TAEASS401B AssessTask.7(b) AssessmentPlan
Short Description
Cert IV TAE...
Description
In submitting this assignment for assessment, the student acknowledges that:
References are included, where applicable
A backup copy of the assignment has been retained by the student
The Chisholm Institute policy on plagiarism has not been breached (that is, the contents of the assignment are all the work of the student, including in-class small group work and work in the student’s practice environment).
Department Use Only:
ASSESSMENT TASK DECISION Comments:
Outcome:
oMR Meets Requirements oFER Further Evidence Required – resubmit by date:
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/
Entering a grade and saving associated evidence in Chisholm Institute’s files provides verification by the assessor.
Assessor Name: _____________________________________ Date:
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Finished product inspection checklist (assessment instrument to be completed by the TAE40110 assessor)
Entering a grade and saving associated evidence in Chisholm Institute’s files provides verification by the assessor.
TAEASS401B Plan assessment activities and processes Unit and Element
Task 7(b): Assessment Plan Assessment task description and assessment criteria The assessment plan includes:
TAEASS401B. 01, 02.
Assessment plan parameters – training specifications - purpose of the assessment - training specifications, including a unit of competency - contextualisation of the competency standard - assessment guidelines from the training package
TAEASS401B. 01, 02.
Assessment plan parameters – other considerations - description of the target group of candidates
Meets Requirements Yes
No
TAEASS401B Plan assessment activities and processes Unit and Element
Task 7(b): Assessment Plan Assessment task description and assessment criteria - guidance on reasonable adjustments to assessment for candidates with particular needs - relationship to Vocational Education and Training policies and frameworks - assessment environment and OHS risk control plan for the assessment environment
TAEASS401B. 01, 02, 03.
Assessment plan design
TAEASS401B. 01, 02, 03.
Review of the assessment plan - approval by appropriate personnel.
- assessment plan and mapping matrix (assessment tasks and assessment methods mapped to elements, critical aspects of evidence, required skills and required knowledge from the unit of competency) - resources
Meets Requirements Yes
No
7(b)
Assessment Task Instructions: Assessment Plan Scenario Providing nationally recognised training in your ‘practice environment’
Background Information Your workplace (or a simulated workplace) is the ‘practice environment’ for this task that you will complete outside of class. (Advice on the ‘practice environment’ can be found in the General Information for Students.)
You have delivered group-based learning in a unit of competency to the workers in your ‘practice environment’. They have been practising their skills and knowledge in the workplace and are ready to be assessed. At least one of these workers will have a special need (such as, poor literacy; poor numeracy; English as a second language; learning difficulty; physical or intellectual disability; medical or psychological condition). Information related to this Assessment Task You need to design an assessment plan that will meet the needs of the client and of the workers involved in your delivery of group-based learning. The assessment plan will be based on the unit of competency that was used for your delivery of group-based learning. The assessment plan will also include guidance on reasonable adjustments for candidates with special needs and advice on Recognition of Prior Learning for experienced workers in your ‘practice environment’. The assessment plan must cover at least one entire unit of competency.
All areas in the template must be completed.
To be submitted in electronic format.
The training specification (unit of competency) MUST be different to the unit of competency used to complete Assessment Task 7(a).
The training specification (unit of competency) MAY be from another training package to the one that was used to complete Assessment Task 7(a).
The training specification MAY be a module from an accredited course.
Assessment Plan
An Assessment Plan is an overall planning document that may include:
Advice on requirements for each section is written in italic script throughout the template.
Occupational Health and Safety Risk Control Plan relates to keeping the candidate, assessor and other workers safe during an assessment, rather than the usual OHS Risk Controls for the work activity.
‘Explanation of the Assessment plan and mapping matrix’ gives advice on the way the Assessment tasks are mapped to the Assessment methods and the requirements of the unit of competency on the following page.
Use information from the Training needs analysis for your practice environment in Assessment Task 3(b) to assist you with the ‘Assessment Guidelines of the Training Package’.
Use information from the Learning Program for your practice environment in Assessment Task 4(b) to assist you with the ‘Training specifications’, ‘Target group of candidates’, and ‘Relationship to Vocational Education and Training policies and frameworks’.
what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.
