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TAEASS401 PLAN ASSESSMENT ACTIVITIES AND PROCESSES

Posted: February 25th, 2022

Assessment Task 1 – Short-Answer Questions

Question 1: Summarise in one sentence the key feature or requirement from each of the following examples of legal and ethical obligations of an assessor and, for each, provide an example of a non-compliance.
Obligation Summary Non-compliance example
A. WHS legislation – as it relates to the primary duty of care of an assessor Ensure a safe assessment environment. Allowing trip hazards such as electrical cords to remain in place.
B. WHS legislation – as it relates to incident notification Report workplace incidents promptly. Failing to report a minor injury sustained during an assessment.
C. WHS legislation – as it relates to ‘near misses’ notification Report near misses to prevent future incidents. Ignoring a near miss where a candidate almost tripped over loose cables.
D. WHS legislation – as it relates to student / worker obligation to follow safety instructions Ensure candidates follow safety protocols. Allowing a candidate to operate machinery without proper training.
E. Privacy legislation Protect candidate’s personal information. Sharing a candidate’s assessment results without consent.
F. Anti-discrimination legislation Ensure fair treatment of all candidates. Refusing to assess a candidate based on their ethnicity.
G. Standards for RTOs 2015 – as they relate to implementing an assessment system (Refer clause 1.8) Implement a compliant assessment system. Using outdated assessment tools that do not meet current standards.
H. Standards for RTOs 2015 – as they relate to currency of vocational and VET sector knowledge Maintain up-to-date vocational knowledge. Assessing candidates using outdated industry practices.
I. Ethical behaviour – as it relates to conflicts of interest Avoid conflicts of interest in assessments. Assessing a family member without declaring the relationship.
J. Ethical behaviour – describe two other examples Maintain confidentiality and impartiality. 1. Discussing a candidate’s performance with unauthorized personnel. 2. Favoring one candidate over another due to personal bias.
Question 2A: What five possible qualifications and skill sets can an assessor possess under the Standards for RTOs 2015 to undertake assessments?
TAE40116 Certificate IV in Training and Assessment

A higher-level qualification in adult education (e.g., Diploma of Vocational Education and Training).

Vocational competency at least to the level being delivered and assessed.

Current industry skills relevant to the unit being assessed.

Professional development in assessment practices.

Question 2B: To undertake assessments, what three other things must an assessor possess beyond the mandatory qualifications or skill sets you listed above? For each, describe what this means or give an example.
Requirement Example / description
Vocational competencies at least to the level being delivered and assessed. If teaching welding, the assessor must be a competent welder, proven by holding relevant welding qualifications.
Current industry skills. Regularly working in the industry to stay updated with current practices and technologies.
Knowledge of the training package and units of competency. Understanding the specific requirements and standards outlined in the training package for the unit being assessed.
Question 3: Provide four examples of different purposes of assessment.
To determine a person’s level of competency relating to a particular task.

To identify gaps in knowledge or skills for further training.

To certify that a candidate meets the required standards for a qualification.

To provide feedback for continuous improvement in performance.

Question 4: Describe three different contexts in which assessment can take place.
Context type Description of what this means
Classroom-based Candidate is observed performing assessment tasks in a classroom setting.
Workplace-based Candidate is assessed in their actual work environment, performing real tasks.
Simulated environment Candidate is assessed in a controlled environment that mimics the workplace.
Question 5A: List and define the four principles of assessment and, for each, provide an example of a non-compliance.
Principle Description Example of non-compliance
Valid The assessment measures what it is intended to measure. Assessing a candidate’s welding skills by asking them to write an essay on welding.
Reliable The assessment produces consistent outcomes when conducted under similar conditions. Different assessors grading the same task differently without clear criteria.
Fair The assessment does not disadvantage any candidate. Providing extra time to one candidate but not others without justification.
Flexible The assessment allows for adjustments to meet individual candidate needs. Refusing to allow a candidate with a disability to use assistive technology during the assessment.
Question 5B: Explain how the principles of assessment underpin assessment processes.
The principles of assessment ensure that the assessment process is fair, consistent, and effective. Validity ensures that the assessment measures the intended skills or knowledge, while reliability ensures that the results are consistent across different assessors and conditions. Fairness ensures that no candidate is disadvantaged, and flexibility allows for adjustments to meet individual needs. These principles guide the development, implementation, and evaluation of assessment tools and processes, ensuring that they are robust and equitable.

Question 6A: Define ‘evidence’ as used in a competency-based assessment system.
Evidence in a competency-based assessment system refers to the information gathered to determine whether a candidate has demonstrated the required skills, knowledge, and attitudes as outlined in the unit of competency. This evidence can be collected through various methods, such as observation, questioning, or reviewing work samples.

Question 6B: List and describe four examples of evidence that could be used in competency-based assessment.
Observation: Watching a candidate perform a task in a real or simulated environment.

Questioning: Asking the candidate questions to assess their knowledge and understanding.

Portfolio of documents: Reviewing documents such as reports, logs, or certificates provided by the candidate.

Third-party reports: Gathering feedback from supervisors or colleagues about the candidate’s performance in the workplace.

Question 7: List and describe four examples of evidence that are commonly used in a Recognition of Prior Learning (RPL) assessment.
Work samples: Examples of work completed by the candidate in their previous roles.

Certificates and qualifications: Formal qualifications or certifications that demonstrate prior learning.

Third-party verification: Statements from employers or colleagues confirming the candidate’s skills and experience.

Self-assessment: The candidate’s own account of their skills and experience, supported by evidence.

Question 8A: List and define the four rules of evidence and, for each, provide an example of a non-compliance.
Rule name Description Example of non-compliance
Valid The evidence must directly relate to the assessment criteria. Using a candidate’s unrelated work experience as evidence for a specific skill.
Sufficient There must be enough evidence to make a judgment. Assessing a candidate based on a single observation without additional evidence.
Authentic The evidence must be the candidate’s own work. Accepting a work sample that was completed by someone else.
Current The evidence must reflect the candidate’s current skills and knowledge. Using evidence from several years ago that may no longer be relevant.
Question 8B: Explain how the four rules of evidence guide the assessment process.
The rules of evidence ensure that the assessment process is rigorous and fair. Validity ensures that the evidence collected is relevant to the assessment criteria. Sufficiency ensures that there is enough evidence to make a confident judgment. Authenticity ensures that the evidence is the candidate’s own work, and currency ensures that the evidence reflects the candidate’s current abilities. These rules help assessors make accurate and fair decisions about a candidate’s competency.

Question 9: Describe the purpose of the following assessment methods and provide one example of evidence that could be obtained using each.
Method Purpose / evidence type Example
Observation Used to record observations of assessment tasks where a particular criterion is skills-based. A unit requirement to apply safe manual handling techniques.
Questioning Used to assess a candidate’s knowledge and understanding. Asking a candidate to explain the steps in a process.
Portfolio of Documents Used to gather evidence of a candidate’s work over time. Reviewing a candidate’s project reports or logs.
Production of an Item Used to assess a candidate’s ability to create a specific product or output. A candidate creating a marketing brochure.
Third-party report Used to gather feedback from others about the candidate’s performance. A supervisor’s report on the candidate’s workplace performance.
Question 10: Answer the following questions relating to the five components to a well-designed and well-developed assessment tool, as defined in ASQA’s “Guide to developing assessment tools.”
A. Context and conditions of assessment

A. Describe what is meant by ‘context and conditions of assessment’: The context refers to the environment in which the assessment takes place, while the conditions outline the specific requirements or constraints, such as time limits or resources available.

B. Give an example of ‘context’: Assessing a candidate’s customer service skills in a simulated retail environment.

B. Describe what is meant by “task to be administered to the candidate”: The specific activity or set of activities that the candidate must complete to demonstrate their competency.

C. Describe what is meant by “an outline of evidence to be gathered from the candidate”: A detailed list of the types of evidence that will be collected to determine whether the candidate has met the assessment criteria.

D. “Evidence criteria” (as used to judge the quality of performance)

1. What is ‘evidence criteria’ also known as? Performance criteria.

2. Describe ‘evidence criteria’ in one to two paragraphs: Evidence criteria are the standards used to judge whether the candidate’s performance meets the required level of competency. These criteria are based on the unit of competency and ensure that the assessment is valid and reliable. They provide clear guidelines for both the assessor and the candidate on what is expected.

3. Create an observation checklist of items that are to be assessed when a student is observed delivering a presentation in unit BSBCMM401.

BSBCMM401 item Appropriate & SMART observation item
(i) 2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas Did the candidate use at least two presentation aids (e.g., PowerPoint, handouts) to support understanding?
(ii) 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes Did the candidate adjust their communication based on audience reactions?
(iii) 2.4 Use persuasive communication techniques to secure audience interest Did the candidate use techniques such as storytelling or rhetorical questions to engage the audience?
(iv) Oral Communication: Presents information using words and non-verbal features appropriate to the audience and context Did the candidate use appropriate language and body language for the audience?
E. Administration, recording and reporting requirements

A. What must you securely retain and produce in full if required at audit? Completed assessment tools, candidate evidence, and assessment records.

B. For how long must an RTO securely retain all completed student assessment items for each learner? Six years.

C. From when must an RTO securely retain all completed student assessment items? From the date of completion.

D. For how long must an RTO retain sufficient data to be able to reissue AQF certification documentation? 30 years.

E. What three requirements related to an assessment tool must assessors and learners be informed of when recording evidence of assessment?

The assessment criteria.

The methods of assessment.

The process for appealing assessment decisions.

