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TAE40110 TEMPLATES
TABLE OF CONTENTS
LEARNING PROGRAM SUMMARY
1
DETERMINE TECHNIQUES AND RESOURCES RELEVANT TO
LEARNING OBJECTIVES AND LEARNER
CHARACTERISTICS
3
RESOURCES
4
PROGRAM DELIVERY PLAN
6
SESSION PLAN TEMPLATE
8
ORGANISATIONAL TIMELINE
10
PROFORMA
ASSESSMENT PLAN
11
ASSESSMENT PLAN (2)
12
ASSESSMENT TOOL
13
ASSESSMENT PLAN (continued)
14
ASSESSMENT TOOL (2)
15
VALIDATION ACTION PLAN TEMPLATE
17
COLLABORATION PLAN TEMPLATE
18
LEARNING PROGRAM COMPETENCY MAP
19
RISK CONTROL PLAN TEMPLATE FOR A LEARNING
PROGRAM
20
LEARNING PROGRAM PLAN TEMPLATE
21
LEARNING PROGRAM CONTENT AND AGENDA
22
REVIEW STRATEGY FOR A LEARNING PROGRAM DRAFT 23
WORKPLACE LEARNING PLAN TEMPLATE
26
SESSION PLAN TEMPLATE (SKILL SESSION)
29
SESSION PLAN TEMPLATE (KNOWLEDGE SESSION)
30
QUALITY EVIDENCE CHECKLIST
31
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ASSESSMENT PLAN (RPL ASSESSMENT)
32
ASSESSMENT PLAN
34
ASSESSMENT INTRUMENT TEMPLATE: OBSERVATION
CHECKLIST
36
ASSESSMENT INTRUMENT TEMPLATE: WRITTEN QUESTIONS
37
ASSESSMENT INTRUMENT TEMPLATE: VERBAL QUESTIONS
38
ASSESSMENT INTRUMENT TEMPLATE: PROJECT
39
ASSESSMENT INTRUMENT TEMPLATE: RPL EVIDENCE PLAN
AND ASSESSMENT CHECKLIST
40
COMPETENCY MAP (MATRIX)
41
ASSESSMENT BRIEF CHECKLIST
42
RECORD OF ASSESSMENT RESULTS
43
ASSESSMENT FEEDBACK FORM
44
TEMPLATE: RECORD OF ASSESSMENT VALIDATION
45
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1. LEARNING PROGRAM SUMMARY
Name of Training Organisation:
Title of Training Program
Client Name/Address
Client Contact Person and contact details
Requirements of the Learning Program
Context of the Learning Program
Scope Statement
How will I identify:
Related Document
Training needs
Learning characteristics
Learner support requirements
Constraints to delivery
Risks to delivery
People who need to be involved
Specific Learning Objectives
Learner Characteristics
Learner Support Needs
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1.
2.
3.
Risks
Constraints
People Involved (Responsibilities)
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2. DETERMINE TECHNIQUES AND RESOURCES RELEVANT TO LEARNING OBJECTIVES AND
LEARNER CHARACTERISTICS
Learning
Objectives
Possible Delivery Techniques
Learner Characteristics
Selected Activities
How can they be
contextualized?
1a.
1b.
etc
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3. RESOURCES
Selected Activities
How can they be contextualized?
Existing
Resources
New Resources Required
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Selected Activities
How can they be contextualized?
Existing
Resources
New Resources Required
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4. PROGRAM DELIVERY PLAN
Resources
Session
Date/Time
Learning
Objectives
Learning
Activities
E: existing
Assessment
Methods
OHS Issues
Trainers
Related
Documents
N: New
1
2
3
4
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Resources
Session
Date/Time
Learning
Objectives
Learning
Activities
E: existing
Assessment
Methods
OHS Issues
Trainers
Related
Documents
N: New
5
Confirmed By:
Signature:
Date:
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5. SESSION PLAN TEMPLATE
Name of Training
Organisation:
Venue:
Title of Training Program
Date:
Client Name/Address
Time:
Client Contact Person and
contact details
Trainer/s:
Delivery Strategy
Time
Strategy
Resources
Learning Objectives
Time
Strategy
Resources
Learning Objectives
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Confirmed By:
Signature:
Date:
Self-Evaluation:
Signature/Date:
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6. ORGANISATIONAL TIMELINE
Tasks
Week
Commencing
Resource
Collection
Modification
Development
Venue
Organisation
OHS
Comms.
Complete
Comment




