User Guide Information to support integration of smallprint training
Contents
1. C C LEE TELE L EEE CE LEE LE TESTS User Guide smallprint Information to support integration of smallprint training and assessment support resources in RTO training and assessment strategies smallprint smallprint Pty Ltd ABN 11 568 957 882 5 938 South Road Edwardstown SA 5039 PO Box 222 Daw Park SA 5041 Customer Service 08 8275 9333 General Enquiries 08 8275 9300 Accounts 08 8275 9399 Facsimile 08 8275 9391 admin smallprint com au www smallprint com au Contents Copyright Introduction smallprint products Aligning smallprint resources Units of competency Quick view gt Industry links Compliance Contextualising and editing Using the resources Section 1 Learning support material Section 2 Pre assessment Section 3 Assessment Competence Performance standards Judgement of competence Assessment instructions Assessment environment Assessment and evidence gathering tools Foundation skills Other information gt Complaints and appeals re assessment Cheating and plagiarism The assessment plan gt Formative assessment Summative assessment 1 Summative assessment 2 Summative assessment 3 gt Third party observation The judgement Section 4 Validation mapping and unit information RTO validations gt Continuous improvement Acronyms 03 05 08 09 10 13 14 15 19 20 21 22 23 24 252. 25 26 26 27 28 28 31 33 33 33 3 38 41 43 43 44 Copyright 3 smallprint Australia Pty Ltd owns all copyright on its products as detailed in the Copyright Act 1968 You may not totally or partially reproduce these materials without written permission from smallprint This includes unlicensed or unauthorised copying in public and private institutions with Commonwealth Statutory Licenses This means you may not photocopy the whole of or a substantial portion of these materials copy them fo include with your written materials reformat them publish scan or upload them to retrieval systems digital media or file sharing internet sites smallprint vigorously conducts checks of organisations suspected of breaching the legislation Identified breaches will result in prosecution under the law Disclaimer This guide is not intended to be a prescriptive or authoritative source of information for RTO delivery of training and assessment services or compliance requirements The information provided is based on best known practice and regulatory requirements smallprint does not accept any liability for actions taken by users as a result of information provided in this document Our vocational training resources supportihun 010 000110 00 qualif CATIONS across 13 training packages ns a Introduction This guide will help you integrate smallprint training and assessment suppo
3. RTO s training and assessment strategy identifies the learning and assessment arrangements for a VET qualification and addresses the individual units of competency RTOs are required by the Standards for RTOs to provide documented strategies for the delivery of nationally recognised training and assessment This includes suitable explanation of the training and assessment materials to be used and contextualised explanation of how they will be used and supplemented evidence of industry consultation validation of assessment tools by the RTO When used correctly smallprint assessment tools provide the basis for comprehensive evidence gathering to underpin a judgement of competence in accordance with the rules of evidence and the principles for assessment and in support of the national VET regulator s NVR quality standards Units of competency 09 smallprint develop their resources at the unit of competency level so that each unit of competence contains the unit title and code version control information gt clear information regarding smallprint copyright unit information taken from training gov au including identification of the qualification level unit descriptors legislative licensing or regulatory requirements pre requisites and co requisites methods of assessment the range statement required skills and knowledge and critical aspects for assessment Each smallprint participant
4. and procedures will enable participants to action a complaint or grievance regarding any act product or service of the education and training provider RTO academic or non academic and including assessment results 2 Section 3 Assessment Cheating and plagiarism Cheating is defined as obtaining attempting to obtain or aiding another to obtain credit for work or any improvement in evaluation of performance by any dishonest or deceptive means These are unacceptable behaviours which will result in disciplinary action RTOs will have policies and procedures relevant to cheating and plagiarism and should inform all participants of their responsibilities Plagiarism is using the ideas or work of another person s as if they were your own without giving proper credit to the source If participants use materials from published authors to support their assignment work they must cite and reference the works correctly If they do not know how to do this the trainer assessor should provide assistance or direct them to the Harvard referencing system or similar on the Internet The assessment plan The assessment plan can be completed as a result of trainer assessor and participant collaboration It indicates the tools to be used and provides spaces for trainer assessors and participants to nominate possible dates on which assessment might take place The assessment plan should reflect the RTO s training and assessment stra
5. cases the required skills smallprint projects might indicate for example that participants should complete an in depth theory assignment conduct and report on research respond to a series of case studies or perform practical tasks that address the requirements of a workplace and the study unit Assessors should make certain participants understand the expected performance standards Summative assessment 3 Observation report This is a tool that can be used by trainer assessors when they collect observation based evidence of a participants practical performance in an actual workplace ideally on a number of occasions and in a range of circumstances In some instances performance might be observed in a simulated workplace which resembles as closely as possible an actual workplace and supports the performance of actual workplace tasks For instance the unit information downloaded from training gov au could indicate that a commercial cookery assessment might take place in an operational commercial kitchen with the fixtures large and small equipment and workplace documentation which would be a real industry workplace or it might take place in a simulated industry environment such as a training kitchen servicing Customers with industry realistic ratios of kitchen staff to customers Similar conditions will apply in other industry sectors and these are explained in the Unit Information downloaded from training gov au and located in S
