Course Title: Plan assessment activities and processes
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: TCHE5751C
Course Title: Plan assessment activities and processes
School: 360T Education
Campus: City Campus
Program: C4277 - Certificate IV in Training and Assessment
Course Contact: Paschal Somers
Course Contact Phone: +61 3 9925 4911
Course Contact Email: firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
TAE Administration Officer
School of Education
Building 53 - level 1
18 Cardigan St Carlton 3053
Ph: 9925 4933
Nominal Hours: 20
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 performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments. This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL. The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
TAEASS401B Plan assessment activities and processes
1. Determine assessment approach
1.1 Identify candidate and confirm purposes and context of assessment/RPL with relevant people according to legal, organisational and ethical requirements
2. Prepare the assessment plan
2.1 Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence
3. Develop assessment instruments
3.1 Develop simple assessment instruments to meet target group needs
The learning outcomes for this course will enable the learner to:
• plan and organise the assessment process on a minimum of two occasions
collect evidence that demonstrates:
• documented assessment plans
• having covered a range of assessment events
• catering for a number of candidates
• different competency standards or accredited curricula
• an RPL assessment
• contextualisation of competency standards and the selected assessment tools, where required
• incorporation of reasonable adjustment strategies
• development of simple assessment instruments for use in the process
• organisational arrangements.
Details of Learning Activities
All learning acitivities you will undertake within the Cert IV in Training and Assessment program are designed to provide you with the skills, knowledge and attitudes required to perform training and assesmsent to the standard expected in the workplace. For each course in this program you will receive a result of ’competent’ or ’not yet competent’ as your final mark, no graded assessment is used.
You will participate in class learning activities such as: analysis of case studies and scenarios, role plays, developing assessment tools and instruments, group discussions and working in pairs. Other activities will include: reading and discussing the perscribed text, online research, and the 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.
TAEASS401B Delivery Matrix - This course is delivered and assessed with and TAEASS402B and TAEASS301B
|Intensive prog session no||Semester long prog session no||Content/Topic||Element|
|8||14 and 15||Introduction to competency-based assessment|
• What is assessment?
• What is quality assessment?
• What does it mean to be competent?
• Key features of CBA
• Assessor roles and responsibilities
Elements 1,2 & 3
Elements 1 & 2
|9||15 and 16||• Planning assessment activities and processes: steps to take|
• Project 1.1: Prepare an assessment plan
• Project 1.2: Develop simple assessment instruments
• Project 1.3: Organise assessment
Elements 1,2 & 3
There is no prescribed text for the TAE40110 qualification, customised Learner manuals are used.
RMIT Learner Guide Workplace Assessment
Electronic resources are located on Blackboard. Handouts pertaining to in class activities will be handed to you as required during class.
Overview of Assessment
The unit ’TAEASS401B Plan assessment activities and processes’ is holistically assessed with other units within the TAE40110 qualification. A detailed list of units can be found in the ’In Class assessment task Project 1, Workplace Project 2 and Workplace Project 4’.
Assessment for this course is made up of in class activities, holistic assessment with other Assessment units in the form of two (2) projects - project one (1) completed in the classroom and project two (2) completed in your workplace or simulated workplace environment. There are also Short Answer questions pertaining to the Assessment module that also form part of your assessment. This unit is co-delivered and co-assessed with the other Assessment units, namely TAEASS301B Contribute to assessment, TAEASS402B Assess competence and TAEASS403B Participate in assessment validation.
Project 1 - You will be required to plan an assessment, you will work as part of a team during training time to 1. Develop a plan for a competency-based assessment and 2. Develop an assessment instrument for one method of assessment noted on the assessment plan. Once you have planned the instrument you are to gather evidence using the instrument developed. You will assess and program participnat with another participant observing you. They will provide feedabck and recommendations as to this task. Your TAE trainer will oversee this process and will verify the assessment result recommended by your participant observer.
Project 2 - You are to plan and conduct two (2) competency-based assessments - at least one (1) assessment must be an RPL assessment, each assessment must fully address at least one unit from a nationally-recognised training package and you must prepare the instruments needed for each assessment.
For your Assessment Projects for the Cert IV TAA ’Assessment’ module – refer to your Learner Guide for details on the tasks and Blackboard for electronic copies and templates.
TAEASS401B Assessment Matrix
|Name and summary of task||TAEASS401B|
|Project 1: |
Plan assessment and gather evidence
|Short answer questions||X|
Plan and conduct two assessments
“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.”
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. Extension
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. Special Consideration
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
Course Overview: Access Course Overview