TAE40116 - Certificate IV in Training and Assessment

Assignment Task

Major Portfolio Assessment

You are required to design, develop and present a learning program to meet the need of a client/s as part of your assessment for this course. 

Templates to assist your training program:

• Training and Assessment Strategy

• Session Plan

• Assessment Plan

• Assessment Mapping Matrix

• Assessment Instrument templates, including RPL Kit template

• Risk Control Plan

• Peer Review Trial of Assessment

• Program Evaluation (to be submitted after delivering presentation)

Assessment Summary

1. Complete the Training and Assessment Strategy by:

• Identifying the purpose of the program

• Clarifying the target audience

• Specifying any learner’s special needs, including Language Literacy and Numeracy

• Complete an analysis of the LLN levels of performance for your chosen unit of competency to the required LLN levels of the learners

• Identifying any constraints, other than LLN, that may have an impact on delivery of the program

• Communicating and collaborating with the client and subject matter experts

• Sourcing a training package to suit the needs of the client

• Analysing and interpreting the unit of competency to ensure the Training and Assessment Strategy complies with the requirements of the unit

• Selecting an appropriate delivery method

• Researching learning resources to suit the needs of the learners

• Analysing and interpreting the unit of competency to ensure the Training and Assessment Strategy complies with the requirements of the unit

• Identifying resources (learner/trainer/specific unit of competency) required to deliver the training program

• Specifying how the program will be evaluated

• Identified reasonable adjustment strategies that could be applied

2. Develop a Session Plan

• Identifying the required learning outcomes to suit the needs of the client and fulfil the requirements of the unit/s of competency

• Specifying the assessment requirements and criteria as per the assessment guideline of the unit/s of competency

• Evaluating the contents of the unit/s of competency to break down the learning into learning segments and specified time frames for each segment

3. Complete a Risk Control Plan

• Identifying hazards that may be present in the training environment

• Determining the level or risk for each identified hazard

• Determining the control measures/agreed actions to minimise the risk of the hazard

4. Develop learning program

• Applying contextualisation of the unit/s of competency to the development of the resources relevant to the clients situation

• Submitted the final training program and resources required to conduct the training. This includes Trainer Resources and Learner Resources that match the needs of the target audience and pitched at the right level for learners and AQF qualification levels. For example: Learner Guides, PowerPoint Presentations, Student Handouts, Trainer Handbook or Reference Material etc.

• Adapt or develop at least two (2) of your learning resources to meet the identified LLN and other needs of your learners. Decide how you will evaluate how well these worked

• Choose at least two (2) instructional design strategies to suit your learners identified LLN needs. Decide how you will evaluate the success of these during delivery

5. Create an Assessment Plan and Assessment Tools/Instruments

1. Navigate to training.gov.au to obtain and interpret the competency standards and other documentation to determine purpose and context of assessment

2. Determine an effective evidence type and assessment methods for the Performance Criteria, Performance Evidence and Knowledge Evidence

3. Choose two assessment strategies that cater for the identified LLN needs of your learners. Decide how you will evaluate how well these worked during the assessment

4. Select assessment methods (a minimum of 3) that allows for a range of options for collecting evidence and does not have bias, taking into account:

i. The context in which the assessment will take place (workplace and industry standards)

ii. The characteristics of the AQF qualification level

iii. How the assessment instruments will be administered

iv. Principles of assessment

v. Rules of evidence

vi. Opportunities for integrated assessment activities

5. Developing assessment instruments and tools that meet the required standard and workplace/candidate needs, including:

i. Checking training package requirements to determine contextualization opportunities

ii. Writing clear instructions so the learners and assessor to understand what the purpose of assessment is and how to complete it,

iii. Incorporate language and format appropriate to the audience

iv. Following assessment policies and procedures appropriate to own’s role

6. Ensure version control is applied to assessment tools

7. Create benchmark answers for the assessor

8. Map assessment instruments against the competency standard

9. Conducted a peer review on created assessment tools

10. Collated feedback for assessment tools

11. Amend assessment tools in response to recommended changes

6. Create an RPL Assessment Kit for selected unit and create an assessment plan for a candidate (of your choice) to undertake the RPL Process

• Navigate to training.gov.au to obtain and Interpret the competency standards and other documentation to determine purpose and context of assessment

• Use the provided template to develop RPL kit for selected unit/qualification

• Determined self-assessment questions to guide the candidates to identify if they believe they have enough experience to apply for RPL

• Consider the rules of evidence and principles of assessment in identifying documentary evidence for ‘Collection and submission of evidence’

• Ensure version control is applied to assessment tools

• Document assessment plan

7. Present Training Program

• Organised resources and set up training environment ready for delivery

• Conducted delivery of training program (minimum of 40 minutes per session)

• Used effective communication skills, group facilitation skills, presentation skills and interpersonal skills to convey learning outcomes, information, instruction, demonstrate skills and make learners comfortable and engaged in learning

• Used communication that was clear, concise and understood by the learner

• Used terminology that was appropriate and commonly used in the industry

• Used the diversity of the learners as training resource to support learning across all learners

• Informed learners at the beginning of the training sessions of the details of the program such as learning outcomes and expectations

• Used time-management skills to follow the session plan, ensuring the pace of the learning is suitable to the learners, but still achieving the learning outcomes in an appropriate timeframe

• Used different delivery methods and techniques such as questioning, coaching and providing feedback to support the learners and encourage effective participation and allow for learners to seek clarification on learning content

• Observed and monitored learner cues and behaviours, and used active listening techniques and changed delivery to suit learner requirements

• Engaged with the learners ethically at all times by delivering their training session in line with relevant jurisdiction privacy, EEO, anti-discrimination, WHS (etc) legislation

• Summarised training program at end of delivery to reiterate learning outcomes

8. Evaluate Training Program

• Did the program achieve what it set out to do? If not, why were the goals or objectives not achieved?

• What issues or problems did you face? How did you deal with any problems or issues?

• Pre-Training - planning, preparing, communication, organisation

• Training Delivery - training methods, timings, resources

• LLN strategy evaluated and improvements suggested

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