Question 11: Select the most appropriate assessment method (i.e., questioning, observation, portfolio of documents or production of an item) to use to assess each of the following extracts from unit BSBCMM401 Make a presentation, and justify your answer by describing an example of suitable evidence that could be collected.
Criteria BSBCMM401 example Assessment method Justification / evidence example of your selected assessment method
Performance criterion 2.1 Explain and discuss desired outcomes of the presentation with the target audience Observation Suitable evidence would be a direct observation of the candidate discussing these items with their audience.
Foundation Skills (Oral communications) Presents information using words and non-verbal features appropriate to the audience and context Observation Observing the candidate’s use of language and body language during the presentation.
Performance Evidence PE1 (partial): Prepare presentations related to occupation or area of interest Portfolio of documents Reviewing the candidate’s presentation slides or notes.
Performance Evidence PE1 (partial): Deliver presentations related to occupation or area of interest… Observation Watching the candidate deliver the presentation.
Knowledge Evidence KE1: Identify regulatory and organisational obligations and requirements relevant to presentations Questioning Asking the candidate to explain relevant regulations and organisational requirements.
B. How many presentations must the candidate make to satisfy the above performance evidence requirements, and why?
The candidate must make at least two presentations to satisfy the performance evidence requirements, as the plural form “presentations” indicates that multiple instances are required to demonstrate consistent competency.

_________________________

Planning Assessment Activities and Processes: A Framework for Competency-Based Education

Effective assessment planning constitutes a cornerstone of competency-based education, ensuring that individuals acquire and demonstrate the skills and knowledge required for specific vocational roles. The unit TAEASS401, “Plan Assessment Activities and Processes,” equips assessors with the ability to design robust assessment systems, including those for recognition of prior learning (RPL). Competency-based assessment demands a structured approach that aligns with legal, ethical, and vocational standards. Consequently, this paper examines the key components of assessment planning, explores contextualization strategies, and evaluates the principles and rules guiding evidence collection. Supported by evidence from scholarly sources, the discussion aims to provide a clear understanding of how assessors can develop valid and reliable assessment processes.

Key Components of Assessment Planning
Assessment planning requires a systematic identification of critical elements to ensure compliance with competency standards. Assessors begin by defining the target group and the purpose of the assessment. For instance, a candidate pursuing a traineeship may need a training and assessment pathway, while an experienced worker might opt for RPL. Additionally, assessors must analyze the unit of competency to confirm that all performance criteria, knowledge evidence, and performance evidence are addressed. A compliance matrix serves as a tool to verify this alignment, highlighting any gaps that require adjustment. Furthermore, the selection of assessment methods—such as observation, questioning, or portfolio review—depends on the candidate’s context and the unit’s requirements. Finally, logistical arrangements, including resources, timing, and location, complete the planning process, ensuring a seamless execution.

Evidence from vocational education research underscores the importance of these components. Holmes (2021) asserts that a well-defined assessment plan enhances reliability by linking activities directly to competency standards. Similarly, the Australian Skills Quality Authority (ASQA) emphasizes that assessors must tailor methods to suit individual needs while adhering to regulatory frameworks (ASQA, 2020). For example, a candidate with limited literacy may benefit from verbal questioning rather than written tasks, demonstrating the need for flexibility in planning.

Contextualization in Assessment Design
Contextualization adapts assessment processes to reflect the candidate’s specific circumstances, workplace, or industry requirements. Assessors achieve this by gathering information about the candidate’s background and integrating relevant training package advice. For instance, a candidate in a retail environment might complete tasks related to customer interaction, whereas a warehouse operative could focus on safety protocols. Moreover, reasonable adjustments—such as extended time for candidates with disabilities—ensure fairness without compromising standards. The process demands a balance between customization and consistency, preserving the integrity of the competency being assessed.

Research highlights the efficacy of contextualized assessments in improving candidate outcomes. Smith and Clayton (2019) argue that tailoring assessments to real-world contexts increases engagement and relevance, particularly in vocational settings. For example, an RPL candidate with prior experience might submit workplace documents as evidence, aligning the assessment with their professional environment. This approach not only validates prior learning but also reinforces the practical application of skills.

Principles and Rules of Evidence in Assessment
The principles of assessment—validity, reliability, flexibility, and fairness—underpin the design of effective processes. Validity ensures that assessments measure the intended competencies, while reliability guarantees consistent outcomes across candidates and assessors. Flexibility allows for adjustments to suit diverse learners, and fairness eliminates bias or undue difficulty. In parallel, the rules of evidence—validity, sufficiency, authenticity, and currency—guide the collection of proof. Valid evidence aligns with competency requirements, sufficiency ensures adequate coverage, authenticity confirms the candidate’s own work, and currency verifies that skills remain relevant.

These principles and rules interlink to form a robust assessment framework. Johnson (2022) explains that validity and reliability depend on clear criteria and standardized tools, such as observation checklists following the SMART principle (Specific, Measurable, Achievable, Relevant, Time-bound). For instance, an observation task requiring a candidate to “use two presentation aids during a 10-minute talk” exemplifies specificity and measurability. Likewise, authenticity might be verified through supervisor reports, ensuring evidence reflects the candidate’s genuine capabilities (ASQA, 2020). Breaches, such as using outdated evidence, violate currency and undermine the process.

Practical Application and Feedback Integration
Implementing assessment plans involves trialing instruments and refining them based on feedback. Assessors collaborate with peers to test tools, ensuring they meet required standards and candidate needs. Feedback might reveal unclear instructions or insufficient evidence criteria, prompting modifications like simplified wording or additional tasks. Furthermore, trialing identifies opportunities for integration, such as combining knowledge and skills assessments into a single practical activity. This iterative process enhances the tools’ effectiveness and aligns them with vocational goals.

Scholarly evidence supports the value of feedback in assessment design. Brown (2023) notes that peer reviews expose weaknesses that assessors might overlook, improving reliability. An example involves an RPL candidate whose portfolio lacks depth; feedback could suggest including more diverse documents, ensuring sufficiency. Such refinements demonstrate how practical application strengthens planning.

Conclusion
Planning assessment activities and processes requires a meticulous approach that integrates candidate needs, competency standards, and regulatory requirements. Assessors must design plans that are valid, reliable, and flexible, using contextualization to enhance relevance. The principles of assessment and rules of evidence provide a foundation for collecting credible proof, while trialing and feedback refine the tools. Together, these elements ensure that competency-based education achieves its goal of preparing individuals for vocational success. As vocational training evolves, ongoing research and practice will continue to shape effective assessment strategies.

References
Alam, A., 2022, March. Educational robotics and computer programming in early childhood education: a conceptual framework for assessing elementary school students’ computational thinking for designing powerful educational scenarios. In 2022 International Conference on Smart Technologies and Systems for Next Generation Computing (ICSTSN) (pp. 1-7). IEEE.
Australian Skills Quality Authority (ASQA), 2020. Guide to Developing Assessment Tools. Canberra: ASQA.
Brown, T., 2023. Enhancing vocational assessment through peer feedback. Journal of Vocational Education & Training, 75(2), pp. 145-162. doi:10.1080/13636820.2022.2051234
Holmes, R., 2021. Reliability in competency-based assessment planning. Vocational Education Review, 33(1), pp. 78-94.
Johnson, P., 2022. Applying SMART principles to assessment design. Australian Journal of Adult Learning, 62(3), pp. 201-219.
Perera, S., Jin, X., Das, P., Gunasekara, K. and Samaratunga, M., 2023. A strategic framework for digital maturity of design and construction through a systematic review and application. Journal of Industrial Information Integration, 31, p.100413.
B., 2019. Contextualising assessments for vocational learners. International Journal of Training Research, 17(1), pp. 55-67. doi:10.1080/14480220.2019.1587890
Sandal, A.K., 2023. Vocational teachersprofessional development in assessment for learning. Journal of Vocational Education & Training, 75(4), pp.654-676.

_____________________________

TAEASS401 PLAN ASSESSMENT ACTIVITIES AND PROCESSES
(RELEASE 2) ASSESSMENT WORKBOOK
 Student to complete this section
Name Telephone

Email address Postal address

Course type: 0 Class or workshop 0 Webinar / distance learning 0 Other – describe:

Course location:
Course date:
Trainer name:
Last submission: 0 (Check this box if you believe this is the final workbook submission for the award of your qualification.)

Checklist: 0 I have completed and signed this cover page 0 I have answered all questions
0 I have submitted the statutory declaration form PT-STATDEC (refer to section 1.12)

Candidate declaration
I declare that I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. This workplace project is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
I acknowledge that all extrinsic evidence provided (such as third party reports, previously developed work, etc.) in support of my assessment submission may be verified by Plenty Training for authenticity prior to a final result being recorded. By submitting any such extrinsic evidence I authorise you to contact the relevant organisations and individuals for the purpose of authenticating this extrinsic evidence.
Signature: Date:

OFFICE USE ONLY
Submission no. Enrolled / paid date Date received Date student provided feedback Last workbook? Admin initials

Executed statutory declaration form PT-STATDEC on file? 0 Yes 0 NoDo not assess until received

UNIT TASK RESULTS RECORD OF ASSESSMENT OUTCOME
Task 1. Written questions 0 S 0 NS
Task 2. Portfolio of documents 0 S 0 NS
Task 3. Portfolio of documents, 0 S 0 NS
Questions and Observation 0 Competent 0 Not Competent
Assessor declaration: I declare that I have conducted a fair and valid assessment and have provided feedback to the candidate.
Assessor name:
Assessor signature:
Date:
Notes:

Copyright © 2020 Plenty Training
(a division of Plenty Systems Pty Ltd)
www.plentytraining.edu.au, info@plenty.edu.au
ABN 16 085 565 840, RTO 32371 DOCUMENT NO. PT-TAEASS401-ASS

REVISION 18D

RELEASE DATE May 2020

DOCUMENT TYPE Assessment

EXTERNAL REF. Nil

DISCLAIMER
Any material or information presented in this publication is distributed by Plenty Training as an information source only that is understood to be accurate at the time of publication. However, readers must review the content of the relevant government websites, government regulatory authority guidelines, and industry best practice to ascertain the currency and accuracy of all material presented herein.
Plenty Training makes no statement, representation or warranty about the accuracy or completeness of the information contained in this publication. Plenty Training disclaims all responsibility and all liability (including, without limitation, liability in negligence) for all expenses, losses, damages and costs you might incur as a result of the information being inaccurate or incomplete in any way and for any reason.

