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Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET)

Do not delete any sections from any template unless otherwise noted in the instructions or as indicated by your trainer.

You will be required to use the same appendix templates on multiple occasions within the corresponding Learner Workbook. We strongly suggest retaining a blank copy of the appendix templates documentation.

The appendix templates will correspond to the activities or projects within your Learner Workbook. You must only use the templates where ever noted in your Learner Workbook.

You can copy the appendix templates into separate word documents however please do not copy the appendix templates into your Learner Workbook.

File naming protocol: Prior to submission, your appendix templates must comply with the file name protocol below. The file name must follow this format: UNIT CODE – Document – Full Name

Example 1: TAEDES401_TAEDES402 – Project 2 Learning Program 1 – John Smith

Example 2: TAEDES401_TAEDES402 – Project 2 Learning Program 2 – Jane Doe

All of the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the marking of your assessment.

Appendix 1 – Third Party Report

The completion of this Third Party Report is an important part of collecting quality evidence in this unit of competency. The observer must be in a position to observe and make valid comments on the student’s performance. The observer must hold the TAE40110 Certificate IV in Training and Assessment.

Instructions

Prior to each session, the observer must:

Read the Third Party Report
Refer to Appendix 2 – Glossary
Clarify any points in the Third Party Report with an assessor at ilearn online

When completing the Third Party Report, please refer to Appendix 2 – Glossary that contains definitions of key terms and words used in this Third Party Report.

When completing the Third Party Report, the observer must:

Comment on all sections of Appendix 1 – Third Party Report
Not ‘tick and flick’ the items in the checklist without detailed comments
Provide detailed comments regarding the student’s performance, as this information will be used by an ilearn online assessor to make a professional judgement of the student’s competence
Provide written feedback to the student on their overall performance
Hand write all comments on the checklist (hand-writing must be legible)

On completion of each session delivery, the observer must:

Provide verbal feedback to the student
Return the completed Third Party Report to the student
Provide the student with a certified copy of their TAE40110 certificate and record of results

Third Party Report
Student full name:	Jessica Nuan
Third party full name:	David Peterson
Project number:	232345
OBSERVATION AREAS
YES	NO	OBSERVER’S COMMENTS
Section 1: Conduct the interview
Total time duration:	3 hours
· The student clarified the purpose of the learning program	Yes		Good
· The student confirmed the training and assessment needs of the candidate	Yes		Excellent
· The student identified the characteristics of the target learner group		NO	Poor
· The student sourced the relevant training package to meet the candidate ‘s needs	Yes		Marvellous
· The student confirmed the competency standards		No	Absolutely wrong
· The student confirmed the training specifications	Yes		Perfect
· The student used appropriate language to provide and elicit information and communicate decisions	Yes		Looks good
· The student used open and closed questioning techniques to confirm the candidate’s understanding	Yes		Sounds interesting
· The student used listening techniques		No	Poor
· The student sequenced the learning tasks		No	Needs improvement
· The student responded to problems identified		No	Need to change
· The student confirmed the required outcomes for the learning program	Yes		Good
· The student confirmed the learning strategy	Yes		Very good
Section 2: Review the learning program
Total time duration:
· The student analysed the learning structure and delivery mode		No	Bad
· The student reviewed the evidence gathering techniques		No	All wrong
· The student discussed the support services	Yes		Good
· The student reviewed the risk control plan	Yes		Very good
· The student evaluated the learning resource	Yes		Best one
· The student identified gaps (if applicable)	Yes		Very goog
· The student suggested ideas for improvement		No	Need change
· The student used appropriate language to provide and elicit information		No	Need to change the whole
· The student used open and closed questioning techniques		No	Very poor performance
· The student used listening techniques	Yes		Good
· The student organised the learning program according to the RTO’s requirements	Yes		The best one
· The student conducted the session according to the RTO’s policies and procedures on quality assurance	Yes		Excellent

