Business Consulting

13 Getting Started Checklist It is worth taking time-out to check your understanding of how to use this Learning Guide. Before moving to the next section, you should be able to tick all of the following: Have you been allocated a facilitator by your RTO to help you work through this Guide? Have you clarified the skills and knowledge you will gain by working through this Guide? Have you clarified the resources you need to successfully work through this Guide? Do you have access to an assessment environment? Have you started a resource kit that you can add to as you work through this Guide? Have you purchased a copy of Introduction to the Learner Guides? Have you downloaded a copy of TAAASS401C Plan and organise assessment? Have you checked with your facilitator that you have all the resources you need to develop competency in this unit? 2009 Shea Business Consulting 13

14 Introduction To demonstrate competence in this unit, you must be able to provide evidence that you have: developed an assessment plan; and organised the material resources and personnel to support the assessment process. As part of this assessment, you will need to: describe how the purpose of assessment was identified; develop structured assessment plans that detail the selection/confirmation of assessment methods, tools and environments; modify/adjust assessment tools to allow for the specific needs of candidates; contextualise units of competency; develop communication strategies with relevant people regarding the assessment process; identify any resources/special assistance required throughout the assessment process; and address recording and reporting requirements. Your assessment must include evidence of planning and organising an assessment process on a minimum of two occasions, and for each occasion you must provide evidence of the following: how units of competency and other documents were interpreted; how assessment activities were scheduled; how RPL was incorporated into the assessment process; how resources were identified and obtained; how communication systems were used to include stakeholders in the planning process; and how assistance was sought from individuals providing specialist support. Whenever possible, evidence must be gathered in a workplace. Where no workplace is available, you may use a simulated workplace. The evidence you collect must relate to at least two different performances assessed at different points in time. You may complete assessment activities that only relate to this unit. However, you may also complete integrated assessment activities that involve other relevant units, including: TAAASS402C Assess competence TAAASS403B Develop assessment tools TAAASS404B Participate in assessment validation TAADES401B Use Training Packages to meet client needs. Negotiating assessment You will need to negotiate how you intend to present your assessment evidence to a qualified assessor, as they will need to be confident that you have: achieved the required outcomes of the unit; and demonstrated a consistent performance of these outcomes Shea Business Consulting

15 Creating an evidence portfolio (see below) will contribute towards your assessment evidence. It is important to note that an evidence portfolio will not meet the total assessment requirements for this unit of competency. Creating an evidence portfolio As mentioned above, you are encouraged to negotiate assessment evidence with a qualified assessor, as this will ensure the evidence is relevant to your assessment environment and your future job roles. One way to present your assessment evidence is to use an evidence portfolio, which is simply a collection of related evidence. It must be structured, organised and aligned to TAAASS401C Plan and organise assessment, and it also needs to be easy to follow (because you will be presenting it to a qualified assessor). However, what it actually looks like is only limited by your imagination. Portfolios can be tangible (A4 folders with plastic inserts, A5 personal organisers, accordion files, multimedia CD-ROMs) or virtual (personal websites). If you are lost for ideas, buy an A4 folder, a packet of colour dividers and a packet of plastic inserts and divide the folder into the following sections: Cover Page Contact Details and Personal Declaration Evidence List (separated into the following two sections): Assessment Products assessment plans modified/adjusted assessment tools (that allow for the specific needs of candidates) contextualised units of competency documentation of consultations with clients and other stakeholders regarding the assessment purpose and context Assessment Processes how units of competency and other documents were interpreted how assessment activities were scheduled how RPL was incorporated into the assessment process how resources were identified and obtained how communication systems were used to include stakeholders how assistance was sought from individuals providing specialist support Evidence Collection (your collected evidence organised in plastic inserts) Validation Statement and Declaration (from your supervisor). A sample evidence portfolio has been provided at Appendix A (see page 72). Understanding Employability Skills Employability Skills are a set of eight skills which support your ability to perform effectively in the workplace Shea Business Consulting 17

