Holistic Assessment Materials

Holistic Assessment Materials
TAE50111 Diploma of Vocational Education and Training
1st Edition 2011
TAEPDD501A Maintain and enhance professional practice
TAEDEL502A Provide advanced facilitation practice
TAEASS501A Provide advanced assessment practice

These materials were developed by Innovation & Business Skills Australia in association with the Commonwealth Government through the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE).
Acknowledgement

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Innovation and Business Industry Skills Council (IBSA) would like to acknowledge Precision Consultancy for their assistance with the development of this resource.
Copyright Statement
© 2011 Commonwealth of Australia
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License. (http://creativecommons.org/licenses/by-nc-sa/3.0/au/)
This licence lets you distribute, remix and build upon the work, but only if it is for non-commercial purposes, you credit the original creator/s (and any other nominated parties) and you license your derivative works under the same terms.
The copyright of any adaptations and/or modifications to this material remains with the Commonwealth of Australia. Adapted and/or modified materials must have the Innovation and Business Skills Australia logo removed from the work, and the following attribution made:
‘This is a modified document based on materials prepared by Innovation and Business Skills Australia Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.’
Disclaimer
While care has been taken in the preparation of this material, DIISRTE and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DIISRTE and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this material.
The Commonwealth, through the Department of Industry, Innovation, Science, Research and Tertiary Education, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.
Published by: Innovation and Business Industry Skills Council Ltd
Level 11
176 Wellington Pde
East Melbourne VIC 3002
Phone: +61 3 9815 7000
Fax: +61 3 9815 7001
Email: reception@ibsa.org.au
www.ibsa.org.au
First published: September 2011
1st edition version: 2
Release date: August 2012
Printed by: Fineline Printing
130 Browns Road
Noble Park VIC 3174
ISBN: 978-1-922043-41-2
Stock code: CP-TAE50111HOL1 – Spiral bound
CP-TAE50111HOL1S – Shrink-wrapped
Table of contents
Welcome
Getting Started 1
About the assessment tasks 1
The practice environment 3
Undertaking the assessment tasks 3
Gaps in your skills and knowledge 3
How you will be assessed 4
Your portfolio of assessment 4
The assessor’s role 5
About the Diploma of Vocational Education and Training (TAE50111) 6
Assessment evidence requirements 6
Assessment Tasks
Assessment Task 1: Reflect on current facilitation and assessment practice 9
Assessment Task 2: Plan a program of professional development activities 13
Assessment Task 3: Participate in professional development activities 17
Assessment Task 4: Demonstrate advanced facilitation and assessment practice 19
Assessment Task 5: Lead others in professional development 23
Appendices
Appendix 1: Checklist of assessment tasks 29
Appendix 2: Evidence record 30
Appendix 3: Your current facilitation and assessment practice 31
Appendix 4: Third-party observation checklist (facilitation of group learning) 33
Appendix 5: Feedback on facilitation process 35
Appendix 6: Third-party observation checklist (assessment of candidates) 36
Appendix 7: Feedback on assessment process 38
Appendix 8: Program of professional development activities 39
Appendix 9: Record of participation in professional development 40
Appendix 10: Evaluation questionnaire 41
Appendix 11: Assessment validation checklist – Principles of assessment 43
Appendix 12: Assessment validation checklist – Rules of evidence 45
Appendix 13: Assessment validation report 47
Appendix 14: Facilitation discussion report 48

Candidate declaration
Your trainer/assessor is required to discuss the following matters with you. Tick the relevant box once the matter has been explained to you and you have acknowledged that you understand the advice provided by your trainer/assessor.
? purpose and outcomes of the assessment process
? relevant unit/s of competency
? recognition of prior learning
? appeals process
? confidentiality and security of information
? special needs/additional information
? signing of candidate declaration.
Candidate’s name Phone no.
Assessor’s name Phone no.
Assessment site
Assessment date/s Time/s
Date assessment arrangement was notified to the participant
Notification method
In signing this form the candidate acknowledges that the assessment process has been fully explained to them and they understand and agree to the assessment process as described above.
It is proposed that the assessment outlined will take place at times and locations mutually agreed between the candidate and the assessor.
Comments:
Candidate’s signature: Date:
Assessor’s signature: Date:
Welcome

Getting Started
This holistic assessment covers the following three core units of competency from the TAE50111 Diploma of Vocational Education and Training (VET):
? TAEPDD501A Maintain and enhance professional practice
? TAEDEL502A Provide advanced facilitation practice
? TAEASS501A Provide advanced assessment practice.
The Diploma of VET has been designed as a qualification to provide competencies in the core practitioner skills at a higher level than that provided by the Certificate IV in Training and Assessment. It focuses on the individual practitioner taking responsibility for maintaining and enhancing their own professional practice – in other words, continually seeking to improve their own skills as a practitioner.
A functional analysis of the role of more advanced VET practitioners shows that the skills which have the greater effect on students in VET relate to the facilitation of the learning process and the decision making process in assessment. This assessment tool combines a focus on those two key skills as part of maintaining and enhancing professional practice.
Assessing these units holistically fulfils the purpose of the Diploma of VET by determining professional development needs, addressing these needs and providing advanced VET practice. The assessments reflect real training and assessment work roles and environments in the VET sector and in registered training organisations (RTOs).
Note that these assessments relate to three core units only. Completion of the Diploma of VET requires evidence of competence for ten units from the qualification. A further three core units and four elective units will need to be completed separately from the units this holistic assessment addresses.
About the assessment tasks
This holistic assessment is designed to reflect a process of professional development in the workplace by asking you to:
? reflect on your facilitation and assessment practice and vocational competency to identify areas for improvement
? develop a professional development plan which aims to improve your facilitation and assessment practice and maintain vocational currency
? participate in professional development activities
? demonstrate your own advanced facilitation and assessment practices
? lead the professional development of others.
The diagram below represents this cycle of continuous improvement represented by the holistic assessment.

