1. TAE40116 Methodology Used to Create the RPL Resources ...

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TAE40116 Certificate IV in Training and Assessment

RPL Assessor Kit

Table of Contents

1. TAE40116 Methodology Used to Create the RPL Resources

2. TAE40116 Assessor Guide

3. TAE40116 Candidate Information

4. TAE40116 RPL Application Form

5. TAE40116 RPL Self-assessment

6. TAE40116 Competency Conversation

7. TAE40116 Practical Activities Assessor Version

8. TAE40116 Practical Activities Candidate Version

9. TAE40116 Other Parties Information Report

10. TAE40116 Unit Mapping Matrix

11. TAE40116 Final Evidence Sign-off

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TAE40116 Certificate IV in Training and Assessment – Methodology Used to Create the RPL Assessment Resource

John Price and Associates Pty Ltd

Document 1

TAE40116 Certificate IV in Training andAssessment

Methodology Used to Create the RPLAssessment Resource

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John Price and Associates Pty Ltd 2

TAE40116 Certificate IV in Training and Assessment RPL Assessment Resource

Methodology Used to Create the RPL Assessment ResourceThe following steps describe the overall process used to develop the TAE RPL Assessment Resource in order to create an assessment tool that meets the requirements of the qualification and maintains the rigour associated with quality assessment practices.

This document also describes the process that a Registered Training Organisation (RTO) can use to develop RPL assessments for other units of competency.

1. DEVELOPING A ‘PICTURE OF COMPETENCY’ FOR EACH CORE UNIT OFCOMPETENCY AND ONE (1) ELECTIVE

Each unit of competency was analysed to develop a series of workplace statements that describe what the unit of competency means in relation to current workplace practices and avoid the ‘jargon’ of the units.

The unit of competency TAEASS402 Assess Competence has been used to demonstrate thismethodology.

Step 1.A ‘picture’ of a competent person for ‘TAEASS402 Assess competence’.

1. Prepares for assessment by interpreting all assessment planning documents, units ofcompetency and any applicable organizational, legal or ethical requirements andconfirms with relevant people that all preparation for the assessment to take placehas been completed.

2. Reviews the relevant assessment tools and determines the opportunities to gatherevidence to meet actual workplace or simulated environments through discussionwith the candidate and other relevant people. Records any adjustments made.

3. Briefs the candidate and agrees on the details of the planned assessment,opportunities to gather their own evidence to support recognition of prior learningand any specialist support requirements they may have.

4. Accesses and uses in a safe manner all assessment materials and resources,including specialist support, to gather, organize and document the evidenceprovided.

5. Uses effective communication and interpersonal skills to enable two-way feedbackand reasonable adjustment to be made.

6. Makes an assessment judgement based on the evidence obtained and the agreedassessment plan and provides constructive feedback and follow-up actions ifrequired.

7. Records the assessment outcome, submits the assessment documentation andinforms other relevant parties according to the organisation’s procedures andconfidentiality practices.

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there are opportunities to gather evidence to meet actual workplace or simulated environments through discussion with the candidate and other relevant people. Records any adjustments made.

3. Briefs the candidate and agrees on the details of the plannedassessment, opportunities to gather their own evidence tosupport recognition of prior learning and any specialistsupport requirements they may have.

4. Accesses and uses in a safe manner all assessment materialsand resources, including specialist support, to gather,organize and document the evidence provided.

5. Uses effective communication and interpersonal skills toenable two-way feedback and reasonable adjustment to bemade.

6. Makes an assessment judgement based on the evidenceobtained and the agreed assessment plan and providesconstructive feedback and follow-up actions if required.

7. Records the assessment outcome, submits the assessmentdocumentation and informs other relevant parties accordingto the organisation’s procedures and confidentiality practices.

8. Reviews the assessment process with others and records theoutcome with a view to improving assessment practices.

Comments: If necessary add any brief comments in the space below to clarify or support your response.

4. DEVELOPING THE COMPETENCY CONVERSATION AND ASSIGNING‘BENCHMARK ANSWERS’

Questions were then developed from each set of workplace statements to form the foundation of the Competency Conversation. The congruence between the questions and the self-assessment statements were purposely developed to enable a candidate who had responded positively to the self-assessment statements to feel comfortable in the subsequent Competency Conversation assessment interview.

The Competency Conversation also identifies any natural workplace documents discussed during the interview, and there is provision in the record of conversation to record the titles of these documents. There is also provision in the record of conversation to determine and record if any practical activity assessment is necessary, and if so identify the relevant practical activity.

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schedule.

• Independent person involved in thereview.

• Outcomes recorded on Validationdocuments.

Practical Assessment to be conducted: YES NO If YES Which Practical assessment/s are to be used?

