Course Content
Prepare to develop an assessment tool
1.1 Clarify tool purpose, target group and context of assessment 1.2 Analyse target group characteristics and identify their needs relevant to assessment tool design and development 1.3 Access and analyse nationally recognised units of competency to identify what is required to demonstrate competence 1.4 Analyse available assessment instruments for their suitability for use, and identify required modifications
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Plan and design an assessment tool
2.1 Review own skills and knowledge required to develop the assessment tool and identify gaps in subject matter expertise, industry relevance and industry currency 2.2 Address identified gaps according to organisational procedures 2.3 Determine steps and estimate time needed for the design and development of assessment tool 3. Design assessment tool 3.1 Review and select assessment methods appropriate to purpose, target group, required evidence collection and assessment context 3.2 Check and confirm that combination of assessment methods meets unit of competency requirements and supports principles of assessment and rules of evidence 3.3 Identify instruments required to collect evidence using selected assessment methods and according to organisational requirements
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Develop an assessment tool
4.1 Record the context and conditions for assessment 4.2 Develop tasks to be administered to candidates 4.3 Develop outline of evidence to be gathered from candidate 4.4 Develop instruments to be used to collect evidence from candidate in line with universal design principles and according to legislative and regulatory requirements 4.5 Develop criteria to be used to make judgements about whether competence has been achieved 4.6 Develop administration, recording and reporting requirements 4.7 Develop instructions for assessor and for candidate 4.8 Map assessment tool to the nationally recognised training product 4.9 Document draft assessment tool according to organisational procedures
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Finalise the assessment tools
5.1 Undertake a systematic review of the assessment tool according to organisational procedures 5.2 Trial assessment tool to validate its content and applicability 5.3 Collect and document feedback on assessment tool and amend tool as required 5.4 Finalise and store assessment tool according to organisational procedures
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TAEASS512 – Design and develop assessment tools
About Lesson

Analysing Nationally Recognised Training Products for Assessment Development 

Here’s a breakdown of the process for analysing nationally recognised training products (e.g., training packages and accredited courses) to identify requirements for assessment tools, with a focus on foundation skills:

1. Analysing Structure, Content, and Application:

  • Review Training Package and Units of Competency: Start by thoroughly examining the training package and its associated units of competency.
  • Identify Learning Outcomes: Focus on the specific learning outcomes outlined in each unit. These define the knowledge, skills, and attitudes trainees are expected to acquire.
  • Analyse Performance Criteria and Range Statements: Carefully consider the performance criteria, which detail the specific tasks and behaviours demonstrating competency.
    • Analyse the “range statements” within the performance criteria. These describe the various contexts, environments, and situations where trainees may apply their skills.
  • Map Training Content to Assessment: Match the learning outcomes and performance criteria to relevant assessment tasks and processes.
    • Ensure assessment tasks require trainees to demonstrate the specific knowledge, skills, and application of those skills in realistic scenarios relevant to an Australian workplace.

 

2. Identifying Foundation Skill Requirements:

  • Focus on Essential Skills: Identify the essential foundation skills (language, literacy, numeracy, digital literacy, and employability skills) explicitly mentioned in the training product.
  • Analyse Learning Activities: Scrutinise the learning activities outlined in the training product.
    • These activities often implicitly require the application of foundation skills.
    • For example, completing a written report requires literacy skills, while using online learning platforms demands digital literacy.

 

3. Utilising Australian Foundation Skill Frameworks:

  • Australian Core Skills Framework (ACSF): Refer to the ACSF https://www.dewr.gov.au/ to understand the different skill levels within each foundation skill domain (reading, writing, oral communication, numeracy, problem solving).
  • Analyse Skill Demands: Analyze the training content and assessment tasks, identifying the specific level of each foundation skill required for successful completion.
    • For instance, a written assessment might require a higher level of literacy compared to a practical demonstration.
  • Integrating into Assessment: Incorporate the identified foundation skill requirements into your assessment tools. This might involve:
    • Designing tasks that assess the required foundation skills alongside the core competency.
    • Using specific instructions or rubrics that consider foundation skill levels relevant to the Australian workforce.

 

Additional Tips:

  • Consult with subject matter experts (SMEs) with experience in the relevant Australian industry to gain insights into the practical application of foundation skills within the job role.
  • Pilot test your assessments with a representative group of trainees to ensure they adequately measure competency and foundation skill proficiency in an Australian context.

 

By following these steps, you can develop comprehensive assessment tools that effectively measure not only core competencies but also the essential foundation skills crucial for success in the VET sector and industry more generally.