Each stage of the cycle of continuous improvement is addressed by an individual assessment task that builds on the previous task.

Just as the process of professional development should be seen as an ongoing cycle, the assessment tasks are represented here as being a continuing process. The Diploma of VET recognises that, as an advanced practitioner in VET, you should always be aiming to:
? engage and support the learning and assessment experiences of participants
in VET
? develop the professional practice of other VET practitioners
? expand on your own interests and needs through a stimulating and rewarding professional practice.
The practice environment
Throughout this holistic assessment, the term ‘practice environment’ has been used. This is a term used to describe a training organisation you will be using to demonstrate your skills and knowledge. It may be a registered training organisation (RTO) where you are currently working, an enterprise where you conduct training, or an organisation that will allow you to practise your skills without being formally employed.
Where no workplace is available, a simulated workplace will be provided by the assessor which will enable all the critical aspects for evidence to be assessed in a manner equivalent to a workplace.
These holistic assessment activities have been designed specifically for you to apply to your training and assessment work. Where possible, your assessment activities should be based on the organisational processes, procedures, documentation and quality management systems used in your practice environment. For example, you may already have access to professional development documents that address areas for development in your professional practice.
In general, any issues or concerns you have with a suitable practice environment to carry out these assessment tasks should be discussed with your assessor.
Your assessor may contextualise some or all of these assessments to better suit your learning needs.
Undertaking the assessment tasks
The assessment tasks have been designed to be completed in the order they are presented in this document, however, some assessment tasks can be commenced as others are being completed. This will be explained further in the instructions for each individual assessment task.
The tasks have been designed to take you through the process of reviewing your current practice, identifying and planning to address areas of concern or interest, and then implementing this plan to demonstrate advanced facilitation and assessment practice, and improve your overall professional practice.
Gaps in your skills and knowledge
If you are undertaking the Diploma of VET, you will most likely have a Certificate IV in Training and Assessment, an equivalent Certificate or some units of competency relating to facilitation of learning and/or assessment. The terms used throughout this holistic assessment task will be familiar from your previous learning and your current practice in vocational education and training.
However, if you are unfamiliar with any terms in the assessment tasks and require further clarity, draw on your existing networks of other VET practitioners for guidance and discussion. Also, discuss any issues with the assessment tasks with your facilitator and/or assessor.
Glossary
A glossary of terms is included on the Learner Resources website at
http://www.ibsa.org.au/products-and-services/tae10-learner-resources.aspx .
Use the glossary to clarify the meaning of terms used in this holistic assessment if necessary.
How you will be assessed
The individual tasks in this holistic assessment reflect a process of continuous improvement for your professional development. The tasks and their requirements are set out in this document and you will be asked to a present a portfolio of evidence that reflects your completion of the task.
In addition to addressing the assessment and evidence requirements of units of competency, assessments must address skills and knowledge requirements in relation to Employability Skills. Through the assessment, you will provide evidence of the knowledge, skills and attributes you will need to demonstrate Employability Skills as they relate to the TAE50111 Diploma of VET qualification.
Completing the assessment tasks and gathering evidence to present to your assessor should be undertaken over a period of time, in order to show the depth of skills and knowledge appropriate to a Diploma level qualification and an experienced VET practitioner.
It is assumed that you already have gained the knowledge and skills required for these units in TAE50111 Diploma of VET through:
? undertaking group-based, distance or online training
? experience in your own practice environment
? a combination of the above.
Your portfolio of assessment
The overall aim of these units and this holistic assessment is to improve and advance your professional practice in facilitation and assessment and your vocational competency, and to lead others in their development. When putting together your portfolio of evidence, consider how each piece of evidence reflects this process of improvement.
There is no set format for this portfolio. Some pro forma have been attached as appendices; you can use these when indicated, or you can use others that you design or you may have some pro forma and documents your practice environment uses.
Appendix 2 is an evidence record that can assist with organising your evidence and keeping track of how it relates to each assessment task. The following are some examples of evidence you might produce to demonstrate your involvement in different activities to complete the assessment tasks:

