Assessment Materials
TAEASS502B Design and develop assessment tools
1st Edition 2012

Acknowledgment
Innovation and Business Industry Skills Council (IBSA) would like to acknowledge Precision Consultancy for their assistance with the development of this resource.
Writer: Precision Consultancy
Copyright and Trade Mark Statement
© 2012 Innovation and Business Industry Skills Council Ltd
All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without written permission from the publisher, Innovation and Business Industry Skills Council Ltd (‘IBSA’).
Use of this work for purposes other than those indicated above, requires the prior written permission of IBSA. Requests should be addressed to the Product Development Manager, IBSA, Level 11, 176 Wellington Pde, East Melbourne VIC 3002 or email sales@ibsa.org.au.
‘Innovation and Business Skills Australia’, ‘IBSA’ and the IBSA logo are trademarks of IBSA.
Disclaimer
Care has been taken in the preparation of the material in this document, but, to the extent permitted by law, IBSA and the original developer do not warrant that any licensing or registration requirements specified in this document are either complete or up-to-date for your State or Territory or that the information contained in this document is error-free or fit for any particular purpose. To the extent permitted by law, IBSA and the original developer do not accept any liability for any damage or loss (including loss of profits, loss of revenue, indirect and consequential loss) incurred by any person as a result of relying on the information contained in this document.
The information is provided on the basis that all persons accessing the information contained in this document undertake responsibility for assessing the relevance and accuracy of its content. If this information appears online, no responsibility is taken for any information or services which may appear on any linked websites, or other linked information sources, that are not controlled by IBSA. Use of versions of this document made available online or in other electronic formats is subject to the applicable terms of use.
To the extent permitted by law, all implied terms are excluded from the arrangement under which this document is purchased from IBSA, and, if any term or condition that cannot lawfully be excluded is implied by law into, or deemed to apply to, that arrangement, then the liability of IBSA, and the purchaser’s sole remedy, for a breach of the term or condition is limited, at IBSA’s option, to any one of the following, as applicable:
(a) if the breach relates to goods: (i) repairing; (ii) replacing; or (iii) paying the cost of repairing or replacing, the goods; or
(b) if the breach relates to services: (i) re-supplying; or (ii) paying the cost of re-supplying, the services.
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: September 2011
1st edition version: 2
Release date: September 2012
Printed by: Fineline Printing
130 Browns Road
Noble Park VIC 3174
ISBN: 978-1-921927-69-0

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
Assessment Tasks 5
Assessment Task 1: Develop assessment tools 5
Assessment Task 2: Review and trial assessment tools 7
Appendices 9
Appendix 1: Evaluation checklist 9

Getting Started
The assessment activities in this booklet allow you to provide evidence that demonstrates your competency in the unit TAEASS502B Design and develop assessment tools.
Your assessor will:
? negotiate the assessment activities with you and help with their planning
? answer any questions you might have about the assessment
? assess your competence 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 feedback (as you go through learning and assessment process) and summative feedback (after your final assessment)
? 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 (WHS/OHS) 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 and develop assessment tools to collect quality evidence in the assessment process. You need to show that you have the skills and knowledge to:
? determine the focus of the assessment tool
? design the assessment tool
? develop the assessment tool
? review and trial the assessment tool.
You must provide evidence that you have:
? designed and developed assessment tools that support different assessment methods and address at least three units of competency packaged at different Australian Qualifications Framework (AQF) levels
? developed assessment tools that:
? include the instruments for collecting evidence, reflecting the principles of assessment and the rules of evidence, and the related instructions to assessor/s and candidates
? show how the contextual needs of different environments are addressed
? report on the trial and review of the tools, including proposed changes.
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. 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 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, 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 competencies in the qualification that you are pursuing. 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 modules/competencies in a different course or another educational organisation and those modules/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 modules or 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.

