About the Certificate IV in Training and Assessment (TAA40104)

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Holistic Assessment Materials
TAA40104 Certificate IV in
Training and Assessment
1st Edition 2010
Part of a suite of support materials for the
TAA04 Training and Assessment
Training Package
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© 2010 Innovation and Business Industry Skills Council Ltd
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Published by: Innovation and Business Industry
Skills Council Ltd
Level 11
176 Wellington Parade
East Melbourne VIC 3002
Phone: +61 3 9815 7000
Fax: +61 3 9815 7001
email: [email protected]
www.ibsa.org.au
ISBN: 978-1-921749-67-4
Stock code: TAA40104HOL
First published: April 2010
Print version: 1.0
Release date: April 2010
Printed by: XL Colour Printing
28–32 Bruce St
Kensington VIC 3031
Table of Contents
Getting Started .................................................................................................................... 1
Practice environment ................................................................................................... 1
How you will be assessed ............................................................................................ 1
Assessment pathways .................................................................................................. 2
Recognition of prior learning (RPL).............................................................................. 2
About the Certificate IV in Training and Assessment (TAA40104) .................................. 3
Core units ...................................................................................................................... 3
Elective units ................................................................................................................. 4
This TAA40104 assessment program ......................................................................... 4
Assessment and Evidence Requirements for this Program ............................................. 5
Assessment and evidence requirements for the Environment field units ................ 6
Assessment and evidence requirements for the Design field units.......................... 6
Assessment and evidence requirements for the Delivery and Facilitation
field units ...................................................................................................................... 7
Assessment and evidence requirements for the Assessment field units ................. 8
Cluster A: The VET Environment ......................................................................................... 9
Assessment 1: Analysing the VET environment .......................................................... 9
Assessment 2: Policy and legislation ....................................................................... 11
Assessment 3: The practice environment................................................................ 16
Assessment 4: Practicing inclusivity......................................................................... 19
Assessment 5: Health and safety ............................................................................. 20
Cluster B: Planning, Organising and Design ................................................................... 22
Assessment 1: Using training packages .................................................................. 22
Assessment 2: Learning and assessment programs .............................................. 24
Assessment 3: Justification of planning decisions .................................................. 29
Cluster C: Delivery and Facilitation ................................................................................. 32
Assessment 1: Deliver and facilitate training sessions .......................................... 32
Assessment 2: Facilitate individual and work-based learning................................ 34
Cluster D: Assessment in VET ......................................................................................... 38
Assessment 1: Assessment in VET ........................................................................... 38
Cluster E: Evaluation and Review ................................................................................... 43
Assessment 1: Meeting the needs of VET clients.................................................... 43
Assessment 2: Learning and assessment evaluation and review ......................... 44
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendix 1: Assessment Mapping .................................................................................. 48
Unit Assessment and evidence requirements for Learning Environment
field units ................................................................................................................... 49
Unit Assessment and evidence requirements for Learning Design field units ...... 52
Unit Assessment and evidence requirements for Delivery and Facilitation
field units ................................................................................................................... 54
Unit Assessment and evidence requirements for Assessment field units............. 58
Assessment activities and unit elements and performance criteria ...................... 62
Required skills and knowledge ................................................................................. 84
Employability Skills .................................................................................................. 159
Appendix 2: Report writing guidelines .......................................................................... 164
Appendix 3: RTO Case Study ......................................................................................... 165
Appendix 4: OHS proformas .......................................................................................... 189
Learning environment hazard checklist ................................................................. 189
Risk assessment...................................................................................................... 197
Risk control plan ...................................................................................................... 199
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials
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
Date assessment arrangement was
notified to the participant
Time/s
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:
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials
Getting Started
Getting Started
These assessment activities have been designed to allow you to provide evidence that
demonstrates your competency in the units making up the Certificate IV in Training and
Assessment (TAA40104) qualification. Many of the units of competency from this
qualification are designed so that they can be delivered and assessed with other relevant
units. This means that assessments can better reflect real training and assessment work
roles and environments in the vocational education and training (VET) sector and in
registered training and organisations (RTOs).
These assessments represent a holistic approach to assessment for the Certificate IV in
Training and Assessment (TAA40104). Each activity has been designed to address
assessment requirements for a number of units from the Certificate IV in Training and
Assessment.
Practice environment
All assessments in this program are based on a practice environment. Your practice
environment will be where you undertake or intend to undertake your training and
assessment work. 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.
If you are not yet working in an RTO or the VET sector you will need to consult with your
facilitator/assessor. You may be able to use the RTO case study in Appendix 3 or relate
these assessment activities to your field of practice.
If you are having trouble finding a suitable practice environment for this assessment you
should discuss this with your facilitator/assessor. Your assessor may contextualise some
or all of these assessments to better suit your learning needs.
How you will be assessed
In undertaking this assessment program in its entirety, you will be assessed using a
number of different assessment methods, including:

written reports and presentations

completion of templates, surveys, checklists, plans and other workplace
documentation

development of assessment tools and instruments

role-plays and demonstrations of delivery and assessment in the practice
environment

communication and consultation with colleagues and clients

self-reflection and evaluation of performance.
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 activities in this program you will provide
evidence of the knowledge, skills and attributes you will need to demonstrate
Employability Skills as they relate to the TAA40104 qualification. (Refer to mapping tables
in Appendix 1).
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 1 of 200
Getting Started
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Your assessor will help you throughout the assessment process by:

Negotiating and planning assessment activities with you.

Contextualising assessments to better meet your work and learning
requirements.

Helping you to address any occupational health and safety (OHS) requirements of
the assessment environment.

Answering any questions you might have about the assessment.

Assessing your competency by making judgements about the evidence presented
in line with the rules of evidence: validity, authenticity, currency and sufficiency.

Giving you feedback on the outcomes of the assessment process, both formative
(as you go through learning and assessment processes) and summative (your
final assessment – whether you are competent, or not yet competent).

Counselling you on the outcomes of the assessment including advising you of
your right of appeal if you disagree with the assessment decision.
Assessment pathways
This assessment program may be undertaken as a learning and assessment pathway or
as an assessment only pathway. Learning and assessment through this program might
be undertaken through the following modes:

face-to-face

e-learning

distance-based learning

blended learning (a combination of all or two of the modes listed above).
Consult with your facilitator/assessor to determine which might be the best pathway and
mode for you.
Recognition of prior learning (RPL)
You may be eligible for RPL if you have had life, study or work experience that allows you
to meet the evidence requirements for competencies in the Certificate IV in Training and
Assessment (TAA40104). You may have covered similar learning and assessment content
in other qualifications and have already been assessed against similar benchmarks to
those in the Certificate IV in Training and Assessment. Your prior learning in each case is
measured against the requirements of each competency.
RPL recognises that you may already have many skills that apply to the modules or
competencies in which you plan to enrol. It may mean you only need to study
modules/competencies that are new to you, which may shorten the length of learning
and assessment you have to do as a part of a Certificate IV in Training and Assessment
program.
Completing the self-assessment tool, which can be found on the Learner Resources
website at <http://www.ibsa.org.au/products-and-services/taa04-learnerresources.aspx>, will give you an idea of whether you are a suitable candidate for skills
recognition assessment. If you think you might already have the skills and knowledge to
demonstrate your competency in this unit you should contact your assessor so that they
can discuss the self-assessment tool with you and provide you with information on the
skills recognition process.
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TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials
About the Certificate IV in Training and Assessment (TAA40104)
About the Certificate IV in Training and
Assessment (TAA40104)
To attain the Certificate IV in Training and Assessment (TAA40104) qualification you need
to successfully complete 14 units of competency, including 12 core and two elective
units. The units are grouped into six fields as follows:

Learning Environment

Learning Design

Delivery and Facilitation

Assessment

Language, Literacy and Numeracy

Imported Units.
Core units
The core component of the TAA40104 qualification includes units from four fields as
follows:
Field/Unit code
Unit title
Learning Environment
TAAENV401B
Work effectively in vocational education and training
TAAENV402B
Foster and promote an inclusive learning culture
TAAENV403B
Ensure a healthy and safe learning environment
Learning Design
TAADES401B
Use Training Packages to meet client needs
TAADES402B
Design and develop learning programs
Delivery and Facilitation
TAADEL401B
Plan and organise group-based delivery
TAADEL403B
Facilitate individual learning
TAADEL404B
Facilitate work-based learning
Assessment
TAAASS401C
Plan and organise assessment
TAAASS402C
Assess competence
TAAASS403B
Develop assessment tools
TAAASS404B
Participate in assessment validation
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 3 of 200
About the Certificate IV in Training and Assessment (TAA40104)
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Elective units
Two elective units can be selected from the list of units below; or one of the two elective
units can be selected from the TAA50104 Diploma of Training and Assessment or from
any other Diploma or Certificate IV qualification.
Field/Unit code
Unit title
Learning Environment
TAAENV404B
Develop innovative ideas at work
Delivery and facilitation
TAADEL301C
Provide training through instruction and demonstration of work skills
TAADEL402B
Facilitate group-based learning
TAADEL405B
Coordinate and facilitate distance-based learning
Training advisory services
TAATAS401B
Maintain information requirements of training and/or assessment
organisations
Language Literacy and Numeracy Practice
TAALLN401B
Address language, literacy and numeracy issues within learning and
assessment practice
Imported units
BSBMKG406A
Build client relationships
BSBCMN404A
Develop teams and individuals
BSBCMN405A
Analyse and present research information
BSBCMN409A
Promote products and services
BSBAUD402A
Participate in a quality audit
This TAA40104 assessment program
This Certificate IV in Training and Assessment (TAA40104) assessment program includes
assessment activities for the following elective units, from the Delivery and Facilitation
field:
Unit code
Unit title
TAADEL301C
Provide training through instruction and demonstration of work skills
TAADEL402B
Facilitate group-based learning
If you wish to complete other elective units or you have already completed a unit or units
from this list, you should discuss this with your facilitator/assessor.
Page 4 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials
Assessment and Evidence Requirements for this Program
Assessment and Evidence Requirements for this Program
This assessment program consists of assessment activities and tasks grouped into five assessment clusters:
A. The VET Environment
B. Planning, Organising and Design
C. Delivery and Facilitation
D. Assessment in VET
E. Evaluation and Review.
Each cluster includes a number of assessment activities and tasks. Together these activities allow you to provide evidence that demonstrates
your competency in the units making up the Certificate IV in Training and Assessment (TAA40104).
The table below summarises how each unit of competency within TAA40104 relates to assessment activities within the five clusters. Refer to
Appendix 1 for more detailed mapping including:

specific evidence requirements

elements and performance criteria

required skills and knowledge

Employability Skills.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 5 of 200
Assessment and Evidence Requirements for this Program
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Assessment and evidence requirements for the Environment field units
Field and units
Related assessment in this program
Learning Environment units
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
TAAENV401B Work effectively in vocational
education and training
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
4.1, 4.2, 4.3, 5.1,
5.2, 6.1, 6.2
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
TAAENV402B Foster and promote an inclusive
learning culture
1.1, 2.6, 4.1, 4.2,
4.3, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
TAAENV403B Ensure a healthy and safe learning
environment
1.1, 3.2, 3.3, 5.1,
5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1
1.1, 1.2
Assessment and evidence requirements for the Design field units
Field and units
Related assessment in this program
Learning Design units
Cluster A
Cluster B
Cluster C
Cluster D
TAADES401B Use Training Packages to meet
client needs
1.2, 2.1, 2.3, 2.4,
2.5
1.1, 2.1, 3.2
1.1
1.1, 1.2, 1.3
TAADES402B Design and develop learning
programs
1.2, 2.2, 5.1, 5.2
1.1, 2.1, 2.2, 2.6,
3.1
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Cluster E
1.1, 2.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials
Assessment and Evidence Requirements for this Program
Assessment and evidence requirements for the Delivery and Facilitation field units
Field and units
Related assessment in this program
Delivery and Facilitation units
Cluster A
Cluster B
Cluster C
* TAADEL301C Provide training through
instruction and demonstration of work skills
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 3.1
1.1
1.1, 2.1, 2.2
TAADEL401B Plan and organise group-based
learning
3.2, 3.3, 4.2, 5.1,
5.2
1.1, 2.1, 2.2, 2.3,
3.1
1.1
1.1, 2.1, 2.2
* TAADEL402B Facilitate group-based learning
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 3.1
1.1
1.1, 2.1, 2.2
TAADEL403B Facilitate individual learning
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 2.1, 2.2
TAADEL404B Facilitate work-based learning
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 3.1
2.1, 2.2, 2.3
1.1, 2.2
Cluster D
Cluster E
* Elective units.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 7 of 200
Assessment and Evidence Requirements for this Program
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Assessment and evidence requirements for the Assessment field units
Field and units
Related assessment in this program
Assessment units
Cluster A
Cluster B
TAAASS401C Plan and organise assessment
3.2, 3.3, 4.2, 5.1,
5.2
TAAASS402C Assess competence
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2
1.1, 2.3
1.2, 2.2, 2.3, 2.4,
2.5, 3.1, 4.2, 5.1,
5.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2
2.3
TAAASS403B Develop assessment tools
1.2, 2.2, 2.3, 2.4,
2.5, 3.1, 4.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2
2.3
TAAASS404B Participate in assessment
validation
2.1
1.1
1.1, 1.3
1.1, 2.3
Page 8 of 200
Cluster C
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials
Cluster A: The VET Environment
Cluster A: The VET Environment
The VET Environment cluster has been divided into five assessment areas:
1. analysing the VET environment
2. policy and legislation
3. the practice environment
4. practicing inclusivity
5. health and safety.
You will need to research various aspects of the VET environment and prepare written
reports and presentations. Your reports and presentations will be completed
incrementally as you work through the assessment activities. Information and guidelines
on formatting and developing reports has been provided in Appendix 2 of this
assessment program. You should develop your reports as if you were providing the
information to people who are new to the VET sector or training/assessment.
Assessment 1: Analysing the VET environment
This area of assessment relates primarily to the following units of competency:

TAAENV401B Work effectively in vocational education and training

TAAENV402B Foster and promote an inclusive learning culture

TAADES401B Use Training Packages to meet client needs.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to Appendix 1 of this program.
For this assessment you will prepare a written report about your practice environment
and the VET policy and operating environment. Your report will include the following
sections:

Activity 1.1: Analysing your practice environment and VET learners

Activity 1.2: Analysing training package/s and/or accredited course/s in your
practice environment.
Your report should be submitted as one computer-developed document. It should be
approximately 500–700 words and formatted as a formal report. For information and
guidelines on setting out your report, see Appendix 2.
Alternatively, your facilitator/assessor may ask you to present all or part of this
information to your peers as part of a learning and assessment program. Check with your
facilitator before starting the assessment activities.
If you are not yet working in an RTO or in the VET sector, you may be able to use the RTO
case study in Appendix 3 or another RTO or VET organisation, or you may be able to relate
these assessment activities to your field of practice. Talk to your facilitator or assessor
before undertaking this assessment.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 9 of 200
Cluster A: The VET Environment
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Activity 1.1: Analysing your practice environment and VET learners
Write a brief report describing the main functions of the learning and assessment
environment you are focusing on for this program. Your report should include the
following:

What training and assessment environment or workplace are you focusing on for
this assessment?

What is the approximate number of employees and in what roles are they
employed?

Where are learning and assessment tasks conducted in this workplace? (Are they
carried out in a classroom or training room, a workshop, or simulated
environment?)
Include a heading ‘VET learners in your practice environment’ in the report and analyse
the learners in your practice environment. Your report should cover the following points
relating to VET learners:

Who are your learners?

What are your VET learners learning:



o
a skill (either technical or generic),
o
an attribute
o
knowledge
o
a combination of these things?
What are the benchmarks for training that you want your learners to reach? For
example are they:
o
Units of competency from a training package, learning outcomes from
accredited courses, or other benchmarks from a course, qualification or
learning program.
o
Performance of skills and application of knowledge to meet workplace
requirements or organisational standards.
o
Compliance with internal policies and procedures and/or external
legislative and regulatory requirements.
How do you determine what your learners need or want to learn? In the VET
context and environment, some of the ways to determine what learners need or
want to learn include:
o
talking to the learner/s or colleague/s
o
performance reviews
o
training needs analysis
o
customer/client feedback
o
incident or accident reports (in relation to OHS)
o
product or service quality reports.
Where and how are they learning? Is it:
o
in a group
o
through individual coaching, mentoring or tutoring
o
on-the-job through work activities
o
in a face-to-face mode of delivery or via distance mode or e-learning.
Page 10 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials

Cluster A: The VET Environment
Why are they learning? Have they chosen to learn themselves? Are they learning
for personal or professional development reasons, to obtain employment or:
o
to receive a qualification or Statement of Attainment
o
as part of an apprenticeship
o
as part of a course of training or a learning and assessment program
o
because of changes in technology or equipment in the workplace
o
because of changes to legislation, procedures, processes or
licensing/regulatory requirements in the workplace or industry
o
because of structural changes in the workplace and workforce.
Activity 1.2: Analysing training packages and/or accredited courses in your practice
environment
Include a heading ‘Training package/s or accredited course/s in your practice
environment’ in the report and research and/or locate the following in your practice
environment or field of practice. Include the following information in your report:

Find out which training package/s or accredited course/s you and your
colleagues use and write down the names and codes.
If you are not working in a training and assessment environment, find the training
package/s or accredited course/s you will be working with or that best meet your field of
practice.

Find where the training package/s or accredited course/s documentation is kept,
and who in your area knows where such documents can be located.

Find the qualification code for the qualification/s or accredited course/s you are
or will be training /assessing in.

Find at least one unit of competency that is, or will be, the basis for your training
and assessment practice. Record the code and name of the unit and access a
copy of the unit.
Assessment 2: Policy and legislation
This area of assessment relates primarily to the following units of competency:

TAAENV401B Work effectively in vocational education and training

TAAENV402B Foster and promote an inclusive learning culture

TAADES401B Use Training Packages to meet client needs.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
For this assessment you will prepare a presentation on aspects of the VET policy
framework and environment. This should be developed as if you were providing the
information to people who are new to the VET sector or to training and assessment. Your
facilitator/assessor may ask you to present to your peers or submit the presentation as a
PowerPoint file.
Your presentation will include the following sections:

Activity 2.1: Analysing the VET policy framework

Activity 2.2: The Australian Quality Training Framework (AQTF) 2007

Activity 2.3: Training packages
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 11 of 200
Cluster A: The VET Environment
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
Activity 2.4: Australian Qualifications Framework

Activity 2.5: Accessing units of competency

Activity 2.6: VET strategies, initiatives and access and equity.
If you are not yet working in an RTO or in the VET sector, you may be able to use the RTO
case study in Appendix 3 or another RTO or VET organisation, or you may be able to relate
these assessment activities to your field of practice. Talk to your facilitator/assessor
before undertaking this assessment.
Activity 2.1: Analysing the VET policy framework
Using websites and publications such as:

Training.com.au <http://www.training.com.au>

Training Packages @ Work <http://www.tpatwork.com>

National Training Information Service (NTIS) <http://www.ntis.gov.au>.
Prepare a presentation covering the following topics. You should dedicate at least one
PowerPoint slide to each of these points.

What does vocational education and training mean in Australia? (VET Sector)

Competency based training and assessment (CBT and CBA)

State Training Authorities (STA)

Registered training organisations (RTO)

Auditing and reporting requirements for RTOs

Australian Qualifications Framework (AQF)

Australian Quality Training Framework 2007 (AQTF 2007)

Training packages

Industry skills councils (ISC)

Units of competency

Employability Skills and Key Competencies

Assessment in VET and assessment validation.
Activity 2.2: The Australian Quality Training Framework (AQTF)1
Download and examine the ‘User’s Guide to the Essential Standards for Registration:
Australian Quality Training Framework (AQTF) 2007’ from
<http://training.com.au/portal/site/public/menuitem.5cbe14d51b49dd34b22526101
7a62dbc/>.
Summarise each of the three Essential Standards for registered training organisations
(RTO), and add your summary to your PowerPoint presentation. Undertake an appraisal of
the elements of the Essential Standards of AQTF 2007 in relation to the VET context
using the AQTF 2007 ‘Users’ Guide to the Essential Standards for Registration’.
In December 2009 the National Quality Council (NQC) endorsed changes to Australian Quality
Training Framework (AQTF) 2007 ‘Essential Standards for Registration’, and this was later
endorsed by the Council of Australian Governments (COAG).The new standards, AQTF 2010 is
currently being worked through and implemented, and will be available in March 2010. For more
information visit < http://www.nqc.tvetaustralia.com.au/aqtf_2010>.
1
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Cluster A: The VET Environment
Using this users’ guide, review each of the three Essential Standards for RTOs in relation
to your practice environment or vocational area and address each of the following in your
presentation:

Briefly outline what is covered by each of the elements of AQTF 2007.

Identify your practice environment’s key organisational policies and procedures
relating to AQTF 2007 Essential Standards for RTOs. Analyse how effectively your
practice environment meets each of the standards and include any
recommendations for addressing shortcomings or improving on them. You can
use table below to include these details in your presentation.
Standard No.
Organisational policy or procedure
Recommendations for improvement
Include in your presentation details of your practice environment’s scope of registration:

What qualifications come under your RTO’s scope of registration? (If you are
working in a large RTO you may include only those most relevant to your
vocational area.)
Focussing on AQTF 2007 Essential Standard 1.2, outline the ways in which your practice
environment develops training and assessment strategies that are in accordance with the
following points:

meet learner needs

meet the requirements of relevant training package/s and/or accredited course/s

are monitored for improvement

are developed in consultation with and meet industry/enterprise stakeholders
requirements. What processes are in place for industry and enterprise
stakeholder consultation and involvement?
Check Essential Standard 1.4. Include in your presentation details on the
qualifications/competencies for staff to train and assess in the VET sector:

What are the qualifications/competencies for staff to train and assess in the VET
sector?

What does vocational competency mean?

If the organisation does not have staff that have the required training and
assessment or that have appropriate vocational qualifications, what can the RTO
do in these cases or what other arrangements can be made?
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Activity 2.3: Training packages
Include a heading in your presentation called ‘Training packages and the VET policy
environment’. You are currently working toward the Certificate IV in Training and
Assessment (TAA40104), which will enable you to train and assess in the VET
environment. Your presentation should include the following:

What training package (the name and code) is this qualification from?
Download or work with the training package online to unpack this training package and
qualification and provide the following information in your presentation:
Part one – Training package

When was this training package originally endorsed? What is the current version
of this training package?

What is the purpose or intent of this training package?

Which industry and industry sectors does it cover?

What are the main occupations covered by this training package?

List any issues the training package has been designed to address, e.g.
government regulations, industry changes.
Part two – qualification
Unpack the qualification required to work in the VET sector as a trainer and assessor.
Include the following in your presentation:

code or codes, titles and AQF levels for qualifications in the training package

roles/occupations for which the qualification is suitable

number of units and core/elective structure of the qualification

available electives and rules governing their use

availability and recommended use of imported units

restrictions on entry, pre-requisites and pathways

Employability Skills or Key Competencies required for the qualification.
Activity 2.4: Australian Qualifications Framework
Go to the AQF website and familiarise yourself with this important component of the VET
policy environment: <http://www.aqf.edu.au>.
Download a copy of the current AQF handbook and add this to your resource kit. Include a
section in your presentation called ‘Training packages and the AQF’, and include
information that addresses each of the following:

What are the key objectives of the AQF?

What are the qualification levels and titles and how many are there?

Compare the characteristics of Certificate III, Certificate IV and Diploma level
qualifications, and briefly describe the differences.
Activity 2.5: Accessing units of competency
Go to the National Training Information Service (NTIS) website
<http://www.ntis.gov.au/Default.aspx?find> and download the following two units of
competency. (You will use these units for a number of other assessment activities in this
program.)