6. evidence Yes gathering tool will Yes collect evidence Yes relating to all of the Yes performance criteria Yes and critical aspects Yes for assessment Yes Yes section 4 Validation mapping and unit information 42 Required skills and required knowledge i 2 2 zZ for each unit will Required skills 2 FA 3 g S be listed here 2 a E TO 83 1 482 8 Yes Yes Yes Yes Yes Yes Yes Yes smallprint will record the assessment activities questions and projects that address the required skills and the required knowledge The observation z report and the third 2 party evidence 2 E 8 gathering tool will o Ee collect evidence N A N A N A N A relating to all of the required skills N A N A N A _ N A N A N A _ N A N A N A N A N A N A N A N A N A N A N A _ N A N A N A smallprint mapping and validation should be supported by the RTO s own validation and mapping section 4 Validation mapping and unit information 43 RTO validations RTOs and their staff should regularly participate in both internal and external validation and moderation processes to ensure that assessments actually assess what they are intended to assess for each unit of competence the assessments are sufficient to support a reliable valid and fair judgement of competence Results of validation meetings
7. guide or trainer assessor manual is comprised of Section 1 Learning support material Section 2 Pre assessment Section 3 Assessment Section 4 Validation mapping and unit information Quick view Using smallprint training and assessment resources smallprint Purpose amp application RTO Assessor contribution resources What it does Participant Provides content to support learning Facilitate discussion research and reading Guide and new skills development information that addresses Provide sufficient opportunities Section 1 learning outcomes and individual for practise of new skills Learning performance criteria for a l 7 support given unit of competence Validate training content against training material package and workplace requirements Used by trainers to convey basic information and instruction Contextualise content about the training subject 9 Demonstrate and record industry RTO assessor provides training consultation and endorsement demonstration coaching Make accommodation for language instruction supplementary Hung literacy and numeracy LLN training information handouts BH foundation skills requirements reference lists direction to on line information etc Section 2 Provides a list of the skills a participant Advise participants of the self Pre will need to demonstrate assessment checklist prior to assessment commencement of training Before they commence training
8. minimum answers to the assessment questions and suggested tasks for the observations benchmarks and expectations to ensure that assessment will be consistent over a range of assessors and assessment situations Trainer assessors should determine the context for assessment which tools to use and or what tools must be developed by the RTO assessor what evidence is required and how it will be recorded the standard of performance benchmark required in addition to those provided by smallprint whether assessment will fulfil requirements for the principles for assessment and rules of evidence whether the assessment tools meet the requirements for the unit the qualification and qualification level any language literacy numeracy or foundation skills requirements Assessment should be conducted when participants feel they are ready and after they have had opportunities to practise new skills Quick view smallprint Purpose amp application RTO Assessor contribution resources What it does Section 3 Trainer assessors must Assessment provide detailed instructions to participants make reasonable adjustments and contextualise assessments to meet industry requirements and to support local conditions and or special needs develop situation relevant tasks to be undertaken by participants and observed for collection of performance evidence provide more detailed and contextualised answers to ques
9. own assessment tasks use tools prescribed in the RTO s TAS use a range of different methods including evaluation of portfolios of work collection of evidence from group activities review of performance evaluations specifically designed role plays and simulations use a combination of all of the above 23 Section 3 Assessment Recommended best practice is that assessment evidence be gathered over time and involve repeat skill demonstrations rather than only those observed on one assessment occasion a range of assessment methods be used to allow for differences in candidate performance and training facilities and to enable the collection of different evidence types assessment and evidence gathering be related to holistic performance of workplace tasks ie to the learning outcomes relevant to complete units of study or to sets of study units rather than to isolated performances which do not realistically reflect the way tasks are carried out in the workplace x Regardless of the tools selected for use in most instances some form of contextualisation will be necessary and RTOs and assessors must provide evidence that they have done this Assessment must take into consideration the four dimensions of competence 1 Individual task skills he demonstrated ability to perform tasks relevant to the job role 2 Task management skills the demonstrated ability to prioritise and manage a number of different ta
10. participants should use this as a self assessment checklist to identify what they can already do If they can demonstrate these skills and provide suitable evidence of performance prior to training they can be given credit or can apply for Recognition of Prior Learning RPL Provide instruction with regard to credit recognition of prior learning RPL or recognition of current competencies RCC applications and the evidence that must be submitted to support them Make valid fair and reliable assessments of credit and RPL applications Notify participants of the results before training commences Quick view smallprint Purpose amp application RTO Assessor contribution resources What it does Section 3 Offers information about competency RTOs must give assessors detailed Assessment and addresses the ways in which instructions about assessment processes smallorint assessment and evidence gathering tools can be used Provides an assessment plan declarations to be signed by participants to verify that they understand instructions regarding cheating and plagiarism are ready for assessment will submit only work that is verifiably their own evidence gathering tools for formative and summative assessments including observation reports an assessment summary and sign off sheet evidence collection and competency record x The trainer assessor manual TAM offers suggested
11. satisfactory performance level for each activity to ultimately justify a judgement of competence 21 Section 3 Assessment Performance standards An assessment of competence relies on a performance of a task or set of tasks under s pecified conditions to an agreed standard Competency based training and assessment is intended to address practical work based skills The agreed standard is generally that required in employment and competence is reliant on repeat performance at the required standard consistently and over time The learning outcomes and performance criteria for each unit of competence taken from the national training register training gov au describe the knowledge and actions required to demonstrate competence in a particular subject area Performance criteria also describe the required standard of performance These standards are nationally agreed and developed through industry consultation Standards or performance benchmark requirements might for instance relate to time gt productivity gt innovation creativity gt quality safety number of gt quantity gt accuracy performances Wherever possible smallprint are prescriptive about standards and quantify expected responses In the smallprint trainer assessor manual suggested answers are provided for the activities projects and questions in the assessment tools These answers indicate the minimum requirements for a satisfactory r
