CSU Advance
Locked Bag 588
Boorooma Street
Wagga Wagga NSW 2678
Australia
Tel: 0269332722
Email: [email protected]
BEd TAS additional assessment tasks to be completed during
EPT441 or EPT442
1. Overview
The following assessment tasks have been designed to assess your competence in some of the
requirements of the units TAEASS401B Plan assessment activities and processes and TAEASS402B
Assess competence, which are not covered by other assessment tasks within your Degree subjects.
All parts of every task should be completed. Please contact your CSU Advance
[email protected] if you would like to clarify the requirements.
It is strongly suggested that you work through the learning materials before commencing the
assessment tasks. The learning materials have been designed to guide your learning and application of
the essential knowledge and skills required to be competent in this unit. Working through the learning
activities will assist you in completing the assessment tasks. The learning materials for this task were
purchased as required texts in the subject EMV301Vocational Education: Professional Practice
2. Completing and submitting Assessment tasks
You are required to complete each of the assessment tasks and submit these to CSU Advance.
The Assessment Cover Sheet (Appendix 6) should be completed and attached to the front of your
tasks. Please make sure that you sign the Statement of Authenticity.
3. Assessment tasks for these units
These units require you to plan, organise and assess competence of a number of candidates against
different units of competency on a minimum of two occasions. Assessment of candidates must cover
the entire unit of competency.
You should complete the following tasks and compile your work into a portfolio for submission to CSU
Advance
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Task 1 - Third Party Report
The Third Party Report (provided at Appendix 5) should be completed by a VET Practitioner, or your
supervisor, a senior colleague or other person experienced in assessment practice, who can testify to
your consistent satisfactory performance in relation to planning, organising and conducting
assessment.
The Third Party should be provided with a copy of the Third Party Report (Appendix 5) as you start this
unit. In this way, they will be able to confirm that they are an appropriate person to complete the Third
Party Report, and if required they will be able to seek guidance from your assessor in regards to their
role as a Third Party.
Task 2 – Assessment of learning pathway learners
You will need to plan, organise and assess the competence of a group of two or more learners who
may be studying in the classroom, on-the-job, via distance-based delivery, or by a mixture of these
learning modes. You are also required to review the assessment process.
The following tasks will guide you through the assessment process. Submit all items as a portfolio.
Part A – Planning
1. Choose a current unit of competency upon which you will base your assessment for the
chosen group of learners. You need to assess the entire unit of competency.
2. Develop an assessment plan to assess your group of learners. You may use the template
provided (Appendix 1) or develop your own plan. Your plan should include:
a.
b.
c.
d.
e.
Names of the candidates
Unit of competency to be assessed
Any specific needs of the candidates
Any specialist support that may be required
The assessment methods to be used to gather evidence eg Direct observation,
Question and Answer, Portfolio, Work documents, Work project, Third party report
f. The assessment instruments to be used eg Instructions to candidates, Observation
checklist, List of questions you will ask candidates, Checklist for third party report
g. Any adjustments that may need to be made
h. WHS considerations
i. The resources required
j. Time plan for the assessment
k. Location of the assessment
l. People involved in the assessment process – each person’s name, role and
responsibilities
You will also need to show that you involved the candidates and other relevant people in the
planning process e.g. how you liaised with the candidates and informed them of what is
expected and when the assessment will be conducted. The candidate and other people
involved will be required to sign the completed assessment plan.
Place the completed plan in your portfolio and label it Item 1.
3. Develop simple assessment instruments and access and modify existing instruments to use
in your assessment. You should include clear instructions to the candidates and the
assessor about the use of the assessment instruments. The instruments should cover an
entire unit of competency.
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Place the completed assessment instruments in your Portfolio and label these Item 2.
4. Map the assessment instruments against the unit of competency, ensuring that you have
addressed all of the requirements. You may use the template provided in Appendix 2 (it is
suggested that you cut and paste from the electronic version of the unit available at
http://www.training.gov.au so that your coverage of all parts of the unit is clearly visible)
Place the completed mapping template in your Portfolio and label it Item 3
5. Ask a colleague to trial and review the assessment tools you have developed, or modified
and record the outcomes using the Assessment Tools Analysis template (Appendix 3).
Place the completed template in your portfolio and label it Item 4.
