RECENT ASSIGNMENT

Assessment Materials
TAEDES501A Design and develop learning strategies
1st Edition 2013

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Published by: Innovation and Business Industry Skills Council Ltd
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East Melbourne VIC 3002
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www.ibsa.org.au
First published: May 2013
First edition version: 1
Release date: May 2013

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
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? signing of candidate declaration.
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Table of contents
Getting Started 1
Introduction 2
Assessment Pathways 3
Assessment Tasks 5
Assessment Task 1: Design and develop two learning strategies 5
Assessment Task 2: Implement and review a learning strategy 11
Appendices 15
Appendix 1: Learning strategy proforma 15

Getting Started
The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competency in the unit TAEDES501A Design and develop learning strategies.
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 work health and safety (WHS) 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 undertake, 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
Assessment of this unit must demonstrate that you can design, develop, implement and review learning strategies. You need to show that you have the skills and knowledge to:
? determine the parameters of the learning strategy
? develop the framework for the learning strategy
? devise the content and structure of the learning strategy
? review the learning strategy.
You must provide evidence that you have:
? a minimum of two examples of learning strategies with differentiated design structures in each that:
? reflect the specific requirements of the qualification or skill set, and
? reflect client needs and contexts of application
? implement at least one learning strategy
? document a review which provides outcomes and evidence of continuous improvement.
This unit might be assessed individually or together with other units in the TAE10 Training and Education Training Package.
Much of the information and materials you added to your resource kit while working through the Participant Workbook will help you for these assessments. Taking a portfolio approach to assessment can make the assessment process more valuable for you and will often better reflect processes in the workplace. Using a portfolio approach you will gather your evidence together for this unit, and perhaps for other units, and submit it all together as a portfolio. This is similar to what you did when you developed your resource kit.
Helpful templates from the appendices of your Participant Workbook are available in Microsoft Word format online at http://www.ibsa.org.au/products-and-services/tae10-learner-resources.aspx .
Assessment Pathways
Assessment in Vocational Education and Training (VET) can be undertaken via 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, hard copy 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 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 work experience that allows you to meet the evidence requirements for units of competency included in qualifications from the TAE10 Training and Assessment Training Package. 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 units of competency in a different qualification or at another educational organisation and those competencies are the same as, or deemed equivalent to, those in the qualification in which you plan to enrol.
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 participate in a learning program for the units of competency that are new to you, which may shorten the length of learning and assessment you have to do to achieve the qualification.