Indicate practical Assessment Number/s: ��

In the table below insert any other comments that will support the candidate’s application for RPL. This may include reference to documents, photographs, videos, etc. discussed during the conversation that may not have been supplied prior to the conversation but could provide additional evidence if required.

Question Number

Comment or reference to natural workplace documents discussed

1 Document obtained YES NO









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Satisfactory (S) or Not Yet Satisfactory (NYS)

In the table below insert a result of Satisfactory (S) or Not Yet Satisfactory (NYS) for the Competency Conversation conducted with the candidate and add a comment where a NYS result was recorded.

Add your name, signature and date of assessment in the relevant spaces below and your feedback to the candidate.

Satisfactory S

Not Yet Satisfactory NYS

Comment if Not Yet Satisfactory (NYS)

Assessor Name:

Assessor Signature: Date of Assessment:

5. DEVELOPING PRACTICAL ACTIVITIES, MAPPING THE PRACTICAL ACTIVITIESAGAINST THE UNITS OF COMPETENCY, AND PROVISION OF ASSESSMENTCRITERIA AS BENCHMARKS FOR PRACTICAL ACTIVITIES.

A series of Practical Activities were developed for each unit of competency. Not all of these Practical Activities will be required in the RPL assessment as the Competency Conversation is designed to collect evidence of a candidate’s practical skills as opposed to theoretical knowledge as the candidate describes ‘what they have done’ in particular situations rather than ‘what they would do’. Each candidate will respond differently to the Competency Conversation questions based on their individual characteristics associated with oral communication skills and/or learning style. Consequently, the Practical Activities provide the assessor with the opportunity to ‘switch from’ the Competency Conversation, and ‘switch to’ a practical activity if the situation requires it.

Each Practical Activity is ‘mapped’ against the requirements of the unit and ensures Performance Evidence and other evidence from the Performance Criteria is able to be directly gathered through the range of practical activities available.

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TAE40116 Certificate IV in Training and Assessment – Assessor Guide


Document 2 Assessor Guide

This RPL Assessor Kit for TAE40116 Certificate IV in Training and Assessment uses a practical approach to RPL assessment. It has been developed to enable the assessor to ‘switch’ from one method of assessment to another based on the candidate’s knowledge, skills and experience and still cover all components of the units of competency through a comprehensive arrangement of mapping/alignment to the unit.

A candidate seeking to be assessed through a RPL process is claiming to be already competent. RPL is an assessment only pathway. RPL is not a short cut to gaining a qualification if the candidate is not already experienced and competent in the unit(s) for which RPL is sought.

This assessment approach develops a comprehensive “picture of the candidate’s skills and knowledge” against the nine (9) core units and one (1) elective unit of competency for this qualification.

The RPL Assessor Kit can also become an ‘assessment template’ for developing a specific ‘elective’ unit to make up the ten (10) units of competency in this qualification if the candidate choses a different elective to the one in the kit.

Important aspects to remember A sound knowledge of assessment and the qualification is essential

It is important that you have a good understanding of the qualification, the other documentscontained in this RPL Assessor Kit and the application of these competencies in the workplace.

A number of the units of competency in this RPL Assessor Kit have been clustered together to provide a time and cost effective assessment that reflects workplace activities. When assessing these clustered units consider the complete picture of how the activity is performed in the workplace.

Assessment judgement

This RPL Assessor Kit uses a “Competency Conversation” to provide the candidate with the opportunity to demonstrate competence through responding to open questions that require them to describe practical situations they have been involved in rather than just theoretical responses.

These questions use an approach based around “how did you . . . ?”, rather than “how would you . . . ?” and allow the candidate to discuss practical situations they have been involved in rather than theoretical or hypothetical responses. You may find that if the candidate is nervous or appears concerned then you may have to use your probing skills to obtain the responses you are listening for.

This is different to the normal questioning technique where the assessor may ask 10 questions and listen for 10 responses. In this approach you may ask 1 open question and listen for 10 responses. It is essential that assessors record responses and specific contexts from their conversation with the candidate in the ‘Competency Conversation’ document to support their judgement.

As the conversation progresses you may find that the assessment will progress more effectively if the candidate is given the opportunity to demonstrate their skills. The RPL Assessor Kit provides

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TAE40116 Certificate IV in Training and Assessment – Assessor Guide


Candidate:

Unit Code Unit Title

Workplace documents provided Satisfactory More evidence required

Responses to Competency Conversation Questions Satisfactory More evidence required

Practical tasks Satisfactory More evidence required

Other Party reports Satisfactory More evidence required

How candidate meets unit of competency requirements as a whole. V A C

Evidence provided for Unit Code

• Performance Criteria evidence requirements met Yes No

• Knowledge Evidence demonstrated Yes No

• Performance Evidence demonstrated Yes No

• Foundation Skills met through alignment with the Performance Criteria Yes No

• Assessment Conditions met through consistent performance in a realassessment environment

Yes No

Sufficiency of evidence Satisfactory More evidence required

Unit Title: C NYC

Assessor’s Name:

Assessor’s Signature:

Date of Final Overall Assessment Decision:

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TAE40116 Certificate IV in Training and Assessment – Candidate RPL Assessment Information and Guide


Document 3

Candidate RPL Assessment Information and Guide

To have your skills formally recognised in the national training system, assessors must make sure you have current skills, knowledge and experience to meet industry standards. This means you must be involved in a comprehensive assessment process that covers the content of the unit/s or qualification/s you have applied for.

