Assessment 11: Conducting assessments

Assessment 11: Conducting assessments
This project requires assessment of at least 5 candidates within a VET context, one of whom must be
for RPL. Evidence of reasonable adjustment must be shown for 1 candidate
The assessments must be undertaken under the supervision of a qualified assessor and cover an entire
unit of competency for each candidate.
The evidence requirements for each occasion must include:
• a documented assessment plan;
• a different endorsed or accredited unit of competency (or clusters of units of competency) for
each of the five occasions
• contextualisation of the unit(s) of competency and the selected assessment tools, where
required
• incorporation of reasonable adjustment strategies
• development of suitable assessment instruments for each of the five occasions following
organisational arrangements.
Task 11.1: Review assessment plans:
You previously developed assessment plans in Task 5.4. Now that you have worked with some real
VET learners and developed specific learning resources, you might have discovered more about your
cohorts and need to change some items in the plan to contextualise them for different learners.
Portfolio evidence
Take a copy of your original plans and use a highlighter or the highlight function of your word
processor to mark what you need to change.
Then develop revised plans, again using the highlighter to show the changed content.
Task 11.2: Conducting assessments
You must conduct assessments of at least five candidates within the vocational education and training
(VET) context against at least one endorsed or accredited unit of competency according to the
organisation’s assessment processes and practices:
• use of own 3 self-authored and/or additional 2 existing or self-authored assessment tools each
covering a whole unit of competency.
• conducting an RPL assessment of at least one of the five candidates, including a competency
conversation in which you either record or make notes of the discussion.
• making reasonable adjustments in the assessment of at least one candidate
• following the Code of Practice for Assessors
The assessments must be undertaken under the supervision of a qualified assessor and cover an entire
unit of competency for each candidate, including:
• the application of different assessment methods and instruments involving a range of activities
and events
• using two-way communication and feedback with the candidate
• exercising judgement in making the assessment decision
• recording and reporting assessment outcomes in accordance with the assessment system
and organisational, legal and ethical requirements
• reviewing the assessment process.
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Portfolio evidence
You are required to conduct 5 assessments with real vocational learners, one of which must be an
RPL assessment and one where reasonable adjustment is required. You need to mark the
assessments and also collect feedback from your five candidates about the process.
You should hand in:
• copies of the marked assessments (instruments and tools)
• copies of your assessment plans (as relevant)
• Copies of your marking guide and/or model answers (Assessment 5)
• feedback from candidates
• supervising assessor report (one for each of the five events)
Task 11.3: Quality Assurance Review
Use the template in your Assessment Bank folder for this.
Task 11.4: Conduct a recognition assessment
Before you start on this section go to Pages 34-42 of The Magic Unfolds (TRM3).
Use your assessment materials to conduct a recognition assessment for a candidate in a VET
environment (TAFE/RTO or workplace training). This must be conducted under supervision by a
qualified and experienced assessor.
This assessment forms one of your five required assessments and must be conducted under
supervision. This may be direct supervision in the training environment or in your work environment.
It may also or can be observed over Skype or in webinars.
• All assessment plans and instruments must be pre-approved by your assessor before
implementation
• The form of collecting and recording evidence must be agreed with your assessor before
discussion with the candidate.
For rural and remote students this may also be conducted by pre-approval of all instruments,
instructions and plans as above and may be video or audio recorded. Alternative recording devices
such as iAuditor may also be used to incorporate written and/or verbal assessments, short videos or
photographic records and candidate sign offs.
All assessments must be conducted according to the policies and procedures of the organisation. A
short summary of the policies and procedures must be appended to your assessment plan.
In the course of this assessment you should ask. your client to provide evidence of prior learning or skills
attainment. This can be one or more items including:
• Resume
• Job description
• Evidence of formal or informal training and assessment
• Third party reports etc
• Workplace documents
You should also ask questions as a competency conversation. These must either be written
responses or may be digital recordings.
Task 11.5. Risk assessment
Use the risk assessment matrix to assess the quality of evidence provided. Refer to pages 41-42 of
The Magic Unfolds (TRM3). There is a template in your assessment bank.
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Task 11.6. Review RPL process
Review the feedback from your candidates on the process and consider the evidence and results to
determine if the system and the instruments and tools require quality improvements.
Portfolio evidence
Review the whole set of assessments you conducted and write a brief (dot point or matrix) report on
the outcomes based on the feedback you received in Task 11.4.
