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1 TAAASS403B Develop assessment tools Learner Guide Assessment field Supporting the TAA04 Training and Assessment Training Package Version 2.1 Shea Business Consulting

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3 Copyright 2009 Shea Business Consulting This work is copyright. Apart from any use as permitted under the Copyright Act 1968 (the Act), no part may be reproduced by any process without prior written permission from Shea Business Consulting. Requests and enquiries concerning reproduction and rights should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria The Act allows a maximum of 10% of this work to be reproduced and/or communicated by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given remuneration notices to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact Copyright Agency Limited, Level 19, 157 Liverpool Street, Sydney, NSW Published by: Technical and Vocational Education and Training (TVET) Australia Ltd Level 21, 390 St Kilda Road Melbourne Victoria 3004 Telephone Facsimile First Published: July 2008 Stockcode: SHEA17 ISBN: Printed by Document Printing Australia Version 1.3, January 2009 Disclaimer No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the publisher and the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of the information contained herein. This work has been prepared for use as part of a structured vocational education and training course and should only be used within that context. The information contained herein was correct at the time of preparation. Documents sourced during the development of this Guide are listed on page 74. Acknowledgement This resource was developed for Shea Business Consulting by Andrew Jones and Renika Muthaya of purple infinity Shea Business Consulting 3

4 Acronyms AQF Australian Qualifications Framework AQTF Australian Quality Training Framework DEEWR Department of Education, Employment and Workplace Relations (formerly DEST) DEST Department of Education, Science and Training (now DEEWR) DETYA Department of Education, Training and Youth Affairs (became DEST) IBSA Innovation and Business Skills Australia ISC Industry Skills Council NTIS National Training Information Service OHS Occupational Health and Safety RCC Recognition of Current Competency RPL Recognition of Prior Learning RTO Registered Training Organisation STA State/Territory Training Authority TVET Technical and Vocational Education and Training VET Vocational Education and Training Symbols The following symbols are used throughout this Guide: Important points Compliance-friendly mapping advice Useful activities Useful resources Valuable checklists Shea Business Consulting

5 Contents Copyright... 3 Disclaimer... 3 Acknowledgement... 3 Acronyms... 4 Symbols... 4 Contents... 5 Additional resources GETTING STARTED... 7 Introduction... 8 What documents do you need?... 8 What resources do you need?... 9 What is a resource kit?... 9 Where are you heading?... 9 Where should you go if you need help? ASSESSMENT Introduction Negotiating assessment Creating an evidence portfolio Understanding Employability Skills LEARNING TOPICS Introduction Learning Topic 1: What you need to know about assessment Learning Topic 2: Determining the focus of assessment tools Learning Topic 3: Determining the need for assessment tools Learning Topic 4: Designing and developing assessment tools Learning Topic 5: Reviewing and trialling assessment tools The end of the road USEFUL INFORMATION Glossary Websites Resources APPENDICES Appendix A: Evidence Portfolio Appendix B: Written Questions (Samples for Assessment Tools) Appendix C: AQTF 2007 Mapping Advice Appendix D: Continuous Improvement Form Shea Business Consulting 5

6 Additional resources The Guide is part of a suite of resources developed by Shea Business Consulting to support the Training and Assessment Training Package. Other resources in this series include the following: Resource Title TAA04 Facilitator Guide TAA04 Introduction to the Learner Guides TAAASS301B Contribute to assessment Learner Guide TAAASS401C Plan and organise assessment Learner Guide TAAASS402C Assess competence Learner Guide TAAASS403B Develop assessment tools Learner Guide TAAASS404B Participate in assessment validation Learner Guide TAADEL301C Provide training through instruction and demonstration of work skills Learner Guide TAADEL401B Plan and organise group-based delivery Learner Guide TAADEL402B Facilitate group-based learning Learner Guide TAADEL403B Facilitate individual learning Learner Guide TAADEL404B Facilitate work-based learning Learner Guide TAADES401B Use Training Packages to meet client needs Learner Guide TAADES402B Design and develop learning programs Learner Guide TAAENV401B Work effectively in vocational education and training Learner Guide TAAENV402B Foster and promote an inclusive learning culture Learner Guide TAAENV403B Ensure a healthy and safe learning environment Learner Guide TAAASS04 Assessment Field 4 Learner Guides TAADEL04 Delivery and Facilitation Field 3 Learner Guides TAADES04 Learning Design Field 2 Learner Guides TAAENV04 Learning Environment Field 3 Learner Guides TAA04 Assessor Skill Set Learner Guide TAA04 Enterprise Trainer Skill Set Learner Guide If you would like to order a copy of any of the above, contact: TVET Australia Level 21, 390 St Kilda Road, Melbourne Victoria 3004 Telephone Facsimile You are invited to use the Continuous Improvement Form on page 83 to identify changes that you think would improve this Guide Shea Business Consulting