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? third party observation reports of facilitation and assessment
? feedback from learners
? lesson plans
? timetabling and attendance
? video or audio recordings and photographs
? assessment records
? learning and assessment materials developed by you, or used in your practice
? journal entries or diaries
? records of communication (electronic, paper-based)
? qualification or certification records for vocations or professions
? certificate of membership to industry or professional bodies
? notes and materials from professional development workshops
? records of placements or visits at industry or professional work placements
? meeting agendas and minutes from professional development activities with peers.
If you have any concerns about what you can include in your portfolio, speak with your assessor.
The assessor’s role
Your assessor will:
? negotiate assessment activities with you and provide guidance for planning
? answer any questions you might have about the assessment
? inform you of any variations to the assessments which may be required if you are a distance-based learner
? assess your competency as required by the units of competency, by making judgements about the evidence presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
? give you feedback on the outcomes of the assessment process, both formative (as you go through the assessment processes) and summative (your final assessment – whether you are competent or not yet competent)
? counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the assessment decision
? help you to address the occupational health and safety (OHS) requirements of the assessment setting and units of competency, as appropriate.
About the Diploma of Vocational Education and Training (TAE50111)
These assessment tasks allow you to provide evidence that demonstrates your competency in the following three core units of competency from Diploma of VET:
? TAEPDD501A Maintain and enhance professional practice
? TAEDEL502A Provide advanced facilitation practice
? TAEASS501A Provide advanced assessment practice.
Assessment evidence requirements
This assessment involves you undertaking your own course of professional development, including initial assessment of your VET practice and vocational currency, developing and implementing a plan of activities to maintain and improve your practice and influence the practice of others, and reflect on the overall process of professional development.
The critical aspects of evidence for the units of competency covered in this holistic assessment task include some specific requirements for evidence. These are:
TAEPDD501A Maintain and enhance professional practice Collect, document and discuss with peers evidence of feedback from at least 10 hours of facilitation practice and interviews with assessors covering at least the assessment of 10 candidates.
TAEDEL502A Provide advanced facilitation practice A minimum of 100 hours of group facilitation.
TAEASS501A Provide advanced assessment practice Undertake the assessment of at least 20 individual candidates from a total of at least 50 units of competency from training packages or accredited courses.
Lead assessment among a group or team of assessors, consisting of at least five individuals and demonstrate how that leadership has lead to improved processes and outcomes.
It is important that your portfolio of evidence demonstrates that you have achieved these requirements. The assessment tasks will give information about how these critical aspects are to be achieved. However, you should discuss with your assessor how you will achieve these requirements. For example, the requirements have been spread across the assessment tasks – you may wish to discuss the spread with your assessor.

Assessment Tasks

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Assessment Task 1: Reflect on current facilitation and assessment practice
This Assessment Task addresses the aspects of reflection and self-evaluation of current practice in the units of competency:
? TAEPDD501A Maintain and enhance professional practice
? TAEDEL502A Provide advanced facilitation practice
? TAEASS501A Provide advanced assessment practice.
For details see the Assessment Mapping documents.
Instructions
The Diploma of Vocational Education and Training (VET) requires you to take responsibility for your professional development. This Assessment Task asks you to gather evidence of, and reflect on, your current professional practice in order to identify areas for improvement to move into advanced levels of professional practice. It also invites you to consider the direction and future goals of your professional practice.
Your current professional practice incorporates:
? the responsibilities and accountabilities of your current work role
? your VET practice (facilitation and assessment practice)
? your vocational competency or subject area.
This Assessment Task is connected to Assessment Tasks 2 and 3 as follows:

The assessor may ask you to submit your portfolio of evidence for this assessment task before moving onto Assessment Task 2.
Please note: Your facilitation of group learning and delivery of assessment tasks will contribute to the required number of hours, candidates and units of competency required by this cluster of competencies. Refer to the Critical Aspects of Evidence in the mapping documents and the units themselves for the totals.
Procedure
Part A – Your current work role and practice environment
1. Describe your current work role and practice environment. You could use the form included in Appendix 3 to help you with this task. If you do not have a current work environment, discuss a suitable practice environment with your assessor.
Part B – Gather evidence of your current facilitation practice
1. Facilitate and provide evidence of 30 hours of group learning. Note that these hours will contribute towards the overall requirement of facilitating a minimum of 100 hours of group learning.
2. Maintain a reflective journal recording how you dealt with the challenges of:
a. complex learning environments
b. learners with complex learning needs
c. developing learner independence
d. any other challenges, in your facilitation practice
e. your own assessment of how you responded to these challenges.
3. For at least ten of these hours, gather and consider how you need to respond
feedback from:
a. a range of peers and other VET practitioners who observed your facilitation (Appendix 4 is a third party observation form that you can use)
b. learners in your practice (Appendix 5 is a sample feedback form for learners).
Part C – Gather evidence of your current assessment practice
1. Assess at least ten candidates against a total of 20 units of competency demonstrating a range of assessment methods. Provide evidence of this assessment taking place.
Note: A total of 20 units of competency does not mean 20 different units of competency. For example, you could assess ten candidates against two different units of competency each, making a total of 20 units of competency. These candidates and units of competency will contribute to the overall requirement of assessing 20 candidates against a total of 50 units of competency.
2. Maintain a reflective journal recording how you dealt with the challenges of your assessment, including any assessment decisions made.
3. Ask peers and/or other experienced VET practitioners to observe your assessment practice and provide feedback (Appendix 6 contains a third party observation form that you can use).
4. Gather feedback from the candidates on your assessment practice (Appendix 7 is a sample feedback form for assessors) and consider how you need to respond to this feedback.
Part D – The currency of your vocational skills and knowledge
1. Gather evidence of your current level of skills and knowledge in your vocation or subject area.
Part E – Identify areas of improvement
1. Reflect on and analyse the information and evidence about your professional practice gathered in Parts B, C and D. Responding to the following questions will assist with this reflection.
a. How can I improve in the performance of the responsibilities and accountabilities of my current work role?
b. What areas do I want to improve in my facilitation practice and why?
c. What areas do I want to improve in your assessment practice and why?
d. What areas do I need to improve in my vocational competency and why?
e. How do I want to develop and improve as a VET practitioner in general (e.g. long-term goals)?
Specifications
You must:
? facilitate and provide evidence of at least 30 hours of group learning after the commencement of the Diploma of VET and obtain feedback from peers or other VET practitioners and learners of at least ten hours of these 30
? assess and provide evidence of at least ten candidates against a total of 20 units of competency after the commencement of the Diploma of VET
? gather feedback from peers of your assessment practice gather a range of perspectives
? gather feedback from your assessment candidates.
Your sample of practice should provide any evidence of:
? your facilitation of group learning, including dates, learning groups, learning materials, and session plans
? your assessment of candidates, including assessment materials, assessment records, assessment decisions
? evidence of a range of perspectives of your practice.
Your assessor will be looking for evidence that you have:
? considered your individual work role and responsibilities, and organisational requirements, in considering your current professional practice
? reflected on challenges in your facilitation and assessment practice and have considered ways of addressing these challenges
? communicated with others to obtain feedback on your practice and direction for improvement
? reviewed your own work practices to improve your own practice and identify gaps in skills and/or knowledge.
Adjustments for distance-based learners
No changes to the assessment task are required.