BSBITU101A Operate a personal computer

BSBOHS403B Identify hazards and assess OHS risks.
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Cluster A: The VET Environment
Compare these two units in relation to their AQF levels, and provide a summary of your
results in your presentation. Include the following information in your presentation:

The AQF level of each unit

The differences in what is being assessed and how candidates are assessed in
relation to the AQF levels.
Activity 2.6: VET strategies, initiatives and access and equity
Within the VET system are a number of overarching policy initiatives and strategies. The
examples listed below include some longer term initiatives as well as a couple of recent
national strategies. The list is by no means comprehensive and you need to use the
various organisational sites provided throughout this topic to keep up-to-date.

Australian Flexible Learning Framework – a guiding policy on e-learning and other
types of customised training. Information on this initiative can be found at
<http://www.flexiblelearning.net.au>.

Shaping our Future 2004–2010 – the national strategy for VET. Information
about this initiative can be found at the Department of Employment, Education
and Workplace Relations <http://www.dest.gov.au>.

Skills Recognition/Skills Online <http://www.skillsrecognition.nsw.gov.au/>.
In your presentation list three of the VET strategies and initiatives you can find and
include the following information for each strategy or initiative you have listed:

The name of each strategy or initiative and the dates of its inception.

The aims of this strategy/initiative and some of the ways it is being implemented,
(e.g. how is the strategy funded, where is the funding coming from, is funding
state of federal, who is implementing/ overseeing the strategy’s
implementation?)

Briefly describe the impact the strategy or initiative will have on your work in
training and assessment and your practice environment.
Find a strategy, initiative or policy that relates to access and equity in VET. These could
include strategies, initiatives or policies related to Indigenous people, women, people retraining or returning the workforce, or people with a disability. Include a section in your
presentation which includes the following:

The aims of this strategy/initiative – What are some of the ways it is being
implemented? (e.g. how is the strategy funded, where is the funding coming from,
is funding state or federal, who is implementing/overseeing the strategy’s
implementation?)

Identify whether this strategy, initiative or policy has been implemented in your
practice environment, providing some examples of how it has been implemented.
If your practice environment is yet to implement the strategy, initiative or policy,
you can suggest ways in which it might be implemented and the benefits that will
be provided by doing so. If you are not yet working in a training and assessment
organisation, you might be able to use the case study in Appendix 3 – you should
discuss this with your facilitator.
TAA40104 Certificate IV in Training and Assessment
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Cluster A: The VET Environment
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Assessment 3: The practice environment
This area of assessment relates primarily to the following units of competency:

TAAENV401B Work effectively in vocational education and training

TAAENV402B Foster and promote an inclusive learning culture

TAAENV403B Ensure a healthy and safe learning environment.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
For this assessment you will prepare a presentation on your practice environment’s
stakeholders and clients and how information is provided to them. Your
facilitator/assessor may ask you to present to your peers or submit the presentation as a
PowerPoint file. Check with your facilitator/assessor before starting this assessment.
Your presentation will include the following sections:

Activity 3.1: Stakeholders and clients

Activity 3.2: Information for learners

Activity 3.3: Enrolment, orientation, inclusivity and OHS.
If you are not yet working in an RTO or in the VET sector, you may be able to use the RTO
case study in Appendix 3 or another RTO or VET organisation, or you may be able to relate
these assessment activities to your field of practice. Talk to your facilitator or assessor
before undertaking this assessment.
Activity 3.1: Stakeholders and clients
Undertake a stakeholder analysis of your practice environment and include the following
information in your presentation. Your stakeholder analysis report should address the
following:

Who are the clients in your practice environment?

What are their needs and expectations?

How do you meet these needs and expectations?

Which clients are ‘internal’?

Which clients are ‘external’?

Are there any other stakeholders for your practice environment?
Include the following in your stakeholder analysis report:

How your practice environment locates potential clients.

What processes your practice environment uses to find out the needs and
expectations of the various groups of clients.

If you have different approaches to identifying client requirements, what different
approaches are used?

Identify any gaps in knowledge about your client preferences, requirements and
needs. Suggest strategies or ways in which your practice environment can
address these gaps.
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Cluster A: The VET Environment
Activity 3.2: Information for learners
Training/assessment organisations should have a range of advisory information available
for learners, prospective learners and for industry/organisation clients. This should
include information and advice on:

enrolment or induction

identification of training support requirements

assessment, including recognition of prior learning (RPL) and appeals

fees and refunds

privacy, confidentiality, commercial confidentiality

access and equity

welfare, guidance, and support services

issuing qualifications

credit and articulation arrangements

complaints and appeals

the range of training services available to industry/enterprise

partnership arrangements

provision and management of apprenticeships/traineeships

provision for learners and candidates to gain access to records of participation
and progress.
Look at the information and marketing booklets/web pages for your practice environment
and include a section in your presentation on whether the information provided for
learners by your practice organisation covers these areas.
Include a section in your presentation on how information about programs is provided in
your practice environment. Is it done in an inclusive way? Your presentation should
address the following:

What are the different ways information about courses/training programs is
disseminated?

Are there information sessions? If so, are factors such as the time of the day and
the length of sessions preventing some potential learners from attending? Is any
support provided during the sessions?

Does your practice environment have a website? Is it easy to navigate? Is there a
search function and a glossary of terms? Is it accessible by people who are vision
or mobility impaired?

Is there written information about courses? Is it in a user-friendly format, easy to
follow visually, with clear, plain English language?

How can the program promotion be more inclusive?

How can you influence your organisation to make changes?
Activity 3.3: Enrolment, orientation, inclusivity and OHS
Include a section in your presentation that addresses enrolment procedures in your
practice environment. In your presentation, you should:

Develop and include (in your presentation) a flow chart of the enrolment,
induction and orientation procedures and processes for learners/assessment
candidates in your practice environment.
TAA40104 Certificate IV in Training and Assessment
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Cluster A: The VET Environment



Holistic Assessment Materials
Address each of the following points in your presentation:
o
What does the practice environment do to ensure the procedures and
processes in your flow chart are followed consistently?
o
Do the enrolment, induction and orientation procedures and processes
foster an inclusive learning and assessment environment?
o
Is there a clear process for identifying if the learner has specific needs?
o
Are there special events or particular approaches to support learners with
different needs? Outline how support for learners is organised, who is
responsible and what assistance is provided for learners with specific
needs?
o
Suggest strategies for any improvements to your practice environment’s
enrolment, induction and orientation procedures and processes that
foster and promote an inclusive and safe learning environment and better
caters for learners with specific needs.
Include a section in your presentation outlining what your learners and
assessment candidates need to be informed of to safely achieve the learning
outcomes. Your presentation should cover the following three stages of what
learners/assessment candidates need to know about OHS:
o
Before they enter the workplace or learning environment: The information
required by the learner before entering the workplace or learning
environment will depend on a number of factors. These include the nature
of the industry and learning environment, the current experience and
competency of the learner, and the expected learning outcomes. An
assessment of current knowledge and the ability of the learner to apply
the knowledge would be important in determining further information
needs.
o
On entering the workplace or learning environment: On entering the
learning/assessment environment the learners need specific information
on hazards, procedures and requirements within that environment. This
information will usually be provided by the workplace and is covered in an
induction program. If you are not responsible for OHS induction you will
need to check the content and scheduling of the induction as part of their
pre-placement visit to the workplace or learning environment.
o
Ongoing support and answers to queries or concerns: It is important that
the learner has a recognised process and contact for raising and
discussing issues and concerns that might arise during their attendance
for training or assessment.
Include in your presentation any suggestions for improving the enrolment,
orientation and induction processes in your practice environment. You should
include strategies that foster and promote an inclusive and safe learning and
assessment environment and better cater for learners with specific needs.
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Cluster A: The VET Environment
Assessment 4: Practicing inclusivity
This area of assessment relates primarily to the following units of competency:

TAAENV401B Work effectively in vocational education and training

TAAENV402B Foster and promote an inclusive learning culture.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
For this assessment you will prepare a presentation on legislative requirements for
inclusivity and the way in which your practice environment operates. Your
facilitator/assessor may ask you to present to your peers or submit the presentation as a
PowerPoint file. Check with your facilitator/assessor before starting the assessment.
Your presentation will include the following sections:

Activity 4.1: Anti-discrimination legislation and the Disability Education Standards

Activity 4.2: Integrating inclusive principles in your practice environment.
If you are not yet working in an RTO or in the VET sector, you may be able to use the RTO
case study in Appendix 3 or another RTO or VET organisation, or you may be able to relate
these assessment activities to your field of practice. Talk to your facilitator or assessor
before undertaking this assessment.
Activity 4.1: Anti-discrimination legislation and the Disability Education Standards
Research and report on the following in relation to anti-discrimination and the Disability
Education Standards.
Visit the Australian Human Rights Commission website, <http://www.hreoc.gov.au/>,
paying specific attention to the ‘About’ and ‘Education’ pages of this site.
Research and include the following in your presentation:

the key functions and responsibilities of the Commission and, its specific
education function

the range of resources (both materials and activities) that would be relevant to
you as a trainer/assessor working in VET.
Undertake a web search for: ‘Disability Standards for Education, 2005’ and download a
copy of the ‘Disability Standards for Education plus Guidance Notes’. Read through the
Standards and prepare a brief report outlining the key requirements of the standards
including:

Application of the Standards in the VET sector.

Details of the specific reasonable adjustments that need to be made in relation to
enrolment, participation on courses and programs, curriculum development,
support services, and requirements in relation to harassment and victimisation.
Consult the AQTF 2007 standards and address the following in your presentation:

Which three elements of AQTF 2007 Standard 2 reflect and give support to the
Disability Education Standards?

How is this done? – What are the specific requirements for individual rights and
provider obligations in relation to client/student supports and reasonable
adjustments?
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster A: The VET Environment
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Activity 4.2: Integrating inclusive principles in your practice environment
Fostering an inclusive learning culture relies on integrating strong, underpinning
principles into work and learning practices. Such principles work to underpin inclusive
practice and include:

providing equal opportunity for participation

fostering and advocating learner independence

ensuring cooperative approaches to learning and assessment

using client-centred approaches to learning and assessment

supporting, encouraging and valuing individual contributions in the learning
environment

motivating learners and candidates for assessment

implementing the principles of assessment (validity, reliability, flexibility and
fairness)

making reasonable adjustment, where necessary for learners and candidates for
assessment

creating opportunities for participation and success

modifying procedures, activities and assessment

acknowledging current strengths and skills as a basis for further learning.
Include a section in your presentation on how your practice environment does or could
integrate these principles into work, training and assessment practices? How are you
going to incorporate inclusivity into your training and assessment practices? Design an
action plan that includes the steps you will take to foster and promote an inclusive
training and assessment environment.
Include in your action plan:

what actions you will take

when you will take the actions

who else will be involved

what resources you will use

what other information you will need

what skills and knowledge you will use

how you will know that you have been successful.
Assessment 5: Health and safety
This area of assessment relates primarily to the following units of competency:

TAAENV401B Work effectively in vocational education and training

TAAENV403B Ensure a healthy and safe learning environment.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in the ‘Assessment
Mapping’ section of this program.
For this assessment you will complete a number of templates to identify hazards, risks
and controls in your practice environment.
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Cluster A: The VET Environment
You will complete the following sections:

Activity 5.1: Hazard checklist, risk assessment and risk control plan

Activity 5.2: Ongoing responsibilities and evaluation.
If you are not yet working in an RTO or in the VET sector, you may be able to use another
workplace or environment to complete these activities. Talk to your facilitator or assessor
before undertaking this assessment.
Activity 5.1: Hazard checklist, risk assessment and risk control plan
Complete the following activities for the learning/assessment environment you described
in Assessment 1.
If your practice environment has proforma or standard formats for carrying out hazard
identification, risk assessment and control, you should use this existing documentation. If
these are not available you could use the proforma contained in Appendix 4, or you can
design your own checklists and proforma.
As part of this assessment, complete the following:

Use the proforma provided (or a similar form from your practice environment or of
your own design) to complete a learning environment hazard checklist.

Use the proforma provided (or a similar form from your practice environment or of
your own design) to perform a risk assessment for the hazards you identified in
the hazard checklist.

Use the proforma provided (or a similar form from your practice environment or of
your own design) to develop a risk control plan for your learning and assessment
environment.
Activity 5.2: Ongoing responsibilities and evaluation
In any risk control plan, evaluation and continuous improvement are important to the
ongoing success of the plan. In addition, the only way to ensure the measures are being
applied across-the-board is if the process is monitored and supervised.
Complete the following activities for the learning/assessment environment for which you
have undertaken the hazard identification, risk assessment and developed a risk control
plan:

Determine who in your organisation could be made responsible for each of the
actions identified in the risk control plan. Determine if you need to consult
external sources to help achieve any of your goals, and include this information
with this assessment.

Provide evidence in the form of email, reports or letters showing the personnel
you consulted about conducting your hazard and risk assessment.
Include copies of this information when you submit your hazard identification, risk
assessment and risk control plan.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster B: Planning, Organising and Design
Holistic Assessment Materials
Cluster B: Planning, Organising and
Design
The Planning, Organising and Design cluster has been divided into three assessment
areas:
1. Using training packages or accredited courses.
2. Learning and assessment programs.
3. Justification of planning decisions.
You will need to unpack and analyse training packages, develop learning programs and
assessment plans, develop assessment tools, and plan and organise group-based
delivery. You can use templates from your practice environment to complete many parts
of this assessment.
This assessment is based on a practice environment. If you are not yet working in an RTO
or the VET sector you will need to consult with your facilitator or assessor. You may be
able to use the case study for the RTO at Appendix 3 of this assessment program or
relate these assessment activities to your field of practice to complete some of these
assessment activities.
Assessment 1: Using training packages
This area of assessment relates primarily to the following units of competency:

TAADES401B Use Training Packages to meet client needs

TAAENV401B Work effectively in vocational education and training.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
For this assessment you will choose a unit or units of competency to unpack. You will use
this unit or units for the remaining assessments in this cluster.
This area of assessment includes:

Activity 1.1: Provide information to clients on training packages and/or accredited
courses.
Activity 1.1: Provide information to clients on training packages and/or accredited
courses
Select a training package or accredited course that is used in your practice environment
or that you expect to use in future and access a copy. You may be able to do this using
the NTIS website: <http://www.ntis.gov.au>.
Follow the steps below to ‘unpack’ the training package or accredited course, a
qualification and at least one unit of competency or module. Use the information from
each of the steps to develop an information flier or letter suitable for briefing or providing
information to your clients. You should include all of the information from the following
steps in your client information:

Unpack the training package or accredited course and provide the following
details:
o
the name and code for the training package or accredited course
o
the purpose or intent of the training package or accredited course
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Holistic Assessment Materials


Cluster B: Planning, Organising and Design
o
the industry and industry sectors it covers
o
the main occupations covered by the training package
o
any issues the training package or accredited course has been designed
to address, e.g. government regulations, industry changes
o
the assessment guidelines in relation to the training package or
accredited course.
Select and unpack a qualification, from the training package or accredited course
and provide the following details:
o
the code and title for qualification
o
AQF level or levels for the qualification
o
roles/occupations for which the qualification is suitable
o
number of units and core/elective structure of the qualification
o
available electives and rules governing their use
o
availability and recommended use of imported units
o
opportunities for customisation
o
any special features of the qualification that will be important for your
learner/client group
o
restrictions on entry, pre-requisites and pathways
o
Employability Skills related to the qualification
o
the target group of learners for this qualification – why
training/assessment is required and what skills and knowledge are to be
learned/assessed.
Select and unpack at least one unit of competency or module from the
qualification you have selected. You can use the following table to help you
unpack and identify the various components of a unit of competency or module .
Include the details from the table in your information to your clients:
Components of
unit/module
Description
Detail from selected unit/module
Unit title
The work activity and overall
outcome
Unit title:
Unit descriptor
What the work activity involves
Unit descriptor:
Elements
The critical/key outcomes of this
work activity
Elements:
Performance
criteria
The performance requirements
measuring demonstration of the
outcomes
Provide an example of one
performance criteria:
Range statement
The conditions under which this
work activity may be conducted
Give examples of variables:
Required
knowledge and
skills
The knowledge and skills needed to
perform this work activity
List some of each:
Evidence Guide:
Critical aspects
of evidence*
The evidence needed to
demonstrate competence in this
work activity
List evidence that must be
gathered/collected in the
assessment process:
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© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster B: Planning, Organising and Design
Components of
unit/module
Holistic Assessment Materials
Description
Detail from selected unit/module
Evidence Guide:
Context for
assessment
Where evidence of competency can
be gathered
Unit is assessed in:
Evidence Guide:
Resource
requirements for
assessment
The resource required to gather
evidence
Resources include:
Evidence Guide:
Method of
assessment
The identified assessment methods
Methods include:
Embedded
components of
unit
Description
Detail from selected unit
Employability
Skills
The generic work skills needed
Identify skills and facets for one
element and performance criteria:
Language,
Literacy and
Numeracy (LLN)
The language, literacy and
numeracy skills needed to perform
this work activity
Identify LLN for one element and
performance criteria:
Dimensions of
Competency
Task skills, task management skills,
contingency management skills,
job/role environment skills
Identify an example from the unit for
each dimension:
* This may be referred to as: specific evidence requirements, critical aspects of assessment
Assessment 2: Learning and assessment programs
This area of assessment relates to the following units of competency:

TAADES401B Use Training Packages to meet client needs

TAADES402B Design and develop learning programs

TAAASS401C Plan and organise assessment

TAADEL401B Plan and organise group-based delivery

TAAASS403B Develop assessment tools.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
This assessment is done in a number of steps and includes:

Activity 2.1: Design and develop a learning program

Activity 2.2: Develop a delivery plan

Activity 2.3: Develop session plans

Activity 2.4: Develop an assessment plan

Activity 2.5: Develop assessment tool

Activity 2.6: Develop a second learning and assessment program.
For each of the activities in this cluster you should use the unit/s of competency you
unpacked for Assessment 1. You can later use this unit/s for activities in the Delivery and
Facilitation cluster and the Assessment cluster.
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Cluster B: Planning, Organising and Design
If you have not completed Assessment 1, or if you are not yet delivering, facilitating/
assessing in VET, you should consult with your facilitator or assessor for this program.
You may be able to select a unit of competency from your field of vocational competency.
Decisions that you make during the development of your learning programs, delivery
plans, session plans, assessment plans and assessment tools and instruments will be
documented in a report (Assessment 3). You should keep a record of your planning
decisions to help you prepare that report.
Activity 2.1: Design and develop a learning program
Develop a comprehensive learning program for a unit or units of competency, or
accredited curricula, from your training and assessment practice environment.
If your practice environment has proforma or standard formats for setting out learning
programs or assessment plans, you should use this existing documentation. However,
you may need to make amendments to this documentation to meet VET policy
requirements and to meet the assessment and evidence requirements of this program.
As you develop your learning program you will need:

Clearly define the parameters of the learning program including:
o
the purpose and focus of the learning program
o
the scope and breadth of the learning program
o
the objectives of the learning program
o
the skills and knowledge to be learnt/assessed
o
the benchmark sources (e.g. the units of competency or accredited
curricula), pre-requisites, packaging rules, pathways and clustering
options for the learning program (you can draw on the work you have
done for assessment activities: 1.3 and 4.1 from The VET Environment
cluster to complete this activity)
o
the number of learners and learner groups the program is catering for
o
the target group of learners and their learner characteristics (you can
draw on the work you have done for assessment activities: 1.3 and 4.1
from The VET Environment cluster to complete this activity)
o
the content for the learning program.

Identify infrastructure and environmental requirements and physical resources.
Outline and describe how the environment will optimise the learning and
assessment for both groups and individual learners.

Determine the human, physical and material resources and the costs required for
the learning program. The nominal hours allocated for the unit/s of competency
must relate to your delivery plan and you must describe why you require the hours
you are using for each delivery mode in your learning program.

Identify OHS requirements including hazard reporting and emergency procedures.
(You may draw on the work you have done for assessment Activity 6.1 from The
VET Environment cluster to complete this activity.)

The LLN, cultural, access and equity requirements for the target group of learners
and individual learners for the learning program. (You can draw on the work you
have done for assessment Activity 5.3 from The VET Environment cluster to
complete this activity.)

Identify additional support services or processes (such as for access and equity),
that might be required for any of your learners so that they can successfully
complete the learning program. Describe what support has been provided.
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
Identify, outline and describe the delivery modes and facilitation methods to be
used. Your learning program will include evidence of selecting delivery modes and
facilitation methods, appropriate to your learner group and in relation to adult
learning principles, learning theories and models.

Identify resources and materials that will be used for the learning program.
Describe how you have located appropriate resources and contextualised them
for use in your learning program.

Identify the broad costing for running the learning program.

Identify activities that you have planned for your learners outside of the sessions.
Explain why these have been selected and how these relate to the learning
objectives for the program.

Identify processes used to review and adjust learning programs with colleagues,
supervisors, managers and appropriate stakeholders, both internal and external
to your practice environment.
Your learning program and plan will be accompanied by a detailed delivery plan,
addressing the entire learning program. Requirements for the delivery plan are described
in the next assessment activity (Activity 2.2).
Activity 2.2: Develop a delivery plan
Develop a detailed delivery plan, addressing the entire learning program you developed in
Activity 2.1.
If your practice environment has proforma or standard formats for setting out delivery
plans, you should use this existing documentation. However, you may need to make
amendments to this documentation to meet VET policy requirements and to meet the
assessment and evidence requirements of this program.
Your delivery plan will need to provide for and include:

The delivery period and schedule for the learning program, setting out the content
and the structure of the content for the learning program against a delivery
schedule.

Delivery modes, strategies and facilitation methods for each part of the learning
program and delivery schedule.

Resource, equipment and material requirements for each component of the
learning program and delivery schedule.

OHS considerations for each component of the delivery schedule.

Scheduling of activities and assessment events.
Your delivery plan should include evidence of structuring, sequencing, scaffolding and
chunking your content as appropriate for your learner group and in relation to adult
learning principles, learning theories and models.
For the next assessment activity (Activity 2.3) you will need to develop three consecutive
session plans from your delivery plan.
Activity 2.3: Develop session plans
Develop three consecutive session plans from your delivery plan and learning program.
If your practice environment has proforma or standard formats for setting out session
plans, you should use this existing documentation. However, you may need to make
amendments to this documentation to meet VET policy requirements and to meet the
assessment and evidence requirements of this program.
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Cluster B: Planning, Organising and Design
Each session plan will:

Cover a session of not less than one hour in duration, and relate forward to future
sessions and back to previous sessions.

Identify clear learning objective/s for each of the sessions.

Outline the facilitation approaches and methods that will be used in each session.

Identify the learning resources and activities and describe when and how they will
be used for each session.

Confirm the assessment activities, methods and relevant assessment tools for
each session.

Detail the session structure, including:
o
an introduction
o
a detailed timeline
o
a conclusion.
You will later need to provide evidence that you have delivered at least the whole of one,
and part of another of these consecutive sessions as part of the Delivery and Facilitation
cluster. Part or all of at least one these sessions will be delivered as part of a learning
and assessment pathway and will be observed by your facilitator/assessor for this
program. Refer to Assessment 1 from the Delivery and Facilitation cluster of this program
for further details.
NOTE: if the session plans you develop include the demonstration and instruction of work
skills you will be able to streamline your assessment activities for the next cluster:
Delivery and Facilitation.
Activity 2.4: Develop an assessment plan
Develop a comprehensive assessment plan for the unit/s of competency you used to
develop a learning program for Activity 2.1 of this assessment cluster.
If your practice environment has proforma or standard formats for setting assessment
plans you should use this existing documentation. However, you may need to make
amendments to this documentation to meet VET policy requirements and to meet the
assessment and evidence requirements of this program.
Your assessment plan may be integrated into the learning program you have already
developed to form a learning and assessment program and plan. Whatever the case, your
assessment plan will need to:

Describe the target group for the learners and candidates for assessment for the
unit/s of competency.