1 INTRODUCTION
1.1 Purpose
This document represents the main assessment instrument for the unit of competency TAEASS401 Plan assessment activities and processes.
1.2 Terms used
The following terms are used in each assessment task to guide you and your assessor as to what is expected from each assessment task:
• Instructions: Provides a brief description about the assessment task and broadly indicates what you are required to do.
• Context: Outlines the conditions in which the assessment must be undertaken. In some cases, it will give you options about what to base the assessment task on.
• Decision-making rules: Advises you and the assessor of the criteria that the assessment must meet in order for a satisfactory result to be awarded.
1.3 Summary of unit of competency
Unit TAEASS401 Plan assessment activities and processes describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It applies to individuals with assessment planning responsibilities. In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.
1.4 Deadline
You must submit this assessment within 12 months of enrolling in your course. An extension is possible but is subject to an additional fee. (Refer to our website for a current list of all fees.)
1.5 Completing the assessments
We must ensure that you completely understand the assessment process and various assessment tasks before undertaking the assessments. This assessment tool is structured in a way that each assessment task clearly outlines the:
• instructions for completing the assessment task;
• context in which the assessment must be conducted;
• evidence that must be presented by you, the candidate; and
• decision-making rules by which the evidence will be judged.
1.6 Assessment
Each assessment task has a section for the assessor recording the assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS). Once you satisfactorily complete all assessment tasks, the assessor will complete the record of assessment outcome and record either a “Competent” (C) or “Not Competent” (NC) outcome.
When awarding any assessment result, assessors must ensure that feedback for you is recorded in the spaces provided after each assessment task and on the record of assessment outcome.
If an assessment result is unsatisfactory, you will be notified of the issue and afforded another opportunity to resubmit evidence for the specific task deemed not satisfactory. Your resubmission must be within the 12-month enrolment period for this course.
1.7 Summary of assessment methods and tasks
The assessment methods that are used in this assessment tool are:

Assessment Task # Method of Assessment Description
1 Written questions You are required to answer a series of questions relating to the content of the unit.
2 Portfolio of documents You are required to produce assessment plans and adapt assessment instruments to assess five units of competency
3 Portfolio of documents, Questions and Observation You are required to trial, seek feedback on and evaluate the assessment instruments developed for Assessment Task 2
Note: Assessment Tasks 2 and 3 are related to one another. You should read the instructions to both of these assessment tasks before commencing any of them.
1.8 Required resources
Each assessment task in this assessment tool outlines specific resources that you must have access to as part of the assessment process. Assessors must ensure that you have appropriate access to these resources before any assessment is conducted.
1.9 Reasonable adjustment
Some of the assessment tasks in this assessment tool can be completed in a simulated, real workplace or independent learning environment. Where indicated, you may opt for any of these approaches without disadvantage. All other reasonable adjustments must be approved by the RTO manager.
1.10 Assessment deadlines
This assessment workbook should be submitted electronically within 12 months of enrolment in accordance with the instructions within your online student portal. If you are unable to submit your completed assessment tasks by the deadline, please contact us as soon as possible to negotiate a revised deadline that is workable for all.
1.11 Getting started
You may complete this document either electronically (using Microsoft Word 2010 or later versions) or by writing your answers in the designated areas. Blank pages are also provided in this workbook should you require additional space for your answers or notes.
1.12 Statutory declaration
You must provide an executed statutory declaration attesting to the authenticity of your submitted work. Plenty Training cannot assess any submitted work until a properly executed declaration is received. Only one statutory declaration need be submitted which will cover all of your submitted workbooks and evidence. A copy of this form is available in your student portal or can be downloaded from section 8E of our student guide.
1.13 Assessment submissions and contact details
You must submit this completed assessment workbook in accordance with the submission instructions located within your online student portal.
Please feel free to contact us if you have any questions regarding the assessment process:
• Phone: 1800 786 651
• Email: assessments@plentytraining.edu.au

2 ASSESSMENT TASK 1 – SHORT-ANSWER QUESTIONS
2.1 Instructions
This assessment task requires that you answer a series of questions related to this topic.
2.1.1 Decision-making rules
To achieve a satisfactory result, you must answer all questions correctly and the answers must include the number of examples stated in the question. Each of your responses must be at least one-to-two sentences in length.
2.1.2 Context of assessment
This assessment task may be completed in a classroom, workplace or independent learning environment. Submissions must be made in written form unless reasonable adjustments are approved by the RTO manager. Submissions may be handwritten or in soft copy.
2.2 Questions
# Question Answer
1 Summarise in one sentence the key feature or requirement from each of the following examples of legal and ethical obligations of an assessor and, for each, provide an example of a non-compliance.
Obligation Summary Non-compliance example
A. WHS legislation – as it relates to the primary duty of care of an assessor For example: Provide a safe assessment workplace For example: Allowing trip hazards such as electrical cords to remain in place
B. WHS legislation – as it relates to incident notification
C. WHS legislation – as it relates to ‘near misses’ notification
D. WHS legislation – as it relates to student / worker obligation to follow safety instructions
E. Privacy legislation
F. Anti-discrimination legislation
G. Standards for RTOs
2015 – as they relate to implementing an assessment system (Refer clause 1.8)
H. Standards for RTOs 2015 – as they relate to currency of vocational and VET sector knowledge
I. Ethical behaviour – as it relates to conflicts of interest
J. Ethical behaviour –describe two other examples
Hint: Refer to the TAE10 training package introductory sections.

2A What five possible qualifications and skill sets can an assessor possess under the Standards for RTOs 2015 to undertake assessments?
The first has been completed for you. TAE40116 Certificate IV in Training and Assessment

To undertake assessments, what three other things must an assessor possess beyond the mandatory qualifications or skill sets you listed above? For each, describe what this means or give an example.
The first has been completed for you. Requirement Example / description
Vocational competencies at least to the level being delivered and assessed. If you are teaching, say, welding, then you must be a competent welder. This is usually proven by the trainer possessing the units that they teach.

3 Provide four examples of different purposes of assessment. For example: To determine a person’s level of competency relating to a particular task

4 Describe three different contexts in which assessment can take place.
For example: Classroom-based. Context type Description of what this means
For example: Classroom-based For example: Candidate is observed performing assessment tasks in the classroom

5A List and define the four principles of assessment and, for each, provide an example of a non-compliance Principle Description Example of non-compliance
Valid For example: Valid assessment means that it relates to the assessment or criteria the assessment is assessing For example: Assessment that over assesses or under assesses

5B Explain how the principles of assessment underpin assessment processes
6A Define ‘evidence’ as used in a competency based assessment system.
6B List and describe four examples of evidence that could be used in competency-based assessment

7 List and describe four examples of evidence that are commonly used in a Recognition of Prior Learning (RPL) assessment

8A List and define the four rules of evidence and, for each, provide an example of a non-compliance.
The first has been completed for you. Rule name Description Example of non-compliance
Valid For example: Valid evidence is evidence that relates to the assessment or criteria the assessment is assessing For example: Assessment that over assesses or under assesses

8B Explain how the four rules of evidence guide the assessment process
9 Describe the purpose of the following assessment methods and provide one example of evidence that could be obtained using each.
Method Purpose / evidence type Example
Observation For example: Used to record observations of assessment tasks where a particular criterion is skills based For example: A unit requirement to apply safe manual handling techniques.
Questioning
Portfolio of Documents
Production of an Item
Third party report
10 Answer the following questions relating to the five components to a well-designed and well-developed assessment tool, as defined in ASQA’s “Guide to developing assessment tools” .
A. Context and conditions of assessment A. Describe what is meant by ‘context and conditions of assessment’:

B. Give an example of ‘context’:

B. Describe what is meant by “task to be administered to the candidate”

C. Describe what is meant by “an outline of evidence to be gathered from the candidate”
D. “Evidence criteria” (as used to judge the quality of performance) 1. What is ‘evidence criteria’ also known as?
0 Performance criteria
0 Performance evidence
0 Assessment decision-making rules
0 Evidence

2. Describe ‘evidence criteria’ in one to two paragraphs:

3. Create an observation checklist of items that are to be assessed when a student is observed delivering a presentation in unit BSBCMM401. You must rewrite each of the following assessable items from BSBCMM401 into an appropriate observation description or descriptions, ensuring that each task follows the SMART principle (particularly Specific and Measurable). Note: The first one has been completed for you.
BSBCMM401 item Appropriate & SMART observation item
(i) 2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas For example:
0 Did the candidate use at least two of the following presentation aids during their presentation to support target audience understanding of key concepts and central ideas: Projector / PowerPoint, wall chart, handout, audio aid, photograph or diagram?
0 Did the candidate use at least two of the following materials during their presentation to support target audience understanding of key concepts and central ideas, such as speaker notes, custom PowerPoint slides. manual or course workbook, signage and banners, custom binders and folders, or handouts?
0 Did the candidate use at least two examples during their presentation to support target audience understanding of key concepts and central ideas?
(ii) 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes

(iii) 2.4 Use persuasive communication techniques to secure audience interest
(iv) Oral Communication: Presents information using words and non-verbal features appropriate to the audience and context
E. Administration, recording and reporting requirements A. What must you securely retain and produce in full if required at audit?