Third Party Declaration
Third party’s full name:	David Peterson
Contact number:	123456789	Email:	–
Company name:	XYZ Private Limited	Position:	Training assessor
Relationship to the student:	Trainor
I,	David Peterson	make the following declaration:
· I agree to be contacted by an ilearn online assessor regarding my comments in the Third Party Report. · I participated in the evidence gathering process and understood how to collect the required evidence. · I personally observed the above named student from start to finish for the delivery session. · I have provided a certified copy of my qualification (certificate and transcript) to the student. · I understand that ilearn online will contact the issuing RTO to verify the authenticity of my qualification. · All information and statements made in the Third Party Report are true and accurate.
Signature:	David Peterson	Date signed:	1^st April 2018

Appendix 2 – Glossary

Appendix 3 – Training and Assessment Strategy (TAS) – QualificationAdd more rows as required. Appendix 4 – Training and Assessment Strategy (TAS) – Individual UnitAdd more rows as required.ppendix 5 – Language, Literacy, and Numeracy Matrix Instructions:

Insert the codes of all the units in the “Unit Code” column.
Add or delete rows as required.
Research the units of competency on and locate the “Foundation Skills” section. If the units of competency you select do not have a complete Foundation Skills table, you must refer to the performance criteria.
Use the following information to determine the LLN performance rating for each skill:
Descriptions of the foundation skills and/or performance criteria
The AQF level of the qualification you have selected
Your professional experience and opinion

Identify the highest number in each column. This will form the minimum LLN requirements of your learning program.

Performance ratings are on a scale from 1 (low level skills required) to 5 (high level skills required). If a LLN core skill is not relevant, simply insert a ‘–‘ symbol. Whilst the LLN performance ratings and the AQF levels of qualifications do not match up directly, they can be used as a starting guide for what performance level is required in each unit.

Please note that this will not always be the case. For example, the numeracy requirements in UEE30811 Certificate III in Electrotechnology Electrician might equate to an LLN performance level of 5, but other core skills will be much lower. It ultimately depends on the units of competency you select within the specified qualification. Please note: identifying LLN core skills will be covered in greater detail in TAELLN411 Address adult language, literacy, and numeracy skills. The purpose of completing this appendix is to provide a general estimate of the minimum LLN skill requirements.

There are no right or wrong answers; however extreme cases of inconsistency may require a review. Add more rows as required. ppendix 6 – Learning Program Review appendix 7 – Internal Observation Checklist

Key word/s

Explanations

Administer

How you intend to implement a task to the intended audience.

Assessment instruments

Assessment instruments may be written questions, activities, templates and observation checklists.

Assessment methods

Method of assessments may be direct observation, portfolio, questioning and third party evidence.

Active listening

Active listing involves listening to the information, understanding the information, providing feedback and responding appropriately.

Audience

The participants in attendance at a session.

Body language

The gestures, postures, and facial expressions by which a person manifests various physical, mental, or emotional states and communicates nonverbally with others.

Clustered

Where two or more units of competency can be integrated because there are similarities in the training package requirements. There is no need to assess a student twice if you are able to create assessment tools that cover both units. The benefits of integration are, students do not need have to cover the same content twice and it can cut down on their study time.

Contextual needs of the environment

This will depend on the work environment and industry. For example if the unit focuses on operating machinery then the assessment must consist of health and safety procedures that are relevant to the safe use of the machines.

Contextualised

Contextualisation is the process of taking a training program and making it meaningful and relevant to the learner, their workplace or the industry.

Closed questions

Closed questions are often used to seek a one or two word reply such as yes or no. This method of questioning is useful when you are trying to obtain concise answers.

Facilitation skills

The act, process or experience of gaining knowledge through skill (hands on) based learning. To conduct training where the learner gains practical skills (not a lecture).

Handout

A document that contains topical information and is distributed to students to help focus on the session topic.

Language

Using industry specific language that is suitable for the level of the students and their learning.

Learning resources

Refers to any equipment, textbooks, activities or training aids that can be used to improve the learning process.