Cover a range of assessment events.

Cater for a number of candidates.

Address RPL.

Describe how the assessment environment will be established to cater for the
assessment of the unit/s and to meet the needs of the candidates. Think about
and address in your plan how the assessment environment might be simulated to
better reflect the real work environment to which the unit applies.

Determine the human, physical and material resources and the costs required for
the assessment program, including the material and physical resources required
to collect evidence.

Include a risk control action plan for the assessment environment.

Describe how feedback and results will be provided to the candidates.
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
Include contextualisation of the competency standard for your learner group.

Include guidance on reasonable adjustments that may be used for candidates,
with special needs that may be in your learner group, and the reasons for these
decisions and approach.

Outline relevant organisational policies and procedures including the appeals
process.

Include assessment/RPL record keeping and reporting arrangements.

Identify processes used to review and adjust assessment plans with colleagues,
supervisors, managers and appropriate stakeholders, both internal and external
to your practice environment.
Activity 2.5: Develop an assessment tool
Based on the assessment plan you have developed in the previous activity (Activity 2.4)
and using the unit of competency, develop an assessment tool.
Your assessment tool will need to address the whole unit/s of competency and include
instruments and associated documentation. Your assessment tool will need to:

Cater for the specific needs of your learners and candidates for assessment.

Support different assessment methods.

Cover a range of assessment events.

Provide mapping instruments detailing how the assessment covers the following
aspects of the unit(s) of competency:

o
the specific evidence requirements or the critical aspects of evidence
o
the required skills and knowledge
o
the elements and performance criteria
o
the Employability Skills.
Identify processes used to review and adjust your assessment tool with
colleagues, supervisors, managers and appropriate stakeholders, both internal
and external to your practice environment.
Your assessment tool must also include the instruments for collecting, analysing and
recording evidence that reflect the principles of assessment and the rules of evidence
and the related instructions to assessors and candidates.
Activity 2.6: Develop a second learning and assessment program
The unit ‘TAADES402B Design and develop learning programs’ requires the
demonstration of skills and knowledge relating to the design and development of two
learning programs. At least one of these must be based on a unit/s of competency or
accredited curricula. The unit ‘TAAASS401C Plan and organise assessment’ requires the
demonstration of skills and knowledge relating to planning and organising assessment on
a minimum of two occasions.
The unit ‘TAADEL401B Plan and organise group-based delivery’ requires the
demonstration of skills and knowledge relating to the development of two delivery plans
which are developed from learning programs. In addition, the unit ‘TAAASS403B Develop
assessment tools’ requires the demonstration of skills and knowledge relating to the
development of assessment tools addressing at least three units of competency, or
accredited curricula, for qualifications at different AQF levels.
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Completion of the assessment activities as outlined here, together with all other
assessments in this assessment program will provide the evidence and assessment
requirements for each of the following units of competency:

TAADES402B Design and develop learning programs

TAADEL401B Plan and organise group-based delivery

TAAASS401C Plan and organise assessment

TAAASS403B Develop assessment tools.
These assessment activities also relate to elements, performance criteria and required
skills and knowledge for a number of other units of competency for the Certificate IV in
Training and Assessment (TAA40104) qualification. Full assessment to unit mapping is
contained in Appendix 1.
Follow the instructions set out in the previous assessment activities to complete the
following:

Design and develop another learning program (see Activity 2.1: Design and
develop a learning program) based on another unit/s of competency, or
accredited curriculum, used in your practice environment. You should ensure that
this unit is packaged into a qualification at a different AQF level than the one you
used previously.

Develop a delivery plan for your second learning program (see Activity 2.2: Design
and develop a detailed delivery plan).

Develop a comprehensive assessment plan to accompany your second learning
plan (see Activity 2.4: Design and develop an assessment plan).

Develop an assessment tool for your second assessment (see Activity 2.5:
Develop an assessment tool).

Develop an assessment tool for another unit/s of competency, or accredited
curricula, from your practice environment (see Activity 2.5 Develop an
assessment tool). You should ensure that this unit is packaged into a qualification
at a different AQF level than the two you have used previously.
Assessment 3: Justification of planning decisions
This area of assessment relates to the following units of competency:

TAADES402B Design and develop learning programs

TAAASS401C Plan and organise assessment

TAADEL401B Plan and organise group-based delivery

TAAASS403B Develop assessment tools.

TAADES401B Use Training Packages to meet client needs.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
This assessment will comprise a written report in two parts:

Activity 3.1: Explanation of the learning program, delivery and facilitation plan

Activity 3.2: Explanation of the assessment plan and tools.
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Your report should relate to the programs and plans you developed in Assessment 2 for
this cluster. If you would prefer to base your report on another learning and assessment
program you have developed you should consult your facilitator/assessor before starting.
Your report should be submitted as one document. It should be approximately 800–
1,500 words. Information and guidelines on setting out your report are included in
Appendix 2.
Your assessor/facilitator may arrange for you to present all or part of this report as an
oral report to your peers. Check this with your assessor/facilitator before starting the
assessment.
Activity 3.1: Explanation of the learning program, delivery and facilitation plan
The ‘learning program, delivery and facilitation plan’ section of your report will support the
decisions you made in the development of the learning program, delivery plan and
session plans. Your report should explain:

How the decision was made that training was required, and how you determined
the learning needs and requirements for the target group.

How you sourced information on group and individual learner characteristics and
styles for your target group. Learner characteristics you should have considered
include:
o
language, literacy and numeracy requirements
o
specific needs; physical or psychological needs
o
preferred learning styles (audio, visual or kinaesthetic; tactile; left or right
brain; global or analytical; pragmatist, activist, reflective or theoretical)
o
employment status
o
past learning experiences
o
age of learners and maturity level
o
cultural background and needs
o
level of formal schooling in Australia or overseas
o
length of residence in Australia.

Why the chosen program structure and clustering options were selected.

Who you consulted to compare, review and evaluate learning programs and the
processes you used.

How and why resources for each session were selected, including the criteria
used to evaluate them and contextualise them for various learner groups and
individual learners.

How the selected resources and activities are suitable for the content of your
learning program and delivery plan.

How your learning program suits the learners’ preferred learning style, existing
skill levels (such as LLN skills), support needs and access/equity issues.

How adult learning principles were addressed in the learning program for the
target group of learners and for the individual learners within the group.

How you designed a program that was interesting and engaging for learners – you
may consider whether your learning program applied learning theories/models.
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Cluster B: Planning, Organising and Design
Activity 3.2: Explanation of the assessment plan and tools
The ‘assessment plan and tools’ section of your report should explain:

How the contextual needs of different environments are addressed and catered
for by your assessment plan, assessment tools and instruments.

The contextualisation of the competency standard and reasonable adjustments
that may be used for candidates from your learner group.

The processes used to trial and review the tools, including feedback obtained
from relevant personnel.

How assessment records/reports are completed in accordance with
organisational and VET sector assessment system processes and procedures.

The processes used to validate and moderate assessment tools and instruments.
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Cluster C: Delivery and Facilitation
The assessments in the Delivery and Facilitation assessment cluster relate to three core
areas of training and assessment in VET as follows:

Delivering and facilitating group-based training sessions.

Facilitating individual and work-based learning.

Learning evaluation and review.
These assessments require you to deliver sessions and facilitate learning in a number of
VET environments and contexts, to establish learning relationships with individuals and
various groups of learners, to plan and facilitate work-based learning, and to evaluate
and review delivery and facilitation.
This assessment is based on a practice environment. If you are not yet working in an RTO
or the VET sector you will need to consult with your facilitator or assessor for this
assessment program.
The Delivery and Facilitation cluster has been divided into two assessment areas:

Assessment 1: Deliver and facilitate training sessions

Assessment 2: Facilitate individual and work-based learning.
Assessment 1: Deliver and facilitate training sessions
This assessment relates primarily to the following units of competency:

TAADEL301C Provide training through instruction and demonstration of work
skills

TAADEL402B Facilitate group-based learning

TAADEL403B Facilitate individual learning.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
This assessment is done as a number of training sessions. The evidence to be provided is
set out in:

Activity 1.1: Deliver training sessions and facilitate group-based learning.
Activity 1.1: Deliver training sessions and facilitate group-based learning
For this assessment you will need to provide evidence that you have facilitated learning
for different groups of learners as a whole and the individual learners within these
groups. You will need to provide evidence of having delivered at least three training
sessions ensuring that:

At least three of your sessions involve the demonstration and instruction of
particular work skills to different groups of learners.

At least one session is based on learning outcomes derived from another source
rather than a training package or accredited course.

Each session addresses different learning objectives.

Each session includes a range of techniques and effective communication skills
appropriate to the learner groups.
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Cluster C: Delivery and Facilitation
You will need to provide evidence of the delivery of training sessions involving the
demonstration and instruction of work skills, and the facilitation of group-based learning
as follows:
1.
You will deliver two consecutive group-based learning or training sessions which are
based on the session plans you have developed for ‘Activity 2.3: Develop session
plans’ from the Planning, Organising and Design cluster. Your delivery of these
sessions must meet the following assessment and evidence requirements:

One of these sessions must relate to all or part of a consecutive session plan.
This may be delivered in the presence of your facilitator/assessor for this
assessment program, as part of a learning and assessment pathway. You should
consult your facilitator/assessor for this assessment program before
commencing this assessment activity.

The other session may be delivered in your practice environment but must be of
at least one hour duration, and must relate to the entire session plan.

If you are unable to deliver a session as part of a learning and assessment
pathway, you may be able to submit a video of one of these sessions. You should
consult your facilitator/assessor before undertaking this assessment activity.
2.
You will deliver at least three training sessions that involve the demonstration and
instruction of particular work skills to different groups and satisfy the following
criteria:

Two of these sessions may be included as all or part of sessions you have
delivered for the assessment activities described above, or any other training
session that has involved demonstration and instruction of work skills.

One of these training sessions may be based on using learning outcomes derived
from another source rather than a training package or accredited curricula, and
may be included as part of point 3, described below.

Each of your sessions must be delivered to a different group of learners and
include evidence of:

3.
o
addressing different learning objectives
o
using of a range of techniques and effective communication skills
appropriate to each learner group.
If you are unable to deliver a session as part of a learning and assessment
pathway, you may be able to submit a video of one of these sessions. You should
consult your facilitator/assessor before undertaking this assessment activity.
You will deliver a further training session that is based on learning outcomes
derived from another source rather than a training package or accredited curricula.
You may develop a delivery and session plan/s based on the presentation you
developed for the assessment in Cluster A: The VET Environment, and provide
evidence of having delivered this to a learner group. For example, you could deliver
an information session on the VET environment, OHS or inclusivity.
Evidence requirements
Your evidence for these assessment activities will need to include:

Observation checklist and report from your facilitator/assessor for this
assessment program, either based on:
o
a direct observation of your delivery and facilitation of all or part of at
least one of these sessions as part of a learning and assessment program
o
a video of one of these sessions you have delivered and facilitated; or
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Holistic Assessment Materials
observation checklists or third-party reports from a qualified assessor who
was present when you delivered and facilitated the session.

Session and part or whole delivery plans for each of the sessions you have
delivered and facilitated.

Learning resources and activities sourced and contextualised for each of the
sessions you have facilitated.

Evaluation forms completed by learners from the sessions you have delivered and
facilitated.

A short reflective report on each of the sessions you have delivered and
facilitated for this assessment. For more information on the content of this report,
see Activity 2.2 in Cluster E: Evaluation and Review.
Assessment 2: Facilitate individual and work-based learning
This assessment relates primarily to the following units of competency:

TAADEL403B Facilitate individual learning

TAADEL404B Facilitate work-based learning.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
These assessment activities for facilitating individual and work-based learning may be
completed in combination or separately. However, the activities set out in this
assessment program have been developed for a holistic approach, integrating the
assessment requirements for each unit. If the assessment activities are to be undertaken
separately, you should consult your facilitator before commencing.
This assessment is done in a number of steps and includes:

Activity 2.1: Work-based and individual learning case-study

Activity 2.2: Facilitate individual learning

Activity 2.3: Facilitate work-based learning.
Activity 2.1: Work-based and individual learning case study
Prepare a short case study on how work-based and individual learning can be used in
your training and assessment practice, or in your practice environment.
Give a brief overview of how work-based and individual learning might be facilitated in
your training and assessment practice or in your practice environment. You will address
the following:

The purpose of using work-based and individual learning.

The benefits, outcomes and problems that might be associated with using workbased learning.

Why you are proposing a work-based and individual learning pathway to achieve
the learning objectives and goals. Why this is a better option than facilitating
learning in another way (such as in a training room or via distance learning).

Provide a description of the work-based and individual learning needs including
the following:
o
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Cluster C: Delivery and Facilitation
o
details of what the learners will be learning – knowledge, skills, attributes
or a combination
o
any related benchmark/s, such as a unit of competency, accredited
curricula or a qualification.
Provide details of the scoping of your work-based and individual learning, including the
following:

The work practices, tasks, jobs or routines in the work environment that will be
covered by your work-based and individual learning facilitation. How will you
address each of these?

The steps you have taken to analyse the work practices, work environment and
work activities that will be covered by work-based and individual learning. What
other work practices, tasks, jobs or routines will need to be considered?

Any access and equity considerations that might relate to facilitating work-based
and individual learning in your practice environment.

Any OHS considerations and other legislative and regulatory requirements that
might relate to facilitating work-based and individual learning in your practice
environment.

Explicit expectations/purpose of using work-based and individual learning.

Objectives of the work-based and individual learning and issues (past, present,
future) that may constrain achievement of those objectives.

The role of the facilitator, the techniques, strategies, methods and learning and
facilitation models that will be used. For example, will you use mentoring,
coaching, tutoring, instructor-led or a combination of these?

Statement of what the facilitator will and will not do.

Goals set by the organisation.

Expected timeframe/time commitments.
Document how you will monitor and receive feedback in order to successfully facilitate
work-based and individual learning, including:

how communication is going to be maintained

how results and progress will be recorded and reported and to whom these will be
reported.
Document how you will evaluate your work-based and individual learning to determine its
success. You may need to take into account the following considerations:

what worked and what didn’t

what were the benefits

what is the way forward for continuous improvement?
You can use each of the areas outlined above as headings and you can use bullet points.
Your case study should be around 750 words, or one-and-a-half to two pages in length.
Activity 2.2: Facilitate individual learning
For this assessment you will need to provide evidence that you have established and
maintained learning/facilitation relationships with at least two individual learners. This
will include indentifying and outlining each individual learner’s learning needs and
characteristics.
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In the next assessment activity (Activity 2.3: Facilitate work-based learning) of this cluster,
you will need to provide evidence that you have facilitated learning for these individuals,
in a work-based learning context.
You must provide evidence of establishing learning relationships and planning for the
facilitation of individual learning for at least two individual learners. For each individual
learning relationship you should:


Outline the following in relation to the learning relationship:
o
The learning objectives, aims and the goals of the specific learning
relationship.
o
Your role as the facilitator; the techniques, strategies, methods and
learning and facilitation models that will be used. For example, will you be
a mentor, coach, tutor, instructor or combination of these?
o
The period, schedule, times and locations when and where facilitation will
take place.
o
The tools, resources, materials and equipment required.
o
The support that might be available for the individual learner in this
learning relationship.
o
The reporting arrangements.
Outline the following relating to the learner:
o
The learner’s specific learning needs, characteristics, preferred learning
styles and other issues that might be relevant or have an impact on the
learning relationship.
o
How and where you will cover the principles of adult learning and provide
for any access, equity and OHS considerations related to the individual
learners.
o
The roles and responsibilities of the learner.
o
How communication is going to be conducted and maintained.
o
How confidentiality will be maintained.
o
How results and progress will be recorded and reported.
Activity 2.3: Facilitate work-based learning
For this activity you will facilitate the work-based and individual learning you have
proposed, through the implementation of two work-based learning pathways. You will
provide evidence of having facilitated learning for the individual learners you identified in
Activity 2.2 in this cluster.
You will develop and implement two work-based learning pathways, which follow your
work-based and individual learning case-study from assessment Activity 2.1 from this
assessment cluster. Each of your work-based learning pathways must address the
following:

The specific workplace need for learning.

The individual learners involved in each work-based learning pathway.

The specific objectives, goals and aims of each of the work-based learning
pathways.

When and where the work-based learning pathways have been implemented.

The organisation and how the allocation of work reflects the learning needs and
provides for the effective learning of the individual learners.
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Holistic Assessment Materials
Cluster C: Delivery and Facilitation

The role of the facilitator, the techniques, strategies, methods and learning and
facilitation models used.

The work practices, tasks, jobs or routines in the work environment that will be
covered by your work-based learning pathways.

The involvement of others in the work-based learning pathways.

The organisational requirements and expectations as they relate to the workbased learning pathways.

Any access, equity and OHS considerations and other legislative and regulatory
requirements as they related to facilitating work-based and individual learning in
your practice environment.
Your documentation will need to include:

A description of how the work-based learning pathway was explained to the
learners, including the specific objectives, goals and aims of the work-based
learning pathways.

A description of how each learner’s progress was monitored throughout the workbased learning pathway, how feedback was provided to individual learners, how
results and progress was recorded and reported.

An evaluation of the implementation of each work-based learning pathway
including:
o
What worked well and what didn’t?
o
Were the work-based learning pathways implemented as planned; and
what adjustments were made and why?
o
Did the learners achieve the stated objectives, goals and aims of the
work-based learning pathways?
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster D: Assessment in VET
Holistic Assessment Materials
Cluster D: Assessment in VET
The Assessment in VET cluster comprises one assessment area:

Assessment in VET.
You will need to develop assessment plans and tools, assess the competency of
candidates and participate in assessment validation.
This assessment is based on a practice environment. If you are not yet working in an RTO
or the VET sector you will need to consult with your facilitator or assessor.
Assessment 1: Assessment in VET
This area of assessment relates to the following units of competency:

TAAASS401C Plan and organise assessment

TAAASS402C Assess competence

TAAASS403B Develop assessment tools

TAAASS404B Participate in assessment validation

TAADES401B Use Training Packages to meet client needs.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
Assessment validation (TAAASS404B)
The unit ‘TAAASS404B Participate in assessment validation’ requires candidates to
participate in at least two separate assessment validations. For the purposes of this
assessment program, these have been designed as role-play assessments, undertaken in
small groups and integrated with the other assessment units. Therefore, you will validate
assessment for the two assessment processes you will undertake as part of this
assessment program:

Activity 1.1: Assess competence

Activity 1.2: Assess competence: Recognition of prior learning (RPL).
Assessment activities
This assessment is completed in three parts:

Activity 1.1: Assess competence

Activity 1.2: Assess competence: Recognition of prior learning (RPL)

Activity 1.3: Participate in assessment validation.
These activities can be done as role-plays as part of a learning and assessment pathway
program. Candidates can work in pairs and small groups to complete the assessment
activities inside and outside the face-to-face sessions of the program. For each of the
assess competence role-plays, you may work with your peers in a learning and
assessment pathway program, but each assessment activity must involve different
people.
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Holistic Assessment Materials
Cluster D: Assessment in VET
Activity 1.1: Assess competence
The assessment will be carried out following the steps set out below:



Using the unit of competency for ‘BSBITU101A Operate a personal computer’,
develop an assessment plan that:
o
Describes the target group for the candidates for this assessment.
o
Includes a range of assessment events.
o
Caters for a number of candidates.
o
Addresses RPL.
o
Describes how the assessment environment will be established to cater
for the assessment of the unit/s and to meet the needs of the candidates.
o
Determines the human, physical and material resources and the costs
required for the assessment program, including the material and physical
resources required to collect evidence.
o
Describes how feedback and results will be provided to the candidates.
o
Includes contextualisation of the competency standard for assessment
target group.
o
Includes guidance on reasonable adjustments that may be used for
candidates, with special needs that may be in the assessment target
group, and the reasons for these decisions and approach.
o
Outlines relevant organisational policies and procedures including the
appeals process.
o
Includes assessment/RPL record keeping and reporting arrangements.
Develop an assessment tool and instruments to carry out an assessment on your
candidate, using the observation and questioning methods for assessment. Your
assessment tool will need to:
o
Cater for the specific needs of your candidates for assessment.
o
Support different assessment methods (observation and verbal
questioning in this case).
o
Provide assessment instruments detailing how the assessment covers the
following aspects of the unit(s) of competency:

the specific evidence requirements or the critical aspects of
evidence

the required skills and knowledge

the elements and performance criteria

the Employability Skills or Key Competencies.
Validate the assessment tool through trialling the tool. This assessment validation
should be done in groups of at least three. It might be carried out in one of the
sessions of a learning and assessment pathway program. To validate and trial the
tool:
o
Trial the assessment instruments to determine what aspects work and
those that need amendment or changes. Record any issues or problems
with the assessment tool and instruments.
o
Conduct a moderation meeting to review the use of the assessment tool.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster D: Assessment in VET
Holistic Assessment Materials
o
Complete recording documentation for this assessment validation,
identifying the processes used to review, adjust your assessment tool and
implement and trial the changes.
o
Record the process for moderating the assessment tool and your
contribution to this assessment validation.

Assess competence by carrying out an observation and questioning assessment
following your assessment plan and using the assessment tool that you
developed and validated. Make your assessment decision, provide feedback to
your candidate and complete your assessment record that includes all of this
information.

Complete and submit all documentation including:
o
the completed assessment plan
o
the completed observation assessment instrument
o
the completed verbal questioning instrument
o
the completed assessment record including records of any feedback
provided to the candidate
o
the completed assessment validation record.
Activity 1.2: Assess competence: recognition of prior learning (RPL)
The assess competence through recognition of prior learning (RPL) assessment will be
carried out following the steps set out below.

You will use the unit of competency ‘BSBOHS403B Identify hazards and assess
OHS risks’, to carry out a role-play assessment. This assessment activity may be
contextualised by using another unit of competency to meet candidate needs.
You should consult with your facilitator if you think this might apply to, or benefit,
you.

You will work in pairs and each of you will take a turn at playing the role of the
RPL assessor and the candidate for RPL assessment. You will only be assessed
on your role as the RPL Assessor.

Using the unit of competency ‘BSBOHS403B Identify hazards and assess OHS
risks’, develop an assessment plan for the assessment that:
o
Describes the target group for the candidates for this assessment.
o
Addresses RPL and can be used for a number of candidates.
o
Determines the human, physical and material resources and the costs
required for the assessment program, including the material and physical
resources required to collect evidence.
o
Describes how feedback and results will be provided to the candidates.
o
Includes contextualisation of the competency standard for assessment
target group.
o
Includes guidance on reasonable adjustments that may be used for
candidates, with special needs that may be in the assessment target
group, and the reasons for these decisions and approach.
o
Outlines relevant organisational policies and procedures including the
appeals process.
o
Includes assessment/RPL record keeping and reporting arrangements.
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TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials


Cluster D: Assessment in VET
Develop an assessment tool to carry out an RPL assessment on your candidate.
You will need to determine what assessment methods (e.g. candidate selfassessment, portfolio of evidence, RPL interview, third-party report) you use and
therefore what assessment instruments you will need to develop. This may be
done in consultation with your assessment candidate. In any case, your
assessment tool will need to:
o
Cater for the specific needs of your candidates for assessment.
o
Support different assessment methods that enable the provision of
evidence that meet the rules of evidence.
o
Provide assessment instruments detailing how the assessment covers the
following aspects of the unit(s) of competency:

the specific evidence requirements or the critical aspects of
evidence

the required skills and knowledge

the elements and performance criteria

the Employability Skills or Key Competencies.
As part of the role-play assessment, you will contact your RPL candidate with the
following information and documentation:
o
A covering email addressed to the role-play candidate that includes:

the date, time and venue for the RPL

what will be expected for the candidate during the assessment

who will be involved in the assessment process

the processes to be followed for submission of the evidence
portfolio.
o
An evidence guide as part of the assessment tool you have developed,
and the appropriate assessment instruments.
o
The benchmark (unit of competency) for which the candidate is being
assessed.