16 Introduction This section includes 5 Learning Topics that contain background information and activities. You will need to speak to your facilitator to determine which of the topics you need to complete. Some of the activities may be contextualised to suit your needs, and all the activities can be used as evidence for assessment. The following Learning Topics are covered in this section: 1. What you need to know about assessment 2. Determining an approach for assessment 3. Preparing an assessment/rpl plan 4. Contextualising and reviewing the assessment/rpl plan 5. Organising assessment/rpl arrangements. Learning Topic 1: What you need to know about assessment Before you start, there a few things you need to know about assessment. This section has been included to give you a general picture of assessment in the vocational education and training (VET) sector, including: critical definitions; the big picture; the assessment process; competency-based assessment; principles of assessment; rules of evidence; and assessment in VET. Critical definitions Assessment the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards of a Training Package. Competency the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills and knowledge relevant to effective participation in an industry, industry sector or enterprise. Training Package a nationally endorsed, integrated set of competency standards, assessment guidelines and AQF qualifications for a specific industry, industry sector or enterprise. Unit of competency the specification of industry knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace. Source: AQTF 2007 Users' Guide to the Essential Standards for Registration, pp (DEST, 2007) Shea Business Consulting

17 The big picture When you plan and organise assessment you will be participating in a broader assessment system, and the diagram below shows where you fit within this bigger picture. The left-hand side shows the different concepts relating to assessment, which are reflected in various units of competency from the Training and Assessment Training Package (listed on the right-hand side). If you would like to find out more about these concepts, you can purchase the various Learner Guides that support each unit of competency from TVET Australia (see page 7 for details). Assessment Concepts TAA04 Units of Competency Assessment Strategy and System The approach to assessment and evidence gathering (and the policies and processes designed to support the strategy). Assessment Plan The planning and organisation of the assessment process, including the purpose, the candidates, the when/where/how and the resources required for assessment. Assessment Method and Tools Assessment method s are the techniques used to gather evidence, while assessment tools are the instruments used to gather and interpret evidence. Developing Assessment Tools Assessment tools provide the instruments and instructions to guide assessors in the collection/interpretation of evidence. Assessment of Competence The judgment of evidence to determine whether the standard of performance has been achieved. Assessment Validation The review, comparison and evaluation of assessment tools, processes and evidence that contribute to judgments made by a range of assessors against the same standards. TAAASS501B Lead and coordinate assessment systems and services TAACMQ501B Develop training and/or assessment organisational policies and procedures TAACMQ503B Lead and conduct training and/or assessment evaluations TAADES501B Design and develop learning strategies TAAASS401C Plan and organise assessment TAAASS403B Develop assessment tools TAAASS301B Contribute to assessment TAAASS402C Assess competence TAAASS404B Participate in assessment validation Adapted from Learner Guide TAAASS401A-B Plan and organise assessment (2 nd Edition), p 12 (DEST, 2006) The assessment process When you plan and organise the assessment process, you will also be involved in a series of steps (often termed the assessment cycle) that candidates and assessors move through when undertaking an assessment. The cycle involves preparing, planning, conducting, recording, reporting and reviewing an assessment, and the process is a critical component of the broader assessment system. The diagram overleaf shows the eight steps of the assessment cycle Shea Business Consulting 23

18 There is no hard and fast rule regarding integrated assessment, but it is recommended that no more than four or five units be integrated into a single assessment activity. Integrated assessments must be carefully planned, and the first step in the planning process is to group relevant units of competency. This information is identified in each unit s Evidence Guide, where related units are often recommended for integrated assessment. However, you are in no way restricted by these recommendations, and can group any units for integrated assessment (providing they are relevant and related to the workplace and job role in question). A new publication titled Work-like Integrated Learning A Guide for Trainers and Assessors provides alternative ways to implement qualifications using integrated approaches. You can access the publication from the Industry Skills Council website at The Australian Qualifications Framework (AQF) In Learning Topic 1 you discovered the way in which units are packaged into AQF qualifications reflects their depth, range and level of responsibility, and the level at which they are packaged influences your assessment approach. You also discovered that planning assessments for units packaged at higher AQF qualification levels is much more demanding, because the assessment benchmarks are more complex. You therefore need to carefully analyse each unit to ensure the assessment process addresses all of its component parts, including the dimensions of competency (see page 40). To ensure sufficient evidence is collected at the higher AQF levels, the assessments that you plan and organise should be conducted over an extended period of time and involve a broader range of people to assist with the provision of evidence Shea Business Consulting