Assessment Task 2: Plan a program of professional development activities
This assessment task relates to the professional development aspects of the following units of competency:
? TAEPDD501A Maintain and enhance professional practice
? TAEDEL502A Provide advanced facilitation practice
? TAEASS501A Provide advanced assessment practice.
For details see the assessment mapping documents.
Instructions
The Diploma of VET seeks to develop experienced practitioners in their roles as facilitators and assessors. Part of this development involves understanding and planning to undertake activities that will achieve your development needs and professional goals. Assessment Task 2 requires you to create a professional development plan that addresses observations and areas for improvement identified in Assessment Task 1.
The process of developing a professional development plan may already be familiar to you; it may already be a requirement of your practice environment. Your professional development plan is a ‘living’ document that should be reviewed regularly and adjusted to meet the changing demands of your professional practice, vocational competency and your practice environment. It should also be a document that, through the process of self-reflection and assessment, helps you to achieve identified goals for your professional practice.
For this Assessment Task, you will be required to prepare a professional development plan which incorporates activities that allow you to:
? improve your facilitation and assessment practice (a VET currency plan)
? improve your vocational competency (a vocational currency plan).
You should consider, refer to and address your work responsibilities and accountabilities, and any organisational or legal requirements relevant to your practice in preparing your plan.
In addition to addressing the challenges and areas for improvement identified in Assessment Task 1, your professional development plan must include:
? research into developments and trends in facilitation and assessment practice
? the use of technology to create and/or maintain professional networks to discuss facilitation and assessment practice.
You should include a range of other activities. Activities to maintain and improve facilitation and assessor practice may include:
? aligning organisational requirements and priorities with your own professional development goals
? creating support networks or communities of practice around facilitation and assessment (or particular areas within) to discuss and address challenging issues
? attending workshops, conferences and other professional events relating to the VET system and facilitation and assessment practice
? attending internal staff continuous improvement processes, such as validation and moderation processes
? observing other VET practitioners in their facilitation and assessment practice to develop new approaches to your own practice
? having peers and other VET practitioners observe you in your facilitation and assessment practice (your observed practice can contribute to your total requirements of demonstrated practice – see Assessment Task 4)
? delivery of professional development to peers in areas of interest or expertise
? leading assessment and validation activities
? influencing the practice of peers through your own practice (e.g. modelling innovative and inclusive practices in facilitation and assessment).
Activities that could develop currency in vocational knowledge and skills include:
? mentoring from an industry expert
? maintaining registration with industry and professional bodies
? complying with continuing professional development requirements for industry and professional bodies
? attending courses run by professional or industry bodies in your vocational area
? involvement in industry partnerships between industry and professional organisations and an RTO or other training workplace
? arranging work placements in or visits to industry, business or professions and relevant organisations
? conducting dual facilitation and assessment with industry or professional contacts
? involvement in activities with Industry Skills Councils (ISC)
? developing and maintaining a network of industry or professional contacts to comment on facilitation and assessment practices and materials
? self-directed learning in your area of vocational competence, including e-learning.
In Assessment Task 3, you will be implementing your professional development plan, so in developing your plan it is important to consider what timeframes and resources are required to achieve the desired outcomes of your plan.
Procedure
1. Research a range of professional development activities that will address:
a. your VET practice
b. your vocational currency needs.
2. Create a professional development plan that:
a. addresses challenges identified in your facilitation and assessment practice in Assessment Task 1, including:
i. complex learning environments
ii. learners with complex needs
iii. developing learner independence.
b. improves your facilitation and assessment practice
c. maintains your vocational competency and/or subject expertise
d. takes into account your work responsibilities and accountabilities
e. recognises any organisational and legal requirements for your professional practice.
3. Assess any barriers or difficulties in implementing these activities and consider how these can be dealt with. Document this in your professional development plan.
4. Ask others in your practice environment to comment on and contribute to the development of your professional development plan. Document any input provided.
5. Gain approval for implementation of your professional development plan from your supervisor or manager and your course facilitator or assessor.
Specifications
Your professional development plan must be a written document. Evidence of the plan must clearly show how the professional development activities within the plan:
? improve on and advance your current facilitation and assessment practices (your VET currency plan)
? improve and maintain your vocational currency or subject expertise (your vocational currency plan).
In Appendix 8 there is a template of a program of professional development that you can use or you may choose to develop your own plan. Your practice environment (RTO or other training workplace) may already have such documents that you are familiar with and have used before.
When detailing the activities in your professional development plan, you should include details of:
? what the activity involves
? when the activity will (or is anticipated to) take place
? where the activity is to be undertaken
? resources involved (e.g. people, materials, venues, time)
? what the activity relates to (your VET currency plan, your vocational currency plan or how you influence and lead others)
? any expected barriers or issues with the professional development activity
? expected outcomes of participating in these professional development activities.
Your assessor will be looking for evidence of:
? consultation with others regarding your professional development and the creation of your professional development plan
? self-evaluation skills in assessing your own skills and knowledge to determine development needs
? consideration of how your plan will address these needs and improve your current VET practice and vocational currency
? reflection skills to evaluate your work practices to improve performance and understanding
? consideration of organisational goals and objectives, processes, procedures and opportunities relating to professional development
? time management to organise participation in professional development around your practice.
Adjustments for distance-based learners
No changes to the assessment task are required.
Assessment Task 3: Participate in professional development activities
This Assessment Task relates primarily to the professional development aspects of the following units of competency:
? TAEPDD501A Maintain and enhance your professional practice
? TAEDEL502A Provide advanced facilitation practice
? TAEASS501A Provide advanced assessment practice.
For details see the Assessment Mapping documents.
Instructions
This assessment task requires you to carry out the activities that form the professional development plan you created in Assessment Task 2.
Procedure
1. Participate in professional development activities as outlined in Assessment Task 2 relating to:
a. your facilitation and assessment practice