Purpose of the assessment Purpose of the Assessment (This may include determining training needs of learners, including language, literacy and numeracy levels before training; monitoring the progress of learners during training; awarding a qualification or statement of attainment for a unit of competency; meeting licensing, legislative or regulatory requirements; providing recognition of prior learning.)
To achieve competence in a unit of competency within a qualification (HLT21212 – Certificate II in Health Support Services).
Training specifications
Use information from the Learning Program for your practice environment in Assessment Task 4(b) to assist you with the ‘Training specifications’.
Unit or Module Code
Unit or Module Title
BSBWOR203
Work effectively with others
Critical aspects for assessment and evidence required to demonstrate competency in this unit (or specific evidence requirements) (Check the evidence guide in the unit of competency.)
Evidence of the following is essential:
providing support to team members to ensure goals are met
seeking feedback from clients and/or colleagues and taking appropriate action
Knowledge of appropriate conflict resolution techniques.
Contextualisation of the Competency Standard to meet client needs
Contextualisation means linking the requirements of the unit of competency to the work environment of the client – it can involve replacing wording in the unit with those from the work environment of the client. (in general, may not change the number and content of elements and performance criteria. May add specific industry terminology to the performance criteria, add to or amend the range statement, and add detail to the evidence guide. None of these changes may distort or limit the competency standard and must be according to rules on contextualisation in the Training Package.) Section of the Unit of competency (performance criteria, range statement or evidence guide)
Details of requirements (current wording in the section of the unit of competency)
Contextualisation details (changes to be made to the wording, such as specifically identifying tools and equipment; organisational policies, procedures and forms; organisational terminology; and people)
Performance criteria
1.1Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships 1.3 Encourage, acknowledge and act upon constructive feedback provided by others in the workgroup 2.1 Provide support to team members to ensure workgroup goals are met 2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements. 2.3 Share information relevant to work with workgroup to ensure designated goals are met 2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup 3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person
“work group” to team members
Assessment Guidelines of the Training Package
Use information from the Training needs analysis for your practice environment in Assessment Task 3(b) to assist you with the ‘Assessment Guidelines of the Training Package’.
Training Package Assessment Guidelines: assessment system overview Assessment must be carried out in accordance with the:
Benchmarks for assessment
Pathways
Assessments against the units of competency in this Training Package must be carried out in accordance with these endorsed Assessment Guidelines. This document is to be used in conjunction with the Health Training Package Qualifications Framework and associated units of competency. The Assessment Guidelines comprise seven key sections: SECTION 1: Assessment system overview SECTION 2: Skills Recognition SECTION 3: Assessor requirements SECTION 4: Designing assessment resources SECTION 5: Conducting assessment SECTION 6: Assessment in the health industry SECTION 7: Further sources of information Assessment within the National Training Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency. In the areas of work covered by the Health Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) Qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs). The competencies in this Training Package may be attained in a number of ways including through: formal or informal education and training experiences in the workplace general life experience, and/or any combination of the above
Training Package Assessment Guidelines: specific requirements (This may include requirements that are specific to the industry or training package and about reasonable adjustments for candidates with special needs.) Requirements that are specific to the industry or training package (if applicable)
(may be advice on qualification or licence requirements for assessors and/or the conduct of assessment, such as advice on simulated workplaces)
Advice on reasonable adjustments for candidates with special needs
Assessor Requirements: This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies. Assessor Competencies The Standards for Registered Training Organisations specify mandatory competency requirements for assessors. For information, Standard 7.3 from the Standards for Registered Training Organisations follows: 7.3 a: The RTO must ensure that assessments are conducted by a person who has: (i)the following competencies1 from the Training Package for Assessment and Workplace Training, or demonstrated equivalent competencies: a) TAAASS401A Plan and organise assessment; b) TAAASS402A Assess competence; c) TAAASS404A Participate in assessment validation; (ii) Relevant vocational competencies, at least to the level being assessed. B: However, if a person does not have all of the competencies in Standards 7.3 a (i) and the vocational competencies as defined in 7.3 a (ii), one person with the competencies listed in Standard 7.3 a (i), and one or more persons who have the competencies listed in Standard 7.3 a (ii) may work together to conduct assessments. Access & Equity: An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered ‘reasonable’ if they do not impose an unjustifiable hardship on a training provider or employer. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility. Appendix A: Training and Assessment for People with Specific Needs Reasonable adjustment
Mobility impairment: Access to aids such as for holding documents Adjustable tables Lifting limits Wheelchair access.