12. assessment is conducted observe participant performance and record Ine Tesulis against Tasks observed Third party comments Trainer assessor evaluation the relevant tasks Ask learners during training sessions to share their experience opinions and ideas so that the sharing becomes a learning resource The third party s comments about the participant s performance strengths weaknesses number of observations etc should be entered here training aid When sufficient evidence is collected the third party participant and trainer assessor should meet to discuss the results After discussion with the third party the trainer assessor can enter their evaluation The judgement When all the evidence has been collected and reviewed by the assessor who might work with other assessors and or with subject or workplace experts a judgement of competence can be made and the participant advised of the overall result Results can be entered into the evidence summary sheet Feedback should be given with opportunity for discussion of the result Section 3 Assessment 39 Evidence summary sheet Trainer assessors should record the results for each assessment activity This section must be signed if the third party report was used It indicates that a meeting to discuss the observation results was held and whether the performance o
13. ce and provide a report for the assessor to use in support of a judgement of competence The RTO should provide assessors with comprehensive guidance about how to select the third party They must obtain confirmation in the form of a signed agreement that the third party clearly understands their role duties the type of evidence to be collected and the dates periods over which collection will occur The task list that was used for the observation report can also be used for the third party report or alternative relevant tasks might be described Regular contact between the assessor and the third party is advisable Section 3 Assessment oF Third party agreement form One Third party evidence collection agreement assessors with Assessor statement Tick comprehensive have provided clear instructions to the third party regarding the type andthe _ guidance about quantity of evidence to be collected and reported on procedures to follow The third party has been given an evidence reporting tool smallprint s third party when selecting report a third party We have agreed on the tasks to be observed the environment in which the work tasks will be performed the questions that might be asked to collect knowledge evidence the period over which evidence collection will take place a meeting schedule Assessor name Assessor signature Date Third party Tick have received clear jnst
14. ctory o Not applicable L Satisfactory L1 Not satisfactory o Not applicable Section 3 Assessment The trainer assessor should consider the results of each assessment phase and make a judgement of competence Written feedback can be entered here The trainer assessor and the participant should sign and date the form to show that both understand and agree with the assessment result If the participant disputes the result they can appeal They should not sign the agreement section but should sign this section The trainer assessor should sign to show that they have been informed of the dispute Overall result L Competent o Not yet competent Feedback to participant points for discussion The participant has been provided with feedback and informed of the assessment result and the reasons for the decision Trainer assessor signature Date have received feedback and been informed of the assessment result and the reasons for the decision agree with the assessment result and any resulting actions Participant signature Date Or I have received feedback and been informed of the assessment result and the reasons for the decision disagree with the assessment result and or reasons for the decision and wish to appeal the _ decision Participant signature Trainer assessor signature Date Date for reassessment The participant should fol
15. ection 4 Unit information validation and mapping of the smallprint resource 33 Section 3 Assessment If conducted in an actual workplace arrangements must be made with the participant and the workplace to accommodate observation It might be necessary for the trainer assessor to work with a manager or supervisor and in all cases the observation process should be designed to comply with workplace safety and security requirements and be minimally disruptive Performance should be supported by evidence of underpinning and required knowledge During an observation the assessor should ask questions that will help assess the participant s underpinning knowledge Responses to questions should be noted and recorded It is a good idea for assessors to prepare and document the questions they will ask prior to the assessment Instructions RTOs must provide sufficient and clear instruction to assessors regarding procedures for conducting observable assessment activities gt complying with the principles of assessment gt identifying and communicating the required performance standards Assessors must provide clear and detailed instruction to participants so they know exactly what will be expected of them in an observation situation They need to know how to complete observable practical assessment tasks gt the minimum practical performance standards required Task lists should be disseminated to participants ahead o
16. eet the Principles of Assessment D N D UW W N Eh The quantity and quality requirements for the evidence to meet the Rules of Evidence 10 Any special needs of candidates 11 Any LLN Foundation skills issues Participants can add to this list Formative assessment questions can be answered verbally or in writing as agreed with the assessor Verbal responses should be documented by the trainer assessor The assessor should not prompt the participant or change any of their responses Once the activities have been completed the assessor will determine whether the answers are satisfactory give feedback to the participant regarding the assessment result and fill in the summary sheet A satisfactory result for the formative assessment will contribute in conjunction with other evidence to a judgement of competence Section 3 Assessment Summative assessment 1 Questions This set of questions directly addresses the required knowledge component of the study unit The trainer assessor must explain to the participant what they are required to do when the assessment responses must be submitted the performance standards that must be demonstrated how to access extra assistance if they need it gt gt gt gt Summative assessment 2 Project s This assessment tool can be used to collect evidence relating to required knowledge or knowledge evidence the critical aspects for assessment and in some
