An assessment structure will often include the following components:
• learner’s name
• assessor’s name
• date of the assessment or submission date
• the benchmarks being used
• description of the task
• valid, reliable, fair, authentic and sufficient content
• declaration of authenticity (signature and date)
• document version control (for more information about version control refer to TAEASS403B chapter)
Assessment integration
An assessment can also be structured for clustered units, where two or more units of competency have been integrated because there are similarities in the training package requirements. For example, we have
purposely integrated the TAEDEL401A Plan, organise and deliver group-based learning with the TAEDEL402A Plan organise and facilitate learning in the workplace because the performance criteria and required
knowledge in both units are very similar. There is no need to assess a student twice if you are able to create assessment tools that cover both units. The benefits of integration are, students do not need have to cover the same content twice and it can cut down on their study time. If you do decide to adjust an assessment tool later on, these changes should be recorded in a continuous improvement register or validation checklist.
For more information about contextualisation refer to the TAEDES402A chapter.
When creating an assessment task you should ask these questions;
• Is the activity too vague? Do I need to add more instruction or guidance notes?
• Is the activity valid? Does the activity allow the learner to demonstrate competency?
• Is the activity suitable for the learner’s in terms of their language, literacy and numeracy skills?
Using ‘action words’ in your assessment can help the learner to understand what is required of them. For instance, asking a learner to list 3 cooking methods is very different to asking a learner to research and compare 3 cooking methods. Depending on the AQF level of the course, the action words will vary. Refer to the table of actions words below for more information.
Action words relevant to each AQF level
Certificate I & II Certificate III Certificate IV Diploma and Advanced Diploma
To learn more about each AQF level refer to the AQF 2013 document.
Copyright laws
Remember to avoid plagiarism when developing your assessment tools. Plagiarism is a criminal offence under the Commonwealth Copyright Act 1968. This legislation states that you cannot copy or use work from another person without their written consent. You can however, use referencing to acknowledge another person’s work as this is deemed acceptable. Another method is to develop your own assessment examples.
Assessment mapping
Once you have developed the assessment activities for the program, you will need to map them against the competency standards. Remember that competency standards refer to the elements, performance criteria, required skills, required knowledge and critical aspects for assessment within a training package. An assessment mapping document can be used to show the relationship between these standards and the assessment tools. The mapping document also allows stakeholders to follow the assessment process and use this document for validation purposes. Validation will be discussed in further detail in the TAEASS403B chapter. The example on the following page provides insight into how the mapping process works.
Elements
- copy all elements from training.gov.au Proposed Assessment
Method Proposed Assessment
Tool Element 1 – Undertake routine maintenance tasks
1.1 Clean and maintain equipment, cables and accessories according to organisational procedures 1.2 Conduct safety checks on equipment according to manufacturer instructions and work health and safety (WHS) guidelines
1.3 Check and replace spares and consumables and ensure production equipment is ready, and available to productions, at specified locations
1.4 Complete required documentation to ensure accurate records of checked and maintained items, and provide copies to relevant personnel
Element 2 – Undertake repair tasks
2.1 Recognise faults and safely shut down equipment if necessary, following manufacturer instructions and organisational procedures
2.2 Isolate fault to specific equipment or parts of equipment using fault detection procedures, and determine repair requirements
2.3 Tag faulty production equipment according to organisational procedures
2.4 Make minor repairs to faulty equipment according to safety requirements and manufacturer instructions and within level of own responsibility
2.5 Refer complex repairs to technical specialists or licensed personnel in consultation with relevant personnel
2.6 Where appropriate, have technical specialists pilot repairs from a remote location
2.7 Discuss faults and repair needs with technical specialists, demonstrating correct use of terminology Element 3 – Finalise work activity
3.1 Undertake simple modifications to equipment, ensuring current safety measures and deadlines are met 3.2 Complete documentation according to organisational procedures and distribute to relevant personnel as required
3.3 Review repair and maintenance activities to ensure compliance with service documentation and manuals
Performance evidence/Required skills
- copy all from training.gov.au Proposed Assessment
Method Proposed Assessment
Tool
• use appropriate tools to undertake routine repairs and maintenance on audio equipment and accessories
• apply logical fault-detection procedures
• follow safety procedures when testing and maintaining audio equipment
• refer to service and technical manuals when undertaking repair and maintenance tasks
• work collaboratively
Questioning Knowledge evidence/Required knowledge
- copy all from training.gov.au Proposed Assessment
Method Proposed Assessment
Tool
• explain typical maintenance needs and schedules for a range of audio equipment
• explain the type of cleaning agents to use with different equipment
• explain techniques and processes for detecting and repairing common faults in audio equipment