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Assessment Plan
Qualification
Name of RTO contact person
ASSESSMENT PLAN
Telephone
Assessment Task:
Assessment Method:
Assessor/s:
Date of Assessment:
Units of competency –
elements to be assessed
Brief assessment of task:
Resources Required:
Instructions for Candidates:
Adapted from: Learning and Assessment Strategy Outline Template, Learning and Assessment Strategies –
Part 2: Resource Guide (ANTA, 2002).
© 2011 Fortress Learning  11
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Assessment Plan (2)
Qualification
Name of RTO contact person
ASSESSMENT PLAN
Telephone
Assessment Task:
Assessment Method:
Assessor/s:
Date of Assessment:
Units of competency –
elements to be assessed
Brief assessment of task:
Resources Required:
Instructions for Candidates:
Adapted from: Learning and Assessment Strategy Outline Template, Learning and Assessment Strategies –
Part 2: Resource Guide (ANTA, 2002).
© 2011 Fortress Learning  12
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Assessment Tool
Qualification
Name of RTO contact person
ASSESSMENT PLAN
Telephone
Assessment Task:
Assessment Method:
Assessor/s:
Date of Assessment:
Units of competency –
elements to be assessed
Brief assessment of task:
Resources Required:
Instructions for Candidates:
Instructions for
administering:
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Assessment Plan
Qualification
Name of RTO contact person
ASSESSMENT PLAN
Telephone
Assessment Task:
Assessment Method:
Assessor/s:
Date of Assessment:
Units of competency –
elements to be assessed
Benchmarks for assessment:
Reasonable adjustments:
Specified variations or
restrictions
Rules for verifying
assessment decisions:
Identified hazards in the
assessment environment and
appropriate controls and
reporting mechanisms:
OHS Requirements
Information on access and
equity requirements:
Checklist for evaluation of
work samples:
Adapted from: Learning and Assessment Strategy Outline Template, Learning and Assessment Strategies –
Part 2: Resource Guide (ANTA, 2002).
© 2011 Fortress Learning  14
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Assessment Tool (2)
Qualification
Name of RTO contact person
ASSESSMENT PLAN
Telephone
Assessment Task:
Assessment Method:
Assessor/s:
Date of Assessment:
Units of competency –
elements to be assessed
Brief assessment of task:
Resources Required:
Instructions for Candidates:
Instructions for
administering:
Benchmarks for assessment:
Reasonable adjustments:
Specified variations or
© 2011 Fortress Learning  15
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restrictions on the
assessment tool:
Rules for verifying
assessment decisions:
Identified hazards in the
assessment environment and
appropriate controls and
reporting mechanisms
OHS requirements:
Information on access and
equity requirements:
Checklist for evaluation of
work samples:
© 2011 Fortress Learning  16
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VALIDATION ACTION PLAN TEMPLATE
Validation Issue
What
action is
required?
Who is responsible for this
action?
When will this action be
reviewed?
Comments:
Name:
Date:
Signature:
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COLLABORATION PLAN TEMPLATE
When
Purpose
With whom?
Method
Desired outcome
1
2
3
4
5
6
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LEARNING PROGRAM COMPETENCY MAP
Program title
Unit/s of competency
addressed
Delivery mode
Session 8
Session 7
Session 6
Session 5
Session 4
Session 3
Session 2
Session 1
Sessions
Unit code and title:
1
2
3
4
5
6
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RISK CONTROL PLAN TEMPLATE FOR A LEARNING PROGRAM
Name of learning
program
Delivery mode
Hazard
Training environment
Risk
Control
Monitor
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LEARNING PROGRAM PLAN TEMPLATE
COVER SHEET
Program name
RTO
Client
Purpose/Focus
Qualification
Competency standards
Prerequisites
Delivery mode
Program duration (total)
Assessment
Number of learners
Target learner group
(profile)
Special needs
Venue and equipment
required
Learning materials and
other resources required
Pre-program information or
pre-work
Program administration
People to be informed
OHS issues
Other logistics
Review mechanisms
continued
© 2011 Fortress Learning  21
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Learning program plan template, cont’d
