The Short Answer Questions · Web view8 hours ago · A single Word document is preferred, ... How do they apply to the development of a quality Assessment Tool? Principles of reasonable

MMG CourseTAESS00011 Knowledge questions TAE40116 Knowledge Questions

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This document should be read in conjunction with Instructions to Candidates – Assessment.

Your Task: You are required to complete all tasks in this document.

Your Submission:

You are required to have the task submitted and marked prior to the conclusion of your enrolment period. You are encouraged to submit for formative comment Individual Tasks or parts thereof as you complete them. Feedback on each submitted component will be provided.Upon review, you will be provided with clear guidance about any areas that are deemed Unsatisfactory, and how you may go about developing and demonstrating competency in these areas.You will initially be given 3 opportunities to submit for formal review, within your period of tuition. Where 3 opportunities is not sufficient, your nominated Trainer may negotiate an alternative way for you to submit evidence to enable your competence to be assessed.

What to Submit:A single Word document is preferred, containing all items indicated in the task instructions. If multiple documents are necessary, then submit them as a zip folder.

What to Keep:

You are advised to save a backup copy of your document after each time you have changed it. You are required to ensure that you have retained a full copy of all material prior to submitting. This will be required in the event that a submission does not reach Fortress Learning, for whatever reason.

How you will be assessed:

You will be assessed against the requirements of the stated Units of Competency in the Assessment Document.

Appeals: Your right to Appeal an Assessment Decision is set out in the Student Handbook.

Feedback:

You can expect your submission to be reviewed and feedback provided within 4 business days of submission. If you have not heard from us after 4 business days, do be in touch.Feedback will be provided to you within the assessment document and/or your Dashboard. You will receive an email notification informing you that your task has been marked. You may then view your Dashboard to locate your feedback for the given task.

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Your Task

https://fortresslearning.com.au/how-to-enrol/student-handbook/

https://fortresslearning.com.au/how-to-enrol/student-handbook/

THE SHORT ANSWER QUESTIONS

Before you begin these questions, I would like to take a moment to explain how they have been constructed. If you understand their design, then you will better understand how the whole course is constructed and how you can efficiently demonstrate your competency.You will see a table, similar to the one below, at the start of watch group of questions. Let’s look at what this tells us.

In the above example, we can see that the task will allow you to demonstrate competency in not just one part of the first unit, but in two parts of the first unit, three parts of another unit, and a part of a third unit. What this means is that instead of having to do six separate tasks like many TAE courses require, you do one task that has been designed to take their place.The tasks can be completed in any order, although to make sense of the course and its integrated nature, it is recommended to go through in the order in which they appear.For each Knowledge Question, see the diagram below.

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TAEASS502/TAEASS401 - LET’S GET STARTED

QUESTION 1Lesson Reference: Lesson 1 - Assessment Context and purpose

Satisfactory / Not Yet Satisfactory

Question 1.What is meant by the context and purpose of assessment and how is this considered when developing assessment tools?

What is context?

Your answer:

What is purpose?

Your answer:

QUESTIONS 2A – 2ELesson Reference: Lesson 10 - The Principles of Assessment Lesson 11 - The Rules of Evidence


Question 2a. List the Principles of Assessment and Rules of Evidence. Then, briefly describe how each is applied when developing Assessment Tools.

Principle How is this applied when developing an Assessment Tool?

Rule How is this applied when developing an Assessment Tool?

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Lesson Reference:

Lesson 5 - Assessing Dimensions of Competency and Competency-based assessment


Question 2b. How would you use the Dimensions of Competency when creating an Assessment Tool?

Your answer:

Lesson Reference:

Lesson 4 - Assessing Competency Standards

Lesson 6 - Unpacking a Training Package and applying the knowledge to assessment


Question 2c. Part 1: Looking at the following components of Training Packages, explain why they are relevant to the development of Assessment Tools.

Component Why is it relevant to the development of Assessment Tools?

Qualifications

Units of Competency

Companion Volumes

Part 2: For each of the components of a Unit of Competency listed below, describe the information it provides that is used for assessment.