17. esponse but it is up to the RTO and the trainer assessor to explain to participants the required standards and to determine whether answers or responses provide sufficient evidence Participants should give answers that are relevant to a particular industry or employment context Section 3 Assessment Judgement of competence To be assessed as competent for any study unit participants must provide satisfactory knowledge evidence required knowledge plus performance evidence required skills plus evidence that shows they can satisfactorily perform all the critical aspects for assessment taken from the national training register smallprint assessment tools support collection of different forms of evidence to fulfil these requirements It is up to the RTO and the assessor to determine the appropriate context for assessment which of the tools are most suitable what evidence is required how when and how many times performance should be observed whether the evidence actually collected is valid sufficient current and authentic whether they need to add change or adopt assessments Assessment processes must be fair valid reliable and consistent over a range of assessors and assessments These conditions fulfil the requirements for the principles for assessment and the rules of evidence Assessors might use all of the assessment tools in the smallprint resource provide supplementary assessment tools design their
18. ess understanding of why how and when tasks should be performed in a range of different circumstances and to assess the practical performance of work tasks relevant to particular study units Competency based assessments are therefore not related to time spent in formal education settings or based on closed book testing rote learning and the performance of one participant is not measured against the performance of other participants or against sets percentages of results Competence is directly related to the observable performance of skills skill sets It measures achievement against learning objectives and changes in a participant s behaviour performance as a result of training This is called criterion referenced assessment measurement of performance against specific criteria Trainer assessors will collect a range of evidence and different evidence forms to support a final assessment of competence Each assessment activity undertaken by participants must be performed at a satisfactory level as determined by the assessor If performance is not yet satisfactory the trainer assessor should work with the participant giving feedback and developing improvement plans and strategies to be followed until the participant is ready for reassessment When all the evidence submitted has been assessed as satisfactory a judgement of competence can be made Trainer assessors must be able to show that participants have demonstrated a
19. f the assessment time so they can prepare for the assessment The smallprint observation report links wherever possible required skills with relevant performance criteria then offers examples of tasks that could be undertaken to provide performance evidence It is up to RTOs and assessors to determine whether these are appropriate or whether they should develop their own tasks In some instances there will be no match between required skills and performance criteria however the skills and performance criteria will still be listed and example tasks given by smallprint RTOs and assessors should add their own industry relevant tasks and can change adapt or contextualise observation tasks online Section 3 Assessment 35 Observation report The participant must demonstrate that they can perform the following required skills and Example TAEDEL401A related performance criteria Required skill Literacy skills to Required skills as read and interpret relevant information per the training prepare required documentation and collate evidence in required format package and unit Relevant performance criteria information are listed 2 1 Access and confirm relevant assessment system policies and procedures organisational legal and ethical requirements and other relevant advice on assessment 2 2 Clarify nominated assessment tools and methods for collecting evidence with Performance criteria that qualified assessor
20. f the participant was satisfactory If other assessment methods were used they should be listed here and the results entered Evidence summary sheet Participant name Student identifier Trainer assessor name To be judged as competent participants must have a satisfactory result recorded for each assessment activity If a result of not satisfactory is recorded for any assessment task the trainer assessor will determine whether additional training and or assessment is required The participant demonstrated the necessary required knowledge to address the requirements for the elements and performance criteria O Not satisfactory L Not applicable L Satisfactory The participant demonstrated the required knowledge L Satisfactory L Not satisfactory L Not applicable The participant demonstrated the required knowledge critical aspects for assessment and where appropriate the required skills o Not applicable L Satisfactory L Not satisfactory The participant demonstrated the required skills to undertake the tasks outlined in the elements and performance criteria o Satisfactory L Not satisfactory o Not applicable The review meeting between third party and trainer assessor was conducted tick L Face to face O Phone interview O Other The participant demonstrated the required skills to undertake the tasks outlined in the elements and performance criteria o Satisfactory L1 Not satisfa
21. iner assessors and participants Assessment requirements to be explained by trainer assessor Declaration to be explained to participants To be signed by the participant and the trainer assessor to indicate understanding and agreement Participants must have access to these resources copies of the activities questions projects nominated by the trainer assessor relevant organisational policies protocols and procedural documents device s to record answers an appropriate workplace or simulated workplace resources normally used in the workplace Participants should respond to the formative and summative assessments either verbally or in writing as agreed with the trainer assessor Written responses can be recorded in the spaces provided if more space is required attach additional pages or submitted in a word processed document If participants answer verbally the trainer assessor should record their answers in detail Participants should also undertake observable tasks that provide evidence of performance Trainer assessors must provide instruction to participants on what is expected during observation and arrange a suitable time and location for demonstration of these skills Participants must fully understand what they are required to do to complete these assessment tasks successfully then sign the declaration To receive a satisfactory