Consider that a candidate seeking to be assessed through a RPL process is claiming to be already competent. RPL is an assessment only pathway. RPL is not a short cut to gaining a qualification if the candidate is not already experienced and competent in the unit(s) for which RPL is sought.

Assessment happens in a variety of ways. Being prepared can save you valuable time and make the recognition process stress-free for you.

Here are some tips and hints to assist with your preparation:

1. Read through the Frequently asked Questions section in this document as thesequestions and answers may assist you in deciding to progress further with your application.

2. Complete the RPL Self-assessment, Document 5, for the TAE40116 Certificate IV inTraining and Assessment. You will find it uses uncomplicated language rather thaneducational jargon to describe activities in the training and assessment workplace relatedto each unit of competency in the qualification.

3. Complete the RPL Application Form, Document 4.

4. Be prepared to talk about your job roles and your work history either in a face-to-faceinterview, or by telephone with an assessor. Prepare a resume or jot down a few pointsabout where you have worked, either paid or unpaid, and what you did there related tothis qualification.

5. Prepare a description of your last position involving the practical application of this qualification and any performance appraisals you have from any training organisations or facilities you have worked in.

6. Consider the possibilities for workplace contact. Are you in a workplace that is supportingyour goals to get qualified? If you feel comfortable to have the assessor contact yourexisting or previous workplace so your skills can be validated let them know when youcommence your discussion.

7. Think about who can confirm your skill level. Think about current or recent managers orsupervisors who have seen you training and assessing in the past 12 to 18 months and willbe able to confirm your skills and experience. The assessor may need to contact them. Youmay also have community contacts or even clients themselves who can vouch for your skilllevels.

8. Collect any certificates from in-house training or formal training you have done in the past.

9. You can speak with your assessor about other ways you can demonstrate your skills in thetraining industry. These could be letters from employers or clients in related industries,records of your in-house training sessions, training and assessment documents, such aspresentation materials, delivery handouts and assessments, (as long as they don’t showclient details) other relevant documents or photos and videos of your work if you have any.

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TAE40116 Certificate IV in Training and Assessment – RPL Application


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RTO logo or name

Document 4

Recognition of Prior Learning Application Form

RPL APPLICATION


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RPL Application Form Complete this RPL Application form and return it to the RTO along with any fees required and other documents that you have been asked to supply such as your RPL Self-assessment. If you can’t complete some of the areas associated with professional referees or previous employment leave them blank and the assessor who contacts you will discuss these requirements where applicable. NB The RTO will also require you to complete the RTOs Enrolment Form. Your Assessor will provide you with the Enrolment Form once you have decided to proceed with your RPL application

RPL APPLICATION FORM Applicant Details: 1. Occupation you are seeking recognition for


2. Personal Details

Surname

Preferred Title (Mr, Mrs, Ms, Miss)

First Name/s

Telephone Numbers Home: Work:

Mobile: Fax:

3 Current Employment

Are you currently employed? If Yes, in which occupation are you currently employed? Who is your current employer?

YES / NO ………………………………………………………………………………………. ……………………………………………………………………………………….

4. Further Training

Have you undertaken any training courses related to the occupation applied for?

If Yes

Occupation you were trained in

Training completion Date (month, year)

Country where you trained

Name of course and training provider or institution (if applicable)

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5. Is there any further information you wish to give in support of your application

6. Professional Referees (relevant to work situation). Providing this detail will be beneficial, nevertheless it is acknowledged that some circumstances may prohibit the inclusion of these details. Leave blank if details are unavailable.

Name Position Organisation Phone Number Mobile Number Email Address

…………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… ……………………………………………………………………

Name Position Organisation Phone Number Mobile Number Email Address

…………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… ……………………………………………………………………

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CANDIDATE EMPLOYMENT HISTORY FORM

Employer’ Name

Period of Employment

(DD/MM/YYYY)

Position Held

Full Time Part-time

Casual

Description of Major Duties

From To

1.

2.

3.

4.

Indicate whether you agree to any of the above employers being contacted: YES / NO If you are including documents in your application, please provide a brief description below Attach additional sheet if required Document Description (e.g. resume, photos, certificates, etc.)