19 Learning Topic 3: Preparing an assessment/rpl plan After determining your assessment approach, you now need to prepare an assessment/rpl plan, and this will involve: interpreting the assessment benchmarks; confirming the assessment methods and tools; and documenting the assessment plan. This Learning Topic covers Element 2 of TAAASS401C Plan and organise assessment (Prepare the assessment/rpl plan). Interpreting the assessment benchmarks When preparing an assessment plan, you will need the assessment benchmarks in front of you. Having read them thoroughly, you must decide on the evidence that needs to be to be gathered to demonstrate competency against each benchmark, and the evidence that you identify must meet the rules of evidence (see page 26). In competency-based assessment, evidence is the information, materials and products that support a candidate s claim to demonstrate competence against an assessment benchmark. While there are three main types of evidence, there are many evidence gathering methods (also known as assessment methods), and any combination of these can be used. Assessors and candidates will gather evidence from a range of sources, and it should always be linked to a candidate s current or future work role. Evidence Type Direct Use the following table to distinguish the three main types of evidence and methods used to gather evidence. Evidence Gathering (Assessment) Methods observation of work activities under real/simulated work conditions review of work products and workplace projects Indirect review of third party reports from a range of sources, including: - authenticated prior achievements - competency record books - discussions with employers, supervisors and/or peers - evidence of training - performance appraisals - references - reports from employers and/or supervisors - testimonials - work reports 2009 Shea Business Consulting 43

20 Learning Topic 5: Organising assessment/rpl arrangements Having contexualised and reviewed the assessment/rpl plan, you now need to organise the assessment/rpl arrangements, and this will involve: arranging materials and physical resources; arranging specialist support (including RPL processes); encouraging communication and feedback; and confirming recording and reporting arrangements. materials and resources specialist support Organising Assessment communication and feedback recording and reporting Adapted from Learner Guide TAAASS401A-B Plan and organise assessment (2 nd Edition), p 101 (DEST, 2006) This Learning Topic covers Element 4 of TAAASS401C Plan and organise assessment (Organise assessment/rpl arrangements). Arranging material and physical resources Depending on the assessment context, you will need to obtain certain materials and physical resources for the assessment process, and this may affect the timelines identified for evidence gathering. You will need to consider issues such as transport, access to technology, equipment availability, physical adjustments to the assessment environment and assessment resources. The materials and resources you arrange for assessment must comply with all OHS requirements and must not exceed your assessment budget Shea Business Consulting

21 Arranging specialist support (including RPL processes) Having arranged the materials and physical resources, you will also need to organise and arrange for any specialist support required by the assessment process, including: advice from lead assessors and assessment teams/panels; advice from policy development, subject matter and safety experts; advice from regulatory authorities; assistance from third parties (e.g. carers, interpreters); support for remote or isolated candidates and/or assessors; and the development of online assessment activities. While the arrangements for RPL processes are identical to those for learning and assessment pathways, there are a few important differences. If you have determined that an RPL process is more suited to a particular candidate, you will need to: explain and clarify the steps of the RPL process; identify and interpret the assessment benchmarks; explain the type of evidence required by the benchmarks; provide up-front and self-assessment opportunities against the benchmarks; negotiate suitable and effective assessment methods; help candidates identify and gather evidence; and help candidates compile an evidence portfolio (such as the one provided on page 72). By registering and logging into the Resource Generator website at you can search for and download a copy of Guide 3 Recognition Resource (one of ten guides developed as part of a Training Package Assessment Materials Project). Up-front assessment Up-front assessment is the routine process of assessing a candidate s skills and knowledge against an assessment benchmark prior to their engagement in an RPL process or learning and assessment pathway. This is an essential step in the organisation of an assessment process, as it ensures your resources and the financial contributions of your clients are used efficiently and effectively. You can use up-front assessment to: plan assessments for individual candidates or groups of candidates; ensure candidates explore the benefits of undertaking a formal RPL process; gather evidence to support a candidate s claim for RPL; determine whether candidates have any special support needs; and ensure candidates receive assessment and support services that meet their individual needs (in line with Standard 2 of the AQTF 2007 Essential Standards for Registration). Up-front assessment is a step before the formal RPL process. It is where you gather information about each candidate s prior formal, non-formal and informal learning, and then encourage them to seek recognition for this learning through RPL Shea Business Consulting 55

22 ASSESSMENT RECORD SHEET Version 1.0 (January 2009) Unit Title Learner s Name: RTO Name: Elements Performance Criteria Evidence Gathering Methods Case study/scenario Demonstration Direct questioning On-the-job performance Portfolio of evidence RPL Self-assessment Third party workplace report Evidence Notes: Workplace Context, Conditions and Comments Critical Aspects of Evidence To be Validated by a Qualified Assessor Evidence of the following is essential to demonstrate competency: Name:... Signature:... Date: Shea Business Consulting

