Course Title: Plan assessment activities and processes

Part B: Course Detail

Teaching Period: Term2 2019

Course Code: TCHE5917C

Course Title: Plan assessment activities and processes

School: 360T Education

Campus: City Campus

Program: C4377 - Certificate IV in Training and Assessment

Course Contact: Jo Bradford

Course Contact Phone: +61 3 99254347

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 40

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It applies to individuals with assessment planning responsibilities. In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEASS401 Plan assessment activities and processes


1. Determine the assessment approach

Performance Criteria:

1.1 Identify the candidate and confirm the purposes and context of the assessment with relevant people according to legal, organisational and ethical requirements

1.2 Identify and access applicable industry or workplace standards for the assessment, and any specific assessment requirements


2. Prepare the assessment plan

Performance Criteria:

2.1 Analyse units of competency and assessment requirements to identify evidence needed to demonstrate competence, according to the rules of evidence

2.2 Select assessment methods and instruments to support the collection of defined evidence, taking into account the context in which the assessment will take place

2.3 Develop the assessment plan and gain approval from relevant stakeholders


3. Identify modification and contextualisation requirements

Performance Criteria:

3.1 Use information from the candidate and, where relevant, the candidate's workplace to identify contextualisation needs

3.2 Check advice provided by the training package or course developer relevant to identified contextualisation needs

3.3 Analyse existing assessment tools and record amendments required to address identified contextualisation needs

3.4 Determine opportunities for integrated assessment activities and record any changes required to assessment tools


4. Develop the assessment instruments

Performance Criteria:

4.1 Analyse available assessment instruments for their suitability for use, and identify any required modifications

4.2 Develop assessment instruments to meet the required standard and specific workplace/candidate needs

4.3 Map assessment instruments against the unit or course requirements

4.4 Write clear instructions for the candidate and assessor regarding the use of assessment instruments

4.5 Check and confirm that draft assessment instruments meet required standards and specific workplace/candidate needs and record outcomes of checks

Learning Outcomes

The learning outcomes for this course will enable the learner to:  

  • plan and organise the assessment process on a minimum of five separate occasions of a different endorsed or accredited unit of competency (or clusters of units of competency) 
  • plan and organise two Recognition of Prior Learning (RPL) assessments (which may be two of the five assessment processes above.)



Details of Learning Activities

You will participate in class learning activities such as: analysis of case studies and scenarios, role plays, developing learning programs, group discussions and working in pairs. Other activities will include: online research, and reading articles provided by your trainer.   At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:   • Simulations of training and assessment work environments • Work based projects completed within your own workplace.   Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.

Teaching Schedule

Course outline

The assessor units are delivered over 7 weeks.  Each week there are 3 components to the schedule:

1 Online activities pre workshop

In the online activities you can familiarise yourself with concepts which you will be using in practice during the upcoming workshop day.  Activities include watching videoes, critical reading and quizzes.

2. Face to face workshop day

A workshop day runs from 9:00am – 5:00pm Workshops focus on in‐depth case studies in which you will actively complete workplace based tasks related to the role of an assessor.  Activities include discussion, collaboration in pairs and small groups, research, document preparation, peer and self evaluation. 

3. Online activities post workshop

You can take take part in a webinar at the half way point between the next class.  The facilitator and participants discuss issues or questions that arose in the workshop or from readings in the Participant Manual, online activities or from their own practice. Some questions will be on notice; others will be raised in the webinar. Participants are encouraged to contextualise the program content to their practice.

You can take a self‐administered review check of 10 true/false questions to consolidate your learning and check your progress.  When your response is incorrect, you will be directed to content to assist you to review your knowledge. 


Week 1 Introduction to competency‐based assessment

Welcome and Introduction

Introduction to the program design and requirements

What do we already know about VET activity? What is quality assessment?

Competency‐based assessment, training packages, and competency standards The Nightmare assessment activity


Week 2  Plan an RPL assessment process and assess competence

What are RPL and Training and Assessment pathways?

What does it mean to be competent?

Case Study 1: Assess competence (RPL) and moderate the assessment decision. In this case study participants assess the competence of Candice Candidate and then moderate the assessment decision. Candice is applying for recognition of the unit BSBWOR203 Work effectively with others.

Explore structure of a unit of competency and of assessment requirements.

Plan assessment activities and processes

Explore assessment plans and instruments

Case Study 2: Plan assessment activities and processes (RPL)

This case study builds on Case Study 1 the RPL assessment of Candice Candidate (To be finalised in workshop day 3).


