Assessment Materials
TAEDES502A Design and develop learning resources
1st Edition 2012

These materials were developed by Innovation & Business Skills Australia in association with the Commonwealth Government through the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE).
Acknowledgement
Innovation and Business Industry Skills Council (IBSA) would like to acknowledge writers Lynne Fitzpatrick and Louise Wignall for their assistance with the development of this resource.
Copyright Statement
© 2012 Commonwealth of Australia
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License. (http://creativecommons.org/licenses/by-nc-sa/3.0/au/)
This licence lets you distribute, remix and build upon the work, but only if it is for non-commercial purposes, you credit the original creator/s (and any other nominated parties) and you license your derivative works under the same terms.
The copyright of any adaptations and/or modifications to this material remains with the Commonwealth of Australia. Adapted and/or modified materials must have the Innovation and Business Skills Australia logo removed from the work, and the following attribution made:
‘This is a modified document based on materials prepared by Innovation and Business Skills Australia Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.’
Disclaimer
While care has been taken in the preparation of this material, DIISRTE and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DIISRTE and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this material.
The Commonwealth, through the Department of Industry, Innovation, Science, Research and Tertiary Education, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.
Published by: Innovation and Business Industry Skills Council Ltd
Level 11
176 Wellington Pde
East Melbourne VIC 3002
Phone: +61 3 9815 7000
Fax: +61 3 9815 7001
Email: reception@ibsa.org.au
www.ibsa.org.au
First published: May 2012
1st edition version: 2
Release date: October 2012
Printed by: Fineline Printing
130 Browns Road
Noble Park VIC 3174
ISBN: 978-1-922115-27-0
Stock code: CP- TAEDES502AA (Spiral bound)
CP-TAESED502AAS (Hole punched)

Candidate declaration
Your trainer/assessor is required to discuss the following matters with you. Tick the relevant box once the matter has been explained to you and you have acknowledged that you understand the advice provided by your trainer/assessor.
? purpose and outcomes of the assessment process
? relevant unit/s of competency
? recognition of prior learning
? appeals process
? confidentiality and security of information
? special needs/additional information
? signing of candidate declaration.
Candidate’s name Phone no.
Assessor’s name Phone no.
Assessment site
Assessment date/s Time/s
Date assessment arrangement was notified to the participant
Notification method
In signing this form the candidate acknowledges that the assessment process has been fully explained to them and they understand and agree to the assessment process as described above.
It is proposed that the assessment outlined will take place at times and locations mutually agreed between the candidate and the assessor.
Comments:
Candidate’s signature: Date:
Assessor’s signature: Date:

Table of contents
Getting Started 1
Introduction 2
Assessment Pathways 3
The practice environment 4
Completing the assessment tasks 4
Gaps in your skills and knowledge 4
Glossary 4
Your portfolio of evidence 5
Assessment Tasks 6
Assessment Task 1: Present two print-based resources you have researched
and designed 6
Assessment Task 2: Present one print-based resource you have researched, designed and developed 7
Assessment Task 3: Provide a report which explains your role in the
development process 8

Getting Started
The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competency in the unit TAEDES502A Design and develop learning resources, which is an elective unit in:
? TAE50111 Diploma of Vocational Education and Training
? TAE70111 Vocational Graduate Certificate of Language, Literacy and Numeracy Practice.
It is a core unit in TAE50211 Diploma in Training Design and Development, and can also be delivered and assessed as a stand-alone unit.
Your assessor will:
? negotiate assessment activities with you and help with their planning
? answer any questions you might have about the assessment
? assess your competency as required by the unit of competency, by making judgements about the evidence presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
? give you feedback on the outcomes of the assessment process, both formative (as you go through learning and assessment processes) and summative (your final assessment – whether you are competent, or not yet competent)
? counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the assessment decision
? as appropriate, help you to address the health and safety requirements of the assessment setting and units of competency.
Some units of competency from the TAE10 Training and Education Training Package can be delivered and assessed with other relevant units. Have a look through the units you plan to do, as it might be possible to use holistic approaches to assessment. Work with your assessor to decide which assessment activities are appropriate for you.
Introduction
To demonstrate competence in this unit, TAEDES502A Design and develop learning resources, you must be able to provide evidence that you meet the requirements of the unit of competency. This includes evidence that you have the skills and knowledge required to design and develop learning resources.