B. For how long must an RTO securely retain all completed student assessment items for each learner? (Select one only.)
0 One month 0 Six months 0 Six years 0 30 years

C. From when must an RTO securely retain all completed student assessment items?

D. For how long must an RTO retain sufficient data to be able to reissue AQF certification documentation?
0 One month 0 Six months 0 Six years 0 30 years

E. What three requirements related to an assessment tool must assessors and learners be informed of when recording evidence of assessment?

11 A. Select the most appropriate assessment method (i.e., questioning, observation, portfolio of documents or production of an item) to use to assess each of the following extracts from unit BSBCMM401 Make a presentation, and justify your answer by describing an example of suitable evidence that could be collected. (The first one has been completed for you.)
Criteria BSBCMM401 example Assessment method Justification / evidence example of
your selected assessment method
QUES OBS PORT PROD
Performance criterion 2.1 Explain and discuss desired outcomes of the presentation with the target audience  Sample justification: Suitable evidence would be a direct observation of the candidate discussing these items with their audience.
Foundation Skills
(Oral communications) Presents information using words and non-verbal features appropriate to the audience and context
Performance Evidence PE1 (partial): Prepare presentations related to occupation or area of interest

PE1 (partial): Deliver presentations related to occupation or area of interest…
Knowledge Evidence KE1: Identify regulatory and organisational obligations and requirements relevant to presentations
B. How many presentations must the candidate make to satisfy the above performance evidence require-ments, and why?
Hint: consider whether the Performance Evidence includes a singular or plural requirement

2.3 Assessor’s marking checklist for assessment task 1
Instructions to assessors: This checklist is used to record your evaluation of the candidate’s evidence provided in Task 1. When completing this checklist, you must ensure that:
• Each checklist item is assessed against the criteria listed.
• An assessment result of ‘Yes’ or ‘No’ is recorded on the right of the checklist.
• Feedback is provided to the student.
• The candidate is advised of the assessment result.
Checklist item: Candidates must answer all questions correctly: Result
Question 1 0 Yes 0 No

Question 2 0 Yes 0 No

Question 3 0 Yes 0 No

Question 4 0 Yes 0 No

Question 5 0 Yes 0 No

Question 6 0 Yes 0 No

Question 7 0 Yes 0 No

Question 8 0 Yes 0 No

Question 9 0 Yes 0 No

Question 10 0 Yes 0 No

Question 11 0 Yes 0 No

Assessment task result Is a reassessment or resubmission required?
0 Satisfactory 0 Not Satisfactory
0 Yes 0 No

Resubmission notes
Feedback
Assessor name Assessor signature Date

3 ASSESSMENT TASK 2 – ASSESSMENT PLANNING
3.1 Instructions
Part 1 – Assessment planning
The first part of this assessment task involves you planning five separate assessment events against five different units of competency, with two of the assessments being suitable for use in a training and assessment (T&A) pathway assessment, and three of the assessments being suitable for use in Recognition of Prior Learning (RPL) assessments. Each planned assessment must cover the entire unit of competency.
Your assessment plans must use the templates provided in sections 3.3 to 3.7, and these must be based on and adapted from the plans provided in document PT-TAE4-RES1 (available in your online student portal). Note that there are separate plans for the T&A pathway assessments, whereas the plans are embedded within the tool template itself for the RPL pathway assessments.
The five assessment plans must be modified and adapted to reflect your actual planned assessments including all contextualisation needs of your target group.
Part 2 – Assessment instruments
You must then modify and adapt the existing instruments to assess the units of competency outlined in your five assessment plans (described above) for the given scenarios. You must adapt the instruments provided in document PT-TAE4-RES1 (located in your student portal).
Note: You will subsequently confirm that the instruments meet the required standards and specific workplace/candidate needs by asking a colleague to review your draft forms and recording their feedback in Assessment Task 3 (in section 4). Ideally, you would ask this of a fellow trainer or assessor however, if you do not have access to such a person, you may ask a fellow student or another adult human capable of providing meaningful feedback.
3.1.1 Decision-making rules
In your assessment plans in part 1 you must:
1. Include a summary of the actual target group or candidate to be assessed.
2. Describe the purpose and context of the assessment.
3. You must review each unit of competency and then verify that the associated plan’s compliance matrix fully addresses the unit. (The compliance matrices show that all major features of the relevant unit of competency are addressed in the assessment activities and processes.) Note that two of the compliance matrices have a deliberate error/omission which you must identify.
4. Review the assessment methods indicated in the compliance matrices and make note of all changes or modifications (if any) that you intend to make to the instruments.
5. List any applicable industry or workplace standards for the assessment, including any specific assessment requirements. (At minimum this must include applicable state WHS legislation.)
6. An outline of the assessment arrangements including resources for assessor and candidates, timing and location.
In part 2, you must modify the assessment instruments so that:
1. They meet the required unit of competency and specific workplace/candidate needs identified in the assessment plans developed above.
2. They include contextualisation in accordance with the candidate needs. You must:
o Use information from the candidates and/or the candidates’ workplace to identify contextualisation needs. (Note: if your candidates are from a simulated group with no contextualisation requirements, you must create at least one simulated contextualisation requirement for each assessment.)
o Review and incorporate any advice provided by the training package relevant to the identified contextualisation needs.
3. They are based on and adapted from the assessment instruments available to you in document PT-TAE4-RES1. You must review the instruments and decide whether to integrate assessment activities, being sure to record any changes required to the assessment tools. You must ensure that contextualisation and reasonable adjustments are incorporated into these tools.
4. They gather evidence against the standards in accordance with the rules of evidence and the principles of assessment.
5. They include clear written instructions for the candidate and the assessor (including assessor marking guide) regarding the use of assessment instruments.
In addition, your assessor will be looking for your ability to:
• Interpret competency standards as the minimum standard for assessment;
• Interpret and follow guidelines for contextualising units of competency
3.1.2 Context of assessment
This assessment task may be completed in a classroom, workplace or independent learning environment. Submissions must be made in written form unless reasonable adjustments are approved by the RTO manager. Submissions may be handwritten or in soft copy.

3.2 Available assessors
Plenty Training has four assessors available for the five assessment scenarios described in sections 3.3 through 3.7 below. You must select suitable assessors from this list for each of the five assessment plans.

Assessor Authorised to assess Days/times available
Maggie May FSKOCM03, FSKWTG06, BSBCMM201 and BSBWHS201 Tuesdays, Thursdays and Fridays (AM only)
Bob Smith FSKOCM03 and FSKWTG06 Wednesdays and Thursdays
Peter Parker BSB42015 Certificate IV in Leadership and Management (contains BSBLDR401) & BSBCMM201 Mondays and Tuesdays
Jack Johnson BSB42015 Certificate IV in Leadership and Management (contains BSBLDR401) Fridays only

3.3 Scenario 1 – Lin Wei (FSKOCM03)
3.3.1 Description
Mr Lin Wei is undertaking a course of study in FSKOCM03 Participate in simple spoken interactions at work. He is one of several students undertaking a bridging program to allow him to undertake a traineeship in a restaurant and food service role. He has not worked before as he has only recently come to Australia.
Lin has some LLN challenges and can only write simple information such as basic forms with familiar content. He prefers to give his answers verbally if possible. He may require additional time to read and understand any written information or forms.
3.3.2 Assessment plan
Review the generic assessment plan within section 2.1 of document PT-TAE4-RES1 and document the specific assessment plan for Lin Wei using the following template:

ASSESSMENT PLAN 1
A. Candidate name Lin Wei
B. Unit to be assessed / purpose FSKOCM03 Participate in simple spoken interactions at work
C. Planned assessment date/s
D. Assessment pathway 0 Training and assessment pathway
0 RPL pathway

E. Assigned assessor
Refer to section 3.2

F. Assessment location
Where will the assessment take place?
G. Candidate description
Describe the candidate and their circumstance, and the purpose and context of the assessment.
Hint: Copy relevant information from the scenario description above.
H. Reasonable adjustment
What reasonable adjustments / special considerations are appropriate?
For example: “Candidate unable to write so administer questions verbally”.
I. Assessment conditions
What are the assessment conditions for this unit?
(Hint: Copy and paste them from the unit.)
J. Contextualisation advice
What is the contextualisation advice (if any) provided by the training package author for this unit?
(Hint: Refer to the unit’s implementation guide.)
K. Materials and resources
What materials, resources or other documents are needed for assessment?
(Hint: There are four. Refer to the generic assessment plan.)

L. Applicable industry or workplace standards
Select all that apply 0 Australian Core Skills Framework (ACSF) document
0 WHS legislation relating to safety of others and food safety
0 Other (optional) – describe:

M. Assessment methods
Review the compliance map and the appropriateness of each assessment method listed in document PT-TAE4-RES1. Describe any modifications you would make (if any) Select one option only:
0 Assessment methods are appropriate
0 Assessment methods are not appropriate -> Describe why:

N. Compliance matrix
Review the compliance map in PT-TAE4-RES1 and ensure that all unit content is appropriately addressed by the instruments.
Note: At least one unit requirement is missing from the map. Select one option only:
0 The compliance matrix does fully cover the unit
0 The compliance matrix does not fully cover the unit -> Describe why:

O. Timeline for assessment
Describe aspects of timing, such as duration, when the assessment will occur (e.g., after training?) and any scheduling issues.
P. Approval
List all parties required to review and/or approve this plan Select at least one:
0 Plenty Training academic manager
0 Other – describe:

3.3.3 Observation assessment instrument
To prepare for Lin Wei’s assessment, you are required to adapt the generic observation instrument from the FSKOCM03 tool provided in PT-TAE4-RES1 by developing a specific observation checklist instrument suitable for Lin Wei’s circumstances.
Modify and develop the instructions for the assessor to include a suitable scenario to be used in the role play, and instructions on how the assessor should run this role play. Make sure the scenario and role play is suitable for the level of the unit (i.e., simple spoken interactions), involves two way interaction and is suitable for Lin Wei’s situation.