Assessment Tasks
Assessment Task 1: Design and develop two learning strategies
To meet the assessment requirements for this assessment task, you need to design and develop two learning strategies that reflect specific requirements of a qualification or skill set; and reflect client needs and contexts of application.
The two learning strategies must each have a different design structure.
The learning strategy can be based on:
? training package qualifications
? training package skill sets
? accredited courses
? other qualifications or courses as required by the industry or client.
The learning strategy should:
? be for an authentic program, that is designed for a person or group of people, for example, a workplace, a community or sporting group, an online community, a friend or colleague
? have a vocational education and training (VET) context; that is someone should be able to use the skill and knowledge as part of paid or unpaid work
? have defined outcomes.
Spend some time thinking about this and discuss it with your assessor before you begin. You may already have completed some of this work through the activities in the Participant Workbook for this unit of competency.
Evidence must be gathered in the workplace where ever possible. Where no workplace is available, a simulated workplace must be provided. However, whether evidence is gathered in a workplace or simulated workplace, the learning strategy you design and develop must be based around your own area of expertise or vocational competence.
Note: For Assessment Task 2 you will implement and review one of the learning strategies you write for this task.
Procedure
Learning strategies
For each learning strategy:
1. Through consultation with your client, stakeholders and appropriate RTO staff, determine the learning strategy parameters and identify the purpose and outcomes of the learning strategy, stakeholder needs, and characteristics of your target learner group and their learning needs.
2. Research the various qualification or benchmark options for training that may meet the needs of the client and target group. Research training packages and relevant accredited courses. Access the unit of competency, skill set or qualification to meet client and learner needs.
3. Provide a structured, documented learning strategy that demonstrates sound knowledge of learning and instructional design principles, knowledge of learning theory, consideration of assessment approaches, current VET policies and organisational quality assurance policies and procedures. Consult with appropriate stakeholders to modify and finalise the framework.
a. You can use the proforma provided in the Appendices of this document, design your own, or use a proforma from your practice environment, ensuring that is meets the assessment requirements, including content headings, outcomes and operational considerations. If using the proforma in Appendix 1, modify it to meet the assessment requirements.
b. At a minimum the learning strategy must include:
i. purpose and outcomes of the learning strategy
ii. target group and their characteristics, with evidence of how the learning strategy will cater for these characteristics
iii. qualification or benchmark training selected
iv. purpose and description of the program
v. specific and generic outcomes to be achieved
vi. duration of the program
vii. design structure
viii. overview of subject matter content, including resources required
ix. delivery strategy of the program, including mode and methods of delivery
x. assessment strategies including suggested methods and tasks
xi. delivery and assessment personnel
xii. operational requirements.
4. Design and document your review process. Plan how the delivery of the training program will be monitored and identify the evaluation review criteria, including measures used and outcomes that should be achieved, that will be used to judge success.
Note: These criteria will be used in Assessment Task 2 to conduct the pre- and post-implementation review. Note any quality assurance and continuous improvement strategies that will be used or addressed in the review.
Learning strategy proforma
The learning strategy proforma will need to be substantiated with information on how you came to your decisions:
1. To do this, prepare a report which substantiates and justifies how you developed the information in the learning strategy. The report should include:
a. a brief background to the project and overview of the client and industry
b. an outline of how the purpose of the learning strategy was gathered, questions that were asked and client responses, questions about target group and questions directed to target group and the responses, including names of stakeholders, client and industry representatives you consulted with
c. the potential training options you have reviewed to meet the client training requirement, and keep a copy of their specifications, the AQF key features of the qualification, any guidelines on cross-sector qualification links that may be of note to the target group, and any licensing requirements that learners may need to meet and how these are addressed in training
d. justification of the unit of competency, skill set or qualification selected, how meet client and learner needs over the other options reviewed, to show how the appropriate NVR or AQTF standard/s have been met
e. the stakeholders, client and industry representatives and your RTO management consulted to confirm the parameters of the learning strategy, what was asked, discussed and outcomes of the meetings
f. industry and organisation documentation gathered relevant for the selected training option, including any documentation on licensing requirements:
i. list who was consulted to gather this documentation
ii. identify the materials to be used in as supporting documentation and put a copy in your portfolio
g. the design options researched for delivery:
i. you may wish to create a table listing the various design options and document the pros and cons of each and identify the final option selected – use this table to justify your selected option
ii. the learning theories and instructional design principles that underpin the learning strategy, identifying how they will be used to develop and deliver the content, delivery and assessment strategies and underpin training
iii. the stakeholders consulted to modify and finalise the framework. a brief description of the recommended changes suggested by those consulted; what recommendation you implemented and what you did not implement and why
iv. keep version controlled copies of the framework to show the modifications that resulted from the meetings
h. the rationale for selecting the assessment methods that will be used:
i. if you are basing the assessment on existing resources, keep a copy of these in your portfolio
i. any issues that arose in regards to the decision making around the operational requirements, such as budget, timelines, human and physical resources, workplace health and safety requirements
j. a reflection on your own performance in the process:
i. what you did well
ii. what you could improve next time, considering areas such as your communication, planning, and research skills, etc.
You may also want to keep a portfolio of all stakeholder and client discussions, interview questions and responses, agendas and minutes of meetings etc as supporting evidence, and documentation gathered.
The report may be presented in a written format or orally.
Specifications
For each learning strategy, use a format which clearly shows all the relevant details. You could use and modify the proforma at Appendix 1, or a format used by your practice environment.
The deliverables for this assessment include:
? completed learning strategy
? report
? review strategy with criteria for a pre and post implementation review
? portfolio of supporting evidence, including agendas, minutes of meetings, etc.
Your learning strategy and supporting documentation should:
? clearly state the purpose and outcomes of the learning strategy
? identify and describe the likely target learners and their learning needs, and additional support requirements required by the industry or organisation
? be based on a qualification, skill set, accredited course or unit of competency appropriate for the target group and purpose
? reflect the requirements of the selection qualification, and expresses generic and specific learning outcomes to be achieved
? be structured in a way that reflects the option for design most suitable for the likely target group
? include a broad overview of content to be addressed, in a sequence that supports learning, within timelines and operational constraints
? outline an appropriate delivery and assessment strategy for the learner group
? demonstrate appropriate learning theories and instructional design principles to support the strategy design
? describe any operational requirements
? be accompanied by a report that describes the decision making processes and information gathered in the development of the learning strategy.
You will have already started to gather some of the evidence while completing the Participant Workbook which can be included as a portfolio of evidence.
As you need to complete at least two learning strategies, you will need to do this at least twice.
Adjustment for distance-based learners
No change required.


