Course Title: Design and develop assessment tools
Part B: Course Detail
Teaching Period: VE 2020
Class Number: 4492
Class Section: GT2B
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
This unit of competency is part of the GO TAFE TAE40116 Staff Upgrade program, students will attend 2 online workshops, engage in workshop activities and complete assessment tasks related to this unit in their workplace'
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C4377 - Certificate IV in Training and Assessment
Course Contact: Mark Mossuto
Course Contact Phone: +61 3 99254929
Course Contact Email: firstname.lastname@example.org
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
The participants are already working as trainers and assessors in VET using a training credential of a diploma or higher. This a fast track delivery in recognition of their current roles and experience.
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
There will be 2 online workshops/webinars conducted where, by working on case studies, you will
- refresh knowledge related to assessment practice in vocational education
- determine the assessment approach
- prepare an assessment tool
- develop assessment instruments/instructions for students
- develop assessment instructions/marking guides for assessors
- complete a trial and review of each of your assessment tools
Online Week 1 Thursday October 29 1pm-4.30pm
Welcome and introduction
Contents of an Assessment tool
- The 'Shape' of an assessment tool
- Preparing the assessment plan
- Unpacking a unit of competency
- Choosing your assessment methods
- Develop your assessment tool
Online Week 2 Thursday November 5 1-5pm
Welcome and Introduction
- Continue to develop your assessment tool
- Contextualisation requirements
- Complete you tool ready for Trial and review
- Conduct your trial and review of an assessment tool
Electronic resources can be found in the GOTAFE Upgrade Cluster Group 2 (2001) Canvas shell
Overview of Assessment
The unit TAEASS502 Design and develop assessment tools is assessed by students undertaking the following assessment tasks:Assessment of this unit consists of ASS Task 2: Plan, design and develop three (3) assessment tools based on different units of competencies ASS Task 4: Short answer Knowledge Questions (10)
There is a strong emphasis in your assessment tasks on the practical aspects of assessing in your workplace or in a simulated online environment 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, portfolio of evidence, written/verbal questioning, reports etc
- Assessment brief
- Assessment result sheets and
- Student feedback sheets
Assessment Task 2 - Design and develop three (3) assessment tools
You must design and develop
- three (3) different types of assessment tools that address three (3) different units of competency,
- each tool must address a different units of competency to those used in Task 1.
- One (1) of the three (3) assessment tools must be an RPL pathway assessment tool.
Each assessment tool you develop must include:
- background information to the assessment tool
- a copy of the unit of competency marked up showing your unpacking and contextualisation to your student cohort
- an assessment plan
- competency matrix
- Information and instructions for candidates (different evidence gathering instruments)
- information / instructions / marking guide for assessors
- final results/feedback sheet
- evidence of your trial and review
- final version of assessment tool based on your trial and review
for your instruments check that they reflect:
- different assessment methods for each tool
- collectively cover the entire unit and its assessment requirements
- Provision to record details of the assessment (feedback to students) 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.
Assessment Task 4 - Short-answer knowledge questions
You are required to respond in your own words (150-200 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 deadlines: Assessment task 2 (tool 1) need to be submitted by midnight November 30 2020 Assessment task 2 (tools 2 and 3) need to be submitted by midnight January 22 2021 Assessment task 4 needs to be submitted by midnight January 22 2021 It is a requirement of the Certificate IV Training and Assessment (TAE40116) program that all assessment tasks are to be submitted electronically through the Assessment Canvas LMS portal.
For all assessment tasks, please submit each task as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet. Multiple project files will not be accepted. *Please add your name and student number into the footer of your submitted 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
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.”
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
Course Overview: Access Course Overview