7 1. Getting Started 2009 Shea Business Consulting 7

8 Introduction This Learner Guide supports TAAASS403B Develop assessment tools, a core unit in the TAA40104 Certificate IV in Training and Assessment. This unit of competency describes the skills and knowledge required to develop assessment tools that can be used to guide the collection of quality evidence in the assessment process. The critical focus of this unit is on the development of effective and relevant instruments for collecting evidence and the procedures to be followed in conducting the assessment. The unit also covers: interpreting units of competency (where they are used as the benchmarks for assessment) to determine the evidence needed to demonstrate competency; analysing the assessment context to ensure the tools are appropriate and relevant; identifying assessment methods that effectively address the evidence requirements; and designing and developing assessment tool documentation. By working through this Guide, you will learn how to: determine the focus of assessment tools; determine the need for assessment tools; design and develop assessment tools; and review and trial assessment tools. You will particularly need these skills if you are: an assessor; a learning resource/product developer; or a training/assessment consultant. What documents do you need? The availability of well-designed assessment tools is essential for assessors and the assessment process. To successfully work through this Guide, you will need access to the following documents: Introduction to the Learner Guides, which has been specifically designed to complement the suite of TAA04 Learner Guides; and A copy of TAAASS403B Develop assessment tools, the actual unit of competency you are seeking to demonstrate competence in. Introduction to the Learner Guides can be purchased from TVET Australia see page 6 for details. A copy of TAAASS403B Develop assessment tools can be downloaded from the National Training Information Service (NTIS) at Shea Business Consulting

9 What resources do you need? Your Registered Training Organisation should help you with access to the following: a facilitator (to help you work through the Guide); an assessor (to assess you against the unit of competency); units of competency and other relevant assessment/workplace documentation; and assessors, candidates and appropriate assessment contexts for trial/review. You will therefore need access to an assessment environment where you can develop assessment tools and apply the skills you are developing. This setting is sometimes referred to as a practice environment. What is a resource kit? As you work through this Guide, it is a good idea to compile an electronic and/or paper-based resource kit to use for your work and assist with your learning. This kit may include: information that you print or bookmark from websites; resources you download from websites; newspaper articles about your industry; and specific policies or procedures from your workplace. What you decide to put in your resource kit is up to you. Over time it will become your resource companion, containing information about current work practice and ideas within your industry. Where are you heading? The resource kit is for your own professional development and is different to the evidence portfolio that you will keep for assessment purposes (although some resources may be included in both). When you reach the end of this Guide, you will need to have developed and trialled assessment tools that: support different assessment methods; address at least three units of competency packaged in qualifications at different Australian Qualifications Framework (AQF) levels; include instruments for collecting evidence that reflect the principles of assessment, the rules of evidence and any related instructions to assessor/s and candidates; and address the contextual needs of different assessment environments. You will also need to have prepared a report on the trial and review of your assessment tools Shea Business Consulting 9

10 Where should you go if you need help? The aim of this Guide is to put you in control of the learning process. However, only a qualified assessor can formally recognise your skills, and only a Registered Training Organisation (RTO) can issue you with a Statement of Attainment when you successfully complete TAAASS403B Develop assessment tools. If at any stage you are not sure of something and want to ask a question, it is well worth talking with your RTO. A simple phone call can make all the difference. If you have read this far and have not yet enrolled with an RTO, the National Training Information Service (NTIS) is a great resource that you can use. This is an online database that lists all RTOs, qualifications and units of competency. You will need to find an RTO that has the most recent version of the Training and Assessment Training Package within its scope of registration. It will also help if the RTO is local (or at least based in your own State/Territory). Finding an RTO: 1. Go to and click on Training Packages 2. Scroll down and select the most recent version of the Training and Assessment Training Package 3. Click on RTO with Scope from the Tools menu on the right hand side 4. Select your State/Territory from the top of the Browse Results area. If you have demonstrated competence in the superseded units BSZ507A Develop assessment tools and BSZ506A Develop assessment procedures, you will already have met the requirements of TAAASS403B Develop assessment tools Shea Business Consulting