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b. currency in your vocational or subject area.
2. Keep records and evidence of all activities and reflect on the professional development you are undergoing. Appendix 9 is a template for a record of participation in professional development. This will contribute to Assessment Task 4.
Specifications
You must provide a portfolio of evidence that demonstrates you have undertaken the activities set out in your professional development plan. Evidence could include:
? statements of attendance at and materials from professional development activities for vocational competence and/or facilitation and assessment practice
? minutes of meetings with peers, senior VET practitioners, supervisors, industry and professional contacts and other relevant persons
? self-directed learning including records, notes, diagrams or other records of readings undertaken and statements of attainment of e-learning courses
? third party observation reports of your facilitation and assessment practice
? feedback from learners and assessment candidates of their experiences of your facilitation practice
? observation records and notes taken when observing facilitation and assessment practices of peers and senior VET practitioners.
Where a planned activity did not take place, explain why and the steps that were taken to undertake alternative activities to meet the identified needs. Similarly, where you undertake any additional activities not included at Assessment Task 2, you should document these additions, including how they contribute to or improve your professional development.
Your assessor will be looking for evidence of:
? communication skills to maintain professional networks and discuss new practices, skills and knowledge
? time management to undertake professional activities and carry out work role commitments
? research skills to direct learning to gain new knowledge and keep up to date with emerging information and practices
? literacy skills allows appropriate recording of professional activities
? reflective skills to consider the relationship between professional development activities and your practices
? that you understand and can apply main branches of learning theory
? that you understand and can apply the principles of assessment to guide assessment, validation, and appeals processes.
Adjustments for distance-based learners
No changes to the assessment task are required.
Assessment Task 4: Demonstrate advanced facilitation and assessment practice
This Assessment Task relates primarily to the demonstration of advanced practice in the following units of competency:
? TAEPDD501A Maintain and enhance your professional practice
? TAEDEL502A Provide advanced facilitation practice
? TAEASS501A Provide advanced assessment practice.
For details see the Assessment Mapping documents.
Instructions
This Assessment Task requires you to demonstrate how your participation in professional development activities has improved your facilitation and assessment practice to achieve advanced facilitation and assessment practices.
You will need to incorporate and demonstrate new knowledge, skills and practices gained through your professional development in the following activities:
? facilitate (and provide evidence of) at least 70 hours of group learning
? assess (and provide evidence of) at least ten candidates against a total of 30 units of competency.
Your facilitation and assessment practice will also need to be observed, and feedback gathered from peers or VET practitioners and learners and candidates for assessment.
You will then need to write a reflective piece that details the improvements you have made to your facilitation and assessment practice and your vocational skills and knowledge as a result of your professional development as planned in Assessment Task 2 and implemented in Assessment Task 3.
You may find that you are completing and gathering evidence for Assessment Task 3 (participate in professional development) when you start this assessment task, or you may have included actual facilitation and assessment as part of your professional development plan. If this is the case, ensure you clearly indicate which evidence relates to which assessment task, or part of an assessment task. Appendix 2 has an evidence record that can assist with this.
Procedure
Part A – Demonstrate advanced practice
1. Facilitate at least 70 hours of group learning. Ensure that you:
a. incorporate any new knowledge, skills and techniques gained through your professional development that:
i. addresses the constraints of complex learning environments
ii. addresses the characteristics and barriers to learning for learners with complex needs.
b. demonstrate appropriate professional techniques and strategies for facilitation that enhances learner independence and the learner’s experience
c. apply ethical and inclusive practices
d. are observed by peers and/or senior VET practitioners to provide feedback
e. gather feedback from your learners.
2. Assess at least ten candidates against a total of at least 30 units of competency. Ensure that you:
a. incorporate any new knowledge, skills and techniques gained through your professional development
b. use a range of assessment methods and tools that:
i. demonstrate appropriate professional techniques and strategies for facilitation
ii. apply ethical and inclusive practices
iii. provide evidence of your assessment, including assessment records, decisions made, materials used.
c. are observed by peers and/or senior VET practitioners to provide feedback
d. gather feedback from your candidates.
Part B – Reflect on your practice
Write a reflective piece that discusses your facilitation and assessment practice as a result of professional development.
As a guide, you should reflect back on the information in response to the questions in Part E of Assessment Task 1 and your record of professional development for Assessment Task 3. Answering the following questions will assist with this part of the
Assessment Task.
1. Did I improve in the performance of responsibilities and accountabilities of my work role?
2. How did my facilitation practice improve?
3. How did my assessment practice improve?
4. How did my vocational competency improve?
5. Overall, how did my professional practice improve?
Specifications
You must:
? facilitate at least 70 hours of facilitation of group learning (to contribute to a minimum of 100 hours of facilitation)
? assess at least ten candidates against a total of at least 30 units of competency from training packages or accredited courses (to contribute to at least 20 candidates assessed against a total of at least 50 units of competency)
? submit a reflective piece that details how your professional development plan and implementation improved your facilitation and assessment practice.
Your assessor will be looking for evidence of:
? the professional development you have undertaken has been implemented into your facilitation and assessment practice
? reflective and self evaluation skills in considering your own practice as a result of professional development
? communication skills in facilitating learning and assessing candidates
? literacy skills to understand and interpret Training Packages and accredited course information and incorporate new practices
? demonstration of ethical and inclusive practices in your facilitation and assessment procedures, including compliance with any legal requirements
? understanding and demonstration of assessment principles, including transparent assessment and decision making processes
? addressing challenges raised by complex learning environments, learners with complex needs and ways to encourage and achieve learner independence.
Adjustments for distance-based learners
No changes to the assessment task are required.