22. low appropriate procedures for re assessment assessment by another trainer assessor or dispute resolution section 4 Validation mapping and unif information 41 In this section the different forms of evidence collected using smallprint assessment tools are mapped against the performance criteria required skills required knowledge and critical aspects for assessment smallprint uses this mapping process to validate its assessments and to ensure that in their opinion the tools if used correctly will support the collection of sufficient relevant current reliable valid evidence over a period of time and in different situations Validations are conducted by qualified instructional designers subject experts and workplace trainers Learning elements performance criteria 3 E z critical aspects Elements and performance criteria 5 Sy r for assessment will 3 S F z A be listed here lt o a Og Fe Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes smallprint will record Yes Yes the assessment Yes Yes activities questions Yes Yes and projects Yes Yes that address the Yes Yes performance criteria Yes Yes and critical aspects for assessment Validation and mapping Formative Summative _ Supplementary _ c 2 8 Critical aspects for assessment S S a 2 3 I 2 2 ElSe 2 Yes Yes Yes Yes The observation Vee Yes report and the third L y Yes party
23. nformation and communications Property services Retail Training and assessment Transport and logistics We also have a range of non accredited self oaced professional develooment programs in the following categories Career pathways Cleaning Communication Computing Customer service Event Management Food and beverage service Governance Health and Safety Human resource management Leadership Leisure and recreation Management Marketing Providing a service Retail sales Training Working in an organisation Aligning smallprint resources smallprint training and assessment resources are commercial products offering learning content plus a range of assessment and evidence gathering tools The resources should always be used in conjunction with and according to the instructions provided in this user guide Each trainer and assessor should have a copy of this guide so they can align training assessment and validation processes with the procedures that should be followed to deliver quality training and assessment The contents of smallprint resource units are developed and maintained in line with the appropriate training packages according to information provided on training gov au They are not a standalone training and assessment product and must be properly incorporated by the RTO into their training and assessment strategy TAS or learning and assessment strategy LAS The
24. ning package or accredited course and with the training and assessment strategies of registered training organisations Feedback is sought and used to validate the currency and relevance of our training and assessment support resources so thot our materials can meet ongoing industry and VET requirements and standards smallprint materials are developed and maintained in line with the appropriate training packages according to information provided on training gov au Acronyms _ Australian Qualificatio _ Australian Fra mework
25. normally used in the workplace materials equipment machinery and environmental conditions similar to a fully functioning workplace consumable resources needed for practise and for skill demonstrations specifications work instructions and workplace information including policy and procedural documents gt qualified assessors with relevant vocational training and assessment qualifications and competence gt appropriate assessment and evidence gathering tools instruments and recording procedures Assessment and evidence gathering tools smallprint assessment tools offer gt formative assessment activities that address the learning elements performance criteria and required knowledge gt a set of summative assessment questions that enable collection of knowledge evidence and require verbal or written responses gt a project that also acts as a summative assessment and can be used to collect both knowledge and performance evidence gt an observation report that enables assessors to record evidence of participant performance on the job or in a simulated workplace smallprint also provides a third party evidence collection tool This tool can be used with appropriate instruction from the RTO and assessor and agreement between the third party assessor and participant to gather evidence and report on participant performance in a real or simulated workplace Section 3 Assessment Foundation skills Participants m
26. o conduct research relating to industry employment situations tailoring course program outcomes to meet specific and identified organisational skill requirements making use of existing industry training or learner support tools introducing actual workplace policies and procedures into the training and assessment and using job descriptions to help participants understand job conditions in real or simulated workplace scenarios and case studies referencing where relevant industry codes of practice guidance notes and other industry information on for instance hazard and risk control business and risk management strategies incorporating and aligning where relevant regulatory information legislation and information applicable to licensing considerations relating to age and or gender cultural beliefs traditional practices religious observances etc using smallprint material in ways that incorporate local and industry knowledge helping participants apply new skills in local and industry appropriate situations either real or simulated Compliance RTOs are responsible for understanding compliance responsibilities in line with current regulatory requirements They will be expected to comply with the conditions of registration gt VET quality framework requirements which include The standards for NVR RTOs the Australian Qualifications Framework AQF data provision requirements fit and proper person requi
27. of performance As formative assessment questions address the learning elements and performance criteria in smallprint resources trainer assessors should ensure that the questions asked are relevant to the participant s workplace or to their intended work situation They can add questions or adapt the existing smallprint questions In the smallprint participant guide spaces will be left so that answers can be inserted Participant answers might also be word processed and submitted on separate sheets of paper In the trainer assessor manual smallprint supply suggested answers to the formative and summative assessment questions Depending on circumstances and their possible work roles participants might supply answers that vary from the suggested answers Assessors must use their professional judgement to determine the sufficiency of the answers 3l Section 3 Assessment Example of a formative assessment question and answer Activity 1 List at least seven things you would need to know in order to participate effectively in a competency based assessment Answer could include any or all of the following The qualification being undertaken The relevant training package The learning elements and performance criteria to be addressed RPL RCC requirements if applicable Safety requirements applicable to the assessment Methods to be followed The tools that will be used The types of evidence to be gathered to m