Office Use Only – Assessor to use this section to align documents to specific units of competency and identify key questions for competency conversation

Declaration I declare that the information contained in this application is true and correct and that all documents are genuine. Candidate Signature: Date Send completed Application Form, Self-assessment, enrolment fees and other documents described above to: RTO Contact Name and Details

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TAE40116 Certificate IV in Training and Assessment - RPL Self-Assessment


RTO logo or name

Document 5

Recognition of Prior Learning (RPL) Self-assessment Tool

RPL SELF-ASSESSMENT

TAE40116 Certificate IV in Training and Assessment Candidate’s Name: Candidate’s Signature: ………………………………………………………….. …………………………………………………………..

Date of Submission: ………………………………………………………….. Assessor’s Name: Assessor’s Signature: ………………………………………………………….. …………………………………………………………..

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Recognition of Prior Learning (RPL) Self-assessment Qualification being applied for:


This document contains a user-friendly and supportive way for you to advise your assessor of your self-assessment against the requirements of this qualification. It is not compulsory for you to complete it for your RPL assessment to commence but it will provide you with a user-friendly summary of the units of competency in the qualification you are about to be assessed for.


Self-assessment Process The self-assessment activity you are about to commence has been designed to make the RPL process efficient and effective for you as the candidate and for your assigned assessor. It enables you and your assigned assessor to determine if RPL is the best approach for you to gain this qualification. It achieves this by clearly describing the activities that occur in a trainer and assessor’s workplace during their normal daily activities and asking you to determine if these are the activities that you currently carry out. Even if your responses indicate that you may need more skills, knowledge or experience in particular areas that should not deter you from seeking RPL as once you have submitted your self-assessment and the other information required in your application you will be contacted by an assessor who will offer guidance based on the results of your self-assessment.

Working in the Vocational Education and Training Industry The following information provides an indication of the range of duties and personal requirements of a qualified Trainer and Assessor.

Role description: Trainers and Assessors teach nationally recognized vocational qualifications, skills sets, or short courses to provide participants with skills to enter the workforce, maintain their currency in their area of expertise or gain skills in areas of language, literacy and numeracy in order to enter the workforce. Trainers and Assessors have specialist knowledge, skills and experience in their areas of expertise and maintain their currency in those areas through on-going professional development.

Tasks: • Interpret training packages and accredited courses to prepare specific learning programs. • Prepare delivery plans and produce sessions plans and resources such as delivery materials

and assessment tools for use in their training and assessment. • Provide theory and practical training to students using face-to-face, workshops and/or on-

line delivery methods. • Assess students against nationally accredited training packages or accredited courses and

make judgements on their competency. • Record and report student results and securely retain student records. • Maintain their content currency and their skills and knowledge of vocational teaching and

learning. • Provide a range of options for students to consider regarding career or personal problems.

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Personal Requirements: • Honest • Respectful • Empathetic • Patient • Purposeful • Listens with their eyes as well as their ears

Workplace activities Below you will find eight (8) workplace activities that have been detailed into lists of workplace duties that should be very familiar to you. If they are then as a competent person working in the training and assessment industry you may already be able to demonstrate the skills, knowledge and experience associated with this qualification through the assessment process of Recognition of Prior Learning (RPL). Recording your Skills Knowledge and Experience Read through the list of duties below and complete your responses for the first workplace activity and then progressively complete the remaining lists until all workplace activities associated with this qualification have been completed. Activity 1: Design and Develop Learning Programs and use Training Packages and Accredited Course to meet client needs

TAEDES401 Design and develop learning programs

TAEDES402 Use Training Packages and accredited courses to meet client needs

Your response

The following statements have been developed to assist you to respond accurately to this workplace activity. Record your response by circling or highlighting a box in one of the last two columns that you believe best describes your skills, knowledge and experience in the duties described in the following statements.

I have skills,

knowledge and

experience in this area

I will need more skills, knowledge

and experience in this area

1. Clarifies the purpose of the learning program and confirms and agrees, with the relevant stakeholders, on its specification based on the reason for selection of competency standards and other training specifications.

2. Identifies the language, literacy and numeracy requirements of the learning program.

3. Applies relevant VET and organisational policies and structures to the design and development of the learning program to ensure it reflects the latest training packages or accredited courses.

4. Based on the agreed specification researches and evaluates

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TAE40116 Certificate IV in Training and Assessment – RPL Competency Conversation


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RTO logo or name

Document 6

Recognition of Prior Learning (RPL)

COMPETENCY CONVERSATION


Candidate’s Name: Candidate’s Signature: ………………………………………………………….. …………………………………………………………..

Assessor’s Name: Assessor’s Signature: ………………………………………………………….. …………………………………………………………..

Date/s of Conversation: …………………………………………………………..

