Assessment Task 2
In this task, you are required to plan and organise assessment processes for three units of competency.
This assessment template resembles one assessment tool for one unit of competency. You are to duplicate this booklet three times.
You will need to engage a qualified colleague who has a TAE qualification or has vocational expertise in the relevant area to provide feedback to you on your training and assessment plan.
There are clear instructions throughout this resource and if at any time you have questions please do not hesitate to contact your trainer/assessor.
Step 1 – Assessment Plan
You are required to develop an assessment plan for three different units of competency (one in this resource).
The assessment plan template is to be used for each of the three training and assessing environment assessment plans and must be completed using a different unit of competency for each.
You are welcome to use your own templates if you wish. It is your responsibility to ensure your templates provide all the information required.
| ASSESSMENT PLAN | |||
| Unit name and code | TAEASS403 – Participate in assessment validation | ||
| Purpose of the assessment | This unit describes the skills and knowledge required to participate in an assessment validation process. | ||
| Target group | Students | ||
| Context of assessment | It applies to assessors and working environment chiefs with evaluation approval duties taking an interest in, however not really driving and the procedure. | ||
| Specific needs of the cohort/individual being assessed | No authorizing, administrative or accreditation necessities apply to this unit at the hour of distribution. | ||
| Personnel involved in the assessment process? | No | ||
| Assessment information and evidence requirements | |||
| Assessment methods | Assessment instruments required for each method | Unit requirements this meets (PC1.2, PE2, KE4 etc.) | |
| 1 | Written test | Written questionsInstructions for candidateMarking guide for assessor | See mapping at end of document |
| 2 | Summative assessment | a midterm exama final projecta papera senior recital | See mapping at end of document |
| 3 | Normative assessment | draw a concept map in class to represent their understanding of a topicsubmit one or two sentences identifying the main point of a lectureturn in a research proposal for early feedback | See mapping at end of document |
| 4 | See mapping at end of document | ||
| Resources | |||
| Specialist support (if applicable/required) | Written assessment | ||
| Any tools or equipment required for assessment | Paper, pen and assessor guidelines | ||
| Any materials required for assessment | Guidelines | ||
| Any other resources required for assessment (for example, supporting documentation) | Supporting guidelines | ||
| Any human resources required for assessment (for example, other workplace personnel, clients/customers etc.) | Assessor, student | ||
| Assessment arrangements | |||
| Timeline for assessment – when will each item be assessed? | From start of the assessment | ||
| How long will be given to each assessment? | End of the assessment | ||
| Is integration of activities possible? | No |
| Assessment arrangements continued | |
| Work health and safety issues that may impact on assessment activities being conducted | Mo issue |
| Privacy/confidentiality issues that may impact on assessment activities/portfolios submitted | No licensing, legislative or certification requirements apply to this unit at the time of publication. |
| Any other issues that may impact on assessment activities (for example, sustainability)? | Ni |
| Any reasonable adjustments identified? | If noneSuggest what could be some acceptable reasonable adjustments for this plan |
| Where will assessment outcomes be recorded? | In assessment journal |
| Date of each assessment to be submitted/conducted | 1 20/7/20202 20/8/20203 21/9/20204 7/12/2020 |
Step 2 – Assessment Instructions and Instruments
- You are required to develop a complete assessment tool for the unit of competency indicated in the assessment plan you have developed in the previous step.
- Templates for the assessment tasks and methods are included for you to use if you wish. Note you are required to use a range of assessment methods throughout your assessment plans (x3).
- Assessments methods suitable to VET are listed on the following ASQA fact sheet: https://www.asqa.gov.au/sites/g/files/net3521/f/Guide_to_developing_assessment_tools.pdf
- Delete any templates you don’t use. Create your own or use any other templates as you wish.
- You are required to complete (in most cases) at least two instruments for each assessment method chosen. For instance; a written test for candidates to complete and a written test with answers for the assessor.
You must create at least one of your own assessment instruments per assessment plan. Other existing instruments can be used if suitable (acknowledge the source) and must be contextualised to suit your assessment plan/context.
Step 2 – Assessment Instructions and Instruments
- You are required to develop a complete assessment tool for the unit of competency indicated in the assessment plan you have developed in the previous step.
- Templates for the assessment tasks and methods are included for you to use if you wish. Note you are required to use a range of assessment methods throughout your assessment plans (x3).
- Assessments methods suitable to VET are listed on the following ASQA fact sheet: https://www.asqa.gov.au/sites/g/files/net3521/f/Guide_to_developing_assessment_tools.pdf
- Delete any templates you don’t use. Create your own or use any other templates as you wish.
- You are required to complete (in most cases) at least two instruments for each assessment method chosen. For instance; a written test for candidates to complete and a written test with answers for the assessor.
You must create at least one of your own assessment instruments per assessment plan. Other existing instruments can be used if suitable (acknowledge the source) and must be contextualised to suit your assessment plan/context.
DEVELOP THE ASSESSMENT – Assessment Task Instructions
Note: When completing the following assessment questions, don’t forget to complete your mapping document.
| ASSESSMENT TASK INSTRUCTIONS | |||
| Unit code and title | TAEASS403 – Participate in assessment validation | ||
| Workplace/Location | Classroom | ||
| Purpose of assessment | This unit describes the skills and knowledge required to participate in an assessment validation process. | ||
| Context of assessment | Students | ||
| Resources required for assessment | It applies to assessors and working environment chiefs with evaluation approval duties taking an interest in, however not really driving and the procedure. | ||
| Safety considerations | To maintain safety and efficacy | ||
| Instructions to the candidate: | To abide to the instruction | ||
| What needs to be submitted? | Summative assessmentNormative assessmentWritten examination | ||
| Resubmission | Once | ||
| Reasonable adjustments (assessor to indicate possible adjustments): | No | ||
| Assessor name | Mr X | Date | |
| Assessor signature |
Role Play/Scenario/Observation Task Template
| Did the candidate: | Yes | No | N/A | Comments | |
| 1 | These are great as they can usually cover a large part of a unit. | ||||
| 2 | You can copy and paste the UoC in here and then contextualise it | ||||
| 3 | 3.1 Identify personal limitations in taking action and seek appropriate assistance from designated individualFor example; change 3.1 words to below to suit a roleplay: | ||||
| 4 | seek manager assistance for when the customer complaint escalates? | ||||
| Reasonable adjustmentsCandidates are encouraged to contact their trainer prior to attempting this task if they do not understand any part of this task or if they have any learning issues/ needs that may hinder them when attempting any part of the assessment. |