11 Getting Started Checklist It is worth taking time-out to check your understanding of how to use this Learning Guide. Before moving to the next section, you should be able to tick all of the following: Have you been allocated a facilitator by your RTO to help you work through this Guide? Have you clarified the skills and knowledge you will gain by working through this Guide? Have you clarified the resources you need to successfully work through this Guide? Do you have access to an assessment environment? Have you started a resource kit that you can add to as you work through this Guide? Have you purchased a copy of Introduction to the Learner Guides? Have you downloaded a copy of TAAASS403B Develop assessment tools? Have you checked with your facilitator that you have all the resources you need to develop competency in this unit? 2009 Shea Business Consulting 11

12 Introduction To demonstrate competence in this unit, you must be able to provide evidence that you have developed and trialled new assessment tools that: support different assessment methods; and address at least three units of competency packaged at different AQF levels. As part of this assessment process, you will need to provide evidence of the following: how the tools reflect the principles of assessment and rules of evidence; how the tools convey instructions that are required by assessors and candidates; how the tools address the contextual needs of different assessment environments; a plan for developing the assessment tools; copies of the draft assessment tools (including instruments for gathering evidence); documents with appropriate version control details; reports on the trial and review of the assessment tools; identified amendments resulting from the trial/review process; and copies of the final assessment tools. Your assessment process must include: how units of competency (and other documents) were interpreted; how target groups were identified; why certain instruments were developed; how the tools addressed the units of competency identified for target groups (and why); and how the tools were trialled and reviewed. Whenever possible, evidence must be gathered in a workplace. Where no workplace is available, you may use a simulated workplace. The evidence you collect must relate to a number of performances assessed at different points in time. You may complete assessment activities that only relate to this unit. However, you may also complete integrated assessment activities that involve other relevant units, including: TAAASS401C Plan and organise assessment TAAASS402C Assess competence TAAASS404B Participate in assessment validation. Negotiating assessment You will need to negotiate how you intend to present your assessment evidence to a qualified assessor, as they will need to be confident that you have: achieved the required outcomes of the unit; and demonstrated a consistent performance of these outcomes Shea Business Consulting

13 Creating an evidence portfolio (see below) will contribute towards your assessment evidence. It is important to note that an evidence portfolio will not meet the total assessment requirements for this unit of competency. Creating an evidence portfolio As mentioned above, you are encouraged to negotiate assessment evidence with a qualified assessor, as this will ensure the evidence is relevant to your assessment environment and your future job roles. One way to present your assessment evidence is to use an evidence portfolio, which is simply a collection of related evidence. It must be structured, organised and aligned to TAAASS403B Develop assessment tools, and it also needs to be easy to follow (because you will be presenting it to a qualified assessor). However, what it actually looks like is only limited by your imagination. Portfolios can be tangible (A4 folders with plastic inserts, A5 personal organisers, accordion files, multimedia CD-ROMs) or virtual (personal websites). If you are lost for ideas, buy an A4 folder, a packet of colour dividers and a packet of plastic inserts and divide the folder into the following sections: Cover Page Contact Details and Personal Declaration Evidence List (separated into the following two sections): Assessment Products a plan for developing the assessment tools copies of draft assessment tools (including instruments for gathering evidence) documents with appropriate version control details reports on the trial/review of the assessment tools (including any proposed changes) identified amendments resulting from the trial/review process copies of final assessment tools Assessment Processes how units of competency (and other documents) were interpreted how target groups were identified why certain instruments were developed how the tools addressed the units of competency identified for target groups (and why) how the tools were trialled and reviewed Evidence Collection (your collected evidence organised in plastic inserts) Validation Statement and Declaration (from your supervisor). A sample evidence portfolio has been provided at Appendix A (see page 76) Shea Business Consulting 15

14 Introduction This section includes 5 Learning Topics that contain background information and activities. You will need to speak to your facilitator to determine which of the topics you need to complete. Some of the activities may be contextualised to suit your needs, and all the activities can be used as evidence for assessment. The following Learning Topics are covered in this section: 1. What you need to know about assessment 2. Determining the focus of assessment tools 3. Determining the need for assessment tools 4. Designing and developing assessment tools 5. Reviewing and trialling assessment tools. Learning Topic 1: What you need to know about assessment Before you start, there a few things you need to know about assessment. This section has been included to give you a general picture of assessment in the vocational education and training (VET) sector, including: critical definitions; the big picture; the assessment process; competency-based assessment; principles of assessment; rules of evidence; and assessment in VET. Critical definitions Assessment the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards of a Training Package. Assessment tools... the instruments and procedures used to gather and interpret evidence of competence. Competency the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills and knowledge relevant to effective participation in an industry, industry sector or enterprise. Training Package a nationally endorsed, integrated set of competency standards, assessment guidelines and AQF qualifications for a specific industry, industry sector or enterprise. Unit of competency the specification of industry knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace. Source: AQTF 2007 Users' Guide to the Essential Standards for Registration, pp (DEST, 2007) Shea Business Consulting