28. ontext and date s for observation of tasks describe the tasks and make comments at Comments eg strengths limitations development needs the time of observation regarding participant performance standards If assessors design lists of tasks for participants to complete these should be in plain English and task descriptions should be based on the taxonomy in the Australian Qualifications Framework AQF handbook relevant to the appropriate level for the qualification Section 3 Assessment Third party edivence collection The third party evidence collection tool is similar to the observation report in that it requires specific tasks or task series to be completed by a participant and observed and reported on by a third party It is an optional tool to be used when it is not possible for an assessor to observe a participant s work performance in a workplace or in a simulated workplace over a period of time A third party will be someone who can observe the participant on a regular basis and who is suitably qualified or experienced in the workplace therefore able to collect relevant reliable task related and useful evidence This might be a manager supervisor team leader or even a work colleague who is able to verify that the participant can perform nominated tasks consistently to the required standard A third party report is not an assessment The evidence collection tool can be used to gather supplementary eviden
29. rements requirements applicable to financial viability and risk any extra conditions imposed by a regulator such as the Australian Skills Quality Authority ASQA or by other regulatory bodies that can implement additional conditions Contextualising and editing Itis up to each RTO to identify the target audience or client group for whom use of these resources will be relevant adapt and contextualise learning resources and in particular assessments to address group and individual needs relevant to industry and local conditions smallprint advise that each trainer assessor consider each assessment in the context of the specific industry sector and or organisation and make adjustments or contextualise as necessary Trainer assessors must determine the most suitable method s of assessment the context in which assessment should take place the tools that will be used to collect evidence and the type and amount of evidence required Flexibility of smallprint material means that trainers and assessors can easily incorporate their own materials tools and methodologies into an integrated assessment They can nominate and collect additional forms of knowledge and performance evidence smallprint can offer its clients editable assessments To assist with contextualisation and to support RTOs compliance efforts smallprint assessment tools can be accessed edited and customised online by the RTO The RTO can insert informa
30. result for the assessments participants must complete all activities questions project s and tasks nominated by the assessor to the required standard Completion of all tasks to a satisfactory level will contribute to a final assessment of competence Assessors must clearly explain the required performance standards gt declare that the assessment requirements have been clearly explained to me all the work completed towards assessment will be my own cheating and plagiarism are unacceptable Participant Participant Date name signature Trainer Trainer assessor assessor Date name signature Section 3 Assessment Formative assessment Formative assessment is a continuous or progressive assessment in smallprint resources it takes the form of a series of activity questions that is conducted as people learn practise and embed new skills Over the learning period participants will develop new knowledge and new skills They must have opportunities to practise their new skills and test their new learning Trainer assessors should provide verbal and written feedback throughout the training learning period The formative assessment process provides opportunities for trainers and assessors to give feedback correct erroneous learning and reinforce appropriate skill develooment The assessment plan form provides a space for assessors to nominate feedback dates however feedback should be provided at the time
31. rt resources into your operations It will support your self audit and internal validation procedures Training delivery methods can be workplace based group or individual face to face workshop distance technology based or a blend of these Qualified workplace assessors and trainers with industry and VET experience design develop validate regularly review and update smallprint resources They participate in a range of industry and VET based professional development opportunities to maintain the currency of their expertise Industry and client feedback is sought by smallprint to gt validate the currency and relevance of the training and assessment support resources gt align smallprint resources with industry requirements gt align smallprint resources with VET requirements and standards As part of its continuous improvement regime smallprint flags the review dates of all training packages for which it produces resources It closely monitors progress as training packages go through the various draft forms in the industry review process to ensure that resources are up dated and released as new packages and ISC updates are endorsed smallprint products Training packages for which support resources are available include Automotive Business services Community services Basic education and skills development Financial services Food processing gt Foundation skills Health Hospitality I
32. ructions about the evidence collection process and my role with regard to evidence collection understand the type of evidence that should be collected and reported on The third party should the amount gf evidence need to collect receive adequate type and th quantity of evidence to be collected and reported on information about the numbef of performances should observe the role and about s might ask to collect knowledge evidence training package and the time frames and performance standards applicable to the participant s or unit requirements The assessor the participant and have met to agree on the gnvironment in which the work tasks will be performed the period over which evidence collection will take place The third party the e to regularly and consistently observe the participant s work participant and the assessor should meet Work role to discuss and agree Date on the evidence n collection process Tick clear instructions about the third party observation the evidence ormance standards Participant name All parties should sign the agreement Work role Date Section 3 Assessment Third party evidence repori When completed satisfactorily the following tasks will provide evidence of performance RTOs should contextualise the tasks Third party will to relevant industry organisation requirements inline with reasonable adjustment practices to the environment in which the
