Course Title: Assess competence

Part B: Course Detail

Teaching Period: Term1 2010

Course Code: TCHE5177C

Course Title: Assess competence

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: 15

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 assess the competence of a candidate.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	TAAASS402C Assess competence
Element:	01 Establish and maintain the assessment environment
Performance Criteria:	• The assessment/RPL plan is interpreted and assessment system policies and procedures and organisational/ legal/ethical requirements for conducting assessment are confirmed with relevant people • The relevant benchmarks for assessment/RPL and nominated assessment tools are accessed and interpreted to confirm the evidence to be collected and how it is to be collected • Details of the assessment/RPL plan and the assessment process are explained, discussed and clarified with the candidate including opportunities for assessment, reasonable adjustment, re-assessment and appeals • Proposed changes to the assessment process are negotiated and agreed with the candidate, where relevant
Element:	02 Gather quality evidence
Performance Criteria:	• The assessment/RPL plan is followed to guide the conduct of assessment and assessment methods and assessment tools are used to gather, organise and document evidence in a format suitable for determining competence • The principles of assessment and rules of evidence are applied in gathering quality evidence • Opportunities for evidence gathering in work activities/simulated work activities are determined with the candidate and relevant personnel • Opportunities for integrated assessment activities/RPL are identified and assessment tools are modified, where required • Identified assessment/RPL system policies and procedures and organisational/legal/ethical and requirements for assessment are addressed
Element:	03 Support the candidate
Performance Criteria:	• Candidates are guided in gathering their own evidence to support recognition of prior learning • Appropriate communication and interpersonal skills are used to develop a professional relationship with the candidate who reflects sensitivity to individual differences and enables two-way feedback • Decisions on reasonable adjustment/s, where applicable, are made with the candidate, based on candidate's needs and characteristics • Reasonable adjustments must maintain the integrity of the relevant competency standards and provide balanced application of the principles of assessment and rules of evidence • Specialist support is accessed, where required, in accordance with the assessment plan • Any occupational health and safety (OHS) risk to person or equipment is addressed immediately
Element:	04 Make the assessment decision
Performance Criteria:	• Limitations in obtaining and evaluating quality evidence are identified and assistance is sought, where required, from relevant people • Collected evidence is examined and evaluated to ensure that it reflects the evidence required to demonstrate competency and which: - encompasses all component parts of the competency standards and the dimensions of competency (where competency standards are the benchmarks for assessment/RPL) - addresses other related documentation - complies with the rules of evidence • Judgement is used to infer whether competence has been demonstrated, based on the available evidence • Relevant assessment, including RPL, system policies and procedures and organisational/legal/ethical considerations are addressed in making the assessment decision • Clear and constructive feedback is provided to the candidate regarding the assessment decision and a follow-up action plan is developed, where required
Element:	05 Record and report the assessment decision
Performance Criteria:	• Assessment/RPL outcomes are recorded promptly and accurately in accordance with assessment/RPL, system policies and procedures and organisational/legal/ethical requirements • An assessment report is completed and processed in accordance with assessment system policies and procedures and organisational/legal/ethical requirements • Recommendations for follow up action are submitted to relevant people, where required • Other relevant parties are informed of the assessment decision where required, and in accordance with confidentiality conventions
Element:	06 Review the assessment process
Performance Criteria:	• The assessment/RPL process is reviewed against criteria in consultation with relevant people to improve and modify future assessment practice • The review is documented and recorded in accordance with relevant assessment system policies and procedures and organisational/ legal/ethical requirements • Reflection skills are used to review and self-evaluate assessment practice

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