For your assessment, you need to research and design two print-based resources, with documented evidence of:
? consultation, research and findings
? completed designs for the two resources.
You also need to complete the development of one resource and document your
evidence of:
? a review and trial of the resource, including user feedback and how this impacted on the development of the resource
? the final print-based resource, either complete or in part or sample.
Specific evidence is required to show that you have:
? interpreted the requirements of the resource
? researched the learner and the learning environment
? planned, designed and developed a print-based resource
? reviewed the draft resource
? evaluated the processes used.
You must also demonstrate how you have worked through the design stages by including evidence to show how and why you:
? conducted research
? set up consultative processes
? established industry or end-user requirements
? designed the resource (selected instructional design, content, language, layout)
? reviewed the resource
? evaluated the processes used for resource development.
Finally, you need to provide a report which describes your role in the development process, and evaluates the development processes.
Activities, information and materials you added to your resource kit while working through the Participant Workbook will help you with these assessments.
This unit might be assessed individually or together with other units in the TAE10 Training and Education Training Package.
Assessment Pathways
Assessment in vocational education and training (VET) can be completed through three different pathways:
1. In a learning and assessment pathway, candidates for assessment attend learning sessions, participate in all activities and complete the assessments to a schedule usually arranged around the learning sessions. In this pathway candidates are usually guided by facilitators and have access to all resources, hardcopy and online. The advantage of this pathway is the development of skills, sharing resources and networking with other people working in the VET sector.
2. In an assessment only pathway, the assessment candidate does not attend learning sessions but completes the assessments and submits them to the assessor at pre-determined times.
3. In a skills recognition pathway, the assessment candidate does not usually attend learning sessions or complete assessments. Skills recognition is another form of assessment only pathway. However, it is through a different type of assessment called recognition of prior learning or RPL.
More about skills recognition, recognition of prior learning (RPL) and credit transfer
You may be eligible for RPL if you have had life, study or work experience that allows you to meet the evidence requirements for the competencies in this unit. You may have covered similar learning and assessment content in other qualifications and have already been assessed against similar benchmarks. Your prior learning in each case is measured against the requirements of each competency.
Credit transfer
You may be eligible for a credit transfer if you have completed competencies in a different course or another educational organisation and those competencies are the same as, or deemed equivalent to, those in this unit.
Why apply for RPL?
RPL recognises that you may already have many skills that apply to the competencies in which you plan to enrol. It may mean you only need to study competencies that are new to you, which may reduce the learning and assessment you have to do as a part of your TAE10 program.
The practice environment
Throughout this assessment, the term ‘practice environment’ has been used. This is a term used to describe a training organisation in which you will be demonstrating your skills and knowledge. It may be a registered training organisation (RTO) where you are currently working, an enterprise where you conduct training, an organisation that will allow you to practise your skills without being formally employed, or a simulated workplace set up by your assessor.
These assessment activities have been designed specifically for you to apply to your training and assessment work. Where possible, your assessment activities should be based on the organisational processes, procedures, documentation and quality management systems used in your practice environment.
In general, any issues or concerns you have regarding a suitable practice environment to carry out these assessment tasks should be discussed with your assessor.
Your assessor may contextualise some or all of these assessments to better suit your learning needs.
Completing the assessment tasks
These assessment tasks are designed to be completed in the order in which they are presented.
They have been designed to take you through the process of researching, planning, developing, reviewing and evaluating a learning resource, and reflecting on your practice.
Gaps in your skills and knowledge
If you come across aspects of training and assessing that you do not understand as you do these assessment tasks, it may indicate some gaps in your skills and knowledge. Before going any further, discuss these gaps with your assessor.
You may need to:
? do some self-directed learning or research
? attend some classes
? undertake some online learning
? ask other practitioners for guidance
? discuss any issues with your facilitator or assessor.
Glossary
A glossary of terms is included on IBSA’s TAE10 Learner Resources webpage at
http://www.ibsa.org.au/products-and-services/tae10-learner-resources.aspx .
Use the glossary to clarify the meaning of terms used in this assessment if necessary.
Your portfolio of evidence
The overall aim of this unit is to develop your knowledge and skills to design and develop learning resources. When putting together your portfolio of evidence for assessment, consider how each piece of evidence reflects this process of development.
