Course Content
Preparing to design a strategy for training and assessment
In the initial phase of training and assessment development, it is essential to establish clear objectives by consulting with relevant stakeholders (1.1). This involves identifying and documenting the specific characteristics of the target group, including their foundation skills and learning needs. Additionally, engaging with stakeholders to understand industry requirements is crucial. To meet the intended goals, one must carefully access, analyse, and select nationally recognised training products while ensuring alignment with the purpose and target group through consultation and confirmation.
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Designing and developing a training strategy
In the second phase of training and assessment development, it's crucial to analyse selected nationally recognised training products to identify required skills and knowledge. Explore various options for designing a training strategy aligned with the purpose, target group, industry requirements, learning environment, training products, and provider. Determine the mode of delivery, entry requirements, and additional criteria. Estimate training duration, schedule sessions, and ensure comprehensive learning resources. Lastly, identify and confirm the availability of human and physical resources for training.
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Designing and developing an assessment strategy
In the third phase of training and assessment development, a systematic approach is vital. Begin by analyzing the selected nationally recognized training products to pinpoint assessment requirements relevant to the assessment strategy design. Document various options for assessment strategy design that consider the training products, target group, industry requirements, assessment environment, and training provider. Identify and document the assessment methods to be used, estimate the time needed for assessment tasks, and integrate the assessment timing into the training schedule. Additionally, identify and document any necessary adjustments to assessments based on the characteristics of the target group. Ensure full coverage of unit competency requirements by identifying and documenting the assessment tools required. Finally, identify and confirm the availability of human and physical resources necessary for the assessment process.
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Finalising a TAS
In the final phase of training and assessment development, collaborate with stakeholders to evaluate the strategy for training and assessment. Act upon the evaluation outcomes and thoroughly document any modifications made to the strategy, ensuring transparency and accountability. Confirm the finalised strategy, meticulously aligning it with legislative, regulatory, and organisational requirements to ensure compliance and effectiveness. This comprehensive approach ensures that the strategy is refined and optimised to meet the intended goals while adhering to all necessary standards and regulations.
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TAEDES511 – Design and develop strategies for training and assessment
About Lesson

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.