Part B – Assessing competence
6. Prior to the delivery of your assessment activities conduct a WHS Training and Assessment
Site Inspection. (Appendix 7)
If you identify a WHS issue where a Control Measure is not able to be implemented, that
may have an adverse affect on the safety of the participants, DO NOT PROCEED WITH
THE ASSESSMENT ACTIVITY until the area has been deemed safe to proceed.
a)
Submit the completed WHS Training and Assessment Inspection checklist
documenting any control measures that you may have been required to put in place
before proceeding with the assessment activities. (Label it item 5)
7. Use your assessment plan and instruments to gather, examine and evaluate evidence.
Complete an assessment report for each candidate. You may use the template provided
(Appendix 4) or develop your own assessment report. Your report should include:
a. Unit of competency assessed
b. Name of the candidate
c. Date of the assessment
d. Name of assessor
e. Assessment result
f. A summary of the evidence sighted
g. Feedback to the candidate
h. Candidate and assessor signatures
Place the completed assessment reports in your portfolio and label them Item 6.
8. Review the assessment process with the candidates and any other relevant people. Provide
a brief report that includes:
a. A summary of the feedback you received
b. Recommendations for improvement (at least three recommendations)
Place the completed report in your portfolio and label it Item 7.
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Task 4 - Question and answer
1. Briefly describe your understanding of the terms assessment methods, assessment tools and
instruments.
2. a. How does the context in which the assessment is to take place, influence your decisions
when developing assessment tools?
a. Suggest a minimum of three (3) things that impact on the selection of assessment methods
3. Explain the meaning of:
 Direct evidence
 Indirect evidence
 Supplementary evidence
4. Explain the difference between norm referenced assessment and criterion referenced
assessment.
5. Describe four key features of competency based assessment.
6. Complete the table below. List five organisational, legal and ethical requirements and how they
impact on assessment tool design in your organisation.
Organisational, legal and ethical
requirements
Impact on my role...........
7. Complete the table below. Where did you access information on, and what key aspects did you
consider in undertaking these tasks in regards to Assessment Guidelines and Contextualisation.
Information sourced from ...
Key aspects considered .....
Assessment
Guidelines
Contextualisation
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8. Explain how you developed a professional relationship with the candidates that reflected
sensitivity to individual difference and enabled two-way feedback.
9. Describe the communication and interpersonal skills you used to guide the candidates in
gathering evidence; and, to provide clear and constructive feedback to the candidates, in regard
to the assessment decision and, when developing any follow up action plan.
10. What are the ethical and legal requirements of assessors?
11. How were the principles of assessment applied when conducting assessment activities? (valid,
reliable, flexible, fair)
12. How did you apply the rules of evidence when conducting assessment activities? (valid,
authentic, current, sufficient)
13. What considerations should you make when co-assessing units of competency?
14. How did/could you generate options for collecting evidence where reasonable adjustment is
required?
15. What two areas of assessment practice would you like to further develop?
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Appendix 1
Assessment Plan for two or more learners undertaking a learning pathway
Names of learners
Name of assessor
Unit of Competency on
which learners will be
assessed (code and title)
Could this unit be coassessed with any other
unit/s? Identify the unit/s.
Identify one source for
accessing the Unit of
Competency
Purpose of the
assessment
Any specific needs of each
learner
(including access and equity)
Any specialist support for
each learner
Any reasonable
adjustments required for
each learner
List methods used for
gathering evidence
How you will gather the
evidence e.g.
 Direct observation
 Question and answer
 Portfolio of work
documents
 Work samples
 3rd party report
 Work based project
 Other
Source: Adapted from CSU DE Unit EEE403 Assessment and Evaluation: VET 2006
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Assessment instruments
selected
e.g.
 Observation checklist
Questions you will ask
learner
 Check list for 3rd party
Any modifications
required to the selected
instruments as a result of
making reasonable
adjustment to meet the
learners needs
Any resources required to
conduct assessment
activities
Time plan for assessment
of each learner
(when it will take place;
how long it will take)
Location of the
assessment
(where the assessing will
take place)
List all WHS
considerations
(use dot points)
Proposed involvement of the learners:
(a) In planning the
assessment
(what you expect the
learners to do;
how you will liaise with the
learners)
(b) In gathering evidence
(how you will involve
learners in evidence
gathering)
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(c) In evaluating the
assessment
experience
(ways will you enable
learners to evaluate the
assessment experience)
Record Keeping:
Assessment recordkeeping and reporting
arrangements confirmed
(how; to whom:
timeframes)
Location where
assessment plan and
assessment results will
be stored
(in accordance with agreed
assessment procedures,
including ensuring privacy
of learners’ details)
Please identify all people involved in the learning pathway assessment process: those to be consulted
and organised, as well as those to be informed about the assessment decision, please have all sign
below to verify that there agreement to the assessment plan.
Name
Role
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Responsibilities
Signature
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Appendix 2
Competency Mapping _ Assessment Validation Matrix template
Code / title of unit
Date
Participants
Task 1
Assessment methods
Assessment instruments
Elements
(Insert elements from Unit of competency here)
Performance criteria
(Insert performance criteria for each element from Unit of
competency here)
Required skills
(Insert skills from Unit of competency here)
Required knowledge
(Insert knowledge from Unit of competency here)
Critical aspects of assessment
(Insert critical aspects from Unit of competency here)
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Task 2
Task 3
Appendix 3
Assessment Tool Analysis Report
Developer’s name:........................................................................................