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Note to the Assessor The details in the Assessor Guide about conducting a Competency Conversation are included below to remind you of the assessment process and the importance of writing specific comments from the interview that will support your judgement. Competency Conversation Conducting the “Competency Conversation” is the first phase in collecting evidence for the RPL assessment process. The questions are designed to enable you to have a professional conversation with the candidate to gain evidence of their past experience, skills and knowledge from the discussion. Remember, the primary focus of the conversation is on the candidate’s experiences. Questions have been developed for all core units of competency and are mapped against the requirements of the units in the relevant unit ‘Summary with Unit Mapping and Questions and Answers’ documents.

Each question has model responses to listen for during the conversation. You may use the model responses to probe for specific examples and from the candidate’s replies determine if gaps are emerging. At some stage in the assessment you will need to determine if these gaps are gaps in evidence or gaps in knowledge, skills or experience and treat each appropriately.

The Record of Conversation for each unit of competency in the Competency Conversation document indicates relevant content that should be sought during the discussion. Place a tick next to each model response that is discussed during the conversation and provide comments, where relevant, of the examples given by the candidate.

As the conversation progresses you may find the candidate provides answers to questions that you may not have asked for yet. This may be due to the holistic activities they undertake in the workplace. Be prepared and flexible to make these ‘diversions’. Make a note of the answers, align them to the relevant questions as the assessment progresses and bring the discussion ‘back on track’.

During the Competency Conversation you may determine from the responses given by the candidate that it is appropriate to gather further evidence by asking them to complete one or more practical activities. Practical activities have been created for each core unit of competency in this qualification and are mapped against the relevant components of the units of competency.

Evidence gained through questions, practical activities, workplace documents, reports from other parties, or other evidence is recorded against the relevant unit/s of competency in the Final Evidence Sign-off record. NB Fairness in this assessment extends to not giving a copy of these Competency Conversation questions to the candidate as you may not ask them all.

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COMPETENCY CONVERSATION – RECORD OF CONVERSATION Unit Code: TAEDES401 Unit Title: Design and develop learning programs Unit Code: TAEDES402 Unit Title: Use training packages and accredited courses to meet client needs

Candidate’s Name: Date of Conversation:

Assessor’s Name:

Questions and Required Model Responses Response addressed in conversation √ or X

Comments and examples from conversation

Q1. What did you have to take into account when you designed and developed a recent learning program based on Training Packages or Accredited Courses? Responses must include: • Clarify the purpose of the learning program.

• Provide advice on assessment requirements and appropriate evidence gathering techniques to the client.

• Confirm and agree with relevant stakeholders a specification based on competency standards, other training specifications and consideration of any licensing requirements and pre-requisites.

• Consider the distinction and relationship of training packages, accredited courses, learning strategies and learning programs to develop effective applications for the client.

• Identify the characteristics of the learner group and implications for the learning program, e.g. LLN needs, age (legislation), cultural characteristics that may create barriers to learning, and WHS risks.

Q2. Why was it important at that stage to identify the LLN requirements of the Learning Program? Responses must include: • An RTO has to determine candidates educational

and support needs relevant to the training product they are enrolling in, and therefore the LLN needs of the training product need to be determined and then compared to the LLN needs of the individual learners.

• The AQF level of the qualification needs to be compared to the learner’s existing characteristics to determine educational and support needs.

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Document obtained YES NO




Satisfactory (S) or Not Yet Satisfactory (NYS)

In the table below insert a result of Satisfactory (S) or Not Yet Satisfactory (NYS) for the Competency Conversation conducted with the candidate and add a comment where a NYS result was recorded.

Add your name, signature and date of assessment in the relevant spaces below and your feedback to the candidate.

Satisfactory SNot Yet Satisfactory NYS


Assessor Name:


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COMPETENCY CONVERSATION – RECORD OF CONVERSATION Unit Code: TAEASS502 Unit Title: Design and develop assessment tools Unit Code: TAEASS401 Unit Title: Plan assessment activities and processes

Candidate’s Name: Date of Conversation:

Assessor’s Name:

Questions and Required Model Responses Response addressed in conversation √ or X

Comments and examples from conversation

Q1. What assessment tools have you developed recently? Responses must include: • Examples of at least five assessment tools that

support different assessment methods and address at least one unit of competency. Examples should consider the situation/context in which assessment was conducted.

Tool 1 Tool 2 Tool 3 Tool 4 Tool 5

Q2. What did you have to consider when developing these assessment tools? Responses must include: • The requirements/objectives of the assessment.

• The components of the Training Packages that would be applicable in each case based on advice in the Training Package.

• The different contexts and conditions of assessment.

• The situations in which the assessment will be conducted, i.e. workplace or closely simulated environment obtained through discussion with the stakeholders.

• Target groups to be assessed.

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• The assessment tasks the candidate will undertake that are appropriate to the situation and meet the Principles of Assessment.

• Development of an outline of evidence to be gathered.