Target group of candidates
Use information from the Learning Program for your practice environment in Assessment Task 4(b) to assist you with the ‘Target group of candidates’, but make sure you provide ‘Guidance on reasonable adjustments to assessments for candidates with particular needs’ rather than general support strategies.
Description of Target Group of Candidates for Assessment (General description of the candidates for assessment that are expected to be in the group. This may involve their age range, gender, educational background, previous experience of the subject.)
Mature employees with varied experience undergoing career change.
Specific Requirements of Candidates (Particular needs of some or all of the target group of candidates for assessment. This may involve language, literacy or numeracy needs; cultural diversity; physical, psychological and intellectual disabilities and impairments.)
1. One of the employees have English as second language. 2. Varied backgrounds of experience
Guidance on reasonable adjustments that may be made to assessments for candidates with particular needs (such as: modified equipment, increased time allocation, oral/written questions, provide breaks in assessment, allow support if required)
Allow 50% more time to complete assessment task. Oral questions may be given as a written test. Ergonomic workstation for wheelchair users.
Relationship to Vocational Education and Training policies and frameworks
Use information from the Learning Program for your practice environment in Assessment Task 4(b) to assist you with the ‘Relationship to Vocational Education and Training policies and frameworks’.
Vocational education and training (VET) policies VET Quality Framework: Standards for NVR Registered Training Organisations 2011 (website: www.asqa.gov.au) List the Essential Standards for Continuing Registration (Part 3).
VET Quality Framework 2011 Standards for NVR Registered Training Organisations in the VET Quality Framework Standards Standard 1: The applicant has strategies in place to provide quality training and assessment across all of its operations 1.1 The applicant has a defined continuous improvement strategy that allows for the collection and analysis of data. The strategy includes implementation of continuous improvement activities for training and assessment. 1.2 Strategies for training and assessment meet the requirements of the relevant Training Package or accredited course and have been developed in consultation with industry. 1.3 Staff, facilities, equipment, and training and assessment materials to be used by the applicant are consistent with the requirements of the Training Package or accredited course and the applicant’s own training and assessment strategies.
1.4 The applicant has a defined strategy, procedures and measures to ensure training and assessment services are conducted by trainers and assessors who: (a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and (b) have the relevant vocational competencies at least to the level being delivered or assessed, and (c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken and (d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. 1.5 The applicant has a defined strategy and procedures in place to ensure that assessment, including Recognition of Prior Learning (RPL): (a) will meet the requirements of the relevant Training Package or accredited course (b) will be conducted in accordance with the principles of assessment and the rules of evidence (c) will meet workplace and, where relevant, regulatory requirements. (d) is systematically validated. Standard 2: The applicant has strategies in place to adhere to the principles of access and equity and to maximise outcomes for its clients. 2.1 The applicant has a strategy in place detailing how it will establish and meet the needs of clients. 2.2 The applicant has a strategy in place for the implementation of continuous improvement of client services informed by the analysis of relevant data. 2.3 The applicant has in place a process and mechanism to provide all clients information about the training, assessment and support services to be provided, and about their rights and obligations, prior to enrolment or entering into an agreement. 2.4 Where identified in the learning and assessment strategy, the applicant has engaged or has a defined strategy in place to engage with employers or other parties who contribute to each learner’s training and assessment on the development, delivery and monitoring of training and assessment. 2.5 The applicant has a defined process and mechanism in place to ensure learners receive training, assessment and support services that meet their individual needs. AQTF Essential Conditions and Standards for Initial Registration | 6 2.6 The applicant has a defined process and mechanism in place to ensure learners have timely access to current and accurate records of their participation. 2.7 The applicant has a defined complaints and appeals process that will ensure learners’ complaints and appeals are addressed effectively and efficiently. Standard 3: The applicant has in place management systems that will be responsive to the needs of clients, staff and stakeholders, and the environment in which the RTO will
operate. 3.1 The applicant has a strategy in place detailing how the management of its operations will ensure clients receive the services detailed in their agreement with the applicant. 3.2 The applicant has a defined strategy for the implementation of a systematic continuous improvement approach to the management of operations. 3.3 Where applicable, the applicant has a defined process and mechanism to monitor training and/or assessment services provided on its behalf to ensure that it complies with all aspects of the AQTF Essential Conditions and Standards for Initial Registration. 3.4 The applicant has a defined strategy and process to manage records to ensure their accuracy and integrity.