Component The information it provides that is used for assessment

Elements

Performance criteria

Performance evidence (or Required skills)

Knowledge evidence (or Required knowledge)

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Assessment conditions

Foundation Skills

Lesson Reference:

Lesson 9 - Reasonable adjustment and contextualisation in Assessment


Question 2d. What are the principles of reasonable adjustment? How do they apply to the development of a quality Assessment Tool?

Principles of reasonable adjustment:

Enter your response here.

How they apply in the development of a quality Assessment Tool:


Lesson Reference:

Lesson 9 - Reasonable adjustment and contextualisation in Assessment


Question 2e. What is the role of contextualisation in developing Assessment Tools, and what are the guidelines for doing so?

Role of contextualisation in developing Assessment Tools:


Guidelines for contextualisation:


QUESTIONS 3A – 3B

These questions have been removed. Why? We continually revise questions based on student feedback.

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QUESTION 4

Case StudyConsider the following situation.Nigel’s supervisor wishes for him to gain RPL in the unit: HLTINF001 – Comply with infection prevention and control policies and procedures. The supervisor, Henrietta, tells you that Nigel has been doing this for years. Because she can vouch for him, she is confused when you say that that will not be enough.


Question 4. Based on your understanding of the Principles of Assessment and Rules of Evidence, explain why Henrietta “vouching” for Nigel’s skills and knowledge will not be enough?

Your answer:

QUESTION 5

This question has been removed. Why? We continually revise questions based on student feedback.

QUESTION 6

This question has been removed. Why? We continually revise questions based on student feedback.

QUESTION 7

Lesson Reference: Lesson 12 - Code of Practice and WHS in Assessment


Question 7.Outline the Assessor’s workplace health and safety (WHS) responsibilities associated with assessing competence, including:

Step What is the assessor’s responsibility?

Requirements

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for reporting hazards and incidents

Emergency procedures

Procedures for the use of relevant personal protective equipment including:

selecting the correct PPE

checking its suitability

checking it for safety

wearing it adjusting it

storing it after use

The safe use and maintenance of relevant equipment

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TAEASS402/3 - LET’S GET STARTED

QUESTIONS 1A - 1G

Lesson Reference:

Lesson 25 - Preparing for Validation


Question 1a. Describe the purpose and context of the validation process.

Purpose

Context

Questions 1b-cThese questions have been removed. Why? They were merged with some other questions to reduce the number of separate questions you need to do.

Lesson Reference:



Question 1d.What is validation and why do we do it?

Your answer:

Lesson Reference:

Lesson 27 - Validating Assessment Tools 1


Question 1e.What sort of resources can we use for validation activities?

Your answer:

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Lesson Reference:



Question 1f.Assessment validation is undertaken at which stages of the assessment process?

Your answer:

Lesson Reference:



Question 1g.What are the main aims of validation for each of the following stages of the assessment process?

Stages Main Aims

The design of, or pre-use, of existing Assessment Tools

The conduct of Assessment – during use

The review of Assessment – after use

QUESTION 2A

Lesson Reference:

Lesson 29 - Applying the Principles and Rules of Assessment to Validation


Question 2a.During the process of validation, what are the things that should be checked to ensure that each of the Principles of Assessment is addressed? Write your responses in the table below.

Principle of Assessment Things to look for

Valid

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Reliable

Flexible

Fair

Question 2b-d.These questions have been removed. Why? They were merged with some other questions to reduce the number of separate questions you need to do.

QUESTION 3

These questions have been removed. Why? They were merged with some other questions to reduce the number of separate questions you need to do.

QUESTIONS 4A – 4C

Lesson Reference:

Lesson 26 - Conducting Validation – the ins and the outs


Question 4a. What are the qualification requirements for people who participate in the validation process?

Your answer:

Lesson Reference:

Lesson 26 - Conducting Validation – the ins and the outs


Question 4b. When validating, we need to provide a statistically valid sample.What does this mean and where can we find more information to assist us with determining the right sample sizes?