• What the evidence criteria will be to judge the evidence in order for it to meet the Rules of Evidence.

• Determine who will collect the evidence. • Administration, recording and reporting

requirements.

Q3. How did you go about identifying the evidence requirements for the assessment tools? Responses must include: • Identified, accessed and analysed units of

competency and assessment requirements.

• Interpreted the findings to identify which type of evidence would be needed to demonstrate competence and comply with the Rules of Evidence.

Q4. How did identify and interpret industry requirements and workplace standards? Responses must include: • Accessed workplace standards, workplace

documentation such as policies and procedures including WHS responsibilities and sources for: • Hazard and incident reporting; • Emergency procedures; and • Use of relevant PPE,

• Determined industry requirements through discussion with relevant stakeholders

Q5. How did you determine if amendments where necessary for existing assessment tools? Responses must include: • Accessed existing assessment tools, where they

existed, and determined their applicability to meet the requirements for the assessments being considered.

• Determined and recorded amendments to existing assessment tools and forwarded to the team leader for amendments to be made and version control applied.

Q6. How have you determined if assessment instruments you developed met the Principles of Assessment, the Dimensions of Competency and had the capacity to gather evidence based on the Rules of Evidence?

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TAE40116 Certificate IV in Training and Assessment – Assessor Information for RPL Practical activities


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RTO logo or name

Document 7


Assessor Information for RPL Practical Activities




Date Assessment is finalised: …………………………………………………………..

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Assessor Information Please review the details in the Assessor Guide regarding conducting Practical Activities to remind you of the assessment process and the importance of writing specific comments from the observation that support your judgement where relevant.

This document contains an exhaustive list of practical activities, not all of which may need to be undertaken by the candidate. In fact it is highly unlikely that any individual candidate would be required to complete all of these activities. However, it is important that they are available so that the assessor has access to relevant practical activities in order to be able to assess an identified “gap”.

Where multiple examples of assessment evidence are required for a Practical Activity you may decide to instruct the candidate to provide at least one example for you to assess and then either obtain further evidence from another party that indicates the candidate has previously completed the task in the work environment; or alternatively the candidate may provide their own examples of finished products they have previously developed.

If the candidate provides their own finished products use the ‘Analysis’ included with each practical activity in this document to determine their ability, or for Practical Activity 5 use the ‘Practical Activity 5 Observation Checklist Recording Form’ attached to the end of this document.

If you are unsure of the authenticity of the finished products they supply ask them specific questions related to the products to determine:

• why they were produced;

• when they were they produced;

• where the detail for inclusion came from;

• who was consulted in their development; and

• what was the result of their application in the workplace.

Use the results of this conversation to inform your judgement of the candidate’s ability related to the finished products supplied.

Please indicate in the space provided before each Practical Activity the approach you have decided to take and ensure the evidence for the relevant approach is recorded in the candidate’s summary of evidence provided.

Each Practical Activity has been ‘mapped’ to the relevant components of the unit of competency. This mapping is documented in the first recording tool for each Practical Activity.

Candidate Information The Candidate Work Book for RPL Practical Activities identifies either through the information provided in the candidate’s Self-assessment or through their Competency Conversation interview an opportunity for them to provide evidence of their practical skills.

In order to be fair and flexible this may be achieved through their undertaking practical activities selected by the assessor from those detailed in this document or from evidence they provide of having carried out the practical activity in the recent past. These practical activities may occur in their workplace or in the assessor’s training environment.

The Practical Activities selected for them to demonstrate their skills are identified below. Please ensure they remain in this document as they detail the range of practical tasks selected by the assessor. Practical Activities to be Undertaken

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10. Identified suitable electives; 11. Documented the reasons for selection of qualifications, skill sets, individual units or accredited modules

in order to develop effective training applications for the client; 12. Determined if any licensing requirements exist for your two solutions; 13. Provided advice to the client about assessment requirements.

Required Model Responses and Related Mapping to the unit of competency.

Response addressed in analysis 1

√ or X

Comments and examples from analysis 1

ANALYSIS 1 Analysis must include: • Referenced training.gov.au to identify relevant

training package qualifications, skill sets or specific units of competency that the employees will set out to achieve. PE1, PE2, PC1.2.

• Accessed and applied relevant VET policies and frameworks and conducted their work based on organisational quality assurance policies and procedures. PE1, PE2, PC1.3.

• Examined the component parts of training specifications. PE1, PE2, PC3.2.

• Identified relevant qualifications and units of competency or modules based on the characteristics of the target learner group. PE1, PE2, PC1.2.

• Contextualised relevant qualifications and units of competency or modules to meet the specific needs of the client. PE1, PE2, PC4.1, PC5.1. • Assessment reflected the particular industry

environment, e.g. licensing; WHS, policies and procedures;

• Used specific terminology related to the workplace; and

• Reflected particular workplace conditions and resources.