Assessment Task 5: Lead others in professional development
This Assessment Task relates primarily to the leadership and influence aspects in the following unit of competency:
? TAEPDD501A Maintain and enhance your professional practice
? TAEASS501A Provide advanced assessment practice.
For details see the Assessment Mapping documents.
Instructions
This assessment task requires you to lead your peers in the development of their professional practice.
This assessment task does not require that you take on formal leadership responsibilities (e.g. as a manager or supervisor) in your work role, or assume that you already have these responsibilities. Rather, it requires you to demonstrate an informal role in leadership and practice by encouraging, driving and influencing your peers on their professional development.
If you do have formal leadership responsibilities as part of your work role, elements of these responsibilities may be incorporated into this assessment task. You should discuss this with your assessor. Remember that activities contributing to this assessment task must have been conducted after your commencement of the Diploma of VET.
You may find that you commence this Assessment Task as you are completing Assessment Task 3 (Participate in professional development) and Assessment Task 4 (Demonstrate advanced professional practice). Also, there is some overlap between this Assessment Task and Assessment Task 4. For example, you may invite some peers whose professional development you are leading to observe your demonstration of advanced facilitation and assessment practice. When providing evidence of your work, be clear about which evidence corresponds with which assessment task. Appendix 2 has an evidence record that can assist with this process.
Procedure
Part A – Facilitation practice
1. Form a professional development network with a group of facilitators.
2. Observe and provide feedback to your peers about their individual facilitation practices for at least ten hours of facilitation. Appendix 9 has an observation and feedback record for facilitators.
3. Establish and lead the facilitation of meetings with peers to discuss and encourage their comment on their facilitation practice, addressing complex learning environments, learners with complex needs and how to develop learner independence.
4. Report on and implement the outcomes of these meetings.
5. Provide direction for and/or deliver professional development activities to your peer facilitators to improve their facilitation practice.
6. Model high standards of facilitation practice and invite your peer assessors to observe and comment on your practice.
7. Provide a portfolio of evidence that demonstrates your leadership of the professional development of this group and your influence on their practices.
Part B – Assessment practice
1. Select a group of at least five peer assessors to form a professional network.
2. Observe and provide constructive feedback to your peers about their individual assessment practices of at least ten assessment candidates. Appendix 7 has an observation and feedback form for assessors.
3. Lead a discussion with peers around their assessment decisions and practices.
4. Establish and lead the facilitation of meetings to review of assessment processes and identify and develop areas for improvement.
5. Report on and implement the outcomes of these meetings.
6. Provide direction for and/or deliver professional development activities to improve the assessment approaches of your peer assessors.
7. Model high standards of assessment practice and invite your peer assessors to observe and comment on your practice.
8. Provide a portfolio of evidence that demonstrates your leadership of the professional development this group and your influence on their practices.
The important thing is that your evidence demonstrates your leadership and influence of others in their professional development.
You may wish to choose a range of ways to provide leadership and influence to your peers in their professional development. Whatever the method, your assessor will be looking for evidence of:
? your leadership in the professional development of others
? your observation of and feedback to peers in their facilitation and assessment practice
? leading discussion groups about facilitation and assessment practice
? communication and interpersonal skills that demonstrate awareness and sensitivity of the development and other relevant needs of peers, including cultural awareness
? communication skills to discuss, lead and address the needs of the group of peers and individuals
? direction and advice on professional development
? guidance on assessment principles, inclusive learning practices and ethical and legal practices relevant to your practice
? problem solving skills to address difficulties arising for individuals, conflict between peers, in work teams, and/or between peers and learners and candidates for assessment.
Adjustments for distance-based learners
No changes to the assessment task are required.

Understanding specific need in health and social care

Unit 6 Research project
Appendices

Appendix 1: Checklist of assessment tasks
Assessment Task Due date Completed
Assessment Task 1 – Reflect on current facilitation and assessment practice
Assessment Task 2 – Plan a program of professional development activities
Assessment Task 3 – Participate in professional development activities
Assessment Task 4 – Demonstrate advanced professional practice
Assessment Task 5 – Lead others in professional development
Appendix 2: Evidence record
This record can be used to keep track of your evidence portfolio and how each piece of evidence relates to each assessment task. The information in italics is a guide, and should be replaced with your own content. Add as much detail as necessary to identify each piece of evidence.
Number Evidence submitted Relevant to Assessment Task 1 Relevant to Assessment Task 2 Relevant to Assessment Task 3 Relevant to Assessment Task 4 Relevant to Assessment Task 5
1 Summary of and feedback forms from 10 learners, group learning facilitated on 1/4/20XX. Contributes to evidence of 6 hours of facilitation of group learning and evidence of feedback from learners.
2 Plan of professional development activities. Sets out a plan of professional development activities for implementation in Assessment Task 3.
3 Email conversations between candidate and Jo Bloggs. Demonstrates consultation with supervisor re suitability of professional development activities.
4 Appointments with previous minutes of previous meetings. Demonstrates leadership of peers for professional development.