LEARNING PROGRAM CONTENT AND AGENDA
Session no. &
Title
Time
Learning outcomes:
Learners should be able to…
Content (topics)
Delivery
Application/
Assessment
Resources
End of learning program plan template
© 2011 Fortress Learning  22
23
REVIEW STRATEGY FOR A LEARNING PROGRAM DRAFT
Name of learning program
Principal developer/s
Focus of the review
Data to be collected
Method for gathering feedback
Stakeholders who will provide
feedback
Method for reviewing, collating and
summarising feedback
Recommended improvements to be
approved by
Version control considerations
Ongoing review strategy
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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EVALUATION TOOL FOR A LEARNING PROGRAM DRAFT
Name of program reviewed
Name of reviewer
Date completed
Instructions for the reviewer
Thank-you for helping to review this learning program!
1.
2.
Please use the space provided to answer all questions listed below.
Email your completed evaluation to someone@somewhere.com.au by <date>.
1. Focus: Is the focus and purpose of the learning program clear and appropriate?
Strengths
Weaknesses
Recommendations
2. Competency requirements: Are all requirements of the unit/s of competency addressed in the
content and structure of the program?
Strengths
Weaknesses
Recommendations
3. Chunking & sequencing: Does the learning sequence provide effective & manageable blocks of
learning?
Strengths
Weaknesses
Recommendations
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
25
4. Activities: Are they interesting, relevant and appropriate to outcomes and learner
characteristics?
Strengths
Weaknesses
Recommendations
5. Assessment: Are assessment points, methods and tools appropriate and effective?
Strengths
Weaknesses
Recommendations
6. Equity: Are equity needs effectively addressed?
Strengths
Weaknesses
Recommendations
7. OHS: Are risk areas and contingencies identified? Is the program safe and effective?
Strengths
Weaknesses
Recommendations
Any other comments?
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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WORKPLACE LEARNING PLAN TEMPLATE
General information
Learner
Trainer
Date
Workplace
Reason for learning
Learning goals
Learner information
Date of pre-program consultation
Job title
Key duties
Learner
characteristics
General
LL&N
Health issues
Learning
preferences
Availability for
training
Support needs
continued
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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Workplace learning plan template, cont’d
Logistics
Monitoring
progress and
assessing
achievement of
learning goals
Use of workplace
routines to promote
learning
Resources
OHS issues
Personnel to
support the plan
Personnel to be
informed
Administrative
requirements
Review processes
continued
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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Workplace Learning Pathway
Phase 1:
Summary &
Duration
Dates/Times
Outcomes
Location
Activities
Assessment
Personnel
Phase 2:
Summary &
Duration
Dates/Times
Outcomes
Location
Activities
Assessment
Personnel
Sign-off
Trainer
(name)
(signature)
(date)
Learner
(name)
(signature)
(date)
Supervisor
(name)
(signature)
(date)
end of workplace learning plan template
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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SESSION PLAN TEMPLATE (SKILL SESSION)
Session title
Total time
Outcome
Resources
Preparation
Time
Activities
INTRODUCTION
I
N
T
R
O
S
BODY
Demonstrate
Practice
Summarise
Assess
CONCLUSION
O
F
F
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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SESSION PLAN TEMPLATE (KNOWLEDGE SESSION)
Program
Session title
Total time
Outcome
Resources
Time
Activities
Resources
INTRODUCTION
I
N
T
R
O
S
BODY
Explain
Apply
Summarise
Assess
CONCLUSION
O
F
F
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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QUALITY EVIDENCE CHECKLIST
Use this checklist to help determine whether or not evidence you have selected as the basis for
assessment is of an acceptable quality.
Does the evidence identified as the basis for assessment:
Yes
No
1. Address all elements and performance criteria of the unit/s addressed?