Week 3 Plan assessment (training and assessment pathway)

Finalise Case Study 2 ‐ Develop assessment instruments –develop a portfolio checklist. Check the instrument, review and reflect finalise the plan and the instrument.

Commence Case Study 3:  Plan assessment (training and assessment pathway)

In case study 3, the participants plan assessment activities and processes for the unit BSBCMM401 Make a Presentation in a case study. 


Week 4 Communication and interviewing skills for assessment

You will familiarise yourself with the background to the assessment of a candidate Kelly, and develop an assessment  plan for him. This includes two meetings with the candidate: a briefing meeting  about Recognition of Prior Learning processes and a subsequent meeting to discuss evidence provided by the candidate and communication of a decision. 

Exercise Dos and Don’ts of communication in interviews. Question scenarios.

Practice scenario engaging in two way communication with an RPL candidate in a meeting. Documenting evidence and reporting results.


Week 5 Prepare for assessment and assess competence

Participants to conduct meeting 2 with Kelly.  

Judge Kelly’s evidence, ask questions, make the assessment decision and give feedback to the candidate

Practice of the meeting in class before assessment by TAE Co ordinator in break‐out room.

Record and report the assessment decision and then review the assessment process.


Week 6 Design and Develop assessment tools

Participants collaborate in small groups on Case Study 4: Plan, develop and validate an assessment tool based on a unit of competency.  This involves developing instructions to candidates, guidance to assessors, development of assessment tasks or instruments,  mapping to the unit of competency’s requirements  and documenting feedback and decisions,  The unit for the assessment tool may be decided by each group or provided by the facilitator,


Week 7 Participate in validation of assessment tools

Participants collaborate in teams on Case study 5 to validate the assessment tool s they designed in

Case Study 4. They bring two copies of each assessment tool to day 7 workshop for validation.

You will participate in an assessment validation in context, check the tool against the principles of assessment, the rules of evidence and the requirements of the unit of competency.

You will suggest improvements, reflect on the validation process and finalise documentation

Learning Resources

Prescribed Texts

Blackwater Participant Manual for Workplace Assessment; downloadable from Canvas


Other Resources

Electronic resources can be found in Canvas.

Overview of Assessment

The unit TAEASS401 Plan assessment activities and processes is holistically assessed with 3 other units within the TAE40116 qualification namely TAEDES502 Design and develop assessment tools, TAEASS402 Assess competence and TAEASS403 Participate in assessment validation.   Assessment of these 4 units consists of   ASS Short-answer knowledge questions ASS Task 1:  Prepare for assessment and assess competence ASS Task 2:  Plan assessment activities and processes on two (2) occasions ASS Task 3:  Plan, design and develop three (3) assessment tools ASS Task 4:  Participate in validation of three (3) assessment tools ASS Task 5:  Assess competence on four (4) occasions

Assessment Tasks

Requirements for workplace assessment

There is a strong emphasis in your assessment tasks on the practical aspects of assessing in your workplace.  You will be assessed on your demonstrable skills, knowledge and performance in relation to assessing candidates for accredited units of competency in the national Vocational Education and Training system.

You will be provided with a range of templates on Canvas which you can use to develop and organise your evidence.  These include templates for the following:

Assessment Plan

Competency matrix for mapping your assessment of a unit of competency

Various assessment instrument types such as Observation checklist, folio of evidence and knowledge questions

Assessment brief

Assessment record and feedback


Knowledge questions and 5 project based assessment tasks

Your facilitator will provide direction on in-class tasks that can be contributed as evidence in your final assessment submission.

Please familiarise yourself with the assessment tasks in the assignment area of Canvas. The following summarises the requirements for each assessment task.


Task 1 Assess competence of a candidate in the unit:
BSBCMM401 Make a presentation

In preparation, you will need to contextualise and modify the assessment activities and instruments to meet client needs.

You will complete this task during your TAE training.

Your TAE trainer will supervise you throughout all stages of this task and will pay particular attention to:

–          your ability to customise assessment processes and instruments to meet candidate needs

–          the interpersonal skills you use as you work with the candidate

Your TAE trainer will give you a separate ASS Task 1 Handout which contains information and resources needed to complete this task.