15 The big picture When you develop assessment tools you will be participating in a broader assessment system, and the diagram below shows where you fit within this bigger picture. The left-hand side shows the different concepts relating to assessment, which are reflected in various units of competency from the Training and Assessment Training Package (listed on the right-hand side). If you would like to find out more about these concepts, you can purchase the various Learner Guides that support each unit of competency from TVET Australia (see page 6 for details). Assessment Concepts TAA04 Units of Competency Assessment Strategy and System The approach to assessment and evidence gathering (and the policies and processes designed to support the strategy). Assessment Plan The planning and organisation of the assessment process, including the purpose, the candidates, the when/where/how and the resources required for assessment. Assessment Method and Tools Assessment method s are the techniques used to gather evidence, while assessment tools are the instruments used to gather and interpret evidence. Developing Assessment Tools Assessment tools provide the instruments and instructions to guide assessors in the collection/interpretation of evidence. Assessment of Competence The judgment of evidence to determine whether the standard of performance has been achieved. Assessment Validation The review, comparison and evaluation of assessment tools, processes and evidence that contribute to judgments made by a range of assessors against the same standards. TAAASS501B Lead and coordinate assessment systems and services TAACMQ501B Develop training and/or assessment organisational policies and procedures TAACMQ503B Lead and conduct training and/or assessment evaluations TAADES501B Design and develop learning strategies TAAASS401C Plan and organise assessment TAAASS403B Develop assessment tools TAAASS301B Contribute to assessment TAAASS402C Assess competence TAAASS404B Participate in assessment validation Adapted from Learner Guide TAAASS401A-B Plan and organise assessment (2 nd Edition), p 12 (DEST, 2006) The assessment process When you develop assessment tools, you will also be involved in a series of steps (often termed the assessment cycle) that candidates and assessors move through when undertaking an assessment. The cycle involves preparing, planning, conducting, recording, reporting and reviewing an assessment, and the process is a critical component of the broader assessment system. The diagram overleaf shows the eight steps of the assessment cycle Shea Business Consulting 21

16 Integrated assessments must be carefully planned, and the first step in the planning process is to group relevant units of competency. This information is identified in each unit s Evidence Guide, where related units are often recommended for integrated assessment. However, you are in no way restricted by these recommendations, and can group any units for integrated assessment (providing they are relevant and related to the workplace and job role in question). A new publication titled Work-like Integrated Learning A Guide for Trainers and Assessors provides alternative ways to implement qualifications using integrated approaches. You can access the publication from the Industry Skills Council (ISC) website at Establishing the evidence required to demonstrate competency Before developing your assessment tools, you will need to establish the evidence required by the assessment benchmarks. In competency-based assessment, evidence refers to the information, materials and products that support a candidate s claim to demonstrate competence against an assessment benchmark. While there are three main types of evidence, there are many evidence gathering methods (also known as assessment methods), and any combination of these can be used. Assessors and candidates gather evidence from a range of sources, and it should always be linked to the candidate s current or future work role. The following diagram shows different factors that need to be considered when establishing the evidence required to demonstrate competency. dimensions of competency rules of evidence assessment benchmarks Establishing Evidence other related documentation* *Other related documentation may include: assessment activities in materials developed to support the assessment benchmarks; the Assessment Guidelines of the Training Package you are using; Shea Business Consulting