Reviewer’s name: ........................................................................................
Reviewers Signature: ........................................................................................
Reviewers experience in Assessment tool design and development:
.............................................................................................................................................................
Date: ......................................................................................
Code and title of unit of
competency/standard
List organisation and
other relevant information
used to support the
development of the
assessment tools
Target group and
purpose/s of assessment
tool
Reasons for selecting
assessment methods
used (eg availability, cost)
Reasons for selecting
assessment instruments
for the chosen
assessment methods
Are the assessment tools
appropriate to the AQF
level being assessed?
Are there possibilities
available in the
assessment tools for
candidates to show or
support their claim for
recognition?
List amendments you
made to the draft tools
after checking tools
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against the assessment
benchmark
How were each of the
principles of assessment
applied when developing
the tools
How were each of the
rules of evidence applied
when developing the
tools
Contextualisation factors
you considered and acted
on
Reasonable adjustment
factors considered
Summary of feedback
received following
trialling of the tools
Recommendations for
continuous improvement
of the assessment tool
design and development
process (minimum three
(3) recommendations)
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Appendix 4
Assessment Report template
Student Name:
Assessor Name:
Assessor signature:
Date of Assessment:
Result:
Assessor Comment:
Student Comment:
Student Signature:
Task 1 (insert details of marking criteria for task 1 here)
Satisfactory Unsatisfactory
Comments/ details of any reasonable adjustment
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Task 2 (insert details of marking criteria for task 2 here)
Satisfactory Unsatisfactory
Comments/ details of any reasonable adjustment
Task 3 (insert details of marking criteria for task 3 here)
Satisfactory Unsatisfactory
Comments/ details of any reasonable adjustment
Task 4 (insert details of marking criteria for task 4 here)
Satisfactory Unsatisfactory
Comments/ details of any reasonable adjustment
Add additional tasks here if required
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Appendix 5
Third Party Report
TAEASS401B Plan assessment activities and processes
TAEASS402B Assess competence
This report must be completed by a VET Practitioner or your supervisor, a senior colleague or
other person experienced in assessment practice.
A Third Party Report forms part of the pool of evidence that a trainer/assessor gathers to determine the
competence of a student. By completing this Third Party Report you are providing verification of the
student’s ability to perform the listed actions to the expected standard in the workplace.

If you do not think that you are an appropriate person to complete this report please advise the
student and return this form to them.

Please read each statement carefully and indicate Yes/No and make any comments to support
your judgement. If you are unable to respond to any of the statements please leave it uncircled.
Name of student:
The following actions of the student were observed:
Please circle
appropriate
response
Has planned, organised, conducted and reviewed assessment on at least (2) occasions
with different candidates and using different units of competence.
Yes / No
Adheres to legal and ethical requirements throughout all stages of the assessment
process.
Yes / No
Legal and ethical requirements may include; Access and equity policies and procedures,
Anti-discrimination, EEO, and WHS
Accesses and applies the organisations assessment policies and procedures, including
RPL
Yes / No
Applies the principles of assessment to planning, organising, conducting and reviewing
assessment
Yes / No
The principles of assessment; Validity, Flexibility, Reliability, Fairness
Applies the rules of evidence to planning, organising, conducting and reviewing
assessment
Yes / No
Rules of evidence; valid, sufficient, authentic, current
Identifies opportunities for integrated assessment
Yes / No
Uses technology skills and appropriate equipment and software to communicate
effectively
Yes / No
Uses effective communication skills to discuss assessment, including RPL processes,
with clients and other assessors
Yes / No
Please also complete next page.
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Uses effective communication and interpersonal skills to establish effective working
relationships with candidates, including: giving clear and precise instructions; asking
effective questions; providing clarification; giving appropriate feedback; and discussing
assessment outcomes
Yes / No
Demonstrates sensitivity to access and equity considerations and candidate diversity
Yes / No
Organises resources and specialist support as determined in the assessment plan
Yes / No
Adheres to organisational policies and procedures in regard to reporting and recording
assessment decisions and documenting and recording assessment process reviews
Yes / No
Understands and fulfils WHS responsibilities associated with assessment
Yes / No
WHS responsibilities may include; emergency procedures, use of PPE, safe use of
equipment, reporting hazards
Comments to support decisions:
I verify that I am experienced in Assessment Practice and I provide this report to confirm that I have
observed the above named student consistently demonstrate satisfactory practice in planning
assessment activities, and processes and assessing competence of candidates.