Outline what changes and quality improvements you will make to process and the instruments and
tools for future quality improvements.
Your evidence submission must include:
• RPL process review report
• Evidence risk assessment
• Candidate feedback
• Documents showing revision mark ups and recommended quality improvements.
Task 11.7: TNA and assessment plan review
Review the assessment decisions against your TNA Project Plan and Assessment Plans against the
Training and Assessment Strategies (TAS) and against policies and procedures in your training
organisation. You have been trialling and implementing the plans throughout your own learning
process, and are now ready to review and finalise your plans after consultation with the stakeholders or
your peer assessment group.
Portfolio evidence
The review will occur in three stages.
1. Source a TAS and industry, workplace and training organisation policies and procedures
and self-check your plans and assessment methods against these, using the template.
2. Distribute draft documents to peer group or moderation group and have them edit, make
comments and sign the documents. You will then review the suggestions of the moderators
and incorporate the relevant edits appropriately
3. Distribute the final version of the documents with the attached checklist (one copy for each
document) and have the moderation group complete the checklist and sign off the form.
4. Have your supervisor or manager, or your supervising assessor, approve the document
before implementation (if required)
Hand in your original draft plans, plans that have been reviewed by stakeholders or peers and all
moderation and review forms.
Task 11.8: Supervising assessor report
The assessor must observe and report on each of the five instances of conduct of assessment which
must include:
1 RPL assessment, with copies of all assessment tools, evidence and feedback reports
1 reasonable adjustment, with copies of all assessment tools, evidence and feedback reports
Third party report (from your workplace supervisor or from your assessor if you have demonstrated
these skills under direct observation. TAEASS402 states that: Assessors must satisfy the
requirements for assessors in applicable vocational education and training legislation, frameworks
and/or standards.
In this instance they must: hold at least TAEASS402 or its predecessor and be directly responsible
for conducting competency assessments in the workplace. Where they are only observing and
reporting on the event, they should capture additional evidence by way of audio or video reports in
order to enable the RTO assessor to validate the evidence.
Direct observation may include video or audio recorded evidence, iAuditor records including pictorial
evidence or observation over Skype. A form for this is given in your Assessment Bank folder.
Please note that there are additional assessor and candidate sign off sheets in the template file.
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11.3: Quality assurance review
Nature of audit Review of assessment processes and outcomes Signature Date:
Audited by:
Completion I/We verify that the above actions have been undertaken and that the
files/issues documented are now adjusted and improved.
The following action plan is developed to allow for quality improvements to be made to processes, instruments and compliance issues. Note that any
documents that have been adjusted post review must have annotated originals and edited versions attached. Please also append significant candidate
feedback.
Item Corrective Action/Adjustment Required? Actioned by Due Date
Assessment plan (post assessment)
Assessment methodologies and
reasonable adjustments
Assessment instrument(s) suitability
for purpose
Assessment instruments: version
numbers and dates post review
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Item Corrective Action/Adjustment Required? Actioned by Due Date
Assessment tool suitability for
purpose
Assessment tool version numbers
and dates post review
Assessment resources
Assessment process and timing
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Candidate feedback (good and bad)
WHS Risks
Legal and ethical requirements
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11.5: Review the risk value of evidence collected
If any item does not apply to your evidence, simply mark it N/A.
Evidence type
Degree of risk Quality of evidence
Control mechanisms Low Med High Low Med High
Work samples
Photographic
evidence of
work samples
Direct
observation of
work
procedures
Videotaped
evidence of
work
procedures
Workplace
documents
Resume
Sworn
statements
Portfolio
Time in work
role
In-house
courses
Formal courses
Testamurs
Interview
responses
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11.6: Review the RPL process
To be completed by assessor.
Part 1: Candidate feedback
Documented evidence must show: Evidence submitted
Feedback gathered from candidate on
assessment process and activity?
Feedback from self (assessor)?
Feedback from
stakeholders/supervisors?
Review of assessment practices?
Recommendations for improvement of
future practices?
Revised assessment plans, instructions
and Instruments following review?
Attach copy of any notes of verbal feedback or written feedback documents.
Comments
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Part 2: Assessor report
Candidate 1: Assessment only pathway (RPL or RCC)
Supplementary evidence must show: Evidence submitted/Comments
Why an assessment only pathway was
chosen for this candidate
What additional support the candidate
required to complete the requirements of
the assessment plan and where this was
sourced
What self-assessment method was
used?
