Course Title: Design and develop assessment tools
Part B: Course Detail
Teaching Period: VE 2018
Class Number: 2708
Class Section: MAR1
For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.
Course Code: TCHE5903C
Course Title: Design and develop assessment tools
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: email@example.com
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
This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment. It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
TAEASS502 Design and develop assessment tools
1. Determine the focus of the assessment tool
1.1 Identify a target group of candidates, purposes of the assessment tool, and the contexts in which the tool will be used
1.2 Access relevant benchmarks for assessment and interpret them to establish evidence required to demonstrate competence
1.3 Identify, access and interpret industry requirements and relevant contextualisation guidelines
1.4 Identify other related documentation to inform assessment tool development
2. Design the assessment tool
2.1 Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place, and meeting the principles of assessment
2.2 Enable candidates to show or support their claim for recognition of current competency through selected assessment methods
2.3 Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence
2.4 Consider how the assessment instruments will be administered
3. Develop the assessment tool
3.1 Develop specific assessment instruments that support the collection of evidence that meets the rules of evidence
3.2 Define and document clear and specific procedures instructing assessor and candidate on the administration and use of assessment instruments
3.3 Consider the requirements of assessment system policies and procedures, and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process
4. Review and trial the assessment tool
4.1 Check draft assessment tools against evaluation criteria and amend as required
4.2 Trial assessment tools to validate content and applicability
4.3 Collect and document feedback from relevant people involved in trialling
4.4 Make amendments to the final tool based on the analysis of feedback
4.5 Appropriately format, and file, finalised assessment tool according to assessment system policies and procedures
The learning outcomes for this course will enable the learner to:
- Determine the focus of the assessment tool
- Design the assessment tool
- Develop the assessment tool
- Review and trial the assessment tool
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.
The assessor units are delivered over 7 weeks. Each week there are 3 components to the schedule:
- 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.
- 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
Blackwater Participant Manual for Workplace Assessment; downloadable from Canvas
Electronic resources can be found in Canvas.
Overview of Assessment
The unit TAEDES502 Design and develop assessment tools is holistically assessed with 3 other units within the TAE40116 qualification namely TAEASS401 Plan assessment activities and processes, 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
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 5 Assess 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 November 17 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: http://www.rmit.edu.au/students/assessment/declaration)
A detailed assessment matrix is provided in Canvas.
“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 https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work. 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 https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/special-consideration Academic Integrity and Plagiarism RMIT University has a strict policy on plagiarism and academic integrity. For further information see https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity
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