Appendix 3: Your current facilitation and assessment practice
Complete this template as part of your evidence for Assessment Task 1.
Your details
Name
Your vocational qualifications and experience
Your VET qualifications and experience
Your role and practice environment
What is your practice environment?
An actual training organisation (name and details) or a simulated environment (provide details).
What is your current work role/title?
What personal responsibilities or accountabilities do you have as part of your work role?
What vocational Education and Training (VET) qualification do you train and assess others in? Provide the codes and titles.
Is it a Training Package qualification or an accredited course?
What specific units of competency or modules do you deliver and assess? Provide the codes and titles.
What specific units of competency or modules have you delivered in the past, and when? Provide the codes and titles.
Appendix 4: Third-party observation checklist (facilitation of group learning)
Provide this template to peers and other practitioners to observe your facilitation (Assessment Task 1 and 4) and/or use it in observing the facilitation of your peers (Assessment Task 5).
If you have similar forms developed for your practice environment, you should use those.
Your name:
Observer’s name:
Number of learners in group: Date:
Time and duration of actual delivery:
Location of training:
Unit/s of competency addressed in training:
Did the candidate: Comments Yes No
Use a range of delivery methods and training aids to optimise learner experiences? ? ?
Use interpersonal skills to maintain appropriate relationships? ? ?
Observe learner cues and change approaches, where necessary, to maintain momentum? ? ?
Use language and terminology appropriate to the industry and language, literacy and numeracy (LLN) levels of the learners? ? ?
Use learning materials appropriate for the learners? ? ?
Provide and work to a session plan? ? ?
What areas of improvement would you recommend the candidate address?
Suggested professional development activities to improve facilitation practice
Other comments
Your signature: Date:
Observer’s signature: Date:
Appendix 5: Feedback on facilitation process
You can use this template to gather feedback from learners in your facilitation group for discussion with peers and other VET practitioners about your facilitation practice (Assessment Task 1 and 4). You can also provide it to peers as a way of gathering feedback on their facilitation practice and to initiate and lead discussion
(Assessment Task 5).
If you have similar forms developed for your practice environment, you should use those.
Name of facilitator:
Date and location of learning:
Unit of Competency or subject area covered in this session:
Do you agree with the following statements? Yes No
I felt comfortable and supported in the learning environment.
I understood how this session and the topics covered related to the course or training program overall.
The facilitator presented information clearly and in a logical order.
The facilitator used a range of learning activities.
I found the process interesting and interactive.
I felt encouraged to ask questions and contribute my own thoughts about the learning.
I was given constructive feedback about my performance.
Overall comments about the session:

Overall comments about the facilitator:

Ideas for how this session, or future sessions could, be improved:

Appendix 6: Third-party observation checklist (assessment of candidates)
Provide this template to peers and/or senior practitioners to observe your assessment of candidates (Assessment Task 1 and 4), and/or use it in observing the assessment practice of your peers (Assessment Task 5).
If you have similar forms developed for your practice environment, you should use those.
Your name (candidate):
Observer’s name:
Person being assessed: Date:
Time and duration of actual assessment:
Permission gained from the person being assessed to be observed:
Location of assessment:
Unit/s of competency addressed to be assessed:
Assessment task being observed:
Did the candidate: Comments Yes No
Explain the assessment process clearly to the person being assessed and checked for understanding? ? ?
Use assessment methods appropriate to the performance criteria being assessed? ? ?
Use interpersonal skills appropriate for the assessment process? ? ?
Use language and terminology appropriate to the industry and LLN levels of the learners? ? ?
Demonstrate support for the person being assessed? ? ?
Advise of review and appeals processes? ? ?
Discuss any special needs of the person being assessed and took these into consideration in the assessment task? ? ?
What areas of improvement would you recommend the candidate address?
Suggested professional development activities to improve assessment practice:
Other comments:
Your signature: Date:
Observer’s signature: Date:
Appendix 7: Feedback on assessment process
Use this template to gather feedback from candidates you assess and for discussion with peers other VET practitioners about your assessment practice (Assessment Task 1 and 4). You can also provide it to peers when leading assessment discussion with as a way of gathering feedback on their assessment practice (Assessment Task 5). If you have similar forms developed for your practice environment, you should use those.
Name of assessor:
Date and location of assessment:
Assessment tasks completed:
Do you agree with the following statements? Yes No
The assessor gave me enough information about the assessment process, including appeals processes
I understood how the assessment task related to the training course.
The assessor asked if I had any special needs and took these into consideration.
I understood how the evidence gathered showed I could perform to the standard required.
I felt comfortable with the assessment process and supported by the assessor.
I was treated fairly by the assessor.
I received the result of my assessment in a reasonable amount of time.
I was given constructive feedback about my performance.
Overall comments about the assessment process:
Overall comments about the assessor:
How could the process be improved?
Thank you for your feedback.

Appendix 8: Program of professional development activities
Use this template to record your program of professional development activities (Assessment Task 2).
Name of candidate:
Professional development activity Details of activity Expected date of participation in the activity Area of professional practice to be developed (facilitation, assessment, vocational currency, etc.) Expected impact on area to be developed Resources required (time from work; cost, staff involvement, industry professionals, etc.) Relationship to current work role responsibilities and practice environment Comment from others on activity and impact (peers, senior practitioners, supervisors, etc.)