How the assessment plan was followed
How assessment Instruments were used
Basis for assessment decision using
rules of evidence
Developed assessment Instruments,
templates or checklists (unused)
Completed (by candidate) Instruments,
templates or checklists
Feedback given to candidate
Any instructions on retraining or
reassessment (if required)
Assessor report
Supervising assessor:
Signature:
Date:
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11.7: TNA Project Plan and Assessment Plan review checklist
Questions to ask Reflections on progress and review
What was the original purpose of your
client group or stakeholders?
Has this changed during the life of the
project and how?
Do you consider that your plan preserves
the integrity of the Training Package?
Does the Assessment plan for the Unit or
Group Training reflect all the requirements
of the Unit or cluster of Units?
Are the proposed adjustments for work
environment reasonable and valid
Are the proposed adjustments for special
needs reasonable and valid?
Are the proposed adjustments for RCC
reasonable and valid?
Does the TNA or assessment plan meet
the criteria of the Rules of Evidence?
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Has the review process highlighted
changes that need to be made for the
plans?
How should these changes be made?
Do the documents have appropriate
version controls and authorisations?
Does the training organisation or client
organisation have any special
requirements regarding record keeping
Name of person/people validating plans
Signature of person validating plans
Authorisation of revised plan by
supervising assessor (if required)
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11.8: Supervising Assessor Report
Observation checklist: This can be used directly by the assessor to observe currency of skills or may
be used by a workplace supervisor or other third party who meets the criteria to prepare a third-party
report. This is as stated in the unit of competency: Assessors must satisfy the requirements for
assessors in applicable vocational education and training legislation, frameworks and/or standards.
Assessors must hold the TAE50116 Diploma of Vocational Education and Training or the TAE50111
Diploma of Vocational Education and Training or be able to demonstrate equivalence of competencies.
Note: The candidate must conduct five (5) assessment events under supervision as detailed in
TAEASS402 one must be an RPL assessment and another must demonstrate reasonable adjustment.
5 copies of this report must be signed: one for each assessment event. These events must
assess real vocational learners.
Note there are additional assessor and unit sign off sheets in the templates and assessor files.
Candidate name
Report made by
Relationship to candidate
Qualifications of assessor
Signature Date
Assessor’s comments
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The candidate can: Check which applies Initials
Access, analyse and interpret
accurately the specifications
and outcomes of assessment
are
□ Assessment plan is checked for legal and
ethical requirements to be incorporated in
assessment
□ Benchmarks for assessment are checked
against assessment plans and instruments for
validity
□ Required assessment instruments and
physical resources are organised
□ Specialist support is organised and used if
required
□ Individuals and stakeholders encouraged to
provide feedback for review purposes
Conduct assessments with
appropriate support to the
candidate
□ Principles of effective communication are
modelled in language and behaviour
□ Appropriate communication skills and
language styles are used to facilitate
assessment and evidence collection
□ Active listening skills are reflected through
accurate records of outcomes of discussions
□ Clear and constructive feedback is provided to
the candidate
□ Outcomes and the need for re-assessment (if
required) are discussed with the candidate
□ Appeal and moderation processes are clearly
explained to candidate if required.
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The candidate can Check which applies Initials
Examine evidence to determine
that it meets the criteria set and
the appropriate decision of
outcome is made
□ Marking guides or model answers are used to
guide evidence evaluation
□ Evidence collected is determined to meet the
Rules of Evidence and includes:
5 assessment plans
3 instances of assessment
1 instances of RPL assessment
1 instance of reasonable adjustment
assessment
See additional checklist below.
□ Gaps and errors in evidence are discussed with
candidate to support improvement
□ Moderation of evidence is requested if required
to confirm assessment decision
□ Confidentiality is assured within organisational
guidelines
□ Assessment outcomes are documented and
reported in accordance with and procedures
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Evidence
gathered by
candidate
Nature of assessment Trial, validation and
review in portfolio
Assessment tools
contextualised/
adjusted
Evidence gathered
(List)
Candidate feedback
gathered (list)
Assessment plan 1 Full unit/may be
contextualised
Assessment plan 2 Full unit/may be
contextualised
Assessment plan 3 Full unit/may be
contextualised
Assessment plan 4 RPL/Skills audit full unit
Assessment plan 5 Reasonable adjustment
full unit
Review of evidence collected and feedback from learner candidate confirms that Rules of Evidence met.
Assessor Signature: Date:
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