33. should be documented RTOs need to determine whether the learning assessment activities formative assessment will enable collection of sufficient evidence relating to the required underpinning knowledge requirements for each unit verbal oral questions Gummative assessment will assess underpinning knowledge as it relates to the critical aspects for assessment and to the required knowledge final assessment or project Summative assessment addresses all of the performance criteria in a unit and where necessary has a practical component observation report formative and summative assessment which is intended to support the other evidence collection processes is accompanied by a task list relevant to the industry workplace context and will enable sufficient quality evidence to support a judgement of competence third party observation report formative and summative assessment can be used to record evidence that assessors can evaluate and use to support performance assessment all forms cover sheets summaries sign offs and agreements are appropriate Continuous improvement smallprint resources and assessment tools and the answers provided in the trainer assessor manuals are subject to continuous improvement We undertake continuous improvement activities constantly utilising industry and client feedback to make our training and assessment resources consistent with the requirements of industry stakeholders the trai
34. sks that relate to required job outcomes 3 Contingency management skills he demonstrated ability to identify and fix problems 4 Job role environment skills the demonstrated ability to work cooperatively and collaboratively with others Assessment instructions Before assessment can take place RTOs and assessors must provide clear instructions to participants outlining the agreed date time and place for assessment or the deadlines for submission the structure of the assessment who will be involved in assessment the number of times performance must be observed the amount or type of assistance candidates can expect the assessment environment resources required for assessment the performance standards or benchmarks relevant to the qualification at the appropriate AQF level how results will be communicated procedures to be followed if a not yet competent result is received appeals processes in the case where a result is disputed how and when certificates will be issued x x x x x x x x Section 3 Assessment 25 Assessment environment The RTO should identify the environment in which assessments will be conducted For assessment purposes participants must have access to gt an appropriate workplace or simulated workplace where skills can be practised and performance can be observed online and distance delivery modes will need to accommodate these requirements gt resources
35. tegy TAS and the needs of individual participants The declaration about the assessment process and about cheating and plagiarism should be brought to the participant s attention and explained by the trainer assessor This should be signed by participant and trainer assessor and held as a record of the fact that the participant understands what is expected Section 3 Assessment 29 The assessment plan To be completed by trainer assessor and participant before training commences Trainer assessor Assessment plan should nominate the smallprint assessment activities to be used If not using RTO name Participant name an activity it Student identifier can be marked as N A assessor name Date to Date to Sources of evidence t commence complete Formative assessment Activities Commencement Summative assessm Questions and submission dates can be agreed upon by trainer assessor and participant Project s Observation report Supplementary evidence colsciion Third party report Other assessment lf the trainer assessor chooses to use other assessment evidence gathering activities these should be listed Date s for feedback to participant on their Although progress feedback should be given at the time of performance a date for formal feedback can be nominated Section 3 Assessment Instructions for tra
36. they might be given credit for those particular skill areas This means that they will not have to undertake training or assessment in areas where they are already sufficiently skilled Assessment only If a participant believes they can perform all of the identified skills to the required standard but does not have sufficient documented evidence to hand they might choose to undertake an assessment only pathway where the training is by passed 19 Section 3 Assessment This section provides assessment information gt instructions to participants and assessors guidance on evidence gathering for assessment copies of assessment tools and tasks copies of the assessment recording sheet Assessment tool Type of What is assessed assessment Activities Formative The underpinning knowledge assessment 1 required to undertake the tasks outlined in the elements and performance criteria Questions Summative Required knowledge assessment 1 Projects Summative Required knowledge critical assessment 2 aspects for assessment and in some cases required skills Observation Summative Required skills to undertake the report in assessment 3 tasks outlined in the elements workplace and performance criteria Third party report Supplementary evidence Required skills to undertake the tasks outlined in the elements and performance criteria Section 3 Assessment Competence Competency based assessments are designed to ass
37. tion into the assessments to make them industry and employment relevant change the wording of assessments use their own assessments add to or subtract from the smallprint assessments Assessments that are Customised in this way can be presented to the regulating body as proof of contextualisation l5 i Hi AA De _ Using the Resources Section 1 Learning support material This section of the resource contains content that will support training learning and new skills development Information in this section addresses the learning elements performance criteria and underpinning knowledge for each study unit The learning support material can be used as a distance learning guide or for classroom workshop training delivery Trainers will add to this content by providing for instance workplace demonstration coaching handouts resource and reference lists anecdotal and experiential information or other supplementary training materials Resources additional to those supplied by smallprint could include course schedules x training plan templates session plans x information resources nominated by industry handouts and supplementary texts case studies statistics graphs and diagrams relevant to industry and employment contexts resources machinery equipment time consumables etc that will enable participants to develop and practise new skills in workplaces or simulated
38. tions and projects Section 4 Provides unit information as Validate the assessment tools to be used Validation specified on training gov au and provide evidence of validation to mapping ensure that assessments address the and unit Identifies smallprint assessments performance criteria required knowledge information and maps them against required skills and critical aspects for performance criteria required assessment for each unit of competence knowledge required skills and critical aspects for assessment Identify and address any assessment gaps Map any contextualised adapted or additional assessments Industry links 12 Before training commences learners training participants candidates for assessment should have competency based assessment explained to them be advised of the assessment procedures and requirements that will affect them be advised of the arrangements in place for recognition of prior learning recognition of current competencies RPL RCC applications and evaluations from lodgement to decision RTOs training delivery strategies should indicate direct consultation with industry and employers to enable effective contextualisation of smallprint resources A record of consultation should be documented to support compliance Evidence of RTO consultation with industry might be demonstrated by the creation and documentation of training and assessment activities which require learners t
