Subject Code : TAE40116
Assignment Task:

INTRODUCTION:

Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings) to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal of developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

WHAT IS COMPETENCY-BASED ASSESSMENT
The features of a competency-based assessment system are:

  • It is focused on what learners can do and whether it meets the criteria specified by the industry as competency standards.
  • Assessment should mirror the environment the learner will encounter in the workplace.
  • Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
  • Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time.
  • Incompetency assessment, a learner receives one of only two outcomes – competent or not yet competent.
  • The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
  • The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

 

Definition of competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

The principles of assessment

Assessment must be valid

  • Assessment must include the full range of skills and knowledge needed to demonstrate competency.
  • Assessment must include a combination of knowledge and skills with their practical application.
  • Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.

 

Assessment must be reliable

  • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
  • Assessors must be trained in national competency standards for assessors to ensure reliability.

 

Assessment must be flexible

  • Assessment, where possible, must cover both the on and off-the-job components of training within a course.
  • Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
  • Assessment must be made accessible to learners through a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
  • Assessment must be mutually developed and agreed upon between assessor and the assessed.
  • Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of a challenge.

 

The rules of evidence 
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
Valid
Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
Sufficient
This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
Authentic
When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. 
Current
This relates to the recency of the evidence and whether the evidence relates to current abilities. 

THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:

  • Task skills
  • Task management skills
  • Contingency management skills
  • Job role and environment skills

 

CONTEXT FOR ASSESSMENT
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to competency standards or accredited courses relevant to the learning programs.

ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for assessment. 

Each unit of competency can be unbundled to reveal three key assessment components:
Performance Evidence
describes the subtasks that make up the element of the unit

Knowledge Evidence
describes the knowledge that must be applied in understanding the tasks described in the elements 

Assessment Condition
describes the environment and conditions that assessments must be conducted under

ASSESSMENT METHODS 
1. Written questions
Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject

2. Case Studies
Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities

RESOURCES REQUIRED FOR ASSESSMENT

Inspire Education to provide:

  • Learner guides and supplementary learning resources
  • Templates needed for activities such as training needs analysis, session planning, competency mapping and evaluation.
  • Training products, such as training packages and accredited course documentation
  • Case studies and simulations
  • LLN Specialist support
  • Access to:
  1. Information about work activities
  2. Documentation and resources required to complete case study tasks and projects

 

The student to provide:
Computer with: 

  • Internet access through Google chrome
  • MS Word, MS PowerPoint or equivalent applications
  • Adobe Acrobat Reader
  • Email access
  • Workplace-specific tools, equipment, materials and industry software packages (where applicable)

 

Design Cluster Assessment Requirements:
For this cluster, the student will need access to:

  • Training package components developed to meet the Standards for Training Packages, and those developed to meet the requirements of the Training Package Development Handbook.
  • competency standards or accredited courses, that cover at least one entire unit of competency or accredited course module
  • an LLN specialist

 

Project 1 – Conduct Training Needs Analysis 1
Project Overview
Project 1 will require you to complete a Work Role LLN Evaluation and conduct a Training Needs Analysis for your client. Follow the instructions below to complete the project. 

To complete this project, you will need access to the following: 

  • audio recording equipment 
  • templates provided in this Project 
  • a volunteer to play the role of your client

Task 1:
Determine the Work Role LLN Requirements of the training: 
Using the job description and Work Role LLN Evaluation Form provided in the links below, determine the Work Role LLN levels required for the catering assistant role. 

Confirm the training and assessment needs with the client:
To complete this task, you will need a volunteer to play the role of your client. They must be briefed on the details of the assessment before you begin with the role-play.

  • During your session with the client (volunteer), you must confirm the details outlined in the TNA draft. You must: 
  • Advise the client of the training package, qualification and/or accredited course selected to meet their training needs
  • Advise the candidate of the elective units, skill sets or accredited modules selected for the program, and provide your reasons for selecting them. 

