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.
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.
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.
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.
TAEDES511 – Design and develop strategies for training and assessment
About Lesson

The assessment components of your TAS include the assessment arrangements, RPL/RCC guidance, assessment staff, reasonable adjustment parameters, and validation and review procedures.

In this lesson, we’ll start with the assessment arrangements. These are represented in the TAS as a matrix, though there are a couple of questions to answer before filling this out. Firstly, if we’re providing resources to our target cohort, what contextualisation or customisation needs to take place to make the resources more applicable and appropriate? The choices you make here will then roll over into the assessment, as you will want the assessment to reflect the skills and knowledge that the student has learned, including anything that you have contextualised. So, if you’re using a specific workplace document during the training, then this is the document that you will want to use during the assessment. The same goes for the equipment used and so on.


Next is a statement that covers the evidence gathering techniques. This will require you to consider the training and assessment as a whole and only use evidence gathering techniques that are appropriate to the various program areas. For example, if you’re running training for bookkeeping, then the majority of the evidence will be gathered via documentation and portfolios of evidence that may be collected via the software they’re trained on. You will not need them to demonstrate skills in front of an assessor while they’re watching, nor will you need them to do a role play, though you may want to include a third party report from a workplace supervisor.


So, where you have the key at the bottom of the matrix, you’ll need to change this to best suit the types of evidence you’d like to gather to meet the specific units or qualification being taught. Review the below link to the VET (WA) ministerial corporation that will assist in understanding how you might select appropriate evidence. Specifically, page 15 to 19.

Once you’ve completed the matrix, readers of your TAS will have a clearer understanding of the types of assessment activities that are likely to be conducted in order to gather the evidence for each program area. Suffice to say, there will be at least some form of practical evidence to collect skills-based evidence, and some type of questioning such as oral or written, that will be designed to capture knowledge-based evidence. The variations to these basic types will depend on the particular training, the industry sector and previous examples of the program.