Materials

Using tools (e.g. cooking utensils, PPE items or apparatus) to perform a given task.

Monitor

The ability to analyse a situation, identify issues, resolve problematic situations and ensure activities are carried out properly.

Open questions

Open-ended questions allow the other person to provide a more detailed answer and encourage involvement in the conversation.

Outcome

This is the end result or desired result from training and/or assessment.

Records

Information or data on a particular subject collected during study and preserved for future reference for audit and proof of competency by the RTO.

Session plan

A document that explains the step-by-step timing of a lesson, the resources used in activities and the interactions of the class.

Skills

Proficiency, facility, or dexterity that is acquired or developed through training or experience in a ‘hands on’ environment.

Verbal delivery

The ability to speak clearly with correct pronunciation and adequate volume.

RTO name:

AGB Private limited

Course duration:

2-5 years

Code and title:

ab1122 Alcohol and other drugs

Purpose of program:

To seek qualified trainers in community services

Packaging rules:

· To align with the standards and quality of the Australian Quality Framework

Recent changes to the training package

Taking feedbacks from the trainees

Entry requirements or prerequisites:

· Language, literacy and numeracy assessment

· Pre-training review

· Enrolment application form

Pathways (if applicable):

Counsellors

Regulations, licensing and registration requirements:

Policies

Units of competency:

(add extra rows if necessary)

Code

Title

Core/Elective

BSB50111A

English

Core

BSB50112

maths

elective

BSB50113

Science

Core

BSB50114

psychology

Elective

BSB50115

sociology

Core

BSB50116

law

Elective

BSB50117

vocational education

Core

BSB50118

health and social care

Elective

BSB50119

history

Core

BSB50120

Advertising

Elective

Target learners:

Learners intending to mitigate the drugs addictions

Characteristics of target learners:

Extending support and guidance to others

Required facilities and equipment:

Visual advertisements, counselling forms

Support services available:

Support from the government

Reasonable adjustment options:

· Shifting to other location

· Compromising with the facilities for providing better training services

Learning resources:

· Study materials

· Notes

· Census reports published by the government

Delivery and assessment arrangements:

(add extra rows if necessary)

Segment

Unit code

Unit name

Time allocation

(e.g. Days, hours, weeks, months)

BSB2311

Teamwork

1 month

BSB2312

Problem solving

1.5 months

BSB2313

patience

2 months

BSB2314

people management

2.5 months

BSB2315

time management

3 months

BSB2316

organisation

2 months

BSB2317

numeracy

2.5 months

BSB2318

communication

1.5 months

BSB2319

administration

3.5 months

10.

BSB2320

customer service

4 months

Delivery mode:

Delivery venue details:

Auditorium, which has large accommodation services and fully equipped with materials like projector. Proper lighting services would also be needed so that the trainees can grasp the lectures being delivered.

Assessment methods:

· Post training test

· Practical examinations

Assessment tools:

· Charts, tables and graphs

· Evaluation

Evidence gathering techniques:

(add extra rows if necessary)

Key codes

Survey

Feedback

Meetings

Group discussions

Data analysis

Self reflection of the exposed performance

Unit code

Unit title

BSB2311

Teamwork

BSB2312

Problem solving

BSB2313

patience

BSB2314

people management

BSB2315

time management

BSB2316

organisation

BSB2317

numeracy

BSB2318

communication

BSB2319

administration

BSB2320

customer service

Delivery and assessment staff:

(add extra rows if necessary)

Unit code

Staff name

Train

Assess

BSB2311

Peter

BSB2312

Joseph

BSB2313

Jessica

BSB2314

Maria

BSB2315

Lara

BSB2316

Arianna

BSB2317

Riana

BSB2318

Ana

BSB2319

Daniel

BSB2320

David

Assessment Validation:

Approval letter regarding progressing with the plans and strategies

Transition requirements:

Planning

Quality assurance policy

Hiring experts for assessing the quality of the training standards before delivering it to the trainees