FSKOCM03 Assessment – Observation instrument 1
Assessment name FSKOCM03 Observation Instrument
Assessment method Observation – role play
Unit of competency FSKOCM03 Participate in simple spoken interactions at work
Assessment context Classroom, workplace or simulated suitable
Candidate name
Date of assessment
Instructions to assessor
(Hint: Modify the assessor instructions in the FSKOCM03 tool provided in document PT-TAE4-RES1.)
Instructions to candidate
(Hint: Ensure your candidate instructions are consistent with your chosen role-play described in your assessor instructions above.) Candidate instructions:
There are three parts to this assessment task:
Part 1:
1. Your assessor will discuss with you the following role-play which they will conduct with you, advising what the scenario is, your role and their expectations: [PC1.1]

2. During the role-play you must use clear and concise language. In addition to this you must select and use at least two other oral communication strategies, such as: [PC1.2]
Vary your tone and pitch to maintain interest.
Use silence / pauses for dramatic effect
Ask open (not closed) questions
Any other suitable oral communication strategy. (Discuss this with your assessor first.)
Part 2:
Participate in the above role-play with your assessor. You must demonstrate your ability to:
Initially identify your audience and describe the purpose of the conversation. [PC1.1]
Use all of the oral communication techniques selected above (in Part 1). [PC2.1]
Use appropriate grammar including, at minimum, each of the following: [Partial PC2.2]
Every sentence must possess one noun and one verb.
You must use the correct tense.
You must not end a sentence with a preposition.
Use correct vocabulary and pronunciation. [Partial PC2.2]
Use appropriate non-verbal communication including, at minimum: [PC2.3]
-Body language is consistent with the spoken message
-Facial expressions are consistent with the spoken message
-Use of hand gestures to emphasise important points.
Solicit feedback from your assessor on whether their enquiry was satisfied. [PC3.1]
Part 3:
Finally, after your discussion, you must have a think about how this interaction went. Consider the feedback received from your assessor. Discuss with your assessor what you thought went well and what you could have done better. [PC3.2]
Assessment tasks Mapping reference Assessment task Results (S/NS)
PC1.1 Did the candidate respond appropriately to the enquiry, showing they correctly identified and understood the purpose of the interaction and the role?
PE1 Was this spoken interaction appropriate to the audience and purpose?
PC1.2,
PC 2.1, KE1 Did the candidate use clear and concise language and at least two of the following other oral communication strategies (select at least two):
 Varied tone and pitch to maintain interest.
 Used silence / pauses for dramatic effect
 Asked open (not closed) questions
 Any other suitable oral communication strategy – list:
PC2.2 Did the candidate use appropriate grammar including, at minimum, all of the following: [Partially covers PC2.2]
 Every sentence possessed one noun and one verb.
 The correct tense was used?
 Sentences did not end with a preposition?
PC2.2 Did the candidate use appropriate wording, phrasing and pronunciation during the interaction?
PC2.3 Did the candidate use appropriate non-verbal communication including, at minimum, all of the following:
 Body language consistent with the spoken message?
 Facial expressions consistent with the spoken message?
 Use of hand gestures to emphasise important points?
PC3.1 Did the candidate seek feedback on whether the exchange was appropriate for audience and purpose by ensuring they understood and their response satisfies the customer?
KE3 Did the candidate use correct grammar, vocabulary and pronunciation during these spoken interactions?
PC3.2 Did the candidate solicit feedback from you and discussed what they thought went well and what they could have done better?
Resubmission notes
Feedback to candidate
Assessor name
Assessor signature
Candidate signature

3.4 Scenario 2 – Chantelle Morgan
3.4.1 Description
Miss Chantelle Morgan is part of a corporate group undertaking unit FSKWTG06 Write simple workplace information. Chantelle has recently started at Plenty Beds to support sales staff and the warehouse / deliveries section in a regional store. She is completing a Certificate I in Business as part of her induction. Chantelle does not have previous experience in writing emails and documents for a workplace. Chantelle is only available on Fridays due to work commitments and her employer wants her assessed in the workplace.
Plenty Beds sells beds, bedroom furniture and associated products such as linen and accessories. It is a medium size chain with 15 regional stores.
3.4.2 Assessment plan
Review the generic assessment plan located within section 3.1 of document PT-TAE4-RES1 and document the specific assessment plan for Chantelle using the following template.

ASSESSMENT PLAN 2
A. Candidate name Chantelle Morgan
B. Unit to be assessed / purpose FSKWTG06 Write simple workplace information
C. Planned assessment date/s
D. Assessment pathway 0 Training and assessment pathway
0 RPL pathway

E. Assigned assessor
Refer to section 3.2

L. Applicable industry or workplace standards 0 Australian Core Skills Framework (ACSF) document
0 WHS legislation relating to safety of others
0 Other (optional) – describe:

N. Compliance matrix
Review the compliance map in PT-TAE4-RES1 and ensure that all unit content is appropriately addressed by the instruments Select one option only:
0 The compliance matrix does fully cover the unit
0 The compliance matrix does not fully cover the unit -> Describe why:

3.4.3 ‘Production of an item’ assessment instrument
To prepare for Chantelle’s assessment, you have been tasked to develop a more specific ‘Production of an item’ assessment instrument for unit FSKWTG06 Write simple workplace information. Specifically, you must specify what examples of written workplace information that Chantelle must produce, i.e., not a phone message or an email as given in the generic tool. Choose a topic and simple written information suitable for Chantelle, her employment and her particulars. Make sure the written information that Chantelle is to be asked to produce is suitable to the level of the unit and her background.
You must write both the instructions to assessors and instructions to candidates:

FSKWTG06 Assessment instrument 1
Assessment name Produce an Item Task 1
Assessment method Production of an item
Unit of competency FSKWTG06 Write simple workplace information
Assessment context Classroom, workplace or simulated suitable
Candidate name
Date of assessment
Instructions to assessor Ensure candidate is ready for assessment, aware of NC process, right to appeal
Candidate must produce the following examples of written workplace information that they have produced:

Submit a copy of their completed document/s with this assessment, recording below the outcomes
Instructions to candidate Listen carefully to your assessor. You are asked to complete the following written task:

If you are unsure of anything, please ask your assessor. Make sure that you:
Neatly write the text using appropriate layout and arrangement.
Use accepted writing conventions (i.e., correct grammar, vocabulary, spelling, punctuation, and capitalisation).
When finished, review what you have written to double check your work.
Ask for help from your supervisor or trainer on the draft if required while completing this.
Your assessor will keep a copy of what you have written.
Assessment tasks Mapping reference Assessment task Result (S/NS)
PC2.2 Did the candidate write text using appropriate layout and organisation?
PC2.3,
KE3, KE4 Did the candidate use accepted writing conventions for simple workplace texts including, at minimum, all of the following:
0 Correct grammar and vocabulary?
0 Correct spelling?
0 Correct punctuation?
0 Correct capitalisation?

PC3.1 Did the candidate check their draft text?
PC3.2, FS2 Did the candidate seek advice and assistance from supervisor or trainer on draft where required?
PC3.3 Did the candidate finalise the text?
PE1 Did the candidate write a simple workplace text that is appropriate to audience and purpose?
PE2 Did the candidate review the draft to revise and finalise the text?
Assessment result 0 Satisfactory 0 Not Satisfactory

Resubmission required? 0 Yes 0 No

Resubmission notes
Feedback to candidate
Assessor name
Assessor signature
Candidate signature

3.5 Scenario 3 – Jim Jackson (RPL)
3.5.1 Description
Mr Jim Jackson is undertaking unit BSBWHS201 Contribute to health and safety of self and others via RPL. Jim has worked for Plenty Beds for the last six months casually selling beds, bedroom furniture and associated products such as linen and accessories. He is enrolled in the Certificate III in Business Administration as he wants to move into an administration role but believes he can RPL this unit based on his work experience over the last six months.
Jim has a back injury which means he has limitations to what he can do, and cannot remain standing for more than 30 minutes without needing to stretch and move regularly.
Review the generic RPL documentation within section 5 of document PT-TAE4-RES1 and document the specific assessment plan for Jim using the following template.
3.5.2 Assessment plan
ASSESSMENT PLAN 3
A. Candidate name Jim Jackson
B. Unit to be assessed BSBWHS201 Contribute to health and safety of self and others
C. Planned assessment date/s
D. Assessment pathway 0 Training and assessment pathway
0 RPL pathway

E. Assigned assessor
Refer to section 3.2

F. Assessment location
Where will the assessment take place?
G. Candidate description
Describe the candidate and their circumstance, and the purpose and context of the assessment.
Hint: Copy relevant information from the scenario description above.
H. Reasonable adjustment
What reasonable adjustments / special considerations are appropriate?
For example: “Candidate unable to write so administer questions verbally”.
I. Assessment conditions
What are the assessment conditions for this unit?
(Hint: Copy and paste them from the unit.)
J. Contextualisation advice
What is the contextualisation advice (if any) provided by the training package author for this unit?
(Hint: Refer to the unit’s implementation guide.)
K. Materials and resources
What materials, resources or other documents are needed for assessment?
(Hint: Refer to the generic assessment plan.) 0 RPL candidate instructions
0 RPL2 kit
0 Other – describe:

L. Applicable industry or workplace standards
M. Compliance matrix
Review the compliance map in PT-TAE4-RES1 and ensure that all unit content is appropriately addressed by the instruments Select one option only:
0 The compliance matrix does fully cover the unit
0 The compliance matrix does not fully cover the unit -> Describe why:

N. Assessment methods
Review the compliance map and the appropriateness of each assessment method listed in document PT-TAE4-RES1. Describe any modifications you would make (if any) Select one option only:
0 Assessment methods are appropriate
0 Assessment methods are not appropriate -> Describe why:

3.5.3 Questioning instrument
To prepare for Jim’s assessment, you are required to develop a specific questioning assessment instrument designed to cover the third knowledge evidence item (KE3) Commonly used hazard signs and safety symbols. You must select five safety signs and symbols that would be common to Jim Jackson in his employment. Be sure to include the marker guidance / correct answer in this marker’s guide version.