In your role as the candidate you will gather evidence as per instructions and
prepare materials to submit to your RPL assessor, as a portfolio of evidence for
the role-play. Remember: you are not being assessed on your ability to provide
evidence as the RPL role-play assessment candidate.

As part of the overall assessment of your candidate, you will assess the
candidate’s portfolio of evidence.

You will then prepare for the RPL assessment interview. You will develop a
questioning instrument as part of your assessment tool, from the unit of
competency and based on the evidence they have provided in their portfolio. This
assessment instrument will be used at the RPL interview.

As part of the learning and assessment pathway program, you will conduct the
RPL interviews in your pairs, taking it in turns to be both assessor and candidate.
You will then make your assessment decision, provide feedback to your candidate
and complete your assessment record.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster D: Assessment in VET

Holistic Assessment Materials
Complete and submit all documentation including:
o
The completed assessment plan and communication (email) to the
candidate.
o
The completed assessment tool and instruments.
o
The role-play candidate’s portfolio of evidence. This may be sighted by the
assessor, rather than being kept, however, you will need this later to
validate this assessment.
o
The completed assessment record including records of any feedback
provided to the candidate.
Activity 1.3: Participate in assessment validation
As part of the learning and assessment pathway program, you will work in small groups of
at least three to role-play another assessment validation, following the steps set out
below.



For this activity you will be validating the assessment decisions made in the RPL
assessment (Activity 1.2) for ‘BSBOHS403B Identify hazards and assess OHS
risks’ you have carried out as part of this program. Each assessor’s assessment
decisions will be validated. Each participant will need to prepare for the
assessment validation and provide the following:
o
The completed assessment plan and communication (email) to the
candidate.
o
The completed assessment tool and instruments.
o
The role-play candidate’s portfolio of evidence.
o
The completed assessment record including records of any feedback
provided to the candidate.
Each candidate will participate in the assessment validation where you will be
assessed on your:
o
Participation in the validation process including: communications,
contribution to and provision of input and interpretation in the validation.
o
Your completed validation record, recording your contribution to the
assessment validation.
o
Demonstrated knowledge and skills in relation to assessment validation
and assessment processes through your participation and the submission
of your competed validation record.
Complete and submit all documentation from your assessment validation.
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Holistic Assessment Materials
Cluster E: Evaluation and Review
Cluster E: Evaluation and Review
The Evaluation and Review cluster has been divided into two assessment areas:
1. Meeting the needs of VET clients.
2. Learning and assessment evaluation and review.
You will need to work through each of the assessment activities, undertaking research on
various aspects of VET and your practice environment. You will prepare two written
reports on your findings. Your reports will be completed incrementally as you work
through the assessment activities.
Assessment 1: Meeting the needs of VET clients
This area of assessment relates primarily to the following units of competency:

TAAENV401B Work effectively in vocational education and training

TAAASS404B Participate in assessment validation.
It also relates to elements, performance criteria and required skills and knowledge for a
number of other units of competency for the Certificate IV in Training and Assessment
(TAA40104) qualification. For details refer to the mapping tables in Appendix 1.
This assessment requires the preparation of a report. The requirements are set out in:

Activity 1.1: Meeting the needs of VET clients.
Activity 1.1: Meeting the needs of VET clients
Prepare a report on how your practice environment works to obtain feedback and meet
the needs of industry and learner clients. Your report should be submitted as one
computer-developed document and be approximately 500–800 words. Information and
guidelines on setting out your report are included in Appendix 2.
For your report you will need to complete the following tasks.


Research how your practice environment works to meet the needs of industry
clients. Include a section in your report addressing:
o
How your practice environment responds to the needs of
enterprise/industry clients.
o
Whether you think the mechanisms are adequate. How you think your
practice environment could become more responsive to
enterprise/industry clients.
o
Other assistance that could be provided to enterprise/industry clients.
Research and analyse how client satisfaction is determined in your practice
environment. Include a section in the report addressing:
o
How feedback and advice on work quality is actively sought from work
colleagues and clients.
o
How feedback on managing work and professional relationships is
obtained from clients and colleagues and is evaluated and acted upon.
o
How client needs and expectations form the basis for developing effective
work practices and outcomes.
o
How effective communication strategies are developed and used to
establish and maintain client relationships.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster E: Evaluation and Review


Holistic Assessment Materials
o
How learning and assessment practice meets the needs of industry and
learner clients.
o
How processes for evaluating and improving client satisfaction are
developed and built into work practices.
o
How continuous improvement is implemented and maintained in meeting
the needs of industry and learner clients.
Examine the ‘Users’ Guide to the AQTF 2007 Essential Standards’, available at
<http://training.com.au/portal/site/public/menuitem.5cbe14d51b49dd34b225
261017a62dbc/>.
Include a section in your report that covers the following information:
o
What are RTOs required to do in relation to collecting data on client
feedback and using this to monitor and improve performance?
o
Find some examples of client feedback from your practice environment.
Do you think they meet the requirements as outlined in the AQTF 2007?
Why or why not?
Include a section on assessment validation in your report. Explain the following:
o
The purposes of validation and the legal and ethical responsibilities of
assessors.
o
Your practice environment’s policy on validation.
o
Your practice environment’s processes and procedures for liaison with
relevant stakeholders in relation to assessment validation.
o
The processes and procedures that your practice environment undertakes
for assessment validation.
o
How validation is monitored and recorded in your practice environment.
Assessment 2: Learning and assessment evaluation and review
This assessment relates to most of the units of competency in this assessment program.
For details refer to the mapping tables in Appendix 1.
This assessment involves evaluation, review and reflection on the learning you have
delivered and facilitated, and on the assessment work you have done. You will prepare a
written, reflective report covering various aspects of the training sessions and learning
you have delivered and facilitated.
Your report will be done in three parts including:

Activity 2.1: Learning and assessment evaluation and review

Activity 2.2: Delivery and facilitation report

Activity 2.3: Assessment evaluation and review report.
You will submit the following for this assessment:

A description of the evaluation and review of the delivery, facilitation and
assessment practice you undertook for assessment ‘Activity 2.1: Learning and
assessment evaluation and review’. This will include:
o
a description of the evaluation process you undertook
o
a description of the findings and results
o
evidence of your analysis and recommendations for continuous
improvement.
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TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Holistic Assessment Materials
Cluster E: Evaluation and Review

At least five completed learner evaluations, (masking the names and other
personal details if applicable).

A reflective report (300–500 words), based on:
o
the evaluation process you took
o
the findings and results
o
your analysis and recommendations for continuous improvement
o
the materials and resources used.
If your practice environment has proforma, standard formats or procedures for
undertaking evaluations, you should use this existing documentation and the
organisation’s processes. However, you may need to make amendments to this
documentation to meet VET policy requirements and to meet the assessment and
evidence requirements of this program.
Activity 2.1: Learning and assessment evaluation and review
Conduct an evaluation of a program of group-based learning and assessment sessions
from one of the learning and assessment plans you developed as part of Cluster B:
Planning, Organising and Design.
You should conduct your learning and assessment evaluation using the following steps.

Source or develop an appropriate learning and assessment evaluation process.
These evaluation processes might include:
o
client interviews
o
focus groups
o
detailed questionnaires from learners and assessment candidates,
completed at various times during a learning and assessment program
o
feedback from industry experts.
Effective evaluation processes rarely include only one method for data collection
(such as just questionnaires completed by learners). Effective evaluations collect
feedback from a range of sources. For the purposes of this assessment, you can
use an existing evaluation processes or design and implement some of your own.
If your practice environment already has a process in place for evaluating training
and assessment, you may be able to use this process.
Discuss your options relating to this assessment with your facilitator and
colleagues and managers from your practice environment.

Implement or conduct an appropriate evaluation and review of learning and
assessment in your practice environment.

You should discuss the evaluation responses and your analysis with colleagues,
supervisor, manager, or clients and include any feedback in your report.
Activity 2.2: Delivery and facilitation reflective report
Include a section in your report on the evaluation, including your own review and
reflection, of the results and outcomes of your evaluation (Activity 2.1) and your
facilitation practice. You should consider the following.

Were the learning program, delivery plan and session plans effective? How did
you know that your planning for delivery worked to optimise and enhance
learning?

How did your preparation help you to deliver the session and facilitate learning for
groups and individual learners? Did you prepare enough or over prepare? Would
you do anything differently?
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Cluster E: Evaluation and Review


Holistic Assessment Materials
Did your planning for delivery and facilitation cater for learning styles and
characteristics of your learners? Was the learning context impacted and did you
plan appropriately to cater for learner characteristics such as:
o
language, literacy and numeracy requirements
o
specific needs, physical or psychological
o
preferred learning styles
o
employment status
o
past learning experiences
o
age of learners and maturity level
o
cultural background and needs
o
level of formal schooling in Australia or overseas
o
length residence in Australia.
Did you plan appropriately to cater for different learning styles such as:
o
auditory, visual or kinaesthetic
o
tactile
o
left or right brain learners
o
global or analytical learners
o
theoretical, activist, pragmatist or reflective learners.

Did your planning for delivery reflect adult learning principles and learning
theories and models?

Were the delivery modes and methods you used effective? How did you know that
the delivery modes and methods you used optimised and enhanced learning?


o
How did the delivery modes and methods you used work with the learning
styles and characteristics of each learner group and the individual
learners within those groups? Did any of the learners encounter
difficulties with any of the delivery modes and methods? What did you do
to overcome this?
o
How did the delivery modes and methods you used reflect adult learning
principles and learning theories and models?
Were the learning resources and activities effective? How did you know that the
resources and activities you used enhanced learning?
o
How did the learning resources and activities work with the learning styles
and characteristics of each learner group and the individual learners
within those groups? Did any of the learners encounter difficulties with
any of the resources and activities? What did you do to overcome this?
o
How did the learning resources and activities you used reflect adult
learning principles and learning theories and models?
o
What would you change or modify in relation to the learning resources
and activities you used?
Describe some of the learner behaviours you have found challenging during these
sessions or that you have encountered as part of your training and assessment
practice. Why do you think that the learners have behaved this way? Consider and
outline a range of strategies that you have used or can use to work with
challenging behaviours.
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Holistic Assessment Materials

Cluster E: Evaluation and Review
Discuss these results and outcomes, and consult with your colleagues,
supervisors, managers, learners and clients to determine the effectiveness of
your facilitation of learning. Discuss the outcomes and feedback.
Include a section in your report on the evaluation, including your own review and
reflection, of your facilitation of work-based and individual learning. You should consider
the following:

Were your work-based learning pathways effective?

Explain how and where your work-based and individual learning:
o
covered the adult learning principles
o
catered for your learner’s preferred learning styles and characteristics.

Describe how the techniques, strategies, methods and learning and facilitation
models used were effective.

Compare your facilitation of work-based and individual learning with your
facilitation of group-based learning. How do these compare? What are the
strengths and weaknesses of each? Would you consider using more of one or the
other in the future? How do you think your learners responded to each of the
different modes of learning and methods of delivery?
Activity 2.3: Assessment review and reflection
Include a section in your report on the evaluation, including your own review and
reflection, of the results and outcomes of your evaluation (Activity 2.1) and your
assessment practice.

You should consider and address the following in your report:
o
areas of strength that you as an assessor have demonstrated
o
areas you think you need to improve
o
the processes and tools that you used
o
how the candidate was prepared for assessment
o
how principles of assessment were demonstrated and rules of evidence
were adhered to
o
suggestions for methods that could be used to contextualise evidence
requirements where appropriate
o
suggestions for reasonable adjustment that could occur and the context
that would necessitate this
o
methods used to trial tools prior to assessment
o
specialist advice obtained in regard to content.

Discuss these results and consult with your colleagues, supervisors, managers,
learners and clients to determine the effectiveness of your assessment work.
Document the discussion outcomes and feedback in report.

You should include an action plan for improving aspects of your assessment
practice, assessment plans and assessment tools in your report. Your action plan
should include an implementation plan for improvements and how you will review
these.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Appendix 1: Assessment Mapping
Appendices
Appendix 1: Assessment Mapping
The activities for this assessment program have been designed to allow you to provide evidence that demonstrates your competency in the
units making up the Certificate IV in Training and Assessment (TAA40104).
This appendix contains detailed mapping information for each of the units, the Employability Skills and each of the assessment activities as
follows:

mapping of unit assessment and evidence requirements to assessment activities from each assessment cluster

mapping of Employability Skills for Certificate IV in Training and Assessment (TAA40104) qualification to assessment activities from
each assessment cluster

mapping of assessment activities from each assessment cluster elements and performance criteria for each unit.
Each of the units for this assessment program has its own specific evidence and assessment requirements and these are detailed in the
tables below, outlining for each unit:

mapping of performance criteria to assessment activities from each assessment cluster

mapping of required skills and knowledge to assessment activities from each assessment cluster.
The units have been grouped together under each of the following unit fields:

Learning Environment

Learning Design

Delivery and Facilitation

Assessment.
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TAA40104 Certificate IV in Training and Assessment
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Appendices
Appendix 1: Assessment Mapping
Unit Assessment and evidence requirements for Learning Environment field units
This section contains the unit assessment and evidence requirements for units of competency from the Environment field, as follows:

TAAENV401B Work effectively in vocational education and training

TAAENV402B Foster and promote an inclusive learning culture

TAAENV403B Ensure a healthy and safe learning environment.
Assessment and evidence requirements for TAAENV401B Work effectively in vocational education and training
TAAENV401B Work effectively in vocational
education and training
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
A. Reports/documents outlining processes and
procedures to effectively identify, meet the
needs of clients and evaluate client satisfaction.
1.1, 2.1, 2.2, 2.6,
3.1, 3.2, 4.1, 4.2
2.1, 2.6, 3.1, 3.2
2.2
1.2, 1.3
1.1, 2.1, 2.2, 2.3
B. Documented applications of the organisation's
quality framework into work practices.
1.1, 1.2, 2.2, 2.6,
3.1, 3.2, 3.3, 4.2,
5.1
2.1, 2.2, 2.3, 2.4,
2.6, 3.1
2.1
C. Documented client communication strategies
that have been developed and implemented.
3.2, 3.3, 4.2, 5.2
3.1
1.1, 2.1
D. Demonstrated knowledge of vocational
education and training policy frameworks, key
organisations and sources of information.
1.2, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 4.1
1.1, 2.5, 3.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.2, 1.3
2.2, 2.3
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Appendix 1: Assessment Mapping
Appendices
Assessment and evidence requirements for TAAENV402B Foster and promote an inclusive learning culture
TAAENV402B Foster and promote an inclusive
learning culture
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
A.
1.1, 1.2, 2.2, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
2.1, 2.2, 2.3
B. Evidence of accessing documented resources
and support personnel to guide inclusive
practices.
1.1, 2.1, 2.2, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2
2.1, 2.6, 3.1, 3.2
C. Evidence of identifying and responding to
diversity and individual needs.
1.1, 2.2, 3.1, 3.2,
3.3, 4.1, 4.2
2.1, 2.4, 2.5, 2.6,
3.1, 3.2
D. Evidence of encouraging individuals to
contribute to the work and learning
environment.
3.2, 3.3, 4.2
E.
2.6, 3.2, 3.3, 4.1,
4.2
Reports/documents outlining processes and
procedures used to identify specific needs of
colleagues and clients.
Evidence of implementing work strategies that
promote learning.
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Cluster D
Cluster E
1.1, 2.1, 2.2, 2.3
1.1, 1.2
1.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2
1.1, 2.1, 2.2, 2.3
2.3, 2.4, 2.6, 3.1,
3.2
1.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
2.1, 2.3, 2.4, 2.6,
3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment and evidence requirements for TAAENV403B Ensure a healthy and safe learning environment
TAAENV403B Ensure a healthy and safe
learning environment
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
Cluster D
A.
1.1, 3.3, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
B. Examples of communication and consultative
processes undertaken.
3.2, 3.3, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
C. Report on how the learning environment was
monitored to ensure agreed actions and
arrangements were in place.
3.3, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
D. Provision of clear OHS information to learners
and/or candidates.
3.2, 3.3, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
E.
5.1, 5.2
Processes undertaken to identify potential/real
hazards/risks in the learning environment.
Completed OHS checklist and/or other OHS
proforma reports.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Cluster E
Page 51 of 200
Appendix 1: Assessment Mapping
Appendices
Unit Assessment and evidence requirements for Learning Design field units
This section contains the unit assessment and evidence requirements for units of competency from the Environment field, as follows:

TAADES401B Use Training Packages to meet client needs

TAADES402B Design and develop learning programs.
Assessment and evidence requirements for TAADES401B Use Training Packages to meet client needs
TAADES401B Use Training Packages to meet
client needs
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
Cluster D
A.
1.1, 1.2, 2.1, 2.3,
2.4, 2.5
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2
1.1
1.1, 1.2, 1.3
A minimum of two examples of unpacking
training specifications including at least one
training package. The other may be another
training package or accredited courses which
meets the vocational outcomes of the learner.
Cluster E
Please note: The unit ‘TAADES401B Use Training Packages to meet client needs’ strongly recommends that this evidence be collected through
integrated assessment with units, from the TAA04 training package listed below:

TAADES402B Design and develop learning programs

TAADES501B Design and develop learning strategies

TAADES502B Design and develop learning resources

TAADES503B Research and design e-learning resources

TAADES504B Develop and evaluate e-learning resources

TAADES505B Research and develop competency standards

TAAASS401C Plan and organise assessment

TAAASS402C Assess competency

TAAASS403B Develop assessment tools

TAAASS404B Participate in assessment validation.
Page 52 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
It is also recommended that assessment take place in a real or simulated work environment. As part of integrated assessment for this
assessment program, this unit is assessed in conjunction with the following units from the list above:

TAADES402B Design and develop learning programs

TAAASS401C Plan and organise assessment

TAAASS402C Assess competency

TAAASS403B Develop assessment tools

TAAASS404B Participate in assessment validation.
Assessment and evidence requirements for TAADES402B Design and develop learning programs
TAADES402B Design and develop learning
programs
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
A.
1.1, 1.2, 2.3, 2.4,
2.5, 3.1, 4.2
1.1, 2.1, 2.2, 2.6,
3.1
1.1
The preparation and development of a
minimum of two learning programs. These must
contain:

differentiated learning program designs to
reflect particular needs, contexts and
timelines

at least one learning program must be
based on competency standards or
accredited courses.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Cluster D
Cluster E
1.1, 2.2
Page 53 of 200
Appendix 1: Assessment Mapping
Appendices
Unit Assessment and evidence requirements for Delivery and Facilitation field units
This section contains the unit assessment and evidence requirements for units of competency from the Environment field, as follows:

*TAADEL301C Provide training through instruction and demonstration of work skills

TAADEL401B Plan and organise group-based delivery

*TAADEL402B Facilitate group-based learning

TAADEL403B Facilitate individual learning

TAADEL404B Facilitate work-based learning.
* indicates elective unit.
Assessment and evidence requirements for TAADEL301C Provide training through instruction and demonstration of work skills
TAADEL301C Provide training through
instruction and demonstration of work skills
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
A.
1.1
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1
2.1, 2.2
B. Address different learning objectives.
1.1
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1
2.1, 2.2
C. A range of techniques and effective
communication skills appropriate to the
audience.
4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1
2.1, 2.2
Minimum of three training sessions involving
demonstrating and instructing of particular work
skills for different groups.
Cluster D
Cluster E
Each session must:
Page 54 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment and evidence requirements for TAADEL401B Plan and organise group-based delivery
TAADEL401B Plan and organise group-based
delivery
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
A.
1.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.3
B. One of these delivery plans must address a
learning program that is linked to competency
standards or an accredited curriculum.
2.1, 2.2, 2.3, 2.6,
3.1
1.1
C. One delivery plan should address the whole or
substantial part of a learning program and
contain session plans for a series of training
sessions.
2.1, 2.2, 2.3, 2.6,
3.1
1.1
2.1, 2.2, 2.3, 2.6,
3.1
1.1
The ability to transfer skills to different training
environments and learner groups.
Cluster D
Cluster E
1.1, 2.1, 2.2
Evidence of the preparation of a minimum of two
delivery plans:
Assessment must also include evidence of:
D. Developing and contextualising learning
activities for the delivery plan and of developing
new learning materials such as handouts,
overheads, etc., and organising the material
and physical requirements for delivery.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.1, 1.2, 3.2, 3.3,
4.2, 5.1, 5.2
2.1, 2.2
Page 55 of 200
Appendix 1: Assessment Mapping
Appendices
Assessment and evidence requirements for TAADEL402B Facilitate group-based learning
TAADEL402B Facilitate group-based learning
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
A.
1.1, 2.6, 3.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.3
1.1, 2.1, 2.2
1.2, 2.2, 2.3, 2.5
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1
1.1, 2.1, 2.2
2.6, 3.1
1.1
1.1, 2.1, 2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1
1.1, 2.1, 2.2
2.1, 2.2, 2.3, 2.6
1.1
1.1, 2.1, 2.2
The ability to transfer delivery and facilitation
skills to different training environments and
learner groups
Cluster D
Cluster E
Evidence of the delivery, facilitation and review of a
series of training sessions including at least two
consecutive sessions that follow a learning program
design:
B. At least one session (minimum) should be
based on a learning program that is derived
from Training Package competency standards or
accredited curricula.
C. At least one session must be based on using
learning outcomes from another source.
D. At least one session must be delivered to a
different learner group with evidence of how the
characteristics and needs of this group were
addressed.
E.
At least one training session should be one hour
minimum duration.
Page 56 of 200
1.1, 3.1, 4.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment and evidence requirements for TAADEL403B Facilitate individual learning
TAADEL403B Facilitate individual learning
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
A.
1.1, 3.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
A minimum of two examples of a learning
facilitation relationship being conducted, with
different individuals to demonstrate
communication skills and flexibility, one or more
of the processes/techniques identified must be
demonstrated.
Cluster D
Cluster E
1.1, 2.1, 2.2
Assessment and evidence requirements for TAADEL404B Facilitate work-based learning
TAADEL404B Facilitate work-based learning
Assessments
Specific evidence requirements
Cluster A
Cluster B
Cluster C
1.1
2.1, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 2.1, 2.2
1.1, 2.1, 2.2, 2.3
1.1, 2.1, 2.2
1.1, 2.1, 2.2, 2.3
2.1, 2.2
Cluster D
Cluster E
A minimum of two examples of developing
work-based learning pathways, that include:
A.
Identifying needs for learning.
B. Analysing work practices, work environment and
work activities.
C. Organising and allocating work in a way that
reflects the learning needs and which provides
effective learning opportunities through work
processes.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
4.2
Page 57 of 200
Appendix 1: Assessment Mapping
Appendices
Unit Assessment and evidence requirements for Assessment field units
This section contains the unit assessment and evidence requirements for units of competency from the Assessment field, as follows:

TAAASS401C Plan and organise assessment

TAAASS402C Assess competence

TAAASS403B Develop assessment tools

TAAASS404B Participate in assessment validation
Assessment and evidence requirements for TAAASS401C Plan and organise assessment
TAAASS401C Plan and organise assessment
Assessments
Specific evidence requirements
Cluster A
Cluster B
A.
1.1, 2.2, 2.5, 3.1,
3.2, 3.3, 4.2, 5.1,
5.2
1.1, 2.2, 2.5, 3.1,
3.2, 3.3, 4.2, 5.1,
5.2
Evidence of planning and organising the
assessment process on a minimum of two
occasions.
Cluster C
Cluster D
Cluster E
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2
1.1, 2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2
1.1, 2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2
1.1, 2.1, 2.3
Evidence collected must:
B. Address the provision of documented
assessment plans.
C. Cover a range of assessment events.
D. Cater for a number of candidates.
1.1, 3.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2
1.1, 2.1, 2.3
E.
Relate to different competency standards or
accredited curricula.
1.2, 2.5
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2
1.1, 2.1, 2.3
F.
Address an RPL assessment.
2.4, 2.5, 2.6, 3.2
1.1, 1.2
1.1, 2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2
1.1, 2.1, 2.3
G. Involve the contextualisation of competency
standards and the selected assessment tools,
where required.
Page 58 of 200
3.1, 3.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS401C Plan and organise assessment
Assessments
Specific evidence requirements
Cluster A
Cluster B
H. Incorporate consideration of reasonable
adjustment strategies.
4.1
I.
1.1, 2.2
Cluster D
Cluster E
2.4, 2.5, 2.6
1.1, 1.2
1.1, 2.1, 2.3
2.4, 2.5, 2.6
1.1, 1.2
1.1, 2.1, 2.3
Cluster D
Cluster E
1.1, 1.2
2.1, 2.3
B. At least one candidate must be assessed
through an assessment only pathway.
1.1, 1.2
2.1, 2.3
C. At least one candidate must be assessed for
RPL.
1.2
2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Include organisational arrangements.
Cluster C
Assessment and evidence requirements for TAAASS402C Assess competence
TAAASS402C Assess competence
Assessments
Specific evidence requirements
Cluster A
A.
Carrying out assessment of a number of
candidates, assessed against different units of
competency or accredited curricula, following
the relevant assessment plan.
D. At least one assessment must include
consideration of reasonable adjustment and the
reasons for decisions and approach.
Cluster B
1.1, 2.4, 2.5, 2.6,
3.2
Cluster C
All of your assessment work must show:
E.
The application of different assessment
methods and tools involving a range of
assessment activities and events.
2.4, 2.5, 2.6, 3.2
1.1, 1.2
2.1, 2.3
F.
Demonstration of two-way communication and
feedback.
3.2
1.1, 1.2
2.1, 2.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 59 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS402C Assess competence
Assessments
Specific evidence requirements
Cluster A
Cluster D
Cluster E
3.2
1.1, 1.2, 1.3
2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.2, 1.3
2.1, 2.3
Cluster D
Cluster E
2.4, 2.5, 2.6, 3.2
1.1, 1.2
2.1, 2.3
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2
2.3
C. The processes used to trial and review the tools,
including feedback obtained from relevant
personnel.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
D. Documentation setting out the specific
instruments and procedures that have been
developed.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
G. How judgement was exercised in making the
assessment decision how and when
assessment outcomes were recorded and
reported.
H. Completion of assessment records/reports in
accordance with assessment system –
legal/organisational ethical requirements.
I.
1.1, 3.3
How the assessment process was reviewed and
the review outcomes documented.
Cluster B
Cluster C
Assessment and evidence requirements for TAAASS403B Develop assessment tools
TAAASS403B Develop assessment tools
Assessments
Specific evidence requirements
Cluster A
A.
Evidence of the development and trialling of
new assessment tools that support a range of
different assessment methods.
B. The tools must address at least three units of
competency or accredited curricula, packaged
in qualifications at different AQF levels.
Page 60 of 200
2.4, 2.5
Cluster B
Cluster C
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment and evidence requirements for TAAASS404B Participate in assessment validation
TAAASS404B Participate in assessment
validation
Assessments
Specific evidence requirements
Cluster A
A.
1.1, 2.1
Active participation in a minimum of two
validation sessions/meetings which, in
combination, address the critical aspects of
validation using different validation approaches
and activities.
Cluster B
Cluster C
Cluster D
Cluster E
1.2, 1.3
2.1, 2.3
B. Clear explanations of the purposes of validation
and the legal and ethical responsibilities of
assessors.
2.1
3.2
1.2, 1.3
1.1, 2.1, 2.3
C. Collation of all documentation relating to the
validation process in a logical manner.
1.1
3.2
1.2, 1.3
1.1
D. Demonstration of communications and liaison
with relevant people.
1.1, 3.1
2.4, 2.5, 2.6, 3.2
1.2, 1.3
1.1, 2.1, 2.3
E.
Provision of feedback and interpretation of
documentation in validation sessions.
1.2, 1.3
2.3
F.
Record of contribution to validation findings.
1.2, 1.3
1.1, 2.1, 2.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 61 of 200
Appendix 1: Assessment Mapping
Appendices
Assessment activities and unit elements and performance criteria
The following tables include mapping from each assessment activity to the element and performance criteria of each unit of competency, from
the Certificate IV in Training and Assessment (TAA40104) qualification. The units have been divided into Assessment fields as follows:

Learning Environment and Design fields

Delivery and Facilitation field

Assessment field.
Learning Environment and Learning Design fields
This section contains mapping details from each assessment activity to unit element and performance criteria for units of competency from
the Learning Environment and Design fields, as follows:

TAAENV401B Work effectively in vocational education and training

TAAENV402B Foster and promote an inclusive learning culture

TAAENV403B Ensure a healthy and safe learning environment

TAADES401B Use training packages to meet client needs

TAADES402B Design and develop learning programs.
Assessment
Cluster No.
A.
Activity
Description
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
1.1, 1.2, 1.3,
2.1
1.1, 1.4, 1.5,
2.3, 3.7, 4.1
The VET environment
1.
Page 62 of 200
Analysing the VET environment
1.1
Analysing your practice environment and
VET learners
1.1, 1.2, 1.4,
1.6, 2.1, 2.2,
3.3, 4.1
1.1, 1.2, 2.3,
2.4, 3.1, 4.1,
4.4
1.2
Analysing training package/s and/or
accredited course/s in your practice
environment
1.1, 1.6, 2.1,
2.2, 3.3, 4.1
4.1, 4.4
1.2, 2.1, 3.1,
3.8
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
A.
(cont)
2.
Activity
Description
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
Policy and legislation
2.1
Analysing the VET policy framework
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
3.3
2.4, 3.1, 4.1,
4.4, 5.3, 5.4
2.2
The Australian Quality Training Framework
(AQTF) 2007
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.2, 3.3,
4.1, 4.3
1.3, 1.4, 2.4,
3.1, 3.2, 3.3,
4.1, 4.4, 5.1,
5.3, 5.4
2.3
Training packages.
1.1, 1.2, 1.3,
1.4, 1.6, 2.2,
2.3, 3.2
1.1, 1.2, 1.3,
2.1, 6.1, 6.2
2.4
Australian Qualifications Framework (AQF)
1.1, 1.3, 1.4,
1.6, 3.3
2.1
2.5
Accessing units of competency
1.1, 1.2, 1.4,
1.6, 3.3
3.1, 3.9
2.6
VET strategies, initiatives and access and
equity
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
3.2, 3.3, 4.1
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.2, 1.3, 1.5,
2.1, 3.1, 3.2
1.2
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.3, 6.1, 6.2,
6.3, 6.4
1.2, 1.3, 2.4,
3.1, 4.1, 4.4,
5.1, 5.2, 5.3,
5.4
Page 63 of 200
Appendix 1: Assessment Mapping
Assessment
Cluster No.
A.
3.
(cont)
Page 64 of 200
Activity
Description
Appendices
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
The practice environment
3.1
Stakeholders and clients
1.1, 1.2, 1.4,
1.5, 1.6, 2.1,
2.2, 2.3, 3.3,
3.5, 4.1, 4.3
1.1, 1.2, 1.3,
1.4, 1.5, 2.4,
3.1, 3.3, 4.1,
4.4, 5.1
1.1, 1.2, 1.3,
1.4, 1.5, 4.1,
6.1
3.2
Information for learners
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.5, 3.3, 3.4,
3.5, 4.1, 4.2
1.1, 1.2, 1.3,
1.4, 1.5, 2.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.4,
5.1, 5.2, 5.3,
5.4
5.1, 5.3, 5.4
3.3
Enrolment, orientation, inclusivity and OHS
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.5, 3.3, 3.4,
3.5, 4.1, 4.2
1.1, 1.2, 1.3,
1.4, 1.5, 2.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.4,
5.1, 5.2, 5.3,
5.4
5.1, 5.3, 5.4
1.5, 1.6, 2.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
A.
4.
(cont)
5.
Activity
Description
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
Practicing inclusivity
4.1
Anti-discrimination legislation and the
Disability Education Standards
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.3, 3.4,
3.5, 4.1, 4.2
1.1, 1.2, 1.3,
1.4, 2.4, 3.1,
3.3, 3.4, 3.5,
4.1, 4.2, 4.4,
5.1, 5.2, 5.3,
5.4
4.2
Integrating inclusive principles in your
practice environment
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.3, 3.4,
3.5, 4.1, 4.2
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 2.4,
2.5, 3.1, 3.2,
3.3, 3.4, 3.5,
3.6, 4.1, 4.2
4.4, 5.1, 5.2,
5.3, 5.4
Health and safety
5.1
Hazard checklist, risk assessment and risk
control plan
1.3, 1.4, 1.5,
1.6, 2.1, 2.2,
2.3, 2.4, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3
3.4, 3.5
1.1, 1.2, 1.3,
2.1, 2.2, 2.3,
2.4, 2.5, 3.1,
3.2, 3.3, 3.4,
4.1, 4.2, 4.3,
4.4, 4.5
5.2
Ongoing responsibilities and evaluation
1.3, 1.4, 1.5,
1.6, 2.1, 2.2,
2.3, 2.4, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3
3.4, 3.5
1.1, 1.2, 1.3,
6.1, 6.2, 6.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 65 of 200
Appendix 1: Assessment Mapping
Assessment
Cluster No.
B.
Activity
Description
Appendices
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
Planning, organising and design
1.
Using Training Packages and/or Accredited Courses
1.1
2.
Page 66 of 200
Provide information to clients on training
packages and/or accredited courses
1.1, 1.2, 1.4,
1.6, 2.1, 2.2,
3.3, 4.1, 4.2
5.1
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3
Learning and assessment programs
2.1
Design and develop a learning program
1.1, 1.2, 1.3,
1.4, 1.6, 2.1,
2.2, 2.3, 2.4,
3.1, 3.2, 3.3,
3.4, 3.5, 4.1,
4.2, 4.3
1.1, 1.2, 1.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
4.4, 4.5
1.1, 1.2, 1.3,
2.1, 5.1
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3,
4.4, 4.5, 5.1
2.2
Develop a delivery plan
1.6, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4
1.3, 2.1, 3.3,
3.4, 3.5, 3.6,
4.4, 4.5, 5.1,
5.2
1.1, 1.2, 1.3,
2.1, 5.1
4.1, 4.2, 4.3,
4.4
2.3
Develop session plans
1.6, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4
1.3, 2.1, 3.3,
3.4, 3.5, 3.6,
4.4, 4.5, 5.1,
5.2
1.1, 1.2, 1.3,
2.1, 5.1
4.1, 4.2, 4.3,
4.4
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
B.
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
1.1, 1.2, 1.3,
2.1, 5.1
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3
1.2, 1.5, 1.7,
1.3, 2.1, 2.2,
3.5
1.1, 1.2, 1.3,
2.1, 5.1
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3,
4.4, 4.5, 5.1
Activity
Description
2.4
Develop an assessment plan
1.1, 1.2, 1.3,
1.4, 1.6, 2.1,
2.2, 2.3, 2.4,
3.1, 3.2, 3.3,
3.4, 3.5, 4.1,
4.2, 4.3
1.1, 1.2, 1.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
4.4, 4.5
2.5
Develop assessment tool
1.1, 1.2, 1.3,
1.4, 1.6, 2.1,
2.2, 2.3, 2.5,
3.3, 3.4, 3.5,
4.1, 4.3
1.1, 1.2, 1.3,
2.3, 3.2, 3.3,
3.4, 3.5, 4.1,
4.3, 4.4, 4.5
2.6
Develop a second learning and
assessment program
1.1, 1.2, 1.3,
1.4, 1.6, 2.1,
2.2, 2.3, 2.4,
3.1, 3.2, 3.3,
3.4, 3.5, 4.1,
4.2, 4.3
1.1, 1.2, 1.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
4.4, 4.5
(cont)
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 67 of 200
Appendix 1: Assessment Mapping
Assessment
Cluster No.
B.
3.
(cont)
C.
Activity
Description
Appendices
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3,
4.4, 4.5, 5.1,
5.2, 5.3, 5.4,
5.5
Justification of planning decisions
3.1
Explanation of the learning program,
delivery and facilitation plan
1.2, 1.4, 1.6,
2.1, 2.2, 2.4,
2.5, 3.1, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3
1.1, 1.2, 1.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
4.4, 4.5
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3, 6.4
3.2
Explanation of the assessment plan and
tools
1.2, 1.4, 1.6,
2.1, 2.2, 2.4,
2.5, 3.1, 3.2,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3
1.1, 1.2, 1.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
4.4, 4.5
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3, 6.4
1.1, 1.2, 1.6,
2.1, 2.2, 2.3,
2.4, 3.1, 3.3,
4.1, 4.2
1.1, 1.2, 1.3,
1.5, 2.1, 2.2,
2.3, 2.5, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 4.1,
4.2, 4.3, 4.4,
4.5
Delivery and facilitation
1.
Deliver and facilitate training sessions
1.1
Page 68 of 200
Deliver training sessions and facilitate
group-based learning
2.2, 2.3, 2.4,
5.1, 5.2, 5.3,
5.4
1.1, 1.2, 1.3,
2.1, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.2,
6.1
1.2, 1.3, 1.5,
1.7, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4, 4.1,
4.2, 4.3, 4.4
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
C.
(cont)
2.
Activity
Description
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
Facilitate individual and work-based learning
2.1
Work-based and individual learning casestudy
1.1, 1.2, 1.6,
2.1, 2.2, 2.3,
2.4, 3.1, 3.3,
3.4, 3.5, 4.1,
4.2
1.1, 1.2, 1.3,
1.5, 2.1, 2.2,
2.3, 2.5, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 4.1,
4.2, 4.3, 4.4,
4.5
1.2, 1.3, 2.1
1.2, 1.3, 1.5,
1.7, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4, 4.1,
4.2, 4.3, 4.4
2.2
Facilitate individual learning
1.6, 2.1, 2.2,
2.3, 2.4, 3.1,
3.3, 3.4, 3.5,
4.1, 4.2
1.1, 1.2, 1.3,
1.5, 2.1, 2.2,
2.3, 2.5, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 4.1,
4.2, 4.3, 4.4,
4.5
2.2, 2.3, 2.4,
5.1, 5.2, 5.3,
5.4
1.2, 1.3, 1.5,
1.7, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4, 4.1,
4.2, 4.3, 4.4
2.3
Facilitate work-based learning
1.6, 2.1, 2.2,
2.3, 2.4, 3.1,
3.3, 3.4, 3.5,
4.1, 4.2
1.1, 1.2, 1.3,
1.5, 2.1, 2.2,
2.3, 2.5, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 4.1,
4.2, 4.3, 4.4,
4.5
2.2, 2.3, 2.4,
5.1, 5.2, 5.3,
5.4
1.2, 1.3, 1.5,
1.7, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4, 4.1,
4.2, 4.3, 4.4
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 69 of 200
Appendix 1: Assessment Mapping
Assessment
Cluster No.
D.
Activity
Description
Appendices
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
Assessment in VET
1.
Page 70 of 200
Assessment in VET
1.1
Assess competence
1.1, 1.4, 1.6,
2.1, 2.2, 2.3,
2.4, 2.5, 3.1,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3
1.1, 1.2, 1.3,
1.5, 2.1, 2.2,
2.3, 2.4, 2.5,
3.2, 3.3, 3.4,
3.5, 3.6, 4.1,
4.2, 4.3, 4.4,
4.5, 5.2, 5.3,
5.4
2.2, 2.3, 2.4,
5.1, 5.2, 5.3,
5.4
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3, 6.4
1.2
Assess competence: recognition of prior
learning (RPL)
1.1, 1.4, 1.6,
2.1, 2.2, 2.3,
3.1, 3.3, 4.1
1.1, 1.2, 1.3,
1.5, 2.1, 2.2,
2.3, 2.4, 2.5,
3.2, 3.3, 3.4,
3.5, 3.6, 4.1,
4.2, 4.3, 4.4,
4.5
2.2, 2.3, 2.4,
5.1, 5.2, 5.3,
5.4
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3
1.3
Participate in assessment validation
1.1, 1.4, 1.6,
2.1, 2.3, 2.5,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3
1.2, 1.3, 1.5,
2.1, 3.6, 4.1,
4.2, 4.3, 4.4,
5.2, 5.3, 5.4
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 3.9, 4.1,
4.2, 4.3, 5.1,
5.2, 5.3, 6.1,
6.2, 6.3, 6.4
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
E.
Activity
Description
TAAENV401B
TAAENV402B
TAAENV403B
TAADES401B
TAADES402B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
1.1, 1.2, 1.3,
1.6, 2.1, 2.2,
2.3, 2.5, 3.1,
3.2, 3.3, 3.5,
4.1, 4.2, 4.3
1.1, 1.4, 1.5,
2.4, 5.1, 5.2,
5.3, 5.4
6.1, 6.2, 6.3,
6.4
5.1, 5.2, 5.3,
5.4, 5.5
Evaluation and review
1.
Meeting the needs of VET clients
1.1
2.
Meeting the needs of VET clients
Learning and assessment evaluation and review
2.1
Learning and assessment evaluation and
review
1.6, 2.1, 2.2,
2.3, 2.5, 3.1,
3.3, 3.5, 4.1,
4.2, 4.3
1.1, 1.4, 1.5,
2.4, 5.1, 5.2,
5.3, 5.4
6.1, 6.2, 6.3,
6.4
5.1, 5.2, 5.3,
5.4, 5.5
2.2
Delivery and facilitation report
1.6, 2.1, 2.2,
2.3, 2.5, 3.1,
3.3, 3.5, 4.1,
4.2, 4.3
1.1, 1.4, 1.5,
2.4, 5.1, 5.2,
5.3, 5.4
6.1, 6.2, 6.3,
6.4
5.1, 5.2, 5.3,
5.4, 5.5
2.3
Assessment evaluation and review report
1.6, 2.1, 2.2,
2.3, 2.5, 3.1,
3.3, 3.5, 4.1,
4.2, 4.3
1.1, 1.4, 1.5,
2.4, 5.1, 5.2,
5.3, 5.4
6.1, 6.2, 6.3,
6.4
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 71 of 200
Appendix 1: Assessment Mapping
Appendices
Delivery and Facilitation field
This section contains mapping details from each assessment activity to unit element and performance criteria for units of competency from
the Delivery and Facilitation field, as follows:

*TAADEL301C Provide training through instruction and demonstration of work skills

TAADEL401B Plan and organise group-based delivery

*TAADEL402B Facilitate group-based learning

TAADEL403B Facilitate individual learning

TAADEL404B Facilitate work-based learning.
* indicates elective unit.
Assessment
Cluster No.
A.
Activity
Description
TAADEL301C
TAADEL401B
TAADEL402B
TAADEL403B
TAADEL404B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
The VET environment
1.
2.
Page 72 of 200
Analysing the VET environment
1.1
Analysing your practice environment and
VET learners
1.2
Analysing training package/s and/or
accredited course/s in your practice
environment
1.1
1.1, 1.3, 2.1
1.3
1.1, 2.1
3.1
2.1
Policy and legislation
2.1
Analysing the VET policy framework
2.2
The Australian Quality Training Framework
(AQTF) 2007
1.2, 1.4, 2.1
2.3
Training packages
2.1
2.4
Australian Qualifications Framework (AQF)
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
Activity
Description
A.
2.5
Accessing units of competency
(cont)
2.6
VET strategies, initiatives and access and
equity
3.
4.
5.
TAADEL301C
TAADEL401B
TAADEL402B
TAADEL403B
TAADEL404B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
The practice environment
3.1
Stakeholders and clients
1.1
1.1, 1.2, 1.3,
1.4
3.2
Information for learners
1.7
1.1, 1.3, 1.4
1.4
2.4
3.3
Enrolment, orientation, inclusivity and OHS
1.2, 1.7
1.1, 1.3, 1.4
1.4
2.4
4.1, 4.6
Practicing inclusivity
4.1
Anti-discrimination legislation and the
Disability Education Standards
4.2
Integrating inclusive principles in your
practice environment
2.4.
2.1, 2.6, 2.8,
3.3, 4.1
2.2, 3.2, 3.4,
3.5
1.3, 1.4, 1.5,
1.6, 2.1, 2.3,
2.5, 3.1, 3.2,
3.3, 3.4, 3.5,
4.2, 4.3, 4.4,
4.5, 5.2, 5.3,
5.4
1.2, 1.3, 2.1,
2.2, 2.3, 2.4,
3.2, 3.4, 3.6,
4.2, 4.3, 4.5
3.1, 3.6, 4.1,
4.7, 5.2
Health and safety
5.1
Hazard checklist, risk assessment and risk
control plan
1.2, 2.3
1.1, 1.4, 1.5
1.1, 1.4
4.6
5.2
Ongoing responsibilities and evaluation
1.2, 1.5, 1.7,
2.3, 2.6
1.1, 1.4, 1.5
1.1, 1.4
4.6
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 73 of 200
Appendix 1: Assessment Mapping
Assessment
Cluster No.
B.
Activity
Description
Appendices
TAADEL301C
TAADEL401B
TAADEL402B
TAADEL403B
TAADEL404B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
Planning, organising and design
1.
Using Training Packages and/or Accredited Courses
1.1
2.
Page 74 of 200
Provide information to clients on training
packages and/or accredited courses
1.2, 1.3, 1.4,
2.1, 3.4
Learning and assessment programs
2.1
Design and develop a learning program
1.1, 1.2, 1.3,
1.4, 1.5, 1.7,
2.2, 2.3, 3.1
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5
1.1, 1.2, 1.3,
1.4, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2,
2.3, 2.4, 3.3
2.2
Develop a delivery plan
1.1, 1.2, 1.3,
1.4, 1.5, 1.7,
2.2, 2.3, 3.1
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5,
3.6
1.1, 1.2, 1.3,
1.4, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2,
2.3, 2.4, 3.3
2.3
Develop session plans
1.1, 1.2, 1.3,
1.4, 1.5, 1.7,
2.2, 2.3, 3.1
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.1, 3.2,
3.3, 3.4, 3.5
1.1, 1.2, 1.3,
1.4, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 2.1, 2.2,
2.3, 2.4, 3.3
2.4
Develop an assessment plan
2.5
Develop assessment tools and instruments
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
B.
Activity
Description
2.6
Develop a second learning and
assessment program
(cont)
3.
C.
TAADEL301C
TAADEL401B
TAADEL402B
TAADEL403B
TAADEL404B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
1.1, 1.2, 1.3,
1.4, 1.5, 1.7,
2.2, 2.3, 3.1
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.1, 3.2,
3.3, 3.4
1.1, 1.2, 1.3,
1.4, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2,
2.3, 2.4, 3.3
Justification of planning decisions
3.1
Explanation of the learning program,
delivery and facilitation plan
3.2
Explanation of the assessment plan and
tools
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
3.1, 3.2, 3.3,
3.4
1.1, 2.1, 2.2,
2.3, 2.4, 3.3,
4.5
Delivery and facilitation
1.
Deliver and facilitate training sessions
1.1
Deliver training sessions and facilitate
group-based learning
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 2.7, 2.8,
3.1, 3.2, 3.3,
4.1, 4.2
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 3.1, 3.2,
3.3
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
2.1, 2.2, 2.3,
2.4, 2.5, 2.6,
3.1, 3.2, 3.3,
3.4, 3.5, 4.1,
4.2, 4.3, 4.4,
4.5, 4.6, 5.1,
5.2, 5.3
1.3, 2.1, 2.2,
2.4, 3.2, 3.3,
3.4, 3.5, 3.6,
4.2, 4.3, 4.5
Page 75 of 200
Appendix 1: Assessment Mapping
Assessment
Cluster No.
C.
2.
(cont)
D.
Activity
Description
Appendices
TAADEL301C
TAADEL401B
TAADEL402B
TAADEL403B
TAADEL404B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
Facilitate individual and work-based learning
2.1
Work-based and individual learning casestudy
1.1, 1.2, 1.3,
1.4, 1.5, 1.7
1.1, 1.3, 1.4,
1.5, 1.6, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5
1.2, 1.3, 1.4
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 2.4
2.5, 3.1, 3.2,
3.3, 3.7, 3.8
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 2.4,
2.5, 2.6, 4.1,
4.5, 4.6
2.2
Facilitate individual learning
1.2, 1.6, 2.1,
2.2, 2.3, 2.4,
2.5, 2.6, 2.7,
2.8, 3.1, 3.2,
3.3, 4.2
1.1, 1.3, 1.4,
1.5, 1.6, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5
1.5, 1.6, 2.1,
2.4, 2.5, 2.6,
3.3, 3.4, 3.5,
4.3, 4.5
1.1, 1.2, 1.3,
1.4, 1.5, 2.3,
2.4, 2.5, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 4.1, 4.2,
4.3, 4.4
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5, 4.6,
4.7, 5.1, 5.2
2.3
Facilitate work-based learning
1.2, 1.6, 2.1,
2.2, 2.3, 2.4,
2.5, 2.6, 2.7,
2.8, 3.1, 3.2,
3.3, 4.2
1.1, 1.3, 1.4,
1.5, 1.6, 2.1,
2.2, 2.3, 3.1,
3.2, 3.3, 3.4,
3.5
1.5, 1.6, 2.1,
2.4, 2.5, 2.6,
3.3, 3.4, 3.5,
4.1, 4.2, 4.3,
4.5
1.1, 1.2, 1.3,
1.4, 1.5, 2.3,
2.4, 2.5, 3.1,
3.2, 3.3, 3.4,
3.5, 3.6, 3.7,
3.8, 4.1, 4.2,
4.3, 4.4
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5, 4.6,
4.7, 5.1, 5.2
Assessment in VET
1.
Page 76 of 200
Assessment in VET
1.1
Assess competence
1.2
Assess competence: recognition of prior
learning (RPL)
1.3
Participate in assessment validation
5.3, 5.4
5.3, 5.4
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
E.
Activity
Description
TAADEL301C
TAADEL401B
TAADEL402B
TAADEL403B
TAADEL404B
Element/PC
Element/PC
Element/PC
Element/PC
Element/PC
1.4, 2.8
1.3, 1.4, 1.6,
2.1, 2.3
4.2, 4.3, 4.6,
5.1, 5.2, 5.3,
5.4
1.4, 4.3, 4.5,
4.6
5.2, 5.3, 5.4,
5.5
Evaluation and review
1.
Meeting the needs of VET clients
1.1
2.
Meeting the needs of VET clients
Learning and assessment evaluation and review
2.1
Learning and assessment evaluation and
review
1.4, 2.8, 3.3,
4.1, 4.2
1.3, 1.4, 1.6,
2.1, 2.3, 3.2
4.2, 4.3, 4.6,
5.1, 5.2, 5.3,
5.4
1.4, 4.3, 4.5,
4.6
2.5, 2.6, 5.2,
5.3, 5.4, 5.5
2.2
Delivery and facilitation report
1.4, 2.8, 3.3,
4.1, 4.2
1.3, 1.4, 1.6,
2.1, 2.3, 3.2
4.2, 4.3, 4.6,
5.1, 5.2, 5.3,
5.4
1.4, 4.3, 4.5,
4.6
2.5, 2.6, 5.2,
5.3, 5.4, 5.5
2.3
Assessment evaluation and review report
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 77 of 200
Appendix 1: Assessment Mapping
Appendices
Assessment field
This section contains mapping details from each assessment activity to unit element and performance criteria for units of competency from
the Assessment field, as follows:

TAAASS401C Plan and organise assessment

TAAASS402C Assess competence

TAAASS403B Develop assessment tools

TAAASS404B Participate in assessment validation.
Assessment
Cluster No.
A.
Activity
Description
TAAASS401C
TAAASS402C
TAAASS403B
TAAASS404B
Element/PC
Element/PC
Element/PC
Element/PC
The VET environment
1.
2.
Page 78 of 200
Analysing the VET environment
1.1
Analysing your practice environment and VET
learners
1.1, 3.6
1.1, 3.4
1.2
Analysing training package/s and/or accredited
course/s in your practice environment
1.4, 3.6
1.2
1.2
1.3
Policy and legislation
2.1
Analysing the VET policy framework
1.4
1.1
1.4
1.1, 1.2
2.2
The Australian Quality Training Framework
(AQTF) 2007
1.3, 2.3, 3.6, 4.5
1.1, 1.2
1.2, 1.4
1.1, 1.2
2.3
Training packages
1.4, 2.2
1.2
1.2
1.3
2.4
Australian Qualifications Framework (AQF)
2.5
Accessing units of competency
2.6
VET strategies, initiatives and access and equity
1.4
1.4, 2.2
1.2
1.2
1.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
A.
3.
(cont)
4.
5.
B.
Activity
TAAASS402C
TAAASS403B
TAAASS404B
Element/PC
Element/PC
Element/PC
Element/PC
The practice environment
3.1
Stakeholders and clients
1.1
1.1
1.1
3.2
Information for learners
2.3
1.3, 3.1, 3.2
1.4
3.3
Enrolment, orientation, inclusivity and OHS
2.3
1.3, 3.1, 3.2,
3.3, 3.4
1.4
Practicing inclusivity
4.1
Anti-discrimination legislation and the Disability
Education Standards
4.2
Integrating inclusive principles in your practice
environment
2.2, 2.5, 3.1,
3.2, 3.3, 3.4, 3.5
1.1, 3.1
2.2, 2.5, 3.1,
3.2, 3.3, 3.4, 3.5
1.3, 3.1, 3.2,
3.3, 3.4
Health and safety
5.1
Hazard checklist, risk assessment and risk
control plan
3.6
5.2
Ongoing responsibilities and evaluation
3.6
Planning, organising and design
1.
Using Training Packages and/or Accredited Courses
1.1
2.
B.
Description
TAAASS401C
Provide information to clients on training
packages and/or accredited courses
1.1, 1.4, 2.1,
2.2, 4.4
1.2
1.2, 1.3
1.3
Learning and assessment programs
2.1
Design and develop a learning program
2.2
Develop a delivery plan
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 79 of 200
Appendix 1: Assessment Mapping
Assessment
Appendices
TAAASS401C
TAAASS402C
TAAASS403B
TAAASS404B
Element/PC
Element/PC
Element/PC
Element/PC
Cluster No.
Activity
Description
(cont)
2.3
Develop session plans
2.4
Develop an assessment plan
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 2.7, 2.8,
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5
1.1, 1.2, 2.2,
2.3, 2.4, 2.5,
3.3, 3.5, 3.6, 4.1
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
3.3, 3.4
1.3
2.5
Develop assessment tools and instruments
1.1, 1.2, 1.4,
2.1, 2.2, 2.3,
2.4, 2.5, 2.6,
2.7, 2.8, 3.1,
3.2, 3.3, 3.4
1.1, 1.2, 2.2,
2.3, 2.4, 2.5,
3.3, 3.5, 3.6, 4.1
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4, 4.1,
4.2, 4.3, 4.4, 4.5
1.3
2.6
Develop a second learning and assessment
program
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 2.7, 2.8,
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5
1.1, 1.2, 2.2,
2.3, 2.4, 2.5,
3.3, 3.5, 3.6, 4.1
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
3.3, 3.4
1.3
3.
Justification of planning decisions
3.1
Page 80 of 200
Explanation of the learning program, delivery
and facilitation plan
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
B.
Activity
Description
3.2
Explanation of the assessment plan and tools
(cont)
C.
TAAASS401C
TAAASS402C
TAAASS403B
TAAASS404B
Element/PC
Element/PC
Element/PC
Element/PC
1.1, 1.2, 2.2,
2.3, 2.4, 2.5,
3.3, 3.5, 3.6,
4.1, 6.1, 6.2, 6.3
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4, 4.1,
4.2, 4.3, 4.4, 4.5
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 2.7, 2.8,
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5
Delivery and facilitation
1.
Deliver and facilitate training sessions
1.1
2.
Deliver training sessions and facilitate groupbased learning
Facilitate individual and work-based learning
2.1
Work-based and individual learning case-study
2.2
Facilitate individual learning
2.3
Facilitate work-based learning
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 81 of 200
Appendix 1: Assessment Mapping
Assessment
Cluster No.
D.
Activity
Description
Appendices
TAAASS401C
TAAASS402C
TAAASS403B
TAAASS404B
Element/PC
Element/PC
Element/PC
Element/PC
Assessment in VET
1.
Page 82 of 200
Assessment in VET
1.1
Assess competence
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 2.7, 2.8,
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 2.4, 2.5,
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5, 5.1,
5.2, 5.3, 5.4,
6.1, 6.2, 6.3
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4, 4.1,
4.2, 4.3, 4.4, 4.5
1.2
Assess competence: recognition of prior learning
(RPL)
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 2.7, 2.8,
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5
1.1, 1.2, 1.3,
.14, 2.1, 2.2,
2.3, 2.4, 2.5,
3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1, 4.2, 4.3,
4.4, 4.5, 5.1,
5.2, 5.3, 5.4
1.1, 1.2, 1.3,
1.4, 2.1, 2.2,
2.3, 3.1, 3.2,
3.3, 3.4
1.3
Participate in assessment validation
2.1, 3.3, 3.4,
3.5, 4.4
4.2, 6.1, 6.2, 6.3
1.3, 4.4, 4.5
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 2.4,
3.1, 3.2, 3.3
1.1, 1.2, 1.3,
1.4, 1.5, 2.1,
2.2, 2.3, 2.4,
3.1, 3.2, 3.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessment
Cluster No.
E.
Activity
Description
TAAASS401C
TAAASS402C
TAAASS403B
TAAASS404B
Element/PC
Element/PC
Element/PC
Element/PC
Evaluation and review
1.
Meeting the needs of VET clients
1.1
2.
Meeting the needs of VET clients
4.2, 4.4
1.1, 3.5, 6.1,
6.2, 6.3
1.1, 4.3, 4.4, 4.5
3.4, 3.5, 4.4
6.1, 6.2
1.1, 4.3, 4.4, 4.5
3.4, 3.5, 4.4
6.1, 6.2, 6.3
1.1, 4.3, 4.4, 4.5
Learning and assessment evaluation and review
2.1
Learning and assessment evaluation and review
2.2
Delivery and facilitation report
2.3
Assessment evaluation and review report
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
2.3, 3.1, 3.2, 3.3
Page 83 of 200
Appendix 1: Assessment Mapping
Appendices
Required skills and knowledge
The following tables provide mapping from the Required Skills and Knowledge for each unit of competency, to relevant assessment activities.
Required skills and knowledge for TAAENV401B Work effectively in vocational education and training
TAAENV401B Work effectively in vocational
education and training
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Literacy skills to read and understand vocational
education and training policy and other documents,
vocational education and training terminology and
language styles.
1.1, 1.2, 2.1, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Literacy skills to interpret legal requirements of
vocational education and training policies,
procedures and guidelines.
1.1, 1.2, 2.1, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Literacy skills to write documents for a range of
vocational education and training audiences and
purposes.
1.1, 1.2, 2.1, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Language skills to communicate with personnel
across all levels of the organisation and with clients.
1.1, 1.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language skills to understand and use vocabulary
and terminology specific to the vocational education
and training environment.
1.1, 1.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language skills to listen and summarise key points,
make evaluative judgements and articulate verbally
or in writing to a client or colleague.
1.1, 1.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language skills to facilitate discussions to
encourage problem solving, sharing of strategies,
and exploring different solutions to problems.
Page 84 of 200
Cluster E
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAENV401B Work effectively in vocational
education and training
Assessments
Required skills and attributes
Cluster A
Language skills to work effectively as a team
member.
Recognising and being sensitive to individual
difference and diversity, for example:
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 1.2, 2.2, 4.2,
5.1, 5.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
1.1, 4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular
needs
- recognising the importance of religion.
Planning skills to identify and access relevant
sources of national vocational education and
training policies, frameworks, legislation and
guidelines.
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1
1.1, 2.1, 2.4, 2.5,
2.6
1.1, 1.2, 1.3
1.1, 2.1
Planning skills to participate in opportunities to
contribute to vocational education and training
organisational policy developments.
3.1, 3.2, 3.3, 4.1,
4.2
3.1, 3.2
1.3
1.1, 2.1, 2.2, 2.3
Planning skills to manage work and work
relationships.
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
Research skills to access information.
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1
1.1, 2.1, 2.4, 2.5,
2.6
Technology skills to use computer hardware, and
relevant software.
All
All
Technology skills to use office/business equipment.
All
All
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 1.2, 1.3
1.1, 2.1
All
All
All
All
All
All
Page 85 of 200
Appendix 1: Assessment Mapping
Appendices
TAAENV401B Work effectively in vocational
education and training
Assessments
Required knowledge
Cluster A
Cluster B
Training packages, including the purpose and
structure of:
2.1, 2.3, 2.4, 2.5
1.1, 2.1, 2.4, 2.5,
2.6
1.1, 1.2, 1.3
1.1, 2.1, 2.6, 3.1,
3.2
1.1, 1.2, 1.3
-
Cluster C
Cluster D
Cluster E
units of competency
Assessment Guidelines
qualifications
Employability Skills
support materials.
(Note: this knowledge is addressed in detail in
‘TAADES401B Use training packages to meet client
needs’.)
Australian Quality Training Framework (AQTF)
standards for registered training organisations
(RTOs).
2.1, 2.2, 2.3, 2.4,
2.5, 3.2, 3.3
The Australian Qualifications Framework (AQF), for
example:
1.1, 2.3, 2.4
-
qualifications nomenclature and structure
qualifications characteristics
Statements of Attainment
issuance procedures.
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TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAENV401B Work effectively in vocational
education and training
Assessments
Required knowledge
Cluster A
Cluster B
Key organisations that operate in a vocational
education and training environment and their roles
and responsibilities, for example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3
-
Cluster C
Cluster D
Cluster E
1.1
1.1, 1.2, 1.3
1.1
1.1
1.1, 1.2, 1.3
1.1
DEEWR
state and territory training authorities
ISCs
state/territory industry advisory bodies
NACs.
Sources of information on vocational education and
training, for example:
- NTIS website for accessing details on units,
courses/qualifications, training
organisations, and Training Packages and
support materials
- DEEWR website for accessing details on
STAs, ISCs, government funding bodies
- Department of Employment, Education and
Workplace Relations website especially for
information on apprenticeships/traineeships
- DEEWR Literacynet website, particularly for
resources for learners with language, literacy
and numeracy needs
- STA websites.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 87 of 200
Appendix 1: Assessment Mapping
Appendices
TAAENV401B Work effectively in vocational
education and training
Assessments
Required knowledge
Cluster A
Cluster B
Sources of information on legal and organisational
requirements, for example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3
1.1
1.2, 2.1, 2.3, 2.4,
2.5
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2
- organisational manuals, documents,
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
1.1
1.1, 1.2, 1.3
2.2, 2.3
publications
- organisational data systems
- publications, newsletters of relevant
authorities
- Commonwealth and state/territory
government/statutory authority websites.
Competency-based training and assessment, for
example:
- competency standards define performance
1.1
outcomes, applied knowledge and skills
needed for work
- competency standards form the basis for
teaching and learning and training delivery in
recognised VET
- learning is outcomes focused not inputs
driven
- competency standards establish
requirements for assessment
- assessment is criterion referenced, not norm
referenced
- assessment is reported as competent/not
yet competent
- competency standards are industry defined
- competency standards have a national
focus.
Page 88 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAENV401B Work effectively in vocational
education and training
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
The training/assessment organisation’s systems,
policies and procedures.
1.1, 1.2, 3.1, 3.2,
3.3
2.1, 2.4, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Relevant vocational education and training
terminology appropriate to the work role.
1.2, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
The diversity of clients, client needs, client
expectations for vocational education and training
services.
1.1, 3.1, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Relevant legal and policy requirements, codes of
practice, national standards and Commonwealth
and state/territory legislation, for example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
- specific industry/workplace legal/
Cluster E
1.1, 2.1, 2.3
compliance and licensing requirements
- duty of care under common law
- anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations, industrial awards and
enterprise agreements
- privacy/security of information
- copyright/plagiarism.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 89 of 200
Appendix 1: Assessment Mapping
Appendices
TAAENV401B Work effectively in vocational
education and training
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Relevant OHS knowledge relating to the work
role/work context, and OHS considerations when
working in vocational education and training,
including:
1.1, 3.3, 4.2, 5.1,
5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Cluster E
- internal policies and procedures to meet
OHS requirements
- hazards commonly found in the work
environment
- sources of OHS information and expertise.
(Note: this knowledge is addressed in detail in
TAAENV403B Ensure a healthy and safe learning
environment)
Page 90 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Required skills and knowledge for TAAENV402B Foster and promote an inclusive learning culture
TAAENV402B Foster and promote an inclusive
learning culture
Assessments
Required skills and attributes
Cluster A
Language and communication skills that reflect
inclusive language.
Cluster C
Cluster D
Cluster E
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language and communication skills that address
cross cultural communication, indirect
communication, participation of others (family/
community/elders), appropriate time and
communication protocols.
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language and communication skills that involve
consultation and liaison with clients, other
colleagues, counsellors, experts and specialists on
learning and/or assessment concerns/issues.
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language and communication skills that reflect
good practice in active listening, appropriate eye
contact, friendly tone, appropriate volume, clarity of
diction and plain English.
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language and communication skills that encourage
expression by all individuals.
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
Language and communication skills that involve a
variety of mediums.
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Cluster B
Page 91 of 200
Appendix 1: Assessment Mapping
Appendices
TAAENV402B Foster and promote an inclusive
learning culture
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Recognising and being sensitive to individual
difference and diversity, for example:
1.1, 3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
Research skills to identify and increase knowledge
of individual differences and how these impact on
individuals.
1.1, 3.1, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
2.1, 2.2, 2.3
Problem solving skills to:
1.1, 3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular
needs
- recognising the importance of religion.
- identify specific needs
- respond appropriately to cultural diversity.
Decision making skills to:
-
promote a culture of learning
1.1
1.1, 2.1, 2.2, 2.3
monitor and improve work practices
identify appropriate adaptive technologies
modify learning and assessment activities
advise, act or recommend adjustments to
physical space and/or equipment.
Page 92 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAENV402B Foster and promote an inclusive
learning culture
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
The principles underpinning inclusivity and how to
integrate them into work practices.
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
The diversity of clients, client needs, client
backgrounds and differing expectations for
vocational education and training services.
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Ethical and inclusive behaviours expected of
professional relationships with clients and
colleagues.
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Sources of information to support inclusive
practices.
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Availability and types of supports for clients with
specific needs.
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Relevant policies, legal requirements, codes of
practice and national standards including national
Commonwealth and state/territory legislation on:
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Cluster E
- disability, discrimination, inclusiveness,
human rights, equal opportunity, racial
discrimination
- duty of care responsibilities
- access and equity policies.
Organisational work systems, practices.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.1
Page 93 of 200
Appendix 1: Assessment Mapping
Appendices
TAAENV402B Foster and promote an inclusive
learning culture
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
OHS relating to the work role/work context, and
OHS considerations when fostering and promoting
an inclusive learning culture including:
1.1, 3.3, 4.2, 5.1,
5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
1.1, 3.3, 4.2, 5.1,
5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Cluster E
- internal policies and procedures to meet
OHS requirements
- hazards commonly found in the work
environment.
Duty of care of the training and/or assessment
organisation and trainer for the learner and others
who may be affected by actions of others within or
attending the training and/or assessment
organisation.
Page 94 of 200
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Appendices
Appendix 1: Assessment Mapping
Required skills and knowledge for TAAENV403B Ensure a healthy and safe learning environment
TAAENV403B Ensure a healthy and safe
learning environment
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Literacy skills to access a range of sources of OHS
information.
1.1, 3.3, 4.2, 5.1,
5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Literacy skills to read and understand OHS
documentation.
1.1, 3.3, 4.2, 5.1,
5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Literacy skills to interpret OHS legal requirements.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Literacy skills to write hazard and incident reports.
5.1, 5.2
Literacy skills to contribute to the development of a
risk control action plan (if required).
5.1, 5.2
Language skills to communicate and consult with a
range of people from different levels and
backgrounds.
All
All
All
All
All
Language skills to listen and summarise key points,
make evaluative judgements and articulate verbally.
All
All
All
All
All
Technology skills to:
All
All
All
All
All
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
1.1, 2.2, 2.3
1.1, 1.2, 1.3
Cluster E
- use computer hardware and relevant
software
- use office/business equipment.
Research skills to access relevant OHS information.
Negotiation skills.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 95 of 200
Appendix 1: Assessment Mapping
Appendices
TAAENV403B Ensure a healthy and safe
learning environment
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Relevant policies, legal requirements, codes of
practice and national standards including national
Commonwealth and state/territory legislation, for
example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
OHS roles and responsibilities of employers, the
training and/or assessment organisation,
trainers/facilitators, assessors, learners and/or
candidates, managers and supervisors.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Duty of care obligations for training and/or
assessment organisations, trainers/facilitators and
assessors.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Hazards and risks in the specific industry where
learning and/or assessment will take place.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Common risk control strategies applicable to the
industry where learning and/or assessment will take
place.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Basics of a systematic approach to OHS.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Sources of information on OHS requirements
relevant to the specific industry where learning
and/or assessment will take place.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- legislative requirements for information and
consultation relevant to safety
- legislative requirements for record keeping
related to OHS
- legislative requirements for safe workplaces.
Page 96 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAENV403B Ensure a healthy and safe
learning environment
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Organisational OHS documentation including
policies, procedures and risk control strategies.
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Hierarchy of control as it applies to risks
encountered in the learning environment.
5.1, 5.2
Knowledge of the learning environment sufficient to
be able to identify hazards and conduct simple risk
assessment.
1.1, 5.1, 5.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Cluster E
Page 97 of 200
Appendix 1: Assessment Mapping
Appendices
Required skills and knowledge for TAADES401B Use Training Packages to meet client needs
TAADES401B Use Training Packages to meet
client needs
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Communication skills to collaborate with others on
using training packages and accredited courses, for
example:
1.1, 3.1, 4.2
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1
1.1, 1.2, 1.3
-
discussing issues
asking questions
accepting feedback and instruction
interpreting written information.
Planning skills to:
- develop a structure for a particular
application of the training package and
accredited courses
- coordinate the use of more than one training
package/accredited courses or more than
one competency standard or accredited
module.
Cognitive skills to analyse, interpret and apply the
qualifications frameworks of selected training
packages and accredited courses.
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
Cognitive skills to select, analyse and interpret
individual competency standards/accredited
modules.
1.1, 1.2, 2.2, 2.5,
3.1
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
Cognitive skills to analyse, interpret and apply all
sections of the assessment guidelines.
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
Research skills to analyse and interpret training
package and accredited courses content against
purpose and application to meet client needs.
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
Page 98 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADES401B Use Training Packages to meet
client needs
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Research skills to determine learning or
organisational application.
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
Research skills to use a range of sources to access
training packages.
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
Research skills to identify opportunities to integrate
components within and across units.
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
TAADES401B Use Training Packages to meet
client needs
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
The function of training packages and accredited
curriculum as national benchmarks in a
competency-based training and assessment system
of vocational education and training.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
The different purposes for which training packages
can be used.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
The structure of training packages and accredited
courses and the role and purpose of each
endorsed/accredited component.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 99 of 200
Appendix 1: Assessment Mapping
Appendices
TAADES401B Use Training Packages to meet
client needs
Assessments
Required knowledge
Cluster A
Cluster B
The language and terminology used in training
packages and accredited courses, for example:
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
The format and structure of competency standards
and accredited modules.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
The format and structure of accredited courses.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
Cluster C
Cluster D
Cluster E
- acronyms used to describe components of,
and organisations within, the vocational
education and training environment
- meanings of words and phrases concerning
workplace training and assessment
- the language style in which training
packages and accredited courses and other
vocational education and training
documentation is written.
Where to access training packages and accredited
courses information, for example:
- websites – DEEWR, STAs, ISCs
- organisations that distribute training
packages and accredited courses - ISCs, ATP
- personnel in ISCs
- industry associations.
How to use training packages and accredited
courses in relation to different applications, for
example:
- how to use the introductory information
- how to use packaging rules, qualification
frameworks and assessment guidelines.
Page 100 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADES401B Use Training Packages to meet
client needs
Assessments
Required knowledge
Cluster A
Cluster B
The dimensions of competency.
2.3, 2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
How to interpret and use competency standards for
a range of applications and purposes, e.g.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
The endorsement/accreditation period of training
packages/accredited courses, review dates and
review status.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
The parts of training packages and accredited
courses which can be contextualised and those
which cannot.
1.1, 1.2, 2.1, 2.3,
2.5, 3.1
1.1, 2.1, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 1.2, 1.3
The diversity of VET clients, client needs and
expectations and how training packages and
accredited courses can meet client needs.
1.1, 3.1, 4.2
1.1
Industrial awards/enterprise agreements.
1.1, 3.1
2.1, 2.6
Occupational health and safety (OHS) relating to the
work performance outcomes and requirements set
out in competency standards, including:
1.1, 3.3, 4.2, 5.1,
5.2
2.1, 2.2, 2.3, 2.4,
2.6
-
Cluster C
Cluster D
Cluster E
training
assessment
human resources
recognition
credit transfer/articulation.
1.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- internal policies and procedures to meet
OHS requirements
- hazards commonly found in the work
environment to which learning is related.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Appendix 1: Assessment Mapping
Appendices
TAADES401B Use Training Packages to meet
client needs
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Relevant policies, legal requirements, codes of
practice and national standards including
Commonwealth and state/territory legislation, for
example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
- copyright and privacy laws in terms of
electronic technology
-
security of information
plagiarism
licensing
industry/workplace requirements
duty of care under common law
anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations.
Page 102 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Required skills and knowledge for TAADES402B Design and develop learning programs
TAADES402B Design and develop learning
programs
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Communication skills, for example:
1.1, 3.1, 4.2
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1,
3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2
-
negotiation skills
ability to elicit information
questioning skills
listening skills
collaboration skills.
Design skills to:
2.1, 2.2, 2.3, 2.6,
3.1
- define the learning program structure and
content
- develop learning activities
- design learning materials.
Analysis skills to:
- interpret information about learners’ needs
1.1, 1.2, 2.3, 2.4,
2.5
from enrolment forms and other
documentation
- interpret requirements of competency
standards and workplaces, including
language, literacy and numeracy
- develop the learning program content.
Organisational skills to:
- ensure resources are available
- manage other work.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Appendix 1: Assessment Mapping
Appendices
TAADES402B Design and develop learning
programs
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1
Time management skills to:
Cluster D
Cluster E
1.1, 2.1, 2.2, 2.3
1.1, 1.2
1.1, 2.1, 2.2, 2.3
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
- pace learning
- structure learning
- determine the time required for each
learning segment and the overall timelines of
the learning program
- design and develop the learning program in
an appropriate timeframe.
Problem solving skills, to:
- organise information and content so that it is
meaningful, accurate and logical
- negotiate with others for resources or