There is no set format for this portfolio.
The following are some examples of evidence you might produce to demonstrate your involvement in activities required to complete the assessment tasks:
? notes of your analysis of the context of application
? notes of your analysis of the client and learner group needs
? records of establishing a consultative process
? notes from research into instructional design
? planning drafts
? records of communication (electronic, other)
? notes and materials from meetings and consultations
? feedback from stakeholders, reviewers, learners
? responses to feedback
? final drafts.
If you have any concerns about what you can include in your portfolio, speak with
your assessor.
Assessment Tasks
To demonstrate competence against the unit TAEDES502A Design and develop learning resources, you must complete the following three assessment tasks.
Assessment Task 1: Present two print-based resources you have researched and designed
For assessment of this unit of competency you are asked to present two print-based resources that you have researched and designed that reflect client needs and the contexts of application. Also include relevant work samples of your brief, research and consultations.
Resources
? Participant Workbook for this unit, including Activities 1–9.
? Training specifications such as accredited course documents, and relevant training package units/qualifications.
? An appropriate practice environment.
Specifications
? Print-based learning resources may include training resources, participant resources, assessment materials, workplace resources or resources for facilitators, workplace supervisors or assessors.
? The resources should reflect the brief negotiated with the client.
? Learning resources are linked to a specific learning program with clear learning outcomes.
? Specific requirements for the contexts in which resources will be used have been addressed.
? Specific requirements for learners, including language, literacy and numeracy issues, have been addressed.
? Outcomes from consultations and research into design options and possible content are included.
? Instructional strategy is clear.
? Any ethical and legal considerations have been identified and addressed.
? Client has confirmed the design outline.
? A work schedule is proposed.
? Completed designs for the two resources are provided. Outline indicates content, organisation, language features, and layout.
Adjustment for distance-based learners
? No changes are required for distance-based learners.
Assessment Task 2: Present one print-based resource you have researched, designed and developed
You are asked to present one final print-based resource, either complete or in part or sample, which you have developed, with documented evidence of:
? a review and trial of the resource, including user feedback and how this impacted on the development of the resource
? a design outline confirmed by the client
? a work schedule.
Resources
? Participant Workbook for this unit, including Activities 1–10.
? Training specifications such as accredited course documents, and relevant training package units/qualifications.
? An appropriate practice environment.
Specifications
? Print-based learning resources may include training resources, participant resources, assessment materials, workplace resources or resources for facilitators, workplace supervisors or assessors.
? Learning resources are linked to a specific learning program with clear learning outcomes.
? Outline is confirmed by client and shows evidence of sign-off by client and other stakeholders where appropriate.
? Specific requirements for the contexts in which they will be used have been addressed.
? Specific requirements for learners, including language, literacy and numeracy issues have been addressed.
? Any ethical and legal considerations have been identified and addressed.
? Content is accurate and relevant to the specifications.
? Learning activities engage and interest the learner.
? The resource is formatted using appropriate layout techniques.
? The design and writing style is appropriate for the target audience and consistent with the principles of Universal Design.
? Assessment requirements are included in the resource, if relevant.
? Any feedback from client or stakeholders is responded to appropriately.
? Final draft meets client requirements.
Adjustment for distance-based learners
? No changes are required for distance-based learners.
Assessment Task 3: Provide a report which explains your role in the development process
You are asked to prepare a report that explains your role in the resource development process and evaluates the process. You should include evidence to show:
? how and why you established industry or end-user requirements
? how and why you designed the resource (selected instructional design, content, language, layout)
? consultative arrangements you put in place to monitor resource development.
There is no set format for the report. You will need to submit work samples that provide evidence to support the requirements of the report.
Resources
? Participant Workbook for this unit, particularly Activity 12.
? Training specifications such as accredited course documents, and relevant training package units/qualifications.
? An appropriate practice environment.
Specifications
Your report should include reflection on your role in relation to:
? planning the resource
? designing and developing the resource
? reviewing and monitoring the resource.
Your report should also include an evaluation of:
? what went well, what could have been better
? your reflection on areas that could be improved in the future.
Adjustment for distance-based learners
? Distance learners may participate in the competency conversation through Skype after submitting their portfolio to the facilitator/assessor.