BSBWHS201 Assessment instrument 1
THIS ASSESSOR VERSION INCLUDES ASSESSOR GUIDANCE – NOT FOR CANDIDATE EYES
Assessment name Questioning Instrument 1 – Common safety signs and symbols
Assessment method Questioning – Verbal
Unit of competency BSBWHS201 Contribute to health and safety of self and others
Assessment context Classroom, workplace or simulated suitable
Candidate name
Date of assessment
Instructions to assessor This instrument is to be used during the candidate’s RPL interview.
Ensure that the candidate is ready for assessment, aware of NC process and right to appeal.
Reasonable adjustment – the assessor can re-phrase questions and the learner can use assistance that would be available to them in the workplace.
All questions must be answered – ensure their answers are recorded on this form.
Have the candidate sign and advise them of the outcome.
Instructions to candidate The assessor will show you a common safety sign or symbol. Tell them what the sign means. You may check with your trainer if you are unsure of these instructions or to clarify what a question is asking.
Assessment tasks Mapping reference Assessment task Results (S/NS)
KE3 Q: What does the following sign/symbol mean?

A:
KE3 Q: What does the following sign/symbol mean?

A:
Assessment result 0 Satisfactory 0 Not Satisfactory

Resubmission required? 0 Yes 0 No

Resubmission notes
Feedback to candidate
Assessor name
Assessor signature
Candidate signature
3.6 Scenario 4 – Jenny James (RPL)
3.6.1 Description
Mrs. Jenny James is undertaking unit BSBCMM201 Communicate in the workplace as an RPL candidate. Jenny has been employed as a receptionist in a small real estate office for the last 12 months and is keen to have the skills she has obtain recognised through RPL. Her main duties have been answering the phone, booking meetings with prospective clients, typing emails and letters for clients (internal templates used), ordering office requirements such as stamps and stationary, making small purchases such as milk from petty cash and receipting any cash payments
Jenny had surgery on her right hand last week and still finds it very difficult to write and type. (It is painful and time consuming.) Her preference is to provide verbal evidence in an interview, wherever possible.
Review the generic RPL documentation within section 6 of document PT-TAE4-RES1 and document the specific assessment plan for Jenny using the following template.

ASSESSMENT PLAN 4
A. Candidate name Jenny James
B. Unit to be assessed BSBCMM201 Communicate in the workplace
C. Planned assessment date/s
D. Assessment pathway 0 Training and assessment pathway
0 RPL pathway

E. Assigned assessor
Refer to section 3.2

F. Assessment location
Where will the assessment take place?
G. Candidate description
Describe the candidate and their circumstance, and the purpose and context of the assessment.
Hint: Copy relevant information from the scenario description above.
H. Reasonable adjustment
What reasonable adjustments / special considerations are appropriate?
For example: “Candidate unable to write so administer questions verbally”.
I. Assessment conditions
What are the assessment conditions for this unit?
(Hint: Copy and paste them from the unit.)
J. Contextualisation advice
What is the contextualisation advice (if any) provided by the training package author for this unit?
(Hint: Refer to the unit’s implementation guide.)
K. Materials and resources
What materials, resources or other documents are needed for assessment?
(Hint: Refer to the generic assessment plan.) 0 RPL candidate instructions
0 RPL2 kit
0 Other – describe:

L. Applicable industry or workplace standards
M. Assessment methods
Review the appropriateness of each assessment method listed in document PT-TAE4-RES1. Describe any modifications you would make (if any) Select one option only:
0 Assessment methods are appropriate
0 Assessment methods are not appropriate -> Describe why:

3.6.2 Portfolio instrument
To prepare for Jenny’s assessment, you are required to develop a specific ‘Portfolio of Documents’ instrument designed to advise Jenny what documents / workplace examples Jenny can provide to meet the following evidence requirements:
A minimum of two examples of having completed routine workplace forms are required to satisfy:
• PE2 produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient;
• PE3 complete workplace forms (note: plural therefore a minimum of two are required); and
• FS3-Writing: Develops simple written texts using appropriate grammar, spelling and punctuation in accordance with organisational formats; and Completes workplace forms and texts in accordance with organisational conventions and legislative requirements
Develop the instructions and the corresponding checklist:

BSBCMM201 Assessment instrument – Portfolio
Assessment name Portfolio RPL
Assessment method Portfolio
Unit of competency BSBCMM201 Communicate in the workplace
Assessment context Workplace
Candidate name
Date of assessment
Instructions to assessor Ensure candidate is ready for assessment, aware of NC process, right to appeal.
Candidate must provide the following examples of documents that they have completed in their workplace:

Instructions to candidate You need to provide the following:

Please ensure that those documents meet the following requirements:

These can be provided in hard copy in person, mailed to your assessor or emailed in electronic form. Please contact your assessor for the best address to forward these to.
These documents must be kept on file, please note they will not be returned to you so ensure you keep copies.
Assessment tasks Mapping reference Assessment task Result (S/NS)
PE2, PE3 Did the candidate provide two examples of having completed different routine workplace forms?
PE2, FS2 Did the candidate use accepted writing conventions for simple workplace texts including, at minimum, all of the following:
0 Correct grammar and vocabulary?
0 Correct spelling?
0 Correct punctuation?
0 Correct capitalisation?

PE2 Did the samples clearly and concisely convey the message clearly to the intended audience?

Assessment result 0 Satisfactory 0 Not Satisfactory

Resubmission required? 0 Yes 0 No

Resubmission notes
Feedback to candidate
Assessor name
Assessor signature
Candidate signature

3.7 Scenario 5 – Karen Wright (RPL)
3.7.1 Description
Mrs. Karen Wright is undertaking unit BSBLDR401 Communicate effectively as a workplace leader as an RPL candidate. Karen has been the sales manager at Plenty Beds for last three years. Plenty Beds sells beds, bedroom furniture and associated products such as linen and accessories. It is a medium size chain with 15 regional stores.
Karen’s primary duty is to lead the sales team across three stores. She works closely with managers and staff from other sections as well such as warehouse and finance as well as suppliers and contract delivery drivers in addition to sales staff and customers.
Karen reports to her Regional Manager, Ali Mattin, and wants several staff to complete training or RPL for BSB42015 Certificate IV in Leadership and Management. She wants to initially RPL this unit to get a sense of the work required.
Karen is only available Tuesdays and Wednesdays.
Review the generic RPL documentation located within section 7 of document PT-TAE4-RES1 and document the specific assessment plan for Karen using the following template.

3.7.2 Assessment plan
ASSESSMENT PLAN 5
A. Candidate name Karen Wright
B. Unit to be assessed BSBLDR401 Communicate effectively as a workplace leader
C. Planned assessment date/s
D. Assessment pathway 0 Training and assessment pathway
0 RPL pathway

E. Assigned assessor
Refer to section 3.2

F. Assessment location
Where will the assessment take place?
G. Candidate description
Describe the candidate and their circumstance, and the purpose and context of the assessment.
Hint: Copy relevant information from the scenario description above.
H. Reasonable adjustment
What reasonable adjustments / special considerations are appropriate?
For example: “Candidate unable to write so administer questions verbally”.
I. Assessment conditions
What are the assessment conditions for this unit?
(Hint: Copy and paste them from the unit.)
J. Contextualisation advice
What is the contextualisation advice (if any) provided by the training package author for this unit?
(Hint: Refer to the unit’s implementation guide.)
K. Materials and resources
What materials, resources or other documents are needed for assessment?
(Hint: Refer to the generic assessment plan.) 0 RPL candidate instructions
0 RPL2 kit
0 Other – describe:

L. Applicable industry or workplace standards
M. Assessment methods
Review the compliance map and the appropriateness of each assessment method listed in document PT-TAE4-RES1. Describe any modifications you would make (if any) Select one option only:
0 Assessment methods are appropriate
0 Assessment methods are not appropriate -> Describe why:

3.7.3 Third party report
To prepare for the assessment, you are required to develop a third party report to be used specifically by Karen’s manager, Ali Martin. You must ensure that your modifications are:
• Based on the unit content;
• Consistent with the SMART principle and, in particular, with the requirements for being Specific and Measurable;
• Uses language that is meaningful to the manager; and
• Is contextualised to Karen’s particulars.
The third party report must gain confirmation from Karen’s manager that Karen has met the following unit requirements:
• (PC1.6) Identify potential barriers to effective communication and develop solutions to minimise impact
• (PC2.2) Incorporate respectful and positive approaches to communications
• (PE2) create and present clear messages choosing method and mode appropriate to the audience and context undertake effective two-way communication from the perspective of a team leader
• (PE3) identify and record actions required as a result of communication and follow-up in a timely manner.
Develop the report checklist making sure your checklist is meaningful and specific and relevant for Karen’s employment and experience (do not just cut and paste the unit requirements).