• describe common spare parts and sub-assemblies used when maintaining and repairing audio equipment
• explain the consequences of bad ventilation on audio equipment
• explain how the following apply when maintaining and repairing audio equipment:
o voltage
o current resistance o power insulation o circuit continuity
• explain the role of the restricted electrical licence, testing and tagging certification, and limitations on the type of work that can be undertaken without a licence
• describe work health and safety issues related to the repair and maintenance of audio equipment
Questioning
Foundation skills/Critical aspects
- copy all foundation skills from training.gov.au Proposed Assessment
Method Proposed Assessment
Tool
• Interprets service documentation and manuals Questioning
Structured activity Observation
Written exam Case study Project
Observation checklist
• Completes fault and maintenance reports
• Tags or labels equipment according to its repair status
• Obtains information by listening and questioning
• Uses clear language to contribute information and express requirements
• Follows workplace protocols and safety procedures
• Understands and completes main tasks and responsibilities, within the boundaries of own role
• Works collaboratively to repair and maintain audio equipment
• Follows accepted communication practices and protocols
• Adopts a methodical and logical approach to completing basic repairs to audio equipment
• Meets work deadlines
• Uses appropriate tools for detecting and repairing faults
• Recognises and takes responsibility for addressing predictable, and some less predictable, problems when diagnosing and repairing audio equipment
Instructions for the trainer/assessor
Every assessment must come with a set of instructions for the trainer or assessor. The purpose of these instructions is to ensure the marking process is consistent and fair. The following information should be provided:
• the benchmarks being used
• the instruments to be assessed
• the resources required for assessment
In addition to this, the Code of Practice for assessors states that the assessor must provide learners with instructions prior to the assessment activity. The assessor may consult with the learner to ensure he or she is sufficiently
prepared for the activity and deal with any pertinent issues which may hamper the conduct of the assessment activity. For more information about the assessor’s Code of Practice you can download the TAE10 Training and Education Training Package from the training.gov.au website.
Instructions for the learner
In a similar fashion, the learner also needs to know the details of the assessment activity before they begin.
This includes specifying how the assessment will take place and what the learner needs to do to achieve competency. This information is usually provided in the workbook or assessment document. The following information should be provided:
• the benchmarks to be used
• the timing of the assessment
• the resources available
• any health and safety messages
You may provide the instructions verbally or in writing or a combination of both depending on the circumstances.
Try to place yourself in the position of the learner when writing these assessment instructions. Trialling the assessment is one way to find out whether you need to add more information or remove any unnecessary instructions.
Trial the assessment tools
All assessment tools must be trialled to ensure that the activities comply with the rules of evidence and the principles of assessment. The trial can take place in a simulated environment or in a real situation such as the workplace. Examples of trialling an assessment tool includes;
1. Ask a group of experts (within the field) to partake in the trial 2. Ask a group of work colleagues to partake in the trial
3. Run a pilot with a group of individuals who have similar characteristics to your target group
The outcomes of an assessment trial should be recorded as it provides vital feedback for the improvement and application of the tool for use in real assessment activities. All trials must be documented and kept on file as proof of continuous improvement efforts over time and for audit purposes.
SAMPLE: Assessment Tool Review
Assessment Tool Review
Date of trial 01.11.15
Unit code and title CUASOU303 Repair and maintain audio equipment
Purpose of trial To ensure that the assessment tools meet the principles of assessment, rules of evidence.
To ensure the unit has been contextualised properly to meet the workplace requirements.
Details of the tools trialled Observation checklist Written exam
Role play
Third Party Report
Issues identified More time required to practice new skills in repairing audio equipment Some students preferred to be assessed through oral questioning instead of the written exam
Recommendations for improvement
Allocate an extra week in the learning program to allow for practice time
Advise students of reasonable adjustment options prior to the course commencing and identify any LLN issues.
Amendments made to the assessment tool
Student instructions need to be amended so that learners are fully aware of the allocated practice time.
An oral questionnaire needs to be created in case reasonable adjustment of this nature needs to occur.
How do these changes impact the Assessment Plan?
These amendments do not alter or change the learning outcomes. The learner is able to progress through the learning program without being disadvantaged.
Feedback on the overall trial process
Learner feedback helped to identify areas that could be better improved to benefit the learners and the overall assessment process.
Participant names Lisa Jones Mason Eager
Record keeping
The RTO should have in place a system which protects the student’s records from damage, loss or unapproved alteration. You can maintain the accuracy and integrity of RTO records by having in place back-systems. Data could be stored on the company intranet, external hard drive or cloud network.