2. Address all specific or critical aspects of evidence?


3. Address all required knowledge?


4. Address all required skills?


5. Demonstrate the relevant employability skills to an acceptable standard?


6. Include at least one source of direct or indirect evidence?


7. Include enough supplementary evidence to back up direct/indirect evidence?


8. Include evidence of products and processes?


9. Demonstrate the candidate’s ability to perform the task in realistic working
conditions?


10. Demonstrate the candidate’s ability to perform the task over a period of time?


11. And finally... is it enough without being too much?


Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT PLAN (RPL ASSESSMENT)
RTO
Date prepared
Candidate
Assessor
Competency standard/s
Process undertaken to determine evidence required (tick appropriate box)

Meeting between assessor and candidate

Other—describe:
Evidence to be submitted by candidate
1
2
3
4
5
6
7
8
How RPL evidence will be presented (tick appropriate box):
 as a written portfolio
 Practical assessment
 in an RPL interview—
anticipated duration: _______ hours
 Other:
Assessment date/s
Assessment location
Venue requirements
Documentation required
continued
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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Assessment plan (RPL assessment), cont’d
OHS issues
People to be informed
Specialist support required?
 No
 Yes (describe):
Other issues?
Signed by:
________________________________
Assessor
___________________
date signed
________________________________
Candidate
___________________
date signed
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT PLAN
(TRAINING AND ASSESSMENT PATHWAY ASSESSMENT)
RTO
Date prepared
Program name
Competency standard/s
Candidate/s
Assessor/s
Assessment date/s &
timeframes
Assessment procedure
Assessment location
Venue requirements
OHS issues
Documentation required
continued
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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Assessment plan (training and assessment pathway assessment), cont’d
People to be informed
Reasonable adjustments
Provision for specialist
support
Other issues
Recording and reporting
mechanisms
Review mechanisms
Signed by:
________________________________
Assessor
___________________
date signed
Approved by:
________________________________
Authorising party (print name)
________________________________
Signature of authorising party
___________________
date signed
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT INSTRUMENT TEMPLATE: OBSERVATION CHECKLIST
Instructions and requirements
● This checklist is to be completed by the assessor
● For a satisfactory result, all steps of the procedure must be performed to the standard described
below.
Details of observation
RTO
Candidate name
Assessor name
Competency standard
Assessment date
Task/procedure observed
Observation checklist
Did the candidate:
Yes
No
1
2
3
4
5
6
7
Results
Overall performance
 Satisfactory
 Not Yet Satisfactory
Feedback to candidate
Assessor signature
Date:
Candidate signature
Date:
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT INSTRUMENT TEMPLATE: WRITTEN QUESTIONS
Written test—
<Name and code of competency standard addressed or name of test>
Candidate name: _____________________________
date: ________________
Instructions and requirements
<Add information here as appropriate>
Part A: True/False
Instructions: Circle the true or false beside each statement (1 point each)
1.
<statement here>
true
false
2.
<statement here>
true
false
Part B: Multiple Choice
Instructions:
Circle letters A, B, C or D below each statement to indicate the correct response (1 point each)
3.
<state question here>:
A <answer option 1>
B <answer option 2>
C <answer option 3>
D <answer option 4>
Part C: Short answer questions
Instructions: Answer the following questions—about ______ page required per question.
4.
<Question here>
An answer key must also be developed!
TOTAL SCORE: ______ out of _______ = _______%
OVERALL RESULT:
 Satisfactory (score of _____% or higher)
 Not Yet Satisfactory (score of _____% or lower)
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT INSTRUMENT TEMPLATE: VERBAL QUESTIONS
Verbal questioning instrument—
<Name and code of competency standard addressed or name of questioning instrument>
Candidate name: ______________________________
date: ________________
Assessor name: ______________________________
Instructions for assessors
● Please ask the candidate the questions below
● Document quality of answers provided by using the space and checklists provided below
● For a satisfactory result, <state requirements for satisfactory completion here>
Question 1:
Key information required for ‘satisfactory’
result (tick when provided)
Assessor notes
S
NYS
Assessor notes
S
NYS





Question 2: Another question
Key information required for ‘satisfactory’
result (tick when provided)
Key information required for
‘satisfactory’ answer
OVERALL RESULT:

 Satisfactory (all questions answered to a satisfactory standard)
 Not Yet Satisfactory (not all questions answered to a satisfactory
standard)
Assessor signature: _______________________
Date signed: ______________
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT INSTRUMENT TEMPLATE: PROJECT
Project—
<Name and code of competency standard addressed or name of project>
Instructions for candidates
<Use this space to note how to complete project and what to do when completed>
Requirements for satisfactory result for this project
All evidence must be of a satisfactory standard to achieve a satisfactory result overall.
Assessment tasks
Overview
<Use this space to give an overview of the project>
Submit the following
Assessor to complete these columns