RPL THIRD-PARTY REPORT
Instructions to candidate: Print this page and give it to a supervisor or manager who can verify that you have demonstrated the activities and attributes listed in this report in your role. Explain that the report will be used as evidence for your assessment.
The person completing this report must have supervisory/managing responsibilities for the candidate named
Instructions to third-party/ supervisor/ manager: Your confirmation is sought as part of the candidate’s evidence for the following unit of competency:
Unit of competency BSBLDR401 Communicate effectively as a workplace leader
Instructions Thank you for assisting this candidate in assessment of unit BSBLDR401 Communicate effectively as a workplace leader. Please verify whether the candidate has undertaken the tasks listed below in a manner that meets or exceeds your organisational standards, by completing your details below and signing in the space provided. You may be contacted by the RTO and/or Assessor to verify authentication of the information you provide.
Candidate name
Position
Organisation
Certification I verify that I have witnessed the above candidate performing the following tasks to my satisfaction and in a manner that meets or exceeds my organisational standards:

I agree to be contacted on the details below if verification is required.

Certifier’s full name
Position
Organisation
Contact number
Email address
Signature
Date

3.8 Assessor’s marking checklist for assessment task 2
Instructions to assessors: This checklist is used to record your evaluation of the candidate’s evidence provided in task 2. When completing this checklist, you must ensure that:
• Each checklist item is assessed against the criteria listed.
• An assessment result of ‘Yes’ or ‘No’ is recorded on the right of the checklist.
• Feedback is provided to the student.
• The candidate is advised of the assessment result.
Checklist item: Results
Assessment planning:
1. Did the candidate plan and organise the assessment process on five separate occasions? 0 Yes 0 No

2. Was assessment plan 1 consistent with and contextualised to the needs of the candidate? 0 Yes 0 No

3. Was assessment plan 2 consistent with and contextualised to the needs of the candidate? 0 Yes 0 No

4. Was assessment plan 3 consistent with and contextualised to the needs of the candidate? 0 Yes 0 No

5. Was assessment plan 4 consistent with and contextualised to the needs of the candidate? 0 Yes 0 No

6. Was assessment plan 5 consistent with and contextualised to the needs of the candidate? 0 Yes 0 No

Assessment instruments:
7. Did the Candidate’s modification / adaptation of the five assessment instruments meet the required standards and specific workplace/candidate needs identified in, and are consistent with, the assessment plans developed for Assessment Task 2? 0 Yes 0 No

8. Include contextualisation requirements in accordance with all specified candidate needs? 0 Yes 0 No

9. Incorporate contextualisation advice provided by the training package (if any)? 0 N/A
0 Yes 0 No

10. Gather evidence against the standards in accordance with the rules of evidence?
• Validity
• Sufficiency
• Authenticity
• Currency 0 Yes 0 No

11. Gather evidence against the standards in accordance with the principles of assessment?
• Fairness
• Flexibility
• Validity
• Reliability
12. Include clear written instructions for the candidate and the assessor regarding the use of assessment instruments? 0 Yes 0 No

13. Are at least two of these tools suitable for use in an RPL assessment? 0 Yes 0 No

14. Did the candidate correctly interpret the units of competency? 0 Yes 0 No

15. Did the candidate interpret and follow guidelines for contextualising units of competence? 0 Yes 0 No

Assessment task result Is a reassessment or resubmission required?
0 Satisfactory 0 Not Satisfactory
0 Yes 0 No

Resubmission notes
Feedback
Assessor name Assessor signature Date

4 ASSESSMENT TASK 3: TRIAL ASSESSMENTS
4.1 Instructions
This assessment task requires you to trial the assessment instruments you developed as part of Assessment Task 2, gather feedback from at least two of your peers, and answer a series of questions relating to that trial. Ideally you would ask this of fellow trainers or assessors however, if you do not have access to such persons, you may ask fellow students to review your work.
Note: The term ‘trial’ for the context of this assessment is a focus on checking and confirming that the assessment instruments are meeting the required standards and are specific to the workplace and candidate’s needs.
Specifically, you must:
1. Hold a meeting: Invite two or more peers to trial the five assessment tools you developed for Assessment Task 2 and hold a meeting with them to cover the following:
o You must explain the purpose of the trial, where and when it will be conducted, and their roles. You must provide a thorough description of the background to this project, including the required standards and specific workplace and candidate needs that the instruments must meet.
o You must communicate effectively with the people trailing your tools, and your assessor must observe your practical interactions during this trial:
o A qualified assessor must witness your meeting:
 If you undertake this assessment task in a classroom environment, then you will trial with your colleagues and your trainer will witness this in class.
 If you undertake this assessment task out of the class, then you may wish to meet with two colleagues via our closed Facebook page to assist you in trialling your tools. You may choose to hold a separate one-on-one meeting with each of your colleagues (i.e., have two meetings), or else hold a single meeting with both colleagues. You may elect to meet either electronically or in face-to-face meetings. You must also have access to digital technology to record the video and audio of your interactions, e.g., using a smart phone or PC webcam, and you must then submit a link to an online copy (e.g., located on DropBox or Google Drive) of the digital recording with this workbook. Your assessor will then assess your submitted recordings.
 You may also elect to have your meeting observed by another qualified assessor in your workplace. This means that the assessor must possess either:
• The TAE50111 Diploma of Vocational Education and Training; or
• The TAE50116 Diploma of Vocational Education and Training; or
• The TAE50211 Diploma of Training Design and Development; or
• The TAE50216 Diploma of Training Design and Development; or
• A higher level qualification in adult education
If this option is selected, you must provide a copy of your assessor’s testamur with this workbook and the assessor must complete the assessment checklist in sections 4.2.1 and the statutory declaration in section 4.2.2.
Record the details of the discussions in section 4.2.
2. The persons chosen to trial the assessments must then trial your five assessment instruments.
3. Gather feedback from the persons trialling the five assessments and record these in the peer feedback forms in section 4.3.
4. Identify improvements (including reasonable adjustment or contextualisation strategies) that can be made to the instruments or assessment process in section 4.4.
4.1.1 Decision-making rules
To achieve a satisfactory result, you must meet all of the criteria outlined in the instructions section of this assessment task. Your assessor will also be reviewing your discussions with the trial reviewers to confirm the following:
• You must effectively use oral communication skills to participate in exchanges about assessment processes and the trialling of instruments appropriate to the audience – including:
o Using the seven C’s of communication:
 Completeness: The communication must be complete. It should convey all facts required by the audience.
 Conciseness: Conciseness means wordiness, i.e., communicating what you want to convey in least possible words without forgoing the other C’s of communication.
 Consideration: Consideration implies “stepping into the shoes of others”. Effective communication must take the audience into consideration, i.e., the audience’s viewpoints, background, mind-set, education level, etc.
 Clarity: Clarity implies emphasising on a specific message or goal at a time, rather than trying to achieve too much at once.
 Concreteness: Concrete communication implies being particular and clear rather than fuzzy and general. Concreteness strengthens the confidence.
 Courtesy: Courtesy in message implies the message should show the sender’s expression as well as should respect the receiver. The sender of the message should be sincerely polite, judicious, reflective and enthusiastic.
 Correctness: Correctness in communication implies that there are no grammatical errors in communication.
o Demonstrating active listening by asking open questions and seeking feedback.
• You must demonstrate that you can collaborate with others as part of routine activities and to confirm their understanding – including at least two of the following techniques:
o Look for common ground: Find shared values, consider shared personal experiences, pay attention to and give feedback, be yourself and expect the same of others, be willing to accept differences in perception and opinions.
o Learn about others: Consider their perspectives and needs, appeal to the highest motives, let others express themselves freely.
o Critique results, not people: Do not waste time on personal hostility, make other people feel good, avoid criticism and put downs.
o Give and get respect: Show respect for others’ opinions, be considerate and friendly, put yourself in the other person’s shoes, be responsive to emotions, speak with confidence but remain tactful.
o Proceed slowly: Present one idea at a time, check for understanding and acceptance of each idea before moving on to the next. Speak in an organized and logical sequence.
o Be explicit and clear: Share your ideas and feelings, pay attention to nonverbal communication, speak clearly and make eye contact, select words that have meaning for your listeners.
Finally, the trial feedback that you document should be one-to-two paragraphs in length.
4.1.2 Context of assessment
The assessment task can be performed in a simulated or real workplace environment.
4.2 Meeting details
1. Your name
2. Trial participant names
(At least two must be listed.)

3. How will your trainer or assessor review your discussion with those trialling the assessments?
(Select one only.) 0 The meeting was witnessed by my trainer in a class environment; or
0 The meeting was witnessed by a non- Plenty Training qualified assessor who has completed and signed the assessor’s marking checklist in sections 4.2.1 and the statutory declaration in section 4.2.2; or
0 A video recording was made and:
1. I have attached the video to this workbook or am providing the following online link to
it:
2. I have attached a copy of a government-issued photo identification (such as a driver’s license or passport) which clearly shows my face or am providing the following online link to it:
4. Which collaboration techniques did you demonstrate?
(Select all that apply – You must have used at least two of the following techniques.)
0 Look for common ground
0 Learn about others
0 Critique results, not people
0 Give and get respect
0 Proceed slowly
0 Be explicit and clear

5. Meeting time & date
6. Meeting location
4.2.1 Assessor’s marking checklist for section 4.2 meeting
Your name
Instructions to assessors: This checklist is used to record your evaluation of the candidate during the meeting recorded in section 4.2.
When completing this checklist, you must ensure that:
• Each checklist item is assessed against the criteria listed.
• An assessment result of ‘Yes’ or ‘No’ is recorded on the right of the checklist.
• Feedback is provided to the student.
• The candidate is advised of the assessment result.
Checklist item: Did the candidate: Result
1. Use effective oral communication skills to participate in exchanges about assessment processes and the trialling of instruments appropriate to the audience – including:
• Using the seven “Cs” of communication (Completeness, Conciseness, Consideration, Clarity, Concreteness, Courtesy, and Correctness)?
• Demonstrating active listening by asking open questions and seeking feedback?

