Let’s now look at developing our assessment strategy. This starts with analysing the training products and coming up with options for assessment design that are relevant to target group, industry requirements, the assessment environment, and your training provider.
The TAS document itself, will allow you to record the outcomes of your analysis so that readers can come away with a high-level understanding of how you see the assessment being undertaken.
Starting with the training product, you’re going to access or download and run through the qualification and the units of competency that make it up. Each unit of competency will have the assessment requirements spelled out clearly. This includes the performance evidence, knowledge evidence and assessment conditions.
Simply by reading through these, you will gain a detailed understanding of the assessment requirements, and you can begin to consider the ways in which evidence may be collected. We’ll look into evidence collection more in the next video.
For now, if we look at a level three unit like the TAEDEL311 provide work skill instruction, and we scroll down to the assessment requirements, we can see that practical skills will need to be demonstrated, specifically, a number of 30 minute instruction sessions to individuals and small groups. In order to conduct these, the learner will need to know a number of things listed in the knowledge evidence, as well as the task skills they’ll need to work through that are listed in the performance criteria.
Lastly we look at the assessment conditions to see if there’s anything particular that we’ll need to consider. And in this case, it’s all pretty straight forward.
We now have enough information to consider what types of evidence gathering activities would suit this unit. If we’re looking at a full qualification, there may be a dozen or more additional units to look through. So we keep track of these separately, until we’re ready to transfer everything across to the assessment arrangements section of our TAS document.