Registered Training Organisation policies and procedures List RTO policies and procedures that are relevant to this learning program (these may be from the ‘Registered Training Organisation Policies and Procedures Manual’ for the simulated workplace).
Access and Equity Occupational Health and Safety Privacy Policy Training and Assessment Strategy Policy Assessment Validation Policy Complaints and Appeals Risk Management Policy
Assessment environment Assessment Environment (workplace, simulated workplace, off-the-job such as a classroom)
simulated workplace, classroom
Occupational Health and Safety Risk Control Plan relates to keeping the candidate, assessor and other workers safe during an assessment, rather than the usual OHS Risk Controls for the work activity.
Occupational Health and Safety
Outline any OH&S requirements that need to be considered in the assessment of this unit Hazard
Risk Assessment
Control Measure
Person responsible
Timeframe to complete
Organisational Health and Safety (physical)
High
Explanation of safety and evacuation procedures
Safety Officer of the workplace
Before assessmen t
Workplace bullying / Stress (psychological)
Medium
Setting ground rules /boundaries working as a group
Safety Officer of the workplace
Before assessmen t
Physical – broken equipment, electric cords, personal accessories of learners (physical)
Low
OHS – check equipment before use, reporting hazards to trainer, learners responsible for personal accessories safety
Safety Officer of the workplace
Before assessmen t
Assessor unfamiliar with environment (health and evacuation)
High
Induction - facilities - evacuation procedure
Safety Officer of the workplace
Before assessment
Other workers in the office area (emotional and confined space)
Low
Relocate other workers to other areas
Workplace supervisor
Start of assessment
Small space for assessor and candidate (confined space)
Medium
Well-designed rooms with proper chairs, computers and regular breaks
Workplace officer/ supervisor
Start and during the assessmen t
Explanation of the Assessment plan and mapping matrix
‘Explanation of the Assessment plan and mapping matrix’ gives advice on the way the Assessment tasks are referenced or ‘mapped’ to the Assessment methods and requirements of the unit of competency.
Assessment Plan and Mapping Matrix
Task Numbe r
Description of Assessment Task
1
Assessment activity for the candidate to demonstrate competence in skills and/or knowledge (such as a practical task as carried out in the workplace and/or areas of knowledge)
Method of Assessment (observation, inspection of finished products, questions, and so on)
Method used to assess the Task (such as observation of procedures followed in a demonstration, inspection of finished products, oral or written questions on required knowledge)
Unit of competency (code) and Element/s of competency assessed
in the assessment task Direct quote from the unit of competency: Unit code; Element number and name (found near the beginning of the unit)
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
Direct quote from the unit of competency: Critical aspects for assessment and evidence (found in the Evidence Guide of the unit)
Direct quote from the unit of competency: Required Skills (usually found after the Elements in the unit)
Direct quote from the unit of competency: Required Knowledge (usually found after the Elements in the unit)
Assessment plan and mapping matrix Assessment Plan and Mapping Matrix
Assessment tasks in the ‘Assessment plan’ are designed by the assessor for the candidate to undertake to show competence. The Critical aspects for assessment and evidence in the Evidence Guide are the foundation for creating the assessment tasks, as well as any other requirements of the unit of competency.
Tas k Nu mb er
Description of Assessment Task
1
Oral questions on : How to provide support to team members Sharing information strategies
Method of Assessment (observation, inspection of finished products, questions, and so on)
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Contribute to workgroup activities
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
providing support to team members to ensure goals are met
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
literacy skills
anti-discrimination legislation
communication skills
ethical principles
technology skills
codes of practice
culturally appropriate communication
privacy laws
occupational health
Tas k Nu mb er
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
skills
and safety (OHS)
environmentally sustainable work practices
organisational policies, plans and procedures
Workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
Tas k Nu mb er
Description of Assessment Task
2
Case studies on : Identifying own responsibi lities and duties in relation to workgroup members Strategies fulfilling work requirements of self and others Strategies to provide feedback to others in work group
Method of Assessment (observation, inspection of finished products, questions, and so on)
analysis of responses to case studies and scenarios demonstrati on of techniques
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Develop effective workplace relationships
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
seeking feedback from clients and/or colleagues and taking appropriate action
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
literacy skills
anti-discrimination legislation
communication skills
ethical principles
technology skills
codes of practice
culturally appropriate communication skills
privacy laws
occupational health and safety (OHS)
environmentally sustainable work practices
organisational policies, plans and procedures
Workgroup member responsibilities and duties, and
Tas k Nu mb er
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
relationship to individual responsibilities and duties.