• Identified training package, qualifications and accredited courses that could satisfy the client’s needs. PE1, PE2, PC2.1, PC3.2. • Considered a range of qualifications, skill sets or

accredited courses;

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• Presentation timings followed the plan andcovered 20-minutes as a minimum. PC2.2, PE1

• Explanation of the objectives, strategies,methods of delivery and activities supported thepresentation objectives. PE1, AC3

• The presentation flowed logically. PC2.2, PE1

• Communication was persuasive and appropriateto engage and interest the participants. PC2.4,PE1, AC3

• Support materials were appropriate. PC2.2, PE1

• Observation skills were used to monitorindividuals and respond to perceived needs.PC2.5, PE1, AC3

• Content of delivery and approach demonstratedrelevant occupational area of interest. PC2.4,PE1

• Relevant WHS requirements and anyorganisational or regulatory requirements wereidentified and managed. KE2

• Feedback on outcome of presentation objectiveswas obtained. PC3.1, PE2

• A summary of key concepts during thepresentation and gathering of feedback wasconducted that identified any outstandingrequirements that the participants needed to beaddressed. PC2.6, PE2, AC3

OBSERVER: In the table below insert any other comments that will support the candidate’s application for RPL.

Presentation session Comment

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NB The following section is only to be completed by Observer’s in the Candidate’s workplace and NOT their TAE40116 Training and Assessment Assessor for this unit of competency.

Please confirm in the space below your agreement to participate in the evidence gathering process by completing the Observation Checklist. Please also confirm that the candidate’s identify is known to you.

I (Name in full) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

confirm that I have agreed to be involved in this observation on the understanding that the information I contribute through the observation form will be used by an assessor to make their judgement on the candidate’s competence for the following unit of competency:

Unit Code: BSBCMM401 Unit Title: Make a presentation

Signature of Observer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I further acknowledge that I know the candidate and my workplace relationship to the candidate is(Highlight or Circle one of the following):

Supervisor/Manager Trainer and Assessor

NB The following section is only to be completed by the Candidate’s Assessor for TAE40116 Training andAssessment for this unit of competency and NOT their Workplace colleagues.Assessor: In the table below insert a result of Satisfactory (S) or Not Yet Satisfactory (NYS) for the specificPresentation Session and the Planning Process document submitted by the candidate, and add a commentrelated to the Presentation Session and the Planning Process document where a NYS result was recorded.

Add your name, signature and date of assessment in the relevant spaces below and your feedback to thecandidate on the evidence they submitted as well as suggestions for any other documents that could beprovided to support their application for RPL.

Presentation Session



Planning Process document



Sample



87

Assessor Name:


Feedback to Candidate

Assessor: Complete the details below when the Presentation session and the Planning Process document have both been completed, submitted for assessment and marked. Assessor Name:

Assessor Signature: Date:

Sample

TAE40116 Certificate IV in Training and Assessment – Other Parties Information Report


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Document 9

Other Parties Information Report By supplying the following information you are:

• agreeing to participate in the evidence gathering process for the candidate listed below and have been given information by an assessor on when and how to collect this evidence as I’m a person in a position to make a valid comment on the candidate’s performance;

• providing information for an assessor to make a judgement on the ability of the candidate to use their skills and knowledge to complete the tasks or activities listed below over the time period confirmed by you; and

• able to confirm that the information you provide is a true and accurate reflection of the skills and knowledge from the candidate named below.

(Date) To whom it may concern, RE: skills in/as (insert candidate name) (insert industry/job title) I certify that the above named person has: worked at for a period of years and regularly undertaken the following activities within the workplace whilst employed with this organisation: The workplace person is to initial those tasks or activities (below) that the candidate has or can successfully perform in the workplace. Assessor to list each activity against the numbers below that is to be confirmed by the other party. NB Please ensure you ask for information directly related to the candidate’s performance by interpreting into workplace language, and NOT replicating, the Performance Criteria from the units. 1 2 3 4

Add extra rows if necessary. If you would like any further information or would like to discuss any of the above, I can be contacted on telephone number: Yours sincerely Signature Print Name and Position

Sample

TAE40116 Certificate IV in Training and Assessment – Candidate Work Book for RPL Practical activities


1

RTO logo or name

Document 8


Candidate Work Book for RPL Practical Activities




Date Assessment is finalised: …………………………………………………………..

Sample



6

PRACTICAL ACTIVITY 2 Evidence to be provided through:

• Candidate completing all practical examples required in this Practical Activity, or

• Third Party evidence provided to support more than one example provided by the candidate, or

• Candidate supplied work examples for assessment and authentication

Unit Code: TAEDES401 Unit Title: Design and develop learning programs

Candidate’s Name: Date of Assessment:

Assessor’s Name:

NB Date for this Practical Activity to be completed is:

Candidate Practical Activity Instructions

For this practical activity you will be required to demonstrate your skills to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners.