Assessment Task 2: Implement and review a learning strategy
This Assessment Task consists of three parts:
1. Part A: Pre-implementation review of the learning strategy
In Part A you will select one of the learning strategies you developed for Assessment Task 1 and undertake a pre-implementation review, using the review criteria you developed in Assessment Task 1.
You may also have developed these in the activities throughout the Participant Workbook or your practice environment may have review criteria and documentation that you can use.
2. Part B: Implement the learning strategy
In Part B of this assessment task you will be required to implement at least one of the learning strategies that you designed and developed in Assessment Task 1.
You may have already completed some of this work as you completed the activities in the Participant Workbook for this unit of competency.
You will gather evidence to show the implementation has taken place.
3. Part C: Post-implementation review of the learning strategy
You will then review the learning strategy implemented in Part B. This will require you to identify criteria to review the strategy against, as well as develop and administer strategies to collect review data using tools such as questionnaires. These may be same or similar to the criteria used in the pre-implementation review. You may have developed these throughout the Participant Workbook or your practice environment may have review criteria and documentation that you can use.
Procedure
For this assessment task, you will conduct a pre-implementation review of the learning strategy, implement the learning strategy, then conduct a post-implementation review of the learning strategy. The steps for this are outlined below.
Part A: Pre-implementation review of the learning strategy
1. Select one learning strategy and conduct a pre-implementation review. You may need to confirm with your assessor the suitability of the learning strategy selected.
2. Present the findings of your review in a report format ensuring that you present:
a. an overview of the review process you undertook
b. the review criteria used and any review tools used
c. the measures used to gather feedback
d. the stakeholders who were consulted
e. a summary of the feedback from stakeholders
f. the recommendations for any changes and changes that were implemented
i. attach documentation used
ii. identify the changes made at this stage, if any
g. outcomes and evidence of continuous improvement.
3. Include copies of the version-controlled copies of the learning strategy demonstrating the changes that were implemented.
Part B: Implement the learning strategy
1. Implement the learning strategy.
2. Collect evidence to substantiate that the training has taken place. This may include attendance sheets, evaluation forms, enrolment
forms, etc.
Part C: Post implementation review of the learning strategy
1. Document a review of the learning strategy you implemented in Part B.
2. Present the findings of your review in a report format ensuring that you present:
a. an overview of the review process you undertook
b. the review criteria used
c. the measures used to gather feedback
d. the stakeholders who were consulted
e. a summary of the feedback from stakeholders
f. recommendations for any changes
g. outcomes and evidence of continuous improvement.
3. Include copies of the version controlled copies of the learning strategy demonstrating the changes that were implemented.
4. Your report should include a portfolio with copies of questionnaires and/or checklists collected throughout the review process as appendices.
Specifications
The deliverables for this assessment include:
? pre-implementation findings of review criteria in a report
? materials from the training, e.g. participant enrolment forms, attendance lists and evaluation forms
? written or oral report of findings from the review of post-implementation review
? version controlled copies of learning strategy demonstrating implementation of changes
? portfolio, which includes copies of review tools, e.g. questionnaires, checklists.
Provide any additional evidence in a portfolio that the learning strategy has been implemented and reviewed pre- and post-implementation, including:
? documentation showing how the strategy was implemented, including stakeholder feedback on the implementation of the learning strategy
? feedback from relevant stakeholders using a recording method appropriate for the context; for example, completed questionnaires or notes of discussions with the reviewers
? a summary of any amendments to the learning strategy documentation as an outcome of the review process, with evidence of any amendments if required.
Adjustment for distance-based learners
No change required.


Appendices
Appendix 1: Learning strategy proforma
The following template should be used as a basic guide only. You can alter it to suit your particular circumstances. Make a reference note to any supporting documentation or report sections for evidence purposes.
PLANNING
Name of training/assessment organisation
Name and contact details of client
Description of potential target group, their characteristics, learning needs and any support requirements
Title of program (if this is separate from the training program name)
Code and title of training program
Code and title of units of competency or modules to be covered Code Title

Purpose and description of the program
Outcomes to be achieved Specific outcomes Generic outcomes

IMPLEMENTATION
Proposed duration of the program
Design structure
Examples could be:
? addressing each unit of competency or module separately
? clustering units or modules into meaningful combinations
? building from less complex to more complex tasks
? designing around work structures, organisation and activities
? project based
? synthesising knowledge and skill requirements.
Content
? Provide an overview of content to be addressed, in a sequence that supports learning
Delivery strategies
? What are the main methods of delivery to be used?
Assessment strategies
? What are the main methods of assessment to be used?
? What validation processes will be used?
Delivery and assessment personnel Name Unit or module to be delivered and assessed Summary of qualifications

Operational requirements
For example:
? facilities
? equipment
? resources
? workplace health and safety requirements.
Reviewed by:
Signed
Date