Course Title: Plan and organise assessment

Part B: Course Detail

Teaching Period: Term1 2010

Course Code: TCHE5176C

Course Title: Plan and organise assessment

School: 360T Education

Campus: City Campus

Program: C4177 - Certificate IV in Training and Assessment

Course Contact : Maria Dimitrakopoulos

Course Contact Phone: +61 3 9925 4933

Course Contact Email:maria.dimitrakopoulos@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 10

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

There are no formal entrance requirements for this course. However, applicants are required to have effective language, communications and interpersonal skills and the ability to write a range of documentation.

Course Description

This unit specifies the competence required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competencybased assessment system

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	TAAASS401C Plan and organise assessment
Element:	01 Determine the approach for assessment
Performance Criteria:	• Candidate/s are identified/confirmed and the purpose/s and contextof assessment/RPL are established/ confirmed with relevant people in accordance with legal/organisational/ethical requirements • A decision is made whether assessment will be undertaken within an RPL, a learning and assessment pathway or a combined approach. • The assessment strategy is accessed and used to guide the development of the assessment plan, where applicable • The benchmarks for assessment/ RPL are identified/confirmed and accessed
Element:	02 Prepare the assessment/ RPL plan
Performance Criteria:	• The assessment benchmarks are interpreted to determine the e vidence and types of evidence needed to demonstrate competency in accordance with the rules of evidence • Where competency standards are used as benchmarks , all component parts of the competency standards, are addressed in defining and documenting the evidence to be collected • Any related documentation to support planning the assessment process is accessed and interpreted • Assessment/RPL methods and assessment tools are selected/confirmed which address the evidence to be collected in accordance with the principles of assessment • Specific material and physical resources required to collect evidence are identified and documented • Roles and responsibilities of all people involved in the assessment process are clarified, agreed and documented • Timelines and time periods for evidence collection are determined and all information to be included in the assessment plan is documented • The assessment/RPL plan is confirmed with relevant personnel
Element:	03 Contextualise and review assessment/ RPL plan
Performance Criteria:	• Characteristics of the candidate/s and any allowances for reasonable adjustments and/or specific needs are identified/clarified with relevant people and documented • Where required, competency standards are contextualised, to reflect the operating environment in which assessment will occur, in accordance with contextualisation guidelines • Selected assessment methods and assessment tools are examined and adjusted, where required, to ensure continuing applicability taking into account: -any contextualisation of competency standards -reasonable adjustment/s, where identified -integration of assessment activities, where appropriate and practical -capacity to support RPL • Adjusted assessment tools are reviewed to ensure the specifications of the competency standards are still addressed • The assessment plan is updated, as needed, to reflect ongoing contextualisation needs, any changes in organisational resource requirements or changes in response to the conduct of assessment • Assessment plan/s are stored and retrieved in accordance with assessment system policies and procedures and legal/organisational/ethical requirements
Element:	04 Organise assessment/ RPL arrangements
Performance Criteria:	• Identified material and physical resource requirements are arranged in accordance with assessment system policies and procedures and legal/organisational/ethical requirements • Any s pecialist support required for assessment/ RPL is organised and arranged in accordance with organisational/ethical/legal requirements, where required • Roles and responsibilities of all people involved in the assessment/ RPL process are organised • Effective communication strategies are established to encourage regular communication flow and feedback with relevant people involved in the assessment/RPL process • Assessment/ RPL record keeping and reporting arrangements are confirmed

Learning Outcomes

Details of Learning Activities

Students will study the principles and skills involved in training and assessment through a range of classroom based and out of classroom based activities. The use of ‘real world’ examples will assist students throughout the course to contextualise the course content.

Classroom learning will be active. Students will individually, in pairs, in small groups and with the whole group have the opportunity to :
• reflect on and discuss key concepts.
• apply concepts to current training situations.
• make presentations to the class
• participate in case studies and problem solving scenarios
• research using the internet

The training material and assessment tasks also aid in the development of skills and reflection and consolidation of the learning.

In the delivery of material in this program, the trainer models effective training methods and practices. Students are encouraged to critically examine teaching strategies and identify potential application for their teaching situation. This means that learning happens on two levels: through the actual content and the experience of the course delivery

Teaching Schedule

A course guide is provided to the participant before the course begins.

Learning Resources

Prescribed Texts

References

Other Resources

Overview of Assessment

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Tasks

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Matrix

A student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met

This program covers fourteen competencies required for the TAA Certificate IV. An assessment matrix containing the competencies and their elements is matched against the assessment tasks submitted by each student.

Course Overview: Access Course Overview