Document formatting procedures

Practical demonstration of the training courses

Document filing procedures

Drafts and copies of the training standards to the board panel

Document storage procedures

Creating secret files with password

Version control procedures

Meetings with the stakeholders and shareholders

Date approved:

25^th March 2018

RTO name:

AAMc Hall Pty ltd

Course duration:

1-4 yrs

Code and title:

BSB5011

Purpose of program:

To provide training on uplifting the standards of the rural areas

Entry requirements:

· BA Hons in rural business management

· School leaving certificates at Higher Level

Pathways (if applicable):

· Developing learning for farming practices

· Managing nurseries

Regulations, licensing and registration requirements:

· Australian Quality Framework

· Australian Skills Quality Authority

Target learners:

Leaners intending to do social work

LLN performance rating:

Learning

Reading

Writing

Oral Comm.

Numeracy

3.5

Characteristics of target learners:

· Passion towards social service

· Helping the rural people

Required facilities and equipment:

Videos of the rural areas and their present condition

Demography

Treatment by the government

Support services available:

Schemes developed by the local government

Reasonable adjustment options:

Campaigns

Learning resources:

Governmental updates on the websites

Delivery and assessment arrangements:

(add extra rows if necessary)

Segment

Element

Time allocation

(e.g. Days, hours, weeks, months)

Checklist

Charts and graphs

performance indicators

Post training tests

Experiments

Delivery mode:

Lectures

Delivery venue details:

Auditorium

Assessment methods:

Meeting with the Board of Directors

Assessment tools:

Evaluation of the scores of the post training tests

Evidence gathering techniques:

(add extra rows if necessary)

Key codes

Surveys

Interview

Internet research

Taking notes from the library books

Government websites

Journals

Unit code

Unit title

BSB50111

RURAL STUDIES

Delivery and assessment staff:

Unit code

Staff name

Train

Assess

Assessment Validation:

Hiring the external experts

Transition requirements:

Venue or accommodation issues

Date approved:

30^th March 2018

Provide a performance rating for each LLN core skill

Unit Code

Learning

Reading

Writing

Oral Comm.

Numeracy

BSB2311

1.5

2.5

BSB2312

1.5

2.5

3.5

BSB2313

2.5

3.5

BSB2314

2.5

3.5

4.5

BSB2315

3.5

4.5

BSB2316

3.5

4.5

BSB2317

4.5

1.5

BSB2318

4.5

1.5

BSB2319

1.5

2.5

BSB2320

1.5

2.5

Minimum LLN:

Project Number:

202024

Qualification or unit of competency being reviewed:

BSB2315

Name of Reviewer 1:

David

Name of Reviewer 2:

Josepf

Review date:

1^st April 2018

Item No.

Discussion item

Yes/No

You must justify your decision for each discussion item.

Structure and Delivery

Item 1.

Was the selection of units appropriate for the purpose of the program?

Yes

The units were selected as per the requirements of the framework

Item 2.

Is the proposed delivery mode and arrangements appropriate for the target learners?

The target delivery modes are not appropriate for the target learners as their capacity levels have not been considered

Item 3.

Are the selected units compliant with the course packaging rules?

The selected units are not according to the packaging rules, as they lack standards of the Australian Qualification Framework

Item 4.

Were there any changes to the relevant training package in the past 12 months? If so, how were the changes applied to the learning program?

Yes

Recently, feedbacks were taken from the trainees to develop the training courses as per their competency levels.

Item 5.

Is the course duration suitable for the select units, mode of delivery, and volume of learning?

Yes

The course duration is appropriate in terms of transmitting the basic information to the trainees.

Evidence Gathering Techniques

Item 6.

Is there a suitable range of evidence gathering techniques to determine whether the learner has both the skills and knowledge to perform the job to a satisfactory level? Why or why not?

Yes

The means of survey, interview and group discussion is perfect in terms of gathering evidence for the progress rates of the trainees.