A statistically valid sample is one that is:

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We can find out how to calculate sample size by referring to:

Lesson Reference:Lesson 26 - Conducting Validation – the ins and the outs


Question 4c. According to Standard 1 – Clause 1.9 -1.11 of ASQA’s Standards for RTOs, when should validations be scheduled?

Your answer:

QUESTIONS 5A – 5C

Lesson Reference:



Question 5a. What do we need to look for when reviewing assessment practice to make sure that effective validation has occurred?

Your answer:

Lesson Reference:



Question 5b.i. What are three questions we can ask when validating an assessment judgment?ii. What are the five critical aspects of validation?

Three questions we can ask when validating an assessment judgment?

1.

2.

3.

Five critical aspects of validation?

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1.

2.

3.

4.

5.

Lesson Reference:



Question 5c. Describe a situation in which you would use each of the following validation processes, and indicate who else you would involve.

Process When would you use it? Who else would you involve?

Assessment panel

Moderation meetings

Trialing of an assessment item

Team assessment

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STOP – Only single unit TAELLN411 and TAE40116 Upgrade Option D Students to complete the following questions.

TAELLN411 - LET’S GET STARTED

QUESTIONS 1A – 1FLesson Reference:

Lesson 35 - Australian Core Skills Framework and Core Skills at Work Framework


Question 1a.Briefly explain the purpose of the Australian Core Skills Framework (ACSF).

Your answer:

Lesson Reference:



Question 1b.Briefly explain the purpose of the Core Skills at Work Framework (CSfW).

Your answer:

Lesson Reference:

Lesson 36 - Understand LLN in the training contexts


Question 1c. How can understanding the following training contexts assist with the development of students’ core LLN skills?

Training Contexts How it assists with LLN development

Group training

Work-based learning

Self-paced learning

Individual Tuition

Activity-based

Lesson Reference:

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Question 1d.How can the ACSF be used to identify the core skill LLN levels of a learner?

Your answer:

Lesson Reference:

Lesson 39 - Using the ASCF to identify the LLN needs of the learner


Question 1e. List at least three (3) sources of information or things you could do to find out the level of LLN skills held by a learner group before training begins.

1.

2.

3.

QUESTIONS 2A – 2BLesson Reference:

Lesson 38 - Cultural considerations in LLN


Question 2a. Describe two (2) cultural or social considerations when communicating with individuals identified as needing LLN support.

1.

2.

Lesson Reference:

Lesson 38 - Cultural considerations in LLN


Question 2b.

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Describe at least 5 ways we can approach and interact with individuals needing LLN support, to maintain a safe and positive learning experience.

1.

2.

3.

4.

5.

QUESTIONS 3A – 3DLesson Reference:

Lesson 40: Accessing Specialist Support


Question 3a. Within your own workplace, list 3 resources that you can access that could help you to identify and cater for LLN skill needs.

1.

2.

3.

Lesson Reference:

Lesson 40: Accessing Specialist Support


Question 3b. For each example of LLN specialist support listed below, explain how it can be used for delivering training.

LLN Specialist support How it works

Liaison

Team teaching

Small group LLN support

One-on-one LLN tuition

Lesson Reference:

Lesson 40 - Accessing Specialist Support


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Question 3c. Name at least three (3) places where you can find resources (e.g. reference materials or validated LLN Assessment Tools) that will help you to help learners with LLN support needs.

1.

2.

3.

Lesson Reference:

Lesson 41 - Identifying strategies to use to bridge core skill gaps


Question 3d. What are some ways we can tailor approaches to learning and teaching to support LLN skill development? Please provide 3 examples.

1.

2.

3.

QUESTION 4Lesson Reference:

Lesson 42 - Best Practice in LLN Review


Question 4. Describe a ‘best practice’ system your organisation uses (or could use) to evaluate the effectiveness of your training and assessment practices, particularly where some form of LLN support has been given.

Your answer:

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Documents

The Short Answer Questions · Web view8 hours ago · A single Word document is preferred, ... How do they apply to the development of a quality Assessment Tool? Principles of reasonable