23 Learning Topics Checklist It is worth taking time-out to check your understanding of the five Learning Topics. Having reached the end of this Learning Guide, you should be able to tick all of the following: Can you describe the following components of the broader assessment system? o The main features of competency-based assessment o The principles of assessment and rules of evidence o The dimensions of competency o The diversity of assessment purposes and contexts o The different types of evidence, assessment methods and assessment tools o The components of an assessment plan o The contextualisation of assessment benchmarks Can you determine an assessment approach? Can you prepare an assessment/rpl plan? Can you contextualise and review an assessment/rpl plan? Can you organise assessment/rpl arrangements? Have you planned and organised two assessment processes that: o addressed the contents of a documented assessment plan? o covered a range of assessment events and catered for a number of candidates? o related to different units of competency and addressed an RPL assessment? o contextualised units of competency and selected assessment tools? o incorporated reasonable adjustment allowances? The end of the road Having assembled an evidence portfolio by working through this Guide and applying your skills, you will now need to arrange for a qualified assessor from your RTO to evaluate your competence in TAAASS401C Plan and organise assessment. If you are deemed competent, you will be issued with a Statement of Attainment that formally recognises your ability to plan and organise the assessment process Shea Business Consulting 63

24 Resources The following resources were sourced in the design and development of this Guide: Title Accessed at AQTF 2007 Essential Standards for Registration AQTF 2007 Users' Guide to the Essential Standards for Registration Copyright Department of Education, Science and Training (2007) Title Accessed at AQTF Learning and Assessment Strategies: Part 1 (The How to Kit) Copyright Australian National Training Authority (2002) Title Accessed at Australian Qualifications Framework Implementation Handbook (4 th Edition) Copyright Australian Qualifications Framework Advisory Board (2007) Title BSB07 Business Services Training Package (Version 1.0) TAA04 Training and Assessment Training Package (Version 2.1) Accessed at Copyright Department of Education, Science and Training (2007) Title Accessed at Glossary of VET Terms Copyright Department of Education, Employment and Workplace Relations (2008) Title Accessed at Guide 1 Training Package Assessment Materials Kit Guide 2 Assessing Competencies in Higher Qualifications Guide 3 Recognition Resource Guide 4 Kit to Support Assessor Training Copyright Department of Employment, Training and Youth Affairs (2001) Title Accessed at Introduction to the Learner Guides (2 nd Edition) Learner Guide TAAASS401A-B Plan and organise assessment (2 nd Edition) Learner Guide TAAASS402A-B Assess competence (2 nd Edition) Learner Guide TAAASS404A-B Participate in assessment validation (2 nd Edition) Copyright Department of Education, Science and Training (2006) Title Accessed at Training Package Development Handbook Copyright Department of Education, Employment and Workplace Relations (2008) Shea Business Consulting

25 5. Appendices 2009 Shea Business Consulting 71

26 Appendix D: AQTF 2007 Mapping Advice The following mapping advice has been provided to assist auditors determine that the Learning Topics provided in this Guide fully meet (and are in accordance with) Standard 1 Element 1.3 of the AQTF 2007 Essential Standards for Registration: Standard 1 Element 1.3 RTOs provide quality training and assessment across all of their operations training and assessment materials are consistent with the requirements of the Training Package Learning Topics 1. What you need to know about assessment 2. Determining an approach for assessment 3. Preparing an assessment/rpl plan 4. Contextualising and reviewing the assessment/rpl plan 5. Organising assessment/rpl arrangements TAAASS401C Plan and organise assessment Addresses Required Knowledge Addresses Element 1: Determine the approach for assessment (and incorporates Required Skills, Required Knowledge and Employability Skills) Addresses Element 2: Prepare the assessment/rpl plan (and incorporates Required Skills, Required Knowledge and Employability Skills) Addresses Element 3: Contextualise and review assessment/rpl plan (and incorporates Required Skills, Required Knowledge and Employability Skills) Addresses Element 4: Organise assessment/rpl arrangements (and incorporates Required Skills, Required Knowledge and Employability Skills) Shea Business Consulting

27 Appendix E: 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 lsshea@gmail.com 2009 Shea Business Consulting 83