Task 2 Plan assessment activities and processes (twice)

On two (2) separate occasions:

a.         Plan one competency-based assessment that covers one complete unit of competency and its assessment requirements, then

b.         Modify or develop at least one assessment instrument to support the assessment plan

Each plan must cover a different unit of competency

●          Units of competency selected as the basis for this task must be different from the units of competency selected as the basis for ASS Task 3

●          One of the two plans must support an RPL assessment pathway

●          The instrument you modify or develop to support each plan:

–          must reflect at least one assessment method that forms part of the assessment plan

–          must cover some (not all) of the assessment requirements for the unit—e.g. if your assessment plan for the unit includes direct observation, verbal questions and a third-party report, you may choose to develop the observation instrument, OR the verbal questioning instrument, OR the third-party report questionnaire—you don’t need to develop all instruments needed for the assessment you have planned.


Task 3  Plan, design and develop three (3) assessment tools

On three (3) separate occasions:

a.         Plan one competency-based assessment that covers one complete unit of competency and its assessment requirements, then

b.         Design and develop an assessment tool that supports your assessment plan

Each plan/tool must cover a different unit of competency

●          Units of competency selected for this task must be different from the two units of competency selected as the basis for ASS Task 2

●          One of the plans/tools must support an RPL assessment pathway

●          Each assessment tool you develop must include:

–          Information and instructions for candidates

–          Additional information / instructions / marking guide for assessors

–          Instruments that:

§          reflect different assessment methods

§          collectively cover the entire unit and its assessment requirements

–          Provision to record details of the assessment and the results

–          A competency map or equivalent that clearly shows how the assessment instruments collectively cover the entire unit and its assessment requirements

●          You must conduct a pilot (‘dry run’) of each draft assessment tool, prepare a report on the trial, then create the final version of the assessment tool, incorporating improvements identified in the trial.

●          A suitable referee must verify foundation skills you use to plan, design, develop, trial and finalise each assessment tool.


Task 4 Participate in validation of three (3) assessment tools

Participate in validation of three (3) assessment tools
Contribute actively to the validation activities and outcomes

You may work with others to validate assessment tools you have developed, or that someone else has developed

●          You may organise the validation sessions yourself, or you may participate in validation sessions organised by someone else

●          The assessment tool you validate on each occasion must cover at least one (1) entire unit of competency and its assessment requirements

●          All validation activities must include a competency mapping exercise whose purpose is to check if the assessment tool covers the entire unit and its assessment requirements.  You may:

–          check a completed competency map that is provided, or

–          in the validation session, create a competency map

Your mapping exercise must cover the unit’s elements, performance criteria, foundation skills, performance evidence, knowledge evidence, and (as applicable) assessment conditions.

●          At least two people, including you, must participate in each validation.

●          A suitable referee must verify foundation skills you use when participating in each validation.


Task 5Assess competence on four (4) occasions

Assess competence on four (4) occasions

Each assessment must cover an entire unit of competency and its assessment requirements

●          You must assess a different candidate on each occasion

●          At least one assessment must be recognition of prior learning (RPL)

●          You must make a reasonable adjustment in the assessment of at least one candidate (preferred), or describe a reasonable adjustment you could have made

●          You must conduct each assessment under supervision of a qualified assessor who RMIT has approved for the purposes of this task.


Task 6 Short answer Knowledge questions

You are required to respond in your own words (200-250 words) to 10 questions about assessment. The topics cover key concepts in assessment in VET: Competency-based assessment, principles of assessment, dimensions of competency, Recognition of Prior Learning, inclusive assessment practice, rules of evidence, Workplace Health and Safety, training packages and their uses, assessment instruments and tools and assessment validation.


  Submission deadline: all of the above assessment tasks need to be submitted by midnight Saturday October 19 - 2019   It is a requirement of the Certificate IV Training and Assessment (TAE40116) program that all assessment tasks are to be submitted electronically through the RMIT ‘C4377TAE’ Canvas site. For Assessment tasks 1 - 6, please submit each task as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet as multiple project files will not be accepted.     *Please add your name and student number into the footer of your project document. *Please note, that no ‘Hard Copy’ portfolios will be accepted.   RMIT Electronic Submission of work for assessment In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the assessment declaration. (URL:


Assessment Matrix

A detailed assessment matrix is provided in Canvas.

Other Information

“In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to: • Conserving natural resources • Using recycled materials wherever possible • Minimising pollution • Applying energy savings measures • Reducing waste Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.”   Attendance Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.   Special consideration policy (Late submissions) All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension; for further information see   Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which: • have a significant adverse impact on your performance in assessment or • prevent you from attempting or submitting the assessment.   For further information about special consideration see   Academic Integrity and Plagiarism RMIT University has a strict policy on plagiarism and academic integrity. For further information see

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