Item 7.

Do you believe the assessment methods and tools will be sufficient and adequate, to determine whether a learner has the knowledge and skills, to work competently within your organisation?

Yes

Evaluation, through charts, tables and graphs would enhance the clarity of the administrative staffs regarding the progress of the trainees.

Support Services

Item 8.

Is the minimum LLN performance rating suitable for this learning program?

The LLN requirements might not be suitable as it has been prepared randomly.

Item 9.

If a learner does not meet the minimum LLN performance ratings, are there support services in place to meet their needs?

Yes

Planning reflects the evidence for the support, which the learners can get if they do not meet the LLN requirements

Item 10.

Were reasonable adjustment options identified?

Yes

Meetings indicate that the staffs have identified effective adjustment options.

Risk Control Plan

Item 11.

Does the risk control plan identify all possible issues or problems that may arise during the learning program?

Yes

Risk assessment exercise would help the personnel in coping up with the sudden risks, which may arise during the learning programs.

Learning Resource

Item 12.

Is the developed learning resource relevant to the specified unit of competency?

The learning resources developed specificity to the competency levels. This may deviate the learners from their focus.

Item 13.

Is the developed learning resource of a high quality?

The developed learning resources lack specificity, which reflects its poor quality.

Discuss and agree on areas of improvement to enhance the quality of the learning program

Hiring experts for assessing the standards and quality of the developed learning programs would help the staffs in providing quality training to the learners. Practical examinations would make them aware of the drawbacks in the learning programs. Spontaneity in rectifying these drawbacks would help in upgrade the standards and quality of learning program.

Record adjustments that were made to the learning program below

v Graphical representation of the responses of the samples

v Screening of the progress of the trainees

v Field experiments

Internal Observation Checklist

Student full name:

David Peterson

Project number:

191935

OBSERVATION AREAS

YES

OBSERVER’S COMMENTS

Section 1: Conduct the interview

Total time duration:

· The student clarified the purpose of the learning program

Yes

Its good to see that you have clearly projected the purpose of the learning program.

· The student confirmed the training and assessment needs of the candidate

You failed to identify the training and assessment needs of the candidate.

· The student identified the characteristics of the target learner group

Characteristics of the target learner group was not properly identified

· The student sourced the relevant training package to meet the candidate ‘s needs

There was incorrect citation for the training packages related to the candidates’ needs

· The student confirmed the competency standards

Yes

Competency levels were perfect

· The student confirmed the training specifications

Yes

Training specifications were appropriately confirmed

· The student used appropriate language to provide and elicit information and communicate decisions

Yes

Correct usage of language to present the ideas and decisions

· The student used open and closed questioning techniques to confirm the candidate’s understanding

There was lack of open and closed ended questions

· The student used listening techniques

Yes

You succeeded in listing out the techniques correctly

· The student sequenced the learning tasks

Yes

The sequence of the learning tasks looks perfect

· The student responded to problems identified

Yes

You have correctly identified the problems

· The student confirmed the required outcomes for the learning program

Yes

Learning outcomes are correctly confirmed

· The student confirmed the learning strategy

Yes

The strategy for the learning outcomes have been duly confirmed

Section 2: Review the learning program

Total time duration:

2 hours

· The student analysed the learning structure and delivery mode

Yes

Good

· The student reviewed the evidence gathering techniques

Incorrect

· The student discussed the support services

Yes

Could have been better

· The student reviewed the risk control plan

Very good

· The student evaluated the learning resource

Yes

Excellent

· The student identified gaps (if applicable)

Poor

· The student suggested ideas for improvement

Yes

Good

· The student used appropriate language to provide and elicit information

Absolutely wrong

· The student used open and closed questioning techniques

Yes

OK, but could have been better

· The student used listening techniques

You misunderstood the concept

· The student organised the learning program according to the RTO’s requirements

Yes

Excellent

· The student conducted the session according to the RTO’s policies and procedures on quality assurance

Could have been much better

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