Plan of professional development activities reviewed by:
Manager/supervisor signature: Name: Date:
Facilitator/assessor signature: Name: Date:

Appendix 9: Record of participation in professional development
You can use this template to record your participation in professional development activities (Assessment Task 3) and to record your reflections on these activities and how you anticipate they will improve your professional practice and your vocational competency.
Information in italics is for guidance and should be deleted.
Name of candidate
Professional development activity e.g. name, venue, details of the activity undertaken
Date of participation
What identified area of improvement did this activity relate to and how? e.g. specific facilitation techniques, assessment processes, vocational competency
What did you gain from this activity? e.g. new knowledge, skills, techniques or approaches
Were there any unexpected benefits from this activity?
How do you think this activity will improve your current professional practice?
How do you plan to implement what you gained from this activity? e.g. trial new assessment methods or document or test new facilitation techniques or learning activities
Any other reflections on your participation in this professional development activity? e.g. shortcomings, changes, ideas for development in other areas HND Assignment Help
Appendix 10: Evaluation questionnaire
This template may be used to lead discussion with peer facilitators in discussing the facilitation practice and learning materials, namely learning plans, and can be used as evidence of your leadership of discussion and professional development (Assessment Task 5).
If you have similar forms already developed for your practice environment, you should
use these.
Learners Yes No
Are learners clearly identified? ? ?
Are all learners’ needs included? ? ?
If not, what other needs should be included?
Planning Yes No
Are the chosen units of competency or other specifications appropriate for the learners and their needs? ? ?
Does the content and structure address all aspects of the units? ? ?
Does the learning sequence provide effective and manageable blocks of learning? ? ?
Does the plan cater for the needs of the learners? ? ?
Are the activities interesting and relevant? ? ?
Will the activities motivate the learners? ? ?
Will you be able to contextualise the activities to suit your learner needs? ? ?
Assessment tasks Yes No
Will the suggested assessment tasks adequately assess the requirements of the units of competency? ? ?
Will you be able to contextualise the suggested assessment tasks to suit your learners’ needs? ? ?
General Yes No
Does the program plan identify risks and contingencies? ? ?
Is the timeframe suitable for the content? ? ?
What are the strengths of the learning plan?
What are the weaknesses of the learning plan?
Do you have any other comments?
Appendix 11: Assessment validation checklist – Principles of assessment
This template may be used to lead peer discussions of assessment practices and at a validation meeting about an assessment strategy, process, plan, tools or instruments (Assessment Task 5).
If you have similar forms developed for your practice environment, you should use those.
Unit/s of competency:
Component of task, tool or strategy Yes/No Comments
Documents are complete and current version is being used?
Mapping to unit/s of competency has been completed.
Target group has been identified.
FAIRNESS
Instructions are clear and conditions are clearly identified.
The process is open and transparent, taking into account relevant characteristics and needs of the candidates.
RELIABILITY
The strategy, process, tools and/or instruments are clear so that other assessors would make the same decision.
Evidence guides or assessment checklists are available to assist in decision-making.
The strategy and tools allow for the collection of sufficient evidence.
FLEXIBILITY
The activities outlined in the strategy are suitable for a variety of assessment contexts and client circumstances and needs.
VALIDITY
The activities address the evidence requirements of the unit of competency or benchmark.
MEETING THE RULES OF EVIDENCE
The activities, tools and instruments allow for collection of evidence that is:
? valid
? sufficient
? current
? authentic.
Comments and suggested actions

Appendix 12: Assessment validation checklist – Rules of evidence
Use this template to lead discussions with peer/s (group or individual) to determine whether the evidence collected for a particular unit of competency meets the requirements, in accordance with the rules of evidence.
This template can also be modified to include the details of a particular candidate to discuss a peer’s assessment decisions for that candidate (Assessment Task 5).
If you have similar forms developed for your practice environment, you should use those.
Unit of competency:
Description of evidence provided:
Date:
Evidence criteria Yes/No Comments
VALIDITY
Is the evidence provided relevant to the unit of competency or other specification?
Have a variety of assessment strategies been used?
Are skills and knowledge assessed in an integrated way?
SUFFICIENCY
Is the evidence provided sufficient for a judgement of ‘competent’?
What additional evidence is required?
AUTHENTICITY
Can you verify that the evidence provided is the work of the candidate?
CURRENCY
Is the candidate able to demonstrate the ability to currently meet performance specifications of the unit of competency?
CONSISTENCY
Is the evidence consistent with that from other assessments?
Can any inconsistencies between this evidence and other evidence about the candidate be explained?
Comments about the evidence and suggested actions:

Appendix 13: Assessment validation report
This template can be used when leading validation activities with a group of peers (Assessment Task 5).
If you have similar forms developed for your practice environment, you should use those.
Validation of:
Date conducted:
Participants:
Summary of outcomes:
Recommendations for improvements:
Actions to be taken: Person responsible: By date:

Follow-up meeting to be held on:
Appendix 14: Facilitation discussion report
Use this template to document your role in leading discussions with peers around facilitation practice (Assessment Task 5).
If you have similar forms developed for your practice environment, you should use these.
Date conducted:
Participants:
Complex environments: Challenges:
Suggested approaches/improvements:
Learners with complex needs: Challenges
Suggested approaches/improvement
Developing learner independence: Challenges:
Suggested approaches/improvements:
Other areas of discussion: Challenges:
Suggested approaches/improvements:
Summary of outcomes:
How did you demonstrate leadership?
Recommendations for improvements:
Actions to be taken: Person responsible: By date:

Follow-up meeting to be held on:

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