Demonstrate your competency by providing two (2) different learning programs that you have developed that contain learning program designs that reflect particular needs, contexts and timelines.

In order for you to do this you will use the two (2) training needs analyses that you developed for Practical Activity 1 as the basis for each of the learning programs that you develop for this practical activity or you can use two training needs analyses that you have developed in your organisation. You can use a learning program template that you currently use in your organisation or develop a document to contain the information you are required to include as listed below. Once you have completed documenting your response to this activity forward it to your assessor for them to mark by the due date. For each Learning Program you develop clearly indicate:

1. The competency standards or other training specification on which you based your learning program; 2. Pre-requisites, if required 3. Consideration of the characteristics of the target learner group including any language, literacy or

numeracy requirements 4. Venue/s to be used 5. Number of participants 6. Delivery dates 7. National codes and competency titles 8. Topics of study content 9. Delivery resources required 10. Time frame for each topic area 11. Delivery methods 12. Assessment methods and tools to be used 13. Organisational quality assurance policies or procedure to be considered during the Learning Program

implementation 14. A Risk Control Plan that identifies:

• Risks identified in the learning environment

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• Existing Controls • Controls to be developed; and • Dates for controls to be implemented

15. Program review that includes: • Names of Stakeholders • Comments and any adjustments made

Sample

TAE40116 Certificate IV in Training and Assessment – Assessment Mapping


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Document 10

TAE40116 Certificate IV in Training and Assessment - Assessment Mapping Matrix

Unit Code: TAEDES401 Unit Title: Design and develop learning programs

Unit requirements Assessment Mapping

Perf

orm

ance

Cr

iteri

a #

Performance Criteria

Com

pete

ncy

Conv

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tion

Prac

tical

Ac

tiviti

es

Element Title: 1 Define the parameters of the learning program

1.1 Clarify the purpose and type of learning program with key stakeholders Q1 2

1.2 Access and confirm the competency standards, and other training specifications, on which to base the learning program Q1 2

1.3 Identify language, literacy and numeracy requirements of the program Q2 2

1.4 Identify and consider characteristics of the target learner group Q1 2

Element Title: 2. Work within the VET policy framework

2.1 Access relevant vocational education and training (VET) policies and frameworks, and apply to work practices Q3

2.2 Identify changes to training packages and accredited courses, and apply these to program development Q3 2

2.3 Conduct work according to organisational quality assurance policies and procedures Q3

Element Title: 3. Develop program content

3.1 Research, develop and document specific subject matter content, according to agreed design options Q4 3

Sample

TAE40116 Certificate IV in Training and Assessment – Assessment Mapping


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3.2 Evaluate existing learning resources for content relevance and quality Q4 3

3.3 Specify assessment requirements of the learning program Q4

Element Title: 4. Design the structure of the learning program

4.1 Break the learning content into manageable segments, and document the timeframe for each segment Q5 2

4.2 Determine and confirm delivery strategies, required assessment methods and tools Q6 2

4.3 Document the complete learning program in line with organisational requirements Q3

4.4 Review the complete program with key stakeholders, and adjust as required Q6 2

4.5 Ensure a safe learning progression by analysing risks in the learning environment, and including a risk control plan Q5 2

Perf

orm

ance

Ev

iden

ce #

Performance Evidence

Com

pete

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Conv

ersa

tion

Prac

tical

Ac

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es

The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:

PE 1 designing, developing and reviewing learning programs within the vocational education and training (VET) context Q6 2, 3

PE 2 preparing and developing a minimum of two learning programs: • that contain differentiated learning program designs to reflect particular needs, contexts and timelines at least one of which must be based on competency standards or accredited courses, and must cover at least one entire unit of competency or accredited course module.

Q1, Q2, Q3, Q4,

Q5

2

Sample

TAE40116 Certificate IV in Training and Assessment – Final Evidence Sign-off







Evidence provided for TAEASS403





• Assessment Conditions met through consistent performance in a real assessment environment

Yes No


TAEASS403: C NYC

Assessor’s Name: Assessor’s Signature:

TAELLN411 Address adult language, literacy and numeracy skills






Evidence provided for TAELLN411





Sample

TAE40116 Certificate IV in Training and Assessment – Final Evidence Sign-off


• Assessment Conditions met through consistent performance in a real assessment environment

Yes No


TAELLN411: C NYC

Assessor’s Name: Assessor’s Signature:

BSBCMM401 Make a presentation






Evidence provided for BSBCMM401





• Assessment was conducted in a safe environment where evidence gathered demonstrated consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace

Yes No


BSBCMM401: C NYC

Assessor’s Name: Assessor’s Signature: Date of Final Overall Assessment Decision:

1. TAE40116 Methodology Used to Create the RPL Resources ...

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