Assessment Tasks
Assessment Task 1: Develop assessment tools
For the purposes of meeting the evidence requirements of TAEASS502B you will need to select the three units of competency to develop assessment tools for. These may be benchmarks you have used for meeting the requirements of other TAE10 units or new benchmarks. The units that you choose must be from different AQF qualifications, for example, one from a Certificate II, one from a Certificate III, one from a Certificate IV.
When selecting the three benchmarks, you may want to consider whether the benchmarks are quite different or whether they interrelate to form a cohesive work outcome. If your three units interrelate, you have the choice of whether to design one or more of your tools to support evidence collection in an integrated assessment of the three units. Or you may develop three different tools, one for each unit.
Evidence must be gathered in the workplace wherever possible, or through a simulated workplace.
Procedure
1. Identify the units of competency for which the assessment tool/s will be written.
2. Identify the evidence requirements for each unit of competency.
3. Determine the focus and context that the assessment tools will be used within.
4. Identify the target group of candidates for the assessment tool/s and any special needs or requirements.
5. Identify and access any relevant legislation, organisational guidelines or any other documentation relevant to the assessment process that need to be considered in the design of your assessment tools.
6. Select the assessment methods most appropriate to the context in which the tool will be used, including methods that support the tool being used for recognition of current competency.
7. Determine which assessment instruments best support the methods chosen.
8. Design the assessment tool.
9. Develop the assessment tool, including:
a. a variety of assessment instruments to collect evidence
b. instructions for the assessor and the candidate
c. any administration requirements or procedures that define how the tool is to be used.
10. Develop requirements for storage, review, evaluation and version control of the tool, according to the assessment system in which it will be used.
Specifications
Your assessment tool/s must:
? cater for a number of candidates
? identify requirements for resources and any special assistance
? follow the principles of assessment
? meet the rules of evidence
? show how the contextual needs of different environments are addressed
? follow the Assessment Guidelines of the training package relevant to the chosen units of competency
? utilise different assessment methods and instruments
? identify how the tool will be stored and retrieved.
Adjustment for distance-based learners
No adjustment is required for distance-based learners.

Assessment Task 2: Review and trial assessment tools
As part of your assessment for this unit of competency, you need to review and trial one or more assessment tools that that support different methods and address at least three different units of competency, packaged at three different AQF levels.
Procedure
1. Identify the assessment tool/s for trial, which will have been developed in the previous assessment task.
2. Check the tools against the evaluation criteria identified in Appendix 1, or criteria identified in your practice environment, and make any necessary requirements.
3. Trial the assessment tools to validate the content and applicability.
4. Collect and document feedback from the trial.
5. Analyse the feedback and amend the assessment tool to incorporate changes as appropriate.
6. Format the assessment tool in line with organisational, legal and ethical requirements.
7. Present your reviewed and trialled assessment tools to your assessor, along with any supporting documentation from the review and trial process, for example, documented feedback and details of trial.
Specifications
The trial should incorporate feedback from:
? other assessors
? industry representatives
? typical candidates (where possible).
The trial should evaluate:
? the effectiveness of the tool against the relevant unit of competency
? whether the tool is appropriate for the selected methods
? whether the tool is appropriate for the target group
? the effectiveness of the tool for the context
? appropriateness of the language and literacy for the intended audience.
Adjustment for distance-based learners
No adjustment is required for distance-based learners.


Appendices
Appendix 1: Evaluation checklist
Checklist for assessment tool development and/or review and trial
Assessment tool for:
Version: Date:
Have the following criteria been addressed: Yes/No Comment
1. unit of competency analysed?
2. target group identified?
3. AQF qualification taken into account?
4. organisational requirements considered in terms of applicability to the context?
5. WHS/OHS requirements included?
6. legislative requirements met?
7. ethical requirements met?
8. principles of assessment followed and addressed?
9. rules of evidence met?
10. dimensions of competency incorporated into the instruments?
11. Employability Skills incorporated into the instruments?
12. AQTF/ASQA requirements addressed?
13. Do the selected assessment method/s:
a. address all evidence requirements of unit of competency?
b. allow for the demonstration of knowledge?
c. meet the principles of assessment?
d. address the needs of candidate?
e. meet organisational, ethical and legislative requirements?
f. allow for cost effective assessment?
g. allow for assessment to meet the rules of evidence?
h. meet the needs and approval of industry?
14. Is the assessment tool:
a. clearly written in terms of instructions and instruments, grammatically correct, use language appropriate to the candidate?
b. appropriately formatted and well designed in terms of layout, with sufficient space for candidate and assessor or third party responses?
c. easy and practical to use?
d. cost effective?
e. relevant to the workplace context?
f. applicable to potential candidates?
g. appropriate for the selected assessment methods?
h. sensitive to audience diversity - do not contain any gender, cultural or other bias?
i. clear to assessors in terms of guidance on reasonable adjustment?
j. reviewed, trialled and validated?
k. approved by the organisation for use?
l. labelled with date and version number and appropriately filed for future use?
15. Does the assessment tool include (as required):
a. instructions for the assessor?
b. instructions to the candidate?
c. an outline of evidence to be gathered?
d. criteria used to judge the quality of performance (e.g. the decision-making rules)?
e. guidelines for administration?
f. guidelines for recording and reporting?