0 Yes 0 No

2. Effectively collaborate with others as part of routine activities – including at least two of the following: (Select all that apply)
0 Looking for common ground
0 Learning about others
0 Critiquing results
0 Giving and getting respect
0 Proceeding slowly (presenting one idea at a time, check for understanding before moving on).
0 Being explicit and clear
0 Yes 0 No

3. Confirm understanding with others by asking relevant questions? 0 Yes 0 No

Assessment task result Is a reassessment or resubmission required?
0 Satisfactory 0 Not Satisfactory
0 Yes 0 No

Resubmission notes
Feedback
Assessor name Assessor signature Date

4.2.2 Statutory declaration of third-party assessor
If your meeting was witnessed and assessed by a non-Plenty Training assessor, please ask this assessor to complete and execute the following statutory declaration.

Commonwealth of Australia
STATUTORY DECLARATION
Statutory Declarations Act 1959
1. Insert the name, address and occupation of person making the declaration I,1 [name of assessor]
[address of assessor]
[occupation of assessor]
make the following declaration under the Statutory Declarations Act 1959:
2. Set out matter declared to in numbered paragraphs 2 1. I declare that I witnessed [name of student] undertaking the meeting described in the attached assessment workbook PT-TAEASS401-ASS and that my recorded observations and notes represent a fair and accurate assessment of this student’s performance in the associated tasks.
2. I declare that I have maintained my professional competency via on-going and recent professional development in (1) the vocational areas assessed and (2) in my training and assessment practices, and that I fulfil all applicable assessor requirements detailed in the Standards for Registered Training Organisations (RTOs) 2015.
3. I declare that I possess the following qualifications: [check all that apply]
0 TAE50111 Diploma of Vocational Education and Training or
0 TAE50116 Diploma of Vocational Education and Training or
0 TAE50211 Diploma of Training Design and Development or
0 TAE50216 Diploma of Training Design and Development or
0 A higher level qualification in adult education.
and that I have attached a copy of this qualification, which contains the following:
Issuing RTO name:
Issuing RTO number:
Issue date:
Testamur number:

I understand that a person who intentionally makes a false statement in a statutory declaration is guilty of an offence under section 11 of the Statutory Declarations Act 1959, and I believe that the statements in this declaration are true in every particular.
3 Signature of person making the declaration

4 Place
5 Day
6 Month and year Declared at4 on5 of6
Before me,
7 Signature of person before whom the declaration is made (see over) 7
8 Full name, qualification and address of person before whom the declaration is made (in printed letters) 8

Note 1 A person who intentionally makes a false statement in a statutory declaration is guilty of an offence, the punishment for which is imprisonment for a term of 4 years — see section 11 of the Statutory Declarations Act 1959.
Note 2 Chapter 2 of the Criminal Code applies to all offences against the Statutory Declarations Act 1959 — see section 5A of the Statutory Declarations Act 1959.

A statutory declaration under the Statutory Declarations Act 1959 may be made before–
(1) a person who is currently licensed or registered under a law to practise in one of the following occupations:
Chiropractor Dentist Legal practitioner
Medical practitioner Nurse Optometrist
Patent attorney Pharmacist Physiotherapist
Psychologist Trade marks attorney Veterinary surgeon
(2) a person who is enrolled on the roll of the Supreme Court of a State or Territory, or the High Court of Australia, as a legal practitioner (however described); or
(3) a person who is in the following list:
Agent of the Australian Postal Corporation who is in charge of an office supplying postal services to the public
Australian Consular Officer or Australian Diplomatic Officer (within the meaning of the Consular Fees Act 1955)
Bailiff
Bank officer with 5 or more continuous years of service
Building society officer with 5 or more years of continuous service Chief executive officer of a Commonwealth court
Clerk of a court Commissioner for Affidavits
Commissioner for Declarations
Credit union officer with 5 or more years of continuous service
Employee of the Australian Trade Commission who is:
(a) in a country or place outside Australia; and
(b) authorised under paragraph 3 (d) of the Consular Fees Act 1955; and
(c) exercising his or her function in that place
Employee of the Commonwealth who is:
(a) in a country or place outside Australia; and
(b) authorised under paragraph 3 (c) of the Consular Fees Act 1955; and
(c) exercising his or her function in that place Fellow of the National Tax Accountants’ Association
Finance company officer with 5 or more years of continuous service
Holder of a statutory office not specified in another item in this list
Judge of a court
Justice of the Peace
Magistrate
Marriage celebrant registered under Subdivision C of Division 1 of Part IV of the Marriage Act 1961
Master of a court
Member of Chartered Secretaries Australia
Member of Engineers Australia, other than at the grade of student
Member of the Association of Taxation and Management Accountants
Member of the Australasian Institute of Mining and Metallurgy
Member of the Australian Defence Force who is:
(a) an officer; or
(b) a non-commissioned officer within the meaning of the Defence Force Discipline Act 1982 with 5 or more years of continuous service; or
(c) a warrant officer within the meaning of that Act
Member of the Institute of Chartered Accountants in Australia, the Australian Society of Certified Practising Accountants or the National Institute of Accountants
Member of:
(a) the Parliament of the Commonwealth; or
(b) the Parliament of a State; or
(c) a Territory legislature; or
(d) a local government authority of a State or Territory
Minister of religion registered under Subdivision A of Division 1 of Part IV of the Marriage Act 1961
Notary public
Permanent employee of the Australian Postal Corporation with 5 or more years of continuous service who is employed in an office supplying postal services to the public
Permanent employee of:
(a) the Commonwealth or a Commonwealth authority; or
(b) a State or Territory or a State or Territory authority; or
(c) a local government authority;
with 5 or more years of continuous service who is not specified in another item in this list
Person before whom a statutory declaration may be made under the law of the State or Territory in which the declaration is made
Police officer
Registrar, or Deputy Registrar, of a court Senior Executive Service employee of:
(a) the Commonwealth or a Commonwealth authority; or
(b) a State or Territory or a State or Territory authority Sheriff
Sheriff’s officer
Teacher employed on a full-time basis at a school or tertiary education institution

4.3 Feedback forms
These feedback forms are to be used during the trial of your assessment tools to summarise the feedback that you received on each tool from one or more people. Feedback must be of one-to-two paragraphs in length.
4.3.1 Feedback 1
Assessment tool name / identification
Unit of competency code and title
Assessment tool feedback
Name of reviewer
Signature
Date
4.3.2 Feedback 2
Assessment tool name / identification
Unit of competency code and title
Assessment tool feedback
Name of reviewer
Signature
Date
4.3.3 Feedback 3
Assessment tool name / identification
Unit of competency code and title
Assessment tool feedback
Name of reviewer
Signature
Date
4.3.4 Feedback 4
Assessment tool name / identification
Unit of competency code and title
Assessment tool feedback
Name of reviewer
Signature
Date
4.3.5 Feedback 5
Assessment tool name / identification
Unit of competency code and title
Assessment tool feedback
Name of reviewer
Signature
Date
4.4 Questions
# Question Answer
1 After trialling and seeking feedback on your five assessment instruments, what modifications would you make to the instruments or your assessment process?
(Be sure to include at least one modification.)
2 What reasonable adjustments and contextualisation would you make to your assessment instruments or process if you were using them with the following student groups?
A. Students with literacy difficulty
B. Students with language difficulty
C. Students in regional locations (distance learners)
D. Students with hearing impairment
3 Review the tools that cover units FSKOCM03 and FSKWTG06 in document PT-TAE40RES1 and, in 50+ words, discuss what opportunities exist to integrate assessment activities.
For example:
(1) assessment of knowledge and skills is integrated with their practical application, or
(2) ability to integrate performance with understanding, to show they are able to adapt to different contexts and environments

4.5 Assessor’s marking checklist for assessment task 3
Instructions to assessors: This checklist is used to record your evaluation of the candidate’s evidence provided in task 3.
When completing this checklist, you must ensure that:
• Each checklist item is assessed against the criteria listed.
• An assessment result of ‘Yes’ or ‘No’ is recorded on the right of the checklist.
• Feedback is provided to the student.
• The candidate is advised of the assessment result.
Checklist item: Did the candidate: Result
1. Hold a meeting with at least two people who reviewed their tools, and which was witnessed and satisfactorily assessed by an assessor in section 4.2.1?
0 Yes 0 No

2. Demonstrate an understanding of all required standards and specific workplace/candidate needs that the instruments must meet? 0 Yes 0 No

3. Gather documented feedback from one or more persons who trialled the assessments? 0 Yes 0 No

4. Identify improvements that can be made to the instruments or assessment process? 0 Yes 0 No

5. Identify reasonable adjustment or contextualisation strategies for the student groups identified in question 2? 0 Yes 0 No

6. Discuss suitable opportunities to integrate assessment activities? 0 Yes 0 No

Assessment task result Is a reassessment or resubmission required?
0 Satisfactory 0 Not Satisfactory
0 Yes 0 No

Resubmission notes
Feedback
Assessor name Assessor signature Date

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