39. to ensure that procedures to be followed and instruments to be align with that particular used are clear skill are matched 23 Discuss and confirm with relevant people assessment context including candidate s characteristics and any need for reasonable adjustments When completed satisfactorily the following tasks will provide evidence of performance RTOs should contextualise the tasks to relevant industry organisation requirements inline with reasonable adjustment practices Tasks that could to the environment in which the assessment is conducted be undertaken to required skills L__ Locate and provide information relating to assessment system policies and procedures by participants include organisational legal and ethical requirements to demonstrate the required skills Provide a description of three different assessment tools plus methods for collecting and performance evidence Discuss these with a qualified assessor Write down any suggested changes criteria are entered Trainer assessors Create an assessment activity that provides a fair assessment outcome for people with a should develop and disability Talk to a qualified assessor about the suitability of this activity contextualise industry Trainer assessor s comments in detail on their observation relevant tasks Context and date of observation Trainer assessor s input Tasks observed or evidence provided Trainer assessors should nominate the c
40. uld be sturdy strong and comfortable Shoes should be closed and have non slip soles Comfortable footwear assists in reducing fatigue and lower back problems Open toe shoes high heels sandals thongs etc should not be worn Shoes must always be clean Refer to activity 7 Prompt Section 2 Pre assessment To be completed prior to commencement of training Participants should consider the listed skills in terms of their previous qualifications their work experience expertise and current skills They can use the self assessment and work with the trainer assessor to identify their own learning needs and to help schedule training If they believe they can provide evidence to show competency in any or all of the listed tasks they should discuss with the trainer assessor the possibility of credit for the whole or part of the unit Participants must provide sufficient current valid reliable and authentic evidence to be credited for skills recognition recognition of prior learning recognition of current competencies RPL RCC The trainer assessor should clearly explain the evidence requirements and the most appropriate methods of presenting the evidence Self assessment checklist Skill and knowledge self assessment Is the participant able to Comments evidence Yes No Tasks relevant to the unit of competence willbe entered here If participants can perform only some of the listed skills
41. ust be able to demonstrate foundation skills the literacy and numeracy skills that ensure they can read write and use mathematical or arithmetical skills at the required qualification or course level Foundation skills that are essential to performance are described in the Australian Core Skills Framework These should be identified by the RTO and skills gaps that apply to individual learning participants should be addressed by the RTO Other information Participants with special needs including a disability or cultural or lifestyle needs that might impact on training or assessment processes are entitled to the same educational opportunities as everyone else Reasonable adjustments can be made to training and assessment methodologies taking into account equity requirements This should not create undue hardship for the RTO or the assessor and should not give an unfair advantage to or disadvantage any other candidates for assessment The integrity of the unit of competency and the expected performance standards must be maintained RTOs and assessors must take into account relevant access and equity issues in particular those relating to factors that impact on health and training needs of Aboriginal and or Torres Strait Islander clients and communities and or migrant communities or individuals for whom English might be a second or third language Trainers facilitators assessors should identify any special needs reasonable adj
42. ustment requirements or adaptations necessary to accommodate cultural or LLN issues On request smallprint can supply large print hard copy resources for clients Section 3 Assessment Complaints and appeals re assessment Competency based assessments are not intended to be pass fail type tests Assessments can be re done a number of times until a participant achieves a satisfactory result Competence relies on participants being provided with appropriate demonstration theoretical knowledge support when learning to apply the relevant skill sets and on opportunities to practise their skills Once a participant feels that they can demonstrate a skill or set of skills to the required standard they can negotiate an assessment time If as a result of the assessment the assessor feels that the participant is not yet competent the assessor should justify to the participant their decision provide constructive feedback and ensure that the participant has ongoing opportunities for support and practice Once the participant is ready a re assessment can be negotiated At all stages of the assessment process participants must be given suitable opportunities to re submit and to be re assessed when they consider they are ready Appeals All training participants candidates for assessment must be advised that they have the right to appeal an assessment result they believe to be unfair incorrect or inappropriate The RTO s policies
43. workplaces copies of organisational policies procedures protocols codes of practice and industry relevant legislation assessment instructions and possibly a range of alternative supplementary tools and evidence gathering methods marking guides reading lists evaluation forms that can be distributed to participants in order to gather feedback if relevant sets of work placement log books x x x x Trainer assessors should ensure that training delivery accommodates a range of learning style preferences They should also ensure that there are opportunities for participants to use newly learned skills in the workplace or a simulated workplace and to practise those skills before assessment is undertaken section 1 Learning support material Formative assessment Throughout the learning support material section there are prompts that refer the trainer assessor and participant to the formative assessment activities For example from CHCAC316D Provide food services Wear clothing and footwear appropriate for food handling task and to meet Performance criteria requirements of the food safety program Correct clothing is important when handling foods it contributes to the professional image of staff and the facility acts as personal protection and contributes to necessary hygiene requirements Learning support material to explain performance criteria Footwear sho
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