Item to submit
Required quality
Quality of
evidence
S
NYS
1


2


3


4


5


Feedback for candidate
Additional Instructions for assessors may
also be needed in another document.
Overall result
 Satisfactory (all evidence was provided and was of required quality)
 Not yet Satisfactory
Assessor signature: _________________________
Date signed: ______________
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT INSTRUMENT TEMPLATE: RPL EVIDENCE PLAN AND
ASSESSMENT CHECKLIST
RTO
Date of RPL
Candidate
Assessor
Competency standard/s
Process undertaken to determine evidence required (tick appropriate box)
 Meeting between assessor and candidate
 RPL guide used
 Other
Evidence required
Assessor to tick () correct column when reviewing evidence 
S
NYS
fully address the requirements of the competency standard assessed?
yes
no
demonstrate the candidate’s ability to perform the task/s in a workplace, over a
period of time
yes
no
1
2
3
4
5
6
7
8
Reviewing the evidence (assessor to complete): Did the evidence provided
Overall Result (assessor to complete and candidate to sign when completed)
 Competent
 Not yet competent
Assessor signature:
date:
Candidate signature:
date:
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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COMPETENCY MAP (MATRIX)
Unit: <Note name and code of competency standard here>
Tasks:
1.
2.
Task 4
Task 3
Task 1
4.
Task 2
3.
Elements and performance criteria
1.
1.1
1.2
1.3
1.4
1.5
1.6
2.
2.1
2.2
2.3
2.4
2.5
2.6
(optional) Map to other parts of unit (e.g. critical aspects for assessment or required knowledge)
●
●
●
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT BRIEF CHECKLIST
Candidate name
Assessor name
Competency standard assessed
Date of assessment brief
Tick if the following was discussed/clarified with the candidate:
Reason and purpose of the assessment

Competency standards being assessed

Confirm candidate understanding of how competency-based assessments work

Assessment procedure—what candidate must do and how long it should take

Requirements for ‘competent’ result

What will happen if result if ‘C’ (competent) and what will happen if result is NYC (not yet
competent)

Time / date / location of assessment and/or assessment deadline

Other information about the assessment as needed:
e.g. what to bring, what to wear, how to prepare

Reasonable adjustments and/or specific support needs—note here if applicable:

Appeals process

Confidentiality and names of those will have access to assessment records

Responsibility to submit authentic evidence (where appropriate)

Assessment choice

Signed by:
__________________________________
candidate signature
___________________
date signed
_______________________________
assessor signature
__________________
date signed
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
43
RECORD OF ASSESSMENT RESULTS
RTO
Candidate name
Assessor name
Competency standard
Assessment pathway
 Training & assessment
 RPL
Assessment date/s
Assessment location/s
Assessment attempt
 First attempt
 Second
 Third
Results for each element
C
NYC
Element 1:


Element 2:


Element 3:


Overall Result
 Competent
 Not yet competent
 Resubmit (more evidence needed)
Assessor comments/details of action plan (if applicable)
Assessment decision and action plan accepted by candidate?
 Yes
 No—the candidate will appeal the assessment decision.
Assessor signature:
date:
Candidate signature:
date:
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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ASSESSMENT FEEDBACK FORM
RTO
Candidate name
Assessor name
Competency standard
Assessment pathway
 Training & assessment
 RPL
Assessment date/s
Poor
Fair
Please rate your assessment experience by ticking () the appropriate column
beside each question below.
Very good
Instructions for the candidate
Excellent
Assessment location/s
1. Did the assessor clarify the assessment process with you before the
assessment began?
2. Were assessment documents clear and helpful?
3. Did your assessment experience match expectations?
4. Did the assessor support you both during your preparation and throughout
the assessment?
5. Do you think the assessment was appropriate for the competencies
assessed?
6. Do you feel that the assessor made a fair assessment decision?
7. Did you receive specific, useful feedback about your performance?
8. Did you and the assessor discuss what will happen after the assessment?
9. Was the assessment environment comfortable and suitable?
Overall, how would you rate:
10. The assessment process
11. The assessment materials and documentation
12. The assessor
13. (if applicable) assistance provided by other RTO staff.
Provide space on the second page for the candidate to note strengths of assessment, recommendations for
improvement and other comments
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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TEMPLATE: RECORD OF ASSESSMENT VALIDATION
Cover sheet
Purpose of validation
Relevant competency
standard/s (if applicable)
Resources needed
Validation date/s, time/s and
length
Validation location
Validation approach

Face-to-face meeting

Telephone or on-line chat

Other:
Validation moderator
Other participants
Preparation required
continued
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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Appendix 13—Template: Record of assessment validation, cont’d
Validation Criteria Checklist
Criteria
S
NYS
Comments
1
2
3
4
5
6
7
8
Summary of feedback/results
Recommendations for improvement
Action required
By whom?
By when?
1
2
3
Signatures of validators
Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010
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Uncontrolled when printed. Current version available from www.taa04.com.au
©Fortress Learning, 2010