3
Role play: Customers conflict scenario Good customer service/ bad customer service
observation of demonstrated techniques in resolving conflict
Deal effectively with issues, problems and conflict
knowledge of appropriate conflict resolution techniques
literacy skills
communication skills
technology skills
culturally appropriate communication skills
anti-discrimination legislation
ethical principles
codes of practice
privacy laws
Tas k Nu mb er
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
occupational health and safety (OHS)
environmentally sustainable work practices
organisational policies, plans and procedures
Workgroup member responsibilities and duties, and relationship to individual responsibilities and
Tas k Nu mb er
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
duties.
Tas k Nu mb er
Description of Assessment Task
4
Group discussion on a case scenario on how to identify own responsibilities in a work group, how to share information and opportunities to meet group goals and resolve any situations of conflict as per organisations policy and procedure guidelines
Method of Assessment (observation, inspection of finished products, questions, and so on)
Review of documentation identifying and planning strategies/opportun ities for workgroup improvement.
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Develop effective workplace relationships Contribute to workgroup activities Deal effectively with issues, problems and conflict
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
providing support to team
Required Skills (from the unit of competency) assessed in the assessment task
literacy skills
communication skills
technology skills
culturally appropriate communication skills
members to ensure goals are met seeking feedback from clients and/or
Required Knowledge (from the unit of competency) assessed in the assessment task
anti-discrimination legislation
ethical principles
codes of practice
privacy laws
occupational health
colleagues and
and safety (OHS)
taking appropriate
action
environmentally sustainable work
knowledg
practices
e of appropriate conflict resolution
organisational policies, plans and
Tas k Nu mb er
Description of Assessment Task
Method of Assessment (observation, inspection of finished products, questions, and so on)
Unit of competency (code) and Element/s of competency
assessed in the assessment task
Critical Aspects of Evidence (from the unit of competency) assessed in the assessment task
Required Skills (from the unit of competency) assessed in the assessment task
Required Knowledge (from the unit of competency) assessed in the assessment task
techniques.
procedures
Workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.
Recognition of Prior Learning (RPL) evidence Outline appropriate evidence for Recognition of Prior Learning (RPL) for this unit of competency:
Knowledge:
the organisational standards, policies and procedures that relate to childcare industry
The team responsibilities and duties and their relationship to individual responsibilities and duties.
Summarise conflict resolution techniques.
Work samples: at least two documents from the current or previous workplace on team work effectiveness.
Award of achievement for individual or team
Appreciation note from any member of the team or supervisor
Third party report or reference: - Supervisor or manager to report that candidate has relevant industry knowledge and performs as per required standard in team activities ensuring gaols are met to organisational requirements within designated time lines and with appropriate occupational health and safety and conservation techniques for at least 1 month within the previous year.
Resources Resources (include Assessment Tool and other resources required) Name/Type
Work station with personal computer
Printer and paper
Organisational style guide
Assessment Tool
Administration arrangements Reporting arrangements of assessment outcome to stakeholders: (outcome reported to – such as: candidate, trainer, workplace supervisor, RTO administration staff)
Assessment Outcome reported to:
Candidate Workplace supervisor RTO administration staff Australian Apprenticeship Centre for administration workers
Approval of the assessment plan Approval of assessment plan
Approval of planning documents Description of planning documents:
Assessment plan
Approval of assessment by training personnel Name of assessor:
Authorising Officer Details (such as: RTO Manager. This may be your TAE40110 facilitator if you are using a simulated workplace.) Name of authorising officer:
Position:
TAE40110
Version Control: (ensures the current Assessment Plan is being used) Version
Date of Issue
File path (location of document)
Author
Review Date
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