Name of Third Party: _______________________________________________
Third Party Signature: ______________________________________________
Position: _________________________________________________________
Contact details - email or phone: _____________________________________
Date: ___________________________________________________________
If you would like to contact CSU Training please email [email protected]
Note: The trainer/assessor may contact you to clarify aspects of this report.
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CSU Advance
Locked Bag 588
Boorooma Street
Wagga Wagga NSW 2678
Australia
Tel: 0269332722
Email: [email protected]
Appendix 6
Assessment Cover Sheet
TAEASS401B Plan assessment activities and processes
TAEASS402B Assess competence
Student’s name: ……………………………………………………………………..............…….
Workplace: ……………………………………………………………………….....................……
Contact email: …………………………......……… Telephone: ……………….........................
Please ensure that the following tasks have been completed and submitted to your assessor:
Assessment tasks completed
Please complete and
Task 1 Third Party Report
Report completed, signed and
attach this cover sheet to

submitted
and submit to your
Task 2 (Parts A and B)
Items 1 to 8 included
your Assessment Tasks

assessor.
Task 4 Question and answer
Questions 1 to 15 answered

Statement of Authenticity
I declare that the evidence presented is my own work and that, where work has either been: (i)
completed in collaboration with others; or (ii) by others, it has been appropriately acknowledged.
Furthermore, I certify that all information submitted by me is true, correct and accurate to the best of
my knowledge and belief.
Student’s signature: ............................................................
Date: ......................................................................................
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Appendix 7
WHS Training and Assessment Site Inspection Checklist
Version: 1.00 12052014
Inspection Site:
Inspection Date:
Inspecting Officer:
Organisation/Workplace Contact Name:
Organisation/Workplace Contact Position and Phone Number:
Control measures to minimise a risk
As a Workplace Trainer/Assessor you have a responsibility to consider various control options and choose the
control that most effectively eliminates the risk.
When a risk cannot be eliminated, you must choose the control measures that most effectively minimises the risk.
This may involve a single control measure or a combination of different controls that together provide the highest
level of protection that is reasonably practicable.
The hierarchy of control measures that should be used to control a risk are:





substituting the hazard with something safer
isolating the hazard so a person is not exposed to the risk
implementing engineering controls
minimising the hazard using administrative controls
the use of personal protective equipment.
Please complete the checklist below or if applicable attach a copy of the organisation’s completed
workplace site audit checklist.
S = Satisfactory
N/A = Not Applicable CM= Control Measure
Work Areas
S
N/A
CM
S
N/A
CM
Work surfaces are set up at appropriate
height for tasks undertaken
Layout of work area is suitable for tasks and
reduces bending / twisting / overreaching
Adequate rest breaks taken during repetitive
tasks or those requiring sustained postures
(eg sitting or standing)
Free standing fittings are secure and stable
eg. mobile white board, screens
Equipment is in working order
Manual Handling (MH)
All manual handling hazards are identified
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Appropriate MH equipment is provided
Correct manual handling techniques are
used
Housekeeping
S
N/A
CM
S
N/A
CM
S
N/A
CM
S
N/A
CM
S
N/A
CM
S
N/A
CM
S
N/A
CM
Floors including carpets, hard surfaces and
wet areas – clean and in good condition
Clean and tidy - catering / break areas
Waste disposal facilities adequate
Indoor Environment
Ventilation / airflow adequate
Suitable and adequate lighting
Glare levels satisfactory for tasks
Temperature range comfortable
No smoking policy maintained
Noise levels meet standards
Entry / Exits
Passageways - free from obstructions and
trip hazards
Exits - accessible, signposted, adequately lit,
not locked
Condition of floors, carpets, stair treads,
handrails, landings, etc
First Aid, Hygiene and other Welfare
provisions
First aid kit/s clearly labelled, accessible and
in prominent position
First aid signage - posters, directional arrows
prominently displayed
Contact details of nearest first aid officer name, location and phone numbers available
Toilets accessible, clean and supplies
adequate
Emergency Procedures/Preparedness
Site emergency plan visible in the room
Warden contact details in the room
Fire Safety
Fire equipment available and accessible
Electrical Safety
Light fittings in safe working order
Power outlets in safe working order
No double adaptors, or “piggybacking”
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Power leads, extension cords and
powerboards in safe working order
Other WHS issues identified
S
N/A
CM
Inspecting Officer:
Printed Name ..................................................................
Signature
..................................................................
In the event a WHS issue is identified where a Control Measure is not able to be implemented and where
this may impact on the safety on the participants, DO NOT PROCEED WITH THE TRAINING/ASSESSMENT
ACTIVITY until the area is deemed safe to proceed.
Advise the organisation/workplace representative of the safety concern.
A copy of this completed form is to be forwarded as part of your TAE40110 assessment evidence.
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