17 the evidence requirements set out in assessment/rpl plans; all legal, organisational and ethical requirements; relevant indicators and levels of competence of the National Reporting System; relevant organisational requirements for work performance; relevant product specifications; and integrated assessment requirements. Use the following table to distinguish the three main types of evidence and methods used to gather evidence. Evidence Type Direct Indirect Supplementary Evidence Gathering (Assessment) Methods observation of work activities under real/simulated work conditions review of work products and workplace projects review of third party reports from a range of sources, including: - authenticated prior achievements - competency record books - discussions with employers, supervisors and/or peers - evidence of training - performance appraisals - references - reports from employers and/or supervisors - testimonials - work reports review of answers to oral, written and computer managed questions, including: - closed/open-ended questions - selected response questions (where candidate chooses answer) - constructed response questions (where candidate provides answer) - interview questions - oral presentations - self assessments - written examinations (for higher AQF levels) review of documentation detailing past and current achievements, including: - evidence portfolios (collections of work samples by the candidate) - job descriptions - journals/log books - Recognition of Current Competence (RCC) documentation - Recognition of Prior Learning (RPL) documentation - training records (including previous qualifications and awards) - work history (e.g. resume, curriculum vitae) - work records (e.g. completed job sheets) review of photographs, videos and audiovisual records review of projects, assignments, presentations and activity sheets review of simulation exercises, case studies and role plays 2009 Shea Business Consulting 35

18 Evidence Agreement Version 1.0 (January 2009) Target group: Assessment benchmark: Evidence Types What will be gathered? Evidence Gathering Methods How will it be gathered? Evidence Responsibilities Who will gather it? Evidence Timeline When will it be gathered Special arrangements: Candidate s signature:... Date:... Assessor s signature:... Date:... Adapted from Guide 1 Training Package Assessment Materials Kit (DETYA, 2001) Appendix D Template 8: Evidence table Shea Business Consulting

19 Learning Topic 3: Determining the need for assessment tools Having determined the focus of your assessment tools, you now need to determine how the tools will support the assessment process, and this will involve: selecting assessment methods and instruments that support the collection of evidence; ensuring assessment methods support recognition of current competence (RCC) claims; and generating ideas for assessment tools. This Learning Topic covers Element 2 of TAAASS403B Develop assessment tools (Determine assessment tool needs). Selecting assessment methods and instruments that support the collection of evidence Assessment methods are the particular techniques used to gather evidence, while assessment tools are the instruments and procedures used to gather and interpret evidence. There are many methods that can be used to support the collection of evidence, and some are listed on page 35. The assessment methods that you select will depend on a number of considerations, including the evidence requirements of the assessment benchmarks, the specific needs of candidates and the context of assessment. Assessment methods may include: conducting real work/real time activities (e.g. observing candidates in their workplace); conducting structured activities (e.g. facilitating simulation exercises or role plays); listening to/reading what other people have said about candidates (e.g. third party reports); questioning candidates (e.g. facilitating oral, written and computer managed questions); reviewing historical evidence regarding the prior learning of candidates; and reviewing items produced by candidates (e.g. work products, projects and portfolios). Assessment instruments may include: checklists for the evaluation of work samples; evidence and observation checklists; evidence portfolios; profiles of acceptable performance measures; self-assessment materials (including self-assessment guides); specific activities (including simulation exercises); specific questions (oral, written and computer managed see page 80 for samples); templates and proformas; and work products, projects and portfolios. The assessment methods and instruments that you select must support your collection of evidence and must also meet the principles of assessment Shea Business Consulting 39

20 Revising the final assessment tools Having trialled the draft assessment tools and collected feedback from trial participants, it is now time to modify the tools based on your analysis of the trial feedback. Having reached this stage of the developmental process, the amendments that arise from the trial should hopefully only be minor (such as spelling/grammatical errors or chronological changes to checklists). However, you will need to be prepared to make significant amendments to the tools, especially if the trial process has identified the tools: are too costly or time consuming to use; do not reflect the principles of assessment; and/or are inappropriate for the identified target group. If you are required to make significant changes to your draft assessment tools, it is always a good idea to re-trial them before use. Having made all of the amendments identified through the trial process, your draft assessment tools can now be considered final versions! You will need to format and file the revised tools in accordance with your assessment system policies and procedures, and this includes updating the version details on each instrument. One last point regardless of how successful your final assessment tools may be in practice, they must always be subject to continuous improvement processes, as this will: ensure quality evidence is collected and quality judgements are made; remove anomalies, inconsistencies and errors that lead to poor assessment practice; enhance confidence in assessment outcomes; facilitate consistency among assessors (and across an individual assessor s practice); and promote validity and maximise reliability, flexibility and fairness in assessment Shea Business Consulting