 

Task 2:
Draft your Training Needs Analysis:
This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember to consider MPTS’s quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study.

Task 3:
Seek and use advice from specialist LLN practitioners
1. Source specialist LLN support for the program you are developing. List the details of two (2) LLN specialists. Draft an email to one (1) of the LLN specialists you identified. Your email must be a request for training and assessment idea that can help support the LLN needs of your learning program participants. 

The LLN specialists you list below must be real LLN specialist from a real organisation. 

2. Draft your letter in the space provided below. It must be addressed to one (1) of the LLN specialists you listed above.

3. For the purposes of this assessment, this is the advice given to you by the LLN specialists you accessed.

Project 2 – Design and Develop Learning Program 1:

Project Overview:
Project 2 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit: 

The learning program must be designed for the group of candidates identified in the case study.
 
There is no specified ‘length’ of the learning program that you design for this project, but it must be comprehensive enough to allow your assessor to see your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective learning progression.
  
To complete this project, you will need access to the following: 

  • audio recording equipment 
  • templates provided in this Project 
  • a volunteer to play the role of your client

 

Task 1:

Steps to take:
Use the Learning Program Plan Template provided on the following page to document your completion of the following steps:

1. Investigate the unit of competency and break the learning content into manageable segments, and document the timeframe for each segment. Document your completion of this by preparing the Learning Program Schedule. 

2. Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.

3. Remember that you must document the Learning Plan in line with organisational requirements by completing the Learning Plan template on the following pages. You must also remember to follow the organisational protocols, policies and procedures, which have been provided to you in Case Study 1. 

Case Study – Housekeeping Assistant Training:
Case Study provides you with a detailed scenario and all the information you will require to complete Project: Conduct a training needs analysis

SCENARIO

Best Jobs Incorporated (BJI) was very pleased with the training program you have created for their Catering Assistant participants and has also approached Man Power Training Services (MPTS) to create the training program for their Housekeeping Assistant Group. 

You’ve been assigned to create the said program for BJI. Your task is to design a plan that will provide participants with the necessary qualifications to apply for an entry-level position as housekeeping assistants.

BJI is looking to train eight (8) candidates in line with nationally recognised standards through a relevant certificate 1 qualification.

The overall training should take place over a six (6) month period.

Note the following candidate information:
1. Vicky Sheokeen
Vicky is born and raised in India. He moved with his brother, Kapil to Australia to work as housekeeping assistants for a local hotel run by their uncle. Vicky still requires assistance in understanding written and spoken English.

2. Kapil Sachdeva
Kapil is Vicky’s brother and is also born and raised in India. They moved together to work as housekeeping assistants for a local hotel run by their uncle. Like Vicky, Kapil also still requires assistance in understanding written and spoken English.

3. Juan Pedro
Juan Pedro is a Filipino student in Australia looking for a part-time job as a housekeeping assistant while completing his studies. English is his second language. 

4. Jiyoon Jeong 
Jiyoon is born and raised in Korea. She has been staying in Australia for the past year as a full-time student, learning English as a second language. Her English reading and writing skills are sufficient to complete the training; however, she still struggles a bit with her English listening and speaking skills and still requires an English dictionary handy. She wants to work as a housekeeping assistant.

5. Eunji Park 
Eunji is born and raised in Korea but is attending her 3rd year in university in Australia. English is her second language. She is comfortable with reading and writing in English but sometimes has trouble when conversing with others. She will be taking a year off from school and wants to work as a housekeeping assistant during this period.

6. Adam Martin
Adam Martin just finished high school in Australia and is looking to work as a housekeeping assistant before pursuing higher education. He has not had any formal vocational training.

7. Stella Chapman
Stella Chapman completed a couple of freshman units at a local university studying culinary arts before giving birth to her first child. She wants to work part time as a housekeeping assistant.

8. Betty Christopher
Betty Christopher is a catering assistant and would like to expand her skills by completing the housekeeping assistant training too.


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  • Posted on : February 24th, 2019
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