21 Learning Topics Checklist It is worth taking time-out to check your understanding of the five Learning Topics. Having reached the end of this Learning Guide, you should be able to tick all of the following: Can you describe the following components of the broader assessment system? o The main features of competency-based assessment o The principles of assessment and rules of evidence o The dimensions of competency o The diversity of assessment purposes and contexts (including RPL) o The different types of evidence, assessment methods and assessment tools o The contextualisation of assessment benchmarks Can you determine the focus of assessment tools? Can you determine the need for assessment tools? Can you design and develop assessment tools? Can you review and trial assessment tools? Have you developed and trialled new assessment tools that: o support different assessment methods? o address at least three units of competency packaged at different AQF levels? o include instruments for collecting evidence that reflect the principles of assessment, the rules of evidence and any related instructions to assessor/s and candidates? o address the contextual needs of different assessment environments? Have you prepared a report on the trial and review of your assessment tools? The end of the road Having assembled an evidence portfolio by working through this Guide and applying your skills, you will now need to arrange for a qualified assessor from your RTO to evaluate your competence in TAAASS403B Develop assessment tools. If you are deemed competent, you will be issued with a Statement of Attainment that formally recognises your ability to develop assessment tools Shea Business Consulting 67

22 Resources The following resources were sourced in the design and development of this Guide: Title Accessed at AQTF 2007 Essential Standards for Registration AQTF 2007 Users' Guide to the Essential Standards for Registration Copyright Department of Education, Science and Training (2007) Title Accessed at AQTF Learning and Assessment Strategies: Part 1 (The How to Kit) Copyright Australian National Training Authority (2002) Title Accessed at Australian Qualifications Framework Implementation Handbook (4 th Edition) Copyright Australian Qualifications Framework Advisory Board (2007) Title TAA04 Training and Assessment Training Package (Version 2.1) Accessed at Copyright Department of Education, Science and Training (2007) Title Glossary of VET Terms Accessed at Copyright Department of Education, Employment and Workplace Relations (2008) Title Accessed at Guide 1 Training Package Assessment Materials Kit Guide 2 Assessing Competencies in Higher Qualifications Guide 3 Recognition Resource Guide 4 Kit to Support Assessor Training Guide 8 Strategies for Ensuring Consistency in Assessment Guide 10 Quality Assurance Guide for Assessment Copyright Department of Employment, Training and Youth Affairs (2001) Title Accessed at Learner Guide TAAASS401A-B Plan and organise assessment (2 nd Edition) Learner Guide TAAASS402A-B Assess competence (2 nd Edition) Learner Guide TAAASS403A-B Develop assessment tools (2 nd Edition) Learner Guide TAAASS404A-B Participate in assessment validation (2 nd Edition) Copyright Department of Education, Science and Training (2006) Title Accessed at Training Package Development Handbook Copyright Department of Education, Employment and Workplace Relations (2008) Shea Business Consulting

23 5. Appendices 2009 Shea Business Consulting 75

24 Appendix C: AQTF 2007 Mapping Advice The following mapping advice has been provided to assist auditors determine that the Learning Topics provided in this Guide fully meet (and are in accordance with) Standard 1 Element 1.3 of the AQTF 2007 Essential Standards for Registration: Standard 1 Element 1.3 RTOs provide quality training and assessment across all of their operations training and assessment materials are consistent with the requirements of the Training Package Learning Topics 1. What you need to know about assessment 2. Determining the focus of assessment tools 3. Determining the need for assessment tools 4. Designing and developing assessment tools 5. Reviewing and trialling assessment tools TAAASS403B Develop assessment tools Addresses Required Knowledge Addresses Element 1: Determine the focus of the assessment tool (and incorporates Required Skills, Required Knowledge and Employability Skills) Addresses Element 2: Determine assessment tool needs (and incorporates Required Skills, Required Knowledge and Employability Skills) Addresses Element 3: Design and develop assessment tools (and incorporates Required Skills, Required Knowledge and Employability Skills) Addresses Element 4: Review and trial assessment tools (and incorporates Required Skills, Required Knowledge and Employability Skills) Shea Business Consulting

25 Appendix D: Continuous Improvement Form Shea Business Consulting and TVET Australia are committed to providing quality resources to support the national vocational education and training sector. If there is any way we can improve this Guide to meet your specific needs and requirements, please complete to the form below and return to TVET Australia. Organisation: Name: Address: Phone: Are there any changes that you think could improve this Guide? Are there any other units that could be supported by the types of learning topics, checklists and activities included in this Guide? Unit Code Unit Title Please send this form to: TVET Australia Level 21, 390 St Kilda Road, Melbourne Victoria 3004 Telephone Facsimile Shea Business Consulting 83

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