budget.
Cognitive skills to:
- develop the learning program content
- design the structure of the learning program
- review the learning program.
Page 104 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADES402B Design and develop learning
programs
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Literacy and language skills to:
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2,
3.3, 4.1, 4.2
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2
Cluster C
Cluster D
Cluster E
- use widely understood language and
vocational education and training
terminology
- write clearly and in plain English
- read and interpret a range of documentation
including:
-
training packages
accredited courses
legislation
codes of practice
guidelines and regulations
organisational documentation
technical and subject matter documents
references and texts.
TAADES402B Design and develop learning
programs
Assessments
Required knowledge
Cluster A
Cluster B
Training package/s and/or relevant competency
standards to be used as the basis of the learning
program.
1.2, 2.1, 2.3, 2.5
1.1, 2.1, 2.6, 3.1
Other performance standards/criteria to be used as
the basis of the learning program, where relevant.
1.1, 3.1
2.1, 2.6
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 105 of 200
Appendix 1: Assessment Mapping
Appendices
TAADES402B Design and develop learning
programs
Assessments
Required knowledge
Cluster A
Cluster B
The distinction and relationship between a training
package/accredited courses, learning strategy and
learning program, where linked.
1.2, 2.1, 2.3, 2.5
1.1, 2.1, 2.6, 3.1
Cluster C
Cluster D
Cluster E
Different purposes and focus of learning programs.
2.1, 2.6, 3.1
A sound knowledge of learning principles, including:
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
- training needs to be learner-centred
- adults have a need to be self-directing and
decide for themselves what they want to learn
- adults have a range of life experience, so
connecting learning to experience is
meaningful
- adults have a need to know why they are
learning something.
An introductory knowledge of adult learning theory,
including:
-
behavioural learning theory
cognitive learning theory
information processing theory
andragogy.
Industry content/subject matter knowledge specific
to the area/s of the learning program.
1.1, 3.1
Learners profile, learner target group characteristics. 1.1, 3.1
Page 106 of 200
2.1, 2.4, 2.6, 3.1,
3.2
1.1, 2.2, 2.3
2.1, 2.6, 3.1
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADES402B Design and develop learning
programs
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Learning styles that best suit the learner profile/
target group, for example:
1.1, 3.1
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
Instructional design principles relating to different
design options for learning program design/structure.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
Availability and types of different relevant learning
resources, learning materials and pre-developed
learning activities.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
How to develop and document new learning activities
and related learning materials.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
Different delivery modes and delivery methods for
example:
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
-
-
Cluster D
Cluster E
theorist
pragmatist
activist
reflector
kinaesthetic
auditory
visual.
face-to-face
work-based
online
distance-resource-based
individual facilitation techniques
blended delivery.
Different assessment methods.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
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Appendix 1: Assessment Mapping
Appendices
TAADES402B Design and develop learning
programs
Assessments
Required knowledge
Cluster A
How to prepare costings related to the development
of the learning program.
Relevant policies, legal requirements, codes of
practice and national standards including
Commonwealth and state/territory legislation, for
example:
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 2.1, 2.3
2.1, 2.6, 3.1
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Relevant OHS knowledge relating to the work role,
1.1, 3.3, 4.2, 5.1,
and OHS considerations which need to be included in 5.2
the learning program, including:
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- copyright and privacy laws in terms of
electronic technology
-
record keeping and security of information
plagiarism
competency standards
licensing requirements
OHS
industry/workplace requirements
duty of care under common law
anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations
- industrial awards/enterprise agreements.
- internal policies and procedures to meet OHS
requirements
- hazards commonly found in the work
environment to which learning is related.
Evaluation and feedback methods.
Page 108 of 200
3.1
2.1, 2.6, 3.1, 3.2
1.1, 1.3
1.1, 2.1, 2.2, 2.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Required skills and knowledge for TAADEL301C Provide training through instruction and demonstration of work skills
TAADEL301C Provide training through
instruction and demonstration of work skills
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
1.1, 2.2, 2.3
1.1, 1.2, 1.3
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
3.1, 3.2
1.1
Verbal and non-verbal communication techniques,
for example:
-
Cluster E
ask relevant and appropriate questions
provide explanations
organise and give demonstrations
use listening skills
provide information clearly
engage, motivate and connect with learners
provide constructive feedback.
Implement OHS requirements, by acting and
responding safely in order to:
3.3, 4.2, 5.1, 5.2
- identify hazards
- conduct pre-start up checks if required
- observe and interpret learner behaviour
which may put people at risk.
Time management, for example:
- ensure all learning objectives are covered
- pace learning.
Reflection skills in order to:
4.2
1.1, 1.2, 1.3
2.1, 2.2, 2.3
- identify areas for improvement
- maintain personal skill development.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 109 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL301C Provide training through
instruction and demonstration of work skills
Assessments
Required skills and attributes
Cluster A
Cluster B
Literacy skills to:
1.1, 1.2, 3.1
2.1, 2.6
Cluster C
Cluster D
Cluster E
1.1, 2.1, 2.2, 2.3
- complete and maintain documentation
- read and follow learning program/plan
- read and analyse learner information.
Skills to operate audio-visual and technical
equipment.
1.1, 2.2, 2.3
1.1, 1.2, 1.3
Interpersonal skills to:
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
-
maintain appropriate relationships
establish trust
use appropriate body language
maintain humour
demonstrate tolerance
manage a group.
Observation skills to:
- monitor learner acquisition of new
skills/knowledge/competency requirements
- assess learner communication and
interaction skills with others
- identify learner concerns
- recognise learner readiness to take on new
skills/tasks.
Page 110 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL301C Provide training through
instruction and demonstration of work skills
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Recognising and being sensitive to individual
difference and diversity, for example:
1.1, 3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
Cluster D
Cluster E
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular
needs
- recognising the importance of religion.
Using equipment for demonstration.
1.1, 2.2, 2.3
TAADEL301C Provide training through
instruction and demonstration of work skills
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Learner characteristics and needs.
1.1, 3.1
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Content and requirements of the relevant learning
program and/or delivery plan.
2.1, 2.2, 2.3, 2.6,
3.1
1.1
Sources and availability of relevant learning
resources and learning materials.
2.1, 2.2, 2.3, 2.6,
3.1
1.1
Content of learning resources/learning materials.
2.1, 2.2, 2.3, 2.6,
3.1
1.1
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.1, 2.1, 2.2
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Appendix 1: Assessment Mapping
Appendices
TAADEL301C Provide training through
instruction and demonstration of work skills
Assessments
Required knowledge
Cluster A
Training techniques which enhance learning and
when to use them, e.g. using:
-
Cluster B
Cluster C
Cluster D
Cluster E
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
instruction and explanation
questioning
practice
written information
group/pair/team activities
individual activities
coaching skills
demonstration.
Learning principles (introductory), for example:
- learning and experience are connected for
meaning
- adults need to know why they are learning
- adults can self-evaluate
- adults learn in different ways.
Different learning styles, (introductory), for example:
-
visual
audio
theoretical
activist
reflective.
Page 112 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL301C Provide training through
instruction and demonstration of work skills
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
OHS, for example:
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
1.1, 1.2
2.1, 2.4, 2.6, 3.1
- roles and responsibilities of key personnel in
Cluster E
learning environment
- responsibilities of learners learning
environment
- relevant policies and procedures including
hazard identification, risk assessment,
reporting requirements, safe use of
equipment and emergency procedures
- hazard identification and risk controls for the
specific learning environment.
Organisational policies, systems of operation
relevant to specific area of training, e.g. job roles,
industrial relations requirements.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 113 of 200
Appendix 1: Assessment Mapping
Appendices
Required skills and knowledge for TAADEL401B Plan and organise group-based delivery
TAADEL401B Plan and organise group-based
delivery
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Planning and organisational skills to reflect the
group and individual learning needs and learner
characteristics within session plans.
1.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Planning and organisational skills to incorporate
relevant/modified learning objectives and
assessment methods (where required) in session
plans.
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
Planning and organisational skills to determine the
structure and time requirements for each session.
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1
1.1, 2.1, 2.2, 2.3
Planning and organisational skills to identify
specific facility, technology and equipment needs
for each session.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Literacy skills to document the delivery plan,
prepare or customise learning activities.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Literacy skills to prepare or customise learning
materials such as handouts and information
sheets.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Literacy skills to read and interpret learner
information.
1.1, 1.2, 3.1, 3.2,
3.3
1.1, 2.1, 2.2, 2.3,
2.6
1.1, 2.1, 2.2, 2.3
Technology skills to use computers to produce
documents, prepare presentations e.g. PowerPoint
and communicate through email and the web.
All
All
All
Page 114 of 200
Cluster D
Cluster E
All
All
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL401B Plan and organise group-based
delivery
Assessments
Required skills and attributes
Cluster A
Time management skills to:
Cluster B
Cluster C
Cluster D
Cluster E
2.2, 2.3
- determine time allocations for each part of
the session plan
- determine overall session time
- determine how many sessions may be
required
- schedule training sessions.
Reflection skills to:
4.2
3.1, 3.2
1.1, 2.1, 2.1, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
1.1, 3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
1.1, 3.1, 4.2
2.1, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- identify areas for improvement
- maintain own skill development.
Recognising and being sensitive to individual
difference and diversity, for example:
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular
needs
- recognising the importance of religion.
Ensure the correct industrial relations climate of the
learning environment.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 115 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL401B Plan and organise group-based
delivery
Assessments
Required knowledge
Cluster A
A sound knowledge of learning principles, including:
- learning needs to be learner-centred
- the learning process needs to support
Cluster B
Cluster C
Cluster D
Cluster E
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
increasing learner independence
- emphasis is on experimental and
participative learning
- use of modelling
- the learning process needs to reflect
individual circumstances and needs
- adults have a range of life experience which
they can connect to learning
- adults have a need to know why they are
learning something and its benefits
- adults have a need to be self-directing.
A sound knowledge of learner styles, for example:
-
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective.
Page 116 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL401B Plan and organise group-based
delivery
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
Learning program design and structure and
content.
2.1, 2.6, 3.1
1.1
2.2
How to structure and develop session plans.
2.2, 2.3
1.1
2.2
The availability, types and content of relevant
existing learning resources and learning materials.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
3.2
How to develop new learning materials and learning
activities.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
3.2
1.1, 2.1, 2.2, 2.3,
2.6
1.1, 2.1, 2.2, 2.3
An introductory knowledge level of learning
theories, for example:
-
Cluster D
Cluster E
2.2
cognitive learning theory
andragogy
pedagogy
information processing
behavioural learning theory.
Learner profile including characteristics and needs
of learner group/learner target group.
The industry area/subject matter of the delivery, for
example:
1.1, 3.1, 4.2
1.1, 1.2, 2.3, 2.5
1.1, 1.2
1.1, 2.1, 2.2
1.1, 1.2, 1.3
- the relevant industry competency standards
- the specific topic/subject/unit content
- specific areas of content knowledge as
defined in the learning strategy or learning
program.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 117 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL401B Plan and organise group-based
delivery
Assessments
Required knowledge
Cluster A
Basic instructional design principles, for example:
Cluster B
Cluster C
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
Cluster D
Cluster E
- sequencing information
- providing opportunities for practise.
Different delivery methods and techniques
appropriate to face-to-face delivery.
The availability and sources of specific resources,
equipment and support services for learners with
specific needs.
3.2, 3.3, 4.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Organisational records management system and
reporting requirements which may include
Australian Quality Training Framework (AQTF) and
AVETMISS requirements.
1.1, 2.2, 3.2, 3.3
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
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1.1, 2.1
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© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL401B Plan and organise group-based
delivery
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Relevant policy, legal requirements, codes of
practice and national standards including
Commonwealth and state/territory legislation,
including:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3.
1.1, 2.1, 2.3
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
-
competency standards
licensing
industry/workplace requirements
duty of care under common law
OHS
recording information and confidentiality
requirements
- anti-discrimination including equal
opportunity, racial vilification and disability
- workplace relations
- industrial awards/enterprise agreements
- National Reporting System.
OHS relating to the work role, including:
- reporting requirements for hazards
- safe use and maintenance of relevant
equipment
- emergency procedures
- sources of OHS information.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 119 of 200
Appendix 1: Assessment Mapping
Appendices
Required skills and knowledge for TAADEL402B Facilitate group-based learning
TAADEL402B Facilitate group-based learning
Assessments
Required skills and attributes
Cluster A
Group facilitation skills to:
4.2
-
Cluster B
Cluster C
Cluster D
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Cluster E
facilitate discussion and group interaction
maintain group cohesion
handle difficult learners/situations
manage group activities
manage conflict
observe and interpret behaviour that puts
others at risk.
Different delivery and facilitation methods/
techniques, such as:
-
demonstration/modelling
-
initiating and facilitating group discussions
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
instruction
presentations/lectures
guided facilitation of individual and group
learning activities/group work/case studies
brainstorming activities
providing and guiding practice opportunities
enabling and supporting effective learner
participation
- tutoring
- project-based
- individual facilitation techniques – coaching/
mentoring
- blended.
Page 120 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL402B Facilitate group-based learning
Assessments
Required skills and attributes
Cluster A
Oral communication and interpersonal skills to:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.2, 3.3, 4.2
Cluster C
Cluster D
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Negotiation and conflict resolution skills.
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Observation skills to:
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
-
-
present information
provide sequenced, structured instructions
Cluster B
Cluster E
use questioning techniques
use listening techniques
adjust language to suit the audience
maintain appropriate relationships
establish trust
build rapport
be open to others’ opinions
use appropriate body language.
monitor learner progress
monitor group and individual interactions
monitor conflict/behavioural difficulties
monitor learner cues about
concerns/difficulties in learning
- monitor learner readiness for
assessment/new areas of learning.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 121 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL402B Facilitate group-based learning
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Literacy skills to:
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2,
3.3, 4.1, 4.2
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2,
3.3, 4.1, 4.2
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.3
-
prepare presentations
prepare questions
prepare or customise learning activities
prepare or customise learning materials
such as handouts and information sheets
- develop feedback documentation
- record learner information.
Technology skills to:
- use overhead projectors
- use audiovisual equipment
- use computers to produce documents,
prepare presentations, e.g. PowerPoint, and
communicate through email and the web.
Manage time to:
- schedule training
- be flexible
- make adjustments to suit learners.
Reflection skills to:
2.2, 2.3
- identify areas for improvement
- maintain own skill development.
Page 122 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL402B Facilitate group-based learning
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Recognising and being sensitive to individual
difference and diversity, for example:
1.1, 3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
Ensure the correct industrial relations climate of the
learning environment.
1.1, 3.1, 4.2
2.1, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
TAADEL402B Facilitate group-based learning
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular
needs
- recognising the importance of religion.
A sound knowledge of learning principles, including:
- adults have a range of life experience which
Cluster E
2.2
they can connect to learning
- adults have a need to know why they are
learning something and its benefits
- learning needs to be learner-centred
- adults have a need to be self-directing
- the learning process needs to support
increasing learner independence
- emphasis is on experimental and
participative learning
- use of modelling
- the learning process needs to reflect
individual circumstances and needs.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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Appendix 1: Assessment Mapping
Appendices
TAADEL402B Facilitate group-based learning
Assessments
Required knowledge
Cluster A
A sound knowledge of learner styles, for example:
-
auditory
Cluster B
Cluster C
Cluster D
Cluster E
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 2.1
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective.
The industry area/subject matter of the delivery, for
example:
1.1
1.1, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
- the relevant industry competency standards
- the specific topic/subject/unit
- specific areas of knowledge as defined in the
learning strategy or learning program.
An introductory knowledge of learning theories, for
example:
-
cognitive learning theory
andragogy
pedagogy
information processing
behavioural learning theory.
Learner group profile including characteristics and
needs of individual learners in the group.
Page 124 of 200
1.1, 3.1
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL402B Facilitate group-based learning
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
The content and requirements of the learning
program and/or delivery plan.
1.2
2.1, 2.2, 2.3, 2.6
1.1
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Different delivery methods and techniques
appropriate to face-to-face group delivery.
Cluster D
2.2
Techniques for the recognition and resolution of
inappropriate behaviours.
1.1, 2.2, 2.3
1.1, 1.2, 1.3
Behaviours in learners which may indicate learner
difficulties.
1.1, 2.2, 2.3
1.1, 1.2
Organisational records management system and
reporting requirements which may include
Australian Quality Training Framework (AQTF) and
AVETMISS requirements.
1.1, 2.2, 3.2, 3.3
Evaluation/revision techniques, for example:
3.1
Cluster E
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1
- developing simple questionnaires and
feedback forms
- administering evaluation forms
- using questioning for evaluation purposes.
Specific resources, equipment and support services
available for learners with special needs.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
3.1, 3.2, 3.3
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Page 125 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL402B Facilitate group-based learning
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Relevant policy, legal requirements, codes of
practice and national standards including
Commonwealth and state/territory legislation, for
example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
-
competency standards
licensing requirements
industry/workplace requirements
duty of care under common law
OHS legislation
recording information and confidentiality
requirements
- anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations
- industrial awards/enterprise agreements
- National Reporting System.
OHS relating to the facilitation of group-based
learning, including:
- assessment and risk control measures
- reporting requirements for hazards
- safe use and maintenance of relevant
equipment
-
emergency procedures
sources of OHS information
role of key workplace persons
policies and procedures relevant to the
learning environment.
Page 126 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Required skills and knowledge for TAADEL403B Facilitate individual learning
TAADEL403B Facilitate individual learning
Assessments
Required skills and attributes
Cluster A
Use of empathy to:
Cluster B
Cluster C
Cluster D
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
4.2
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Cluster E
- build rapport
- communicate the feeling of threat and risk
when facilitation begins
- deal appropriately with a range of emotions.
Interpersonal skills to:
- set up a comfortable environment
- demonstrate awareness of own behaviour
- use appropriate humour to lighten
atmosphere
- keep the sessions learner-centred.
Analysis skills to identify suitable learning/facilitation 1.1, 4.2
techniques and activities for the individual learner.
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Flexibility to:
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
- determine and alter a learning plan
- negotiate with the learner to ensure
4.2
2.2
facilitation is suitable
- be patient with individual’s learning ability
- interpret information gathered and adapt own
style accordingly.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 127 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL403B Facilitate individual learning
Assessments
Required skills and attributes
Cluster A
Communication skills to:
4.2
-
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.1, 2.2, 2.3
give positive and negative feedback
demonstrate awareness of own behaviour
negotiate and manage conflict
confirm, clarify or repair understanding
build constructively on what has been said.
Learning and facilitation techniques to:
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1, 2.1, 2.2, 2.3
2.2
1.1, 3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.1, 3.2
1.1, 2.1, 2.2, 2.3
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
- lead and motivate learners to take
responsibility for their own learning
- maintain momentum during the learning
process
- facilitate individual learning through a one-onone relationship.
Literacy skills to:
- develop the learning plan
- maintain records and other documentation
- read and interpret relevant documentation.
Recognising and being sensitive to individual
difference and diversity, for example:
-
1.1, 1.2, 1.3
1.1, 2.1, 2.2, 2.3
being sensitive to and valuing culture
acting without bias/discrimination
responding to individuals with particular needs
recognising the importance of religion.
Time management skills to:
- structure sessions
- drive the process to achieve goals.
Page 128 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL403B Facilitate individual learning
Assessments
Required knowledge
Cluster A
Cluster B
The effects of verbal and non-verbal
communication, for example:
Cluster C
Cluster D
1.1, 2.2, 2.3
1.1, 1.2, 1.3
Cluster E
- how to interpret behaviours
- how to model behaviours and values.
Sound knowledge of different learning styles and
how to encourage different learners, for example:
-
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
theoretical learners
pragmatic learners
activist learners
reflective learners
kinaesthetic learners
audio learners
visual learners
tactile learners
left/right brain learners.
The learning cycle, including:
-
2.1, 2.2, 2.3, 2.6,
3.1
concrete experience
observation and reflection
concept formation
testing new learning.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 129 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL403B Facilitate individual learning
Assessments
Required knowledge
Cluster A
Learning principles, for example:
- adults have a need to be self-directing and
Cluster B
Cluster C
Cluster D
Cluster E
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
1.1, 2.1, 2.2
decide for themselves what they want to
learn
- adults have a range of life experience, and
connecting learning to experience is
meaningful
- adults have a need to know why they are
learning something
- adults need to be respected
- adults prefer learning to be relevant and
practical.
The needs and characteristics of the individual
learner.
1.1, 3.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Change processes, for example:
1.1, 3.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
1.1, 3.1, 4.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
- how people work through change
- behaviours associated with change.
The organisational culture, for example:
- how individualised learning is perceived and
valued
- workplace arrangements for individualised
learning
- industrial relations implications
- regulatory requirements.
Current techniques to facilitate individual learning.
Page 130 of 200
2.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL403B Facilitate individual learning
Assessments
Required knowledge
Cluster A
How to create new learning activities.
Cluster B
Cluster C
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
Cluster D
2.2
Learner cues that may reflect difficulties with
individual learning facilitation relationships.
4.2
3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
Sources of external support.
3.2, 3.3, 4.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
Measurement or evaluation tool development.
3.1
Other learning options, learning activities and
referrals.
Relevant policy, legal requirements, codes of
practice and national standards including
Commonwealth and state/territory legislation, for
example:
-
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
Cluster E
1.1, 2.1, 2.2, 2.3
2.1, 2.2, 2.3, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3.
1.1, 2.1, 2.3
competency standards
licensing
industry/workplace requirements
duty of care under common law
recording information and confidentiality
requirements
- anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations
- industrial awards/enterprise agreements
- National Reporting System.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 131 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL403B Facilitate individual learning
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
OHS relating to the work role, including:
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- reporting requirements for hazards
- safe use and maintenance of relevant
Cluster E
equipment
- emergency procedures
- sources of OHS information.
Page 132 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Required skills and knowledge for TAADEL404B Facilitate work-based learning
TAADEL403B Facilitate work-based learning
Assessments
Required skills and attributes
Cluster A
Communication skills to:
1.1, 3.1, 4.2
-
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.1, 2.2, 2.3
identify needs
communicate suggestions
give feedback constructively
ask open-ended questions to tease out
required knowledge and information
- evaluate learner profiles and characteristics
- coach learners.
Literacy skills to:
- read and interpret organisational
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1, 2.1, 2.2, 2.3
2.2
1.1, 3.1
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
documents, legal documents and contracts
- complete and maintain documentation.
Monitor and manage work environment and
individual dynamics, for example:
- assess the climate of the group
- facilitate employee acceptance
- ensure each individual feels valued.
Organisational skills to:
- allocate and reorganise work
- organise changes with relevant persons
- provide guidance and feedback to
1.1, 1.2, 1.3
2.2
individuals.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 133 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL403B Facilitate work-based learning
Assessments
Required skills and attributes
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Cognitive skills to:
1.1, 1.2, 2.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2, 2.3,
2.6, 3.1
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
Cluster B
Cluster C
Cluster D
Cluster E
- set learning outcomes through work
- interpret and analyse competency standards
and/or other performance specifications to
actual work processes
- design a learning process through work.
TAADEL403B Facilitate work-based learning
Assessments
Required knowledge
Cluster A
Work organisation systems, processes, practices
within the organisation where work-based learning
is taking place.
1.1
2.1, 2.2, 2.3
2.2
Operational demands of the work and impact of
changes on work roles.
1.1
2.1, 2.2, 2.3
2.2
Organisational work culture including industrial
relations environment.
1.1
2.1, 2.2, 2.3
2.2
Systems for identifying skill needs, for example:
1.1, 3.1
2.1, 2.2, 2.3
2.2
2.1, 2.6, 3.1
- performance reviews
- training needs analysis
- identifying additional training needs of
learners.
Page 134 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAADEL403B Facilitate work-based learning
Assessments
Required knowledge
Cluster A
Learning principles, for example:
- learning and experience are connected for
Cluster B
Cluster C
Cluster D
Cluster E
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
meaning
- adults need to know why they are learning
- adults can self-evaluate
- adults learn in different ways.
Individual facilitation techniques to support and
guide learning.
Change processes, for example:
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
2.2, 2.3
- how people work through change
- behaviours associated with change.
Introductory knowledge of different learning styles
and how to encourage learning in each, for
example:
-
2.1, 2.2, 2.3, 2.6,
3.1
1.1, 2.1, 2.2, 2.3
2.2
visual learners
audio learners
kinaesthetic learners
theoretical learners.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 135 of 200
Appendix 1: Assessment Mapping
Appendices
TAADEL403B Facilitate work-based learning
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Relevant policy, legislation, codes of practice and
national standards including Commonwealth and
state/territory legislation, for example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.6
1.1, 2.1, 2.2, 2.3
1.1, 1.2
-
industrial awards
enterprise bargaining agreements
licensing requirements
industry/workplace requirements
duty of care under common law
information and confidentiality requirements
anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations
- National Reporting System.
OHS relating to the work role, including:
- hazards relating to the industry and specific
workplace
- reporting requirements for hazards and
incidents
- specific procedures for work tasks
- safe use and maintenance of relevant
equipment
- emergency procedures
- sources of OHS information.
Organisational strategies that provide support to
the workplace learning.
Page 136 of 200
1.1
2.1, 2.2, 2.3
2.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Required skills and knowledge for TAAASS401C Plan and organise assessment
TAAASS401C Plan and organise assessment
Assessments
Required skills and attributes
Cluster A
Cluster B
Cognitive interpretation skills to accurately interpret
competency standards and other assessment
documentation.
1.1, 1.2, 2.2, 3.1,
3.2, 3.3
Cluster C
Cluster D
Cluster E
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Cognitive interpretation skills to identify
opportunities for integrated competency
assessment.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Cognitive interpretation skills to contextualise
competency standards to the operating assessment
environment, including RPL.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Cognitive interpretation skills to sort information.
1.1, 1.2, 2.2, 3.1,
3.2, 3.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Observation skills to:
1.1, 1.2, 2.2, 3.1,
3.2, 3.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Technology skills to use appropriate equipment and
software to communicate effectively with others.
All
All
All
All
Research and evaluation skills to obtain
competency standards and other assessment
information, assessment tools and other relevant
assessment resources.
1.1, 2.3, 2.4, 2.5,
3.1
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
- assess the effectiveness of the
organisation’s assessment, including RPL
operations
- identify where improvement to the
assessment process can be made
- identify where improvement to RPL policy
and procedures can be made.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
All
Page 137 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS401C Plan and organise assessment
Assessments
Required skills and attributes
Cluster A
Cluster B
Research and evaluation skills to research
candidate characteristics and any reasonable
adjustment needs.
1.1, 3.1
Research and evaluation skills to identify and
confirm required material and physical resources.
Research and evaluation skills to:
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
3.1
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
3.1
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Planning skills relating to formulation of the
assessment plan.
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
Organisational skills relating to organising resources
required.
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
1.1, 1.2, 1.3
1.1
- evaluate feedback, and determine and
Cluster C
implement improvements to processes
- make recommendations.
Literacy skills to:
- read and interpret relevant information to
design and facilitate assessment and
recognition processes
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3
- prepare required documentation and
information for those involved in assessment
processes.
Communication skills to:
- discuss assessment, including RPL
processes with clients and assessors
- establish professional relationships and
networks.
Sensitivity to access and equity considerations and
candidate diversity.
Page 138 of 200
3.2, 3.3, 4.1, 4.2
2.4, 2.6, 3.2
1.1, 1.2, 1.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS401C Plan and organise assessment
Assessments
Required skills and attributes
Cluster A
Cluster B
Capacity to promote and implement equity, fairness,
validity, reliability and flexibility in planning an
assessment process.
3.2, 3.3, 4.1, 4.2
2.4, 2.6, 3.2
TAAASS401C Plan and organise assessment
Assessments
Required knowledge
Cluster A
Competency-based assessment: work focused,
criterion referenced, standards-based,
evidence-based.
2.1
The different purposes of assessment and different
assessment contexts, including RPL.
2.1
2.4, 2.5, 2.6, 3.2
How to read and interpret the identified competency
standards as the benchmarks for assessment.
1.2, 2.3, 2.5
1.1, 2.4, 2.5, 2.6,
3.2
How to contextualise competency standards within
relevant guidelines.
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
1.1, 1.2, 1.3
2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
1.1, 1.2, 1.3
The four principles of assessment and how they
guide the assessment process.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
What is evidence and different types of evidence
used in competency-based assessments, including
RPL.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
The four rules of evidence and how they guide
evidence collection.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
Different types of assessment methods, including
suitability for collecting various types of evidence.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 139 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS401C Plan and organise assessment
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Assessment tools and their purpose, different types
of tools, relevance of different tools for specific
evidence gathering opportunities.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
Different resource requirements for assessment
and associated costs.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
Where to source other relevant assessment
information and how to incorporate this into the
plan.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
The principles of inclusivity, and strategies for
reasonable adjustment, without compromise to the
competency standards.
1.1, 2.2, 3.1, 3.2,
3.3, 4.1, 4.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Sources and types of specialist support to
candidates.
1.1, 2.2, 3.2, 3.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Methodologies suitable for reviewing assessment
tools.
The assessment system policies and procedures
established by the industry and/or organisation.
1.1, 2.2, 3.2, 3.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.3
The RPL policies and procedures established by the
organisation.
1.1, 2.2, 3.2, 3.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.3
Risks and requirements associated with different
assessment applications in various contexts,
including:
1.1, 1.2, 2.3, 2.5,
3.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.3
- capacities of assessors at higher AQF levels
- when linked to licensing
- legal implications of assessing competence.
Page 140 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS401C Plan and organise assessment
Assessments
Required knowledge
Cluster A
Cluster B
The relevant organisational/legal/ethical
requirements impacting on the planning and
organisation of assessment, as set out in the Range
Statement of the relevant competency standards.
1.1, 1.2, 2.3, 2.5,
3.2, 3.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Other relevant policy, legislation, codes of practice
and national standards including national
Commonwealth and state/territory legislation for
example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 1.2, 1.3
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
Cluster C
Cluster D
Cluster E
1.1, 2.1, 2.3
- copyright and privacy laws in terms of
electronic technology
-
security of information
plagiarism
licensing requirements
anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations
- industrial awards/enterprise agreements.
OHS responsibilities associated with planning and
organising assessment, such as:
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- hazards commonly found, and preferred risk
controls for the specific assessment
environment
- OHS procedures to be observed in the
assessment process
- safe use and maintenance of relevant
equipment
- sources of OHS information.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 141 of 200
Appendix 1: Assessment Mapping
Appendices
Required skills and knowledge for TAAASS402C Assess competence
TAAASS402C Assess competence
Assessments
Required skills and attributes
Cluster A
Cluster B
Analysis and interpretation skills to:
1.1, 1.2, 2.1, 2.2,
2.3, 2.5, 3.1
1.1, 2.4, 2.5, 2.6,
3.2, 3.3
- unpack competency standards
- interpret assessment tools and other
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
1.1, 2.1, 2.3
1.1, 1.2, 1.3
2.1, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
assessment information, including those
used in RPL
- identify candidate needs
- make judgements based on assessing
available evidence.
Observation skills to:
1.1, 2.2, 2.3
- recognise candidate prior learning
- determine candidate readiness for
assessment
- observe candidate performance
- identify when candidate may need
assistance throughout the assessment
processes.
Research and evaluation skills to:
1.1, 1.2
2.4, 2.6, 3.2
- access required human and material
resources for assessment
- access assessment system policies and
procedures
- access RPL policies and procedures
- evaluate evidence
- evaluate the assessment process.
Page 142 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS402C Assess competence
Assessments
Required skills and attributes
Cluster A
Cognitive skills to:
Cluster B
2.4, 2.6, 3.2
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
2.3
- weigh up the evidence and make a
judgement
- consider and recommend reasonable
adjustments.
Decision making skills to:
1.1, 1.2, 1.3
- recognise a candidate’s prior learning
- make a decision on a candidate’s
competence.
Literacy skills to:
1.1, 1.2,
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
- read and interpret relevant information to
conduct assessment
- prepare required documentation and
records/reports of assessment outcomes in
required format.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 143 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS402C Assess competence
Assessments
Required skills and attributes
Cluster A
Cluster B
Communications/interpersonal skills to:
Cluster C
Cluster D
Cluster E
1.1, 2.2, 2.3
1.1, 1.2, 1.3
2.1, 2.3
- explain the assessment, including RPL
process to the candidate
-
give clear and precise instructions
ask effective questions
provide clarification
discuss process with other relevant people
give appropriate feedback to the candidate
discuss assessment outcome with the
candidate
- using language appropriate to the candidate
and assessment environment
- establish a working relationship with the
candidate.
A willingness to guide and support candidates.
4.2
1.1, 2.2, 2.3
1.1, 1.2, 1.3
Capacity to encourage, accept and utilise feedback.
1.1, 3.1
1.1, 2.2, 2.3
1.1, 1.2, 1.3
Sensitivity to individual difference and need.
4.1, 4.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Ethical conduct in assessment.
4.2, 4.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Page 144 of 200
1.1, 2.1, 2.2, 2.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS402C Assess competence
Assessments
Required knowledge
Cluster A
Cluster B
Competency-based assessment covering:
1.2, 2.1, 2.3, 2.4,
2.5
What are the principles of assessment and how are
they applied (validity, reliability, fairness, flexibility).
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
2.3
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
What are the rules of evidence and how are they
applied (valid, authentic, sufficient, current).
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
The range of assessment purposes and assessment
contexts, including RPL.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
Different types of assessment methods, including
suitability for gathering various types of evidence,
suitability for content of units, resource
requirements and associated costs.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
What are reasonable adjustments/when are they
applicable/not applicable.
3.1, 3.2, 3.3, 4.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
- vocational education and training as a
Cluster C
competency-based system
- assessment is criterion
referenced/distinction to norm referenced
assessment
- criterion used in national VET is endorsed or
accredited competency standards defining
specifications for performance of work/work
functions and skills/knowledge
- reporting of competency-based assessment
- competency standards as the basis of
qualifications
- the principles of competency-based
assessment
- the structure and application of competency
standards.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 145 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS402C Assess competence
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 2.1, 2.3
Basic evaluation methodologies suitable for
reviewing personal assessment practice.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Types and forms of evidence, including assessment
tools that are relevant to gathering different types of
evidence used in competency-based assessments,
including RPL.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Practical knowledge of the potential barriers and
processes relating to assessment tools and
methods.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
2.1, 2.3
The assessment system and assessment policies
and procedures established by the industry,
organisation or training authority.
1.1, 2.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
The RPL policies and procedures established by the
organisation.
1.1, 2.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Cultural sensitivity and equity considerations.
4.1, 4.2
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Page 146 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS402C Assess competence
Assessments
Required knowledge
Cluster A
Cluster B
Relevant policy, legislation, codes of practice and
national standards including national
Commonwealth and state/territory legislation for
example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
3.3, 4.2, 5.1, 5.2
2.1, 2.2, 2.3, 2.4,
2.5, 2.6
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
1.1, 2.1, 2.3
- copyright and privacy laws in terms of
electronic technology
-
security of information
plagiarism
Training packages/competency standards
licensing requirements
industry/workplace requirements
duty of care under common law
recording information and confidentiality
requirements
- anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations
- industrial awards/enterprise agreements.
OHS responsibilities associated with assessing
competence such as:
1.1, 2.1, 2.2, 2.3
1.1, 1.2
- requirements for reporting hazards and
incidents
- emergency procedures and procedures for
use of relevant personal protective
equipment
- safe use and maintenance of relevant
equipment
- sources of OHS information.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 147 of 200
Appendix 1: Assessment Mapping
Appendices
Required skills and knowledge for TAAASS403B Develop assessment tools
TAAASS403B Develop assessment tools
Assessments
Required skills and attributes
Cluster A
Cluster B
Analysis and interpretation skills to:
1.1, 1.2, 2.1, 2.2,
2.3, 2.5, 3.1
1.2
- unpack and interpret competency standards
- analyse work functions
- review/evaluate the assessment tools.
Critical thinking skills to translate the interpreted
competency standards and other relevant
assessment information into meaningful
assessment instruments.
Design skills to order to develop different
assessment tool designs.
Research and evaluation skills to:
- evaluate units of competency to determine
1.1, 1.2, 3.1
Cluster C
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6,
3.2, 3.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
1.1, 2.4, 2.5, 2.6,
3.2, 3.3
1.1, 1.2, 1.3
2.4, 2.5, 2.6, 3.2,
3.3
1.1, 1.2, 1.3
1.1, 2.4, 2.5, 2.6,
3.2, 3.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
appropriate evidence requirements
- evaluate different environments, target
group needs and special circumstances for
assessment
- evaluate assessment tools on the basis of
trials and feedback.
Page 148 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS403B Develop assessment tools
Assessments
Required skills and attributes
Cluster A
Cluster B
Literacy and communication skills to:
3.2
- read and interpret relevant information to
Cluster C
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6,
3.2, 3.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
2.4, 2.5, 2.6, 3.2,
3.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
2.4, 2.5, 2.6, 3.2,
3.3
1.1, 1.2, 1.3
2.4, 2.5, 2.6, 3.2,
3.3
1.1, 1.2, 1.3
3.2, 3.3
1.1, 1.2, 1.3
determine evidence requirements
- give clear and precise
information/instructions
- receive and interpret feedback on
assessment tools
- prepare required documentation using clear
and comprehensible language, using a
layout appropriate to the audience and
competency standard as it is applied in the
workplace.
Editing and proofreading skills to modify and
validate assessment tools.
Balancing different needs and demands.
1.1, 3.1, 4.1, 4.2
Capacity to think logically and clearly in order to
develop tools.
Willingness to encourage, accept and utilise
feedback.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
4.1, 4.2
1.1, 2.1, 2.3
Page 149 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS403B Develop assessment tools
Assessments
Required knowledge
Cluster A
Cluster B
Competency-based assessment including:
1.2, 2.1, 2.3, 2.4,
2.5
What is an assessment only pathway and a learning
and assessment pathway?
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
2.3
1.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
The principles of assessment and how these
principles are applied in developing assessment
tools.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
What is evidence, different types of evidence and
rules of evidence?
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
What are the different purposes of assessment?
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
- vocational education and training as a
Cluster C
competency-based system
- assessment is criterion
referenced/distinction to norm referenced
assessment
- criteria used in national VET is endorsed or
accredited competency standards defining
specifications for performance of work/work
functions and skills/knowledge
- reporting of competency-based assessment
- competency standards as the basis of
qualifications
- the principles of competency-based
assessment
- the structure and application of competency
standards.
Different assessment contexts and relationship with
developing assessment tools.
Page 150 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS403B Develop assessment tools
Assessments
Required knowledge
Cluster A
Cluster B
How to interpret competency standards, including
components of competency and dimensions of
competency.
2.1, 2.3, 2.5
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
What is the meaning of contextualisation of
competency standards and what are
contextualisation guidelines?
2.1, 2.3
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
2.3
What are assessment guidelines of training
package/s and what information in guidelines is
relevant to developing assessment tools?
2.1, 2.3
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
2.3
Different assessment methods, their purposes and
uses.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
What are assessment tools including:
Cluster C
Cluster D
Cluster E
- what do they comprise
- different types of assessment instruments
and procedures
- relationship to assessment methods
- how tools support the assessment process?
Different assessment tool design for different
purposes including:
-
styles
format
media
presentation.
What is recognition of current competency –
designing an assessment tool for recognition of
current competency?
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 151 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS403B Develop assessment tools
Assessments
Required knowledge
Cluster A
Evaluation methodologies appropriate to the trial
and review of assessment system tools.
Cluster B
Cluster C
Cluster D
Cluster E
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
Principles of reasonable adjustment.
2.1
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Relevant workplace information including:
1.1, 1.2, 2.1, 2.2,
3.2, 3.3, 4.1, 5.1,
5.2
2.4, 2.5, 2.6
1.1, 1.2, 1.3
-
organisational policies and procedures
workplace tasks and activities
standard operating procedures
procedures for use of relevant personal
protective equipment.
Page 152 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS403B Develop assessment tools
Assessments
Required knowledge
Cluster A
Cluster B
Relevant policy, legislation, codes of practice and
national standards including Commonwealth and
state/territory legislation for example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
5.1, 5.2
- copyright and privacy laws in terms of
Cluster C
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6
1.1, 1.2, 1.3
1.1, 2.1, 2.3
1.1, 2.4, 2.5, 2.6
1.1, 1.2, 1.3
electronic technology
- security of information
- plagiarism
- training packages/competency
standards/other relevant assessment
documentation
-
licensing requirements
considerations of access and equity
industry/workplace requirements
duty of care under common law
recording information and confidentiality
requirements
- anti-discrimination including equal
opportunity, racial vilification and disability
discrimination
- workplace relations
- industrial awards/enterprise agreements.
Relevant OHS legislation, codes of practice,
standards and guidelines that need to be reflected
in the assessment tool design and content.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 153 of 200
Appendix 1: Assessment Mapping
Appendices
Required skills and knowledge for TAAASS404B Participate in assessment validation
TAAASS404B Participate in assessment
validation
Assessments
Required skills and attributes
Cluster A
Cluster B
Research skills to:
1.2, 2.2, 2.3, 2.4,
2.5, 2.6
2.4, 2.5, 2.6, 3.2
- access and analyse relevant documents for
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
1.1, 2.1, 2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
validation
- use a range of source documents to access
information for validation.
Evaluation/revision skills to:
- determine evidence requirements from
competency standards
- review assessment process
- review assessment methods and tools
- review collected evidence.
Literacy skills to read and understand the
documents relevant to validation.
Observation skills to:
1.2, 2.2, 2.3, 2.4,
2.5, 2.6
- evaluate and compare assessment planning,
organisation, methods, tools, and evidence
documentation leading to assessment
judgements
- identify where improvements to the
assessment process can be made.
Page 154 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS404B Participate in assessment
validation
Assessments
Required skills and attributes
Cluster A
Communications and interpersonal skills to:
3.1, 3.2, 3.3
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
1.1, 2.1, 2.3
- effectively participate and contribute to
validation activities and sessions
- collaborate with colleagues
- seek and receive feedback on assessment
practice
- share sensitive information
- maintain confidentiality of sensitive
information
- gain and maintain trust of colleagues
- provide advice and support to colleagues.
Planning skills to participate within agreed
timeframes.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
Problem solving skills to:
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
1.1, 2.1, 2.3
- identify information that is inconsistent,
ambiguous or contradictory
- suggest/confirm recommendations for
improvements in assessment.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 155 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS404B Participate in assessment
validation
Assessments
Required knowledge
Cluster A
Cluster B
What is competency-based assessment including:
1.2, 2.1, 2.3, 2.4,
2.5
- vocational education and training as a
Cluster C
Cluster D
Cluster E
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
2.3
1.2, 2.1, 2.3, 2.4,
2.5
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
1.2, 2.1, 2.3, 2.4,
2.5
1.1
1.1, 1.2, 1.3
competency-based system
- assessment is criterion
referenced/distinction to norm referenced
assessment
- criterion used in national VET is endorsed or
accredited competency standards defining
specifications for performance of work/work
functions and skills/knowledge
- reporting of competency-based assessment
- competency standards as the basis of
qualifications
- the principles of competency-based
assessment
- the structure and application of competency
standards.
How to interpret competency standards and other
related assessment information to determine the
evidence needed to demonstrate competency
including:
- the components of competency
- assessment of Employability Skills,
dimensions of competency and OHS
requirements
- training package assessment guidelines
- the qualification level of units.
Australian Qualifications Framework Guidelines
including characteristics of AQF levels.
Page 156 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
TAAASS404B Participate in assessment
validation
Assessments
Required knowledge
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Different assessment methods and which methods
may be appropriate and relevant to different
units/different parts of individual units.
1.1, 2.4, 2.5, 2.6,
3.2
1.1, 1.2, 1.3
Different types of assessment tools, what tools work
for what types of evidence, what are well
constructed assessment tools and why.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
What are the principles of assessment and how
they guide assessment and validation processes.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
What are the rules of evidence, why are they
important, particularly in a validation context.
2.4, 2.5, 2.6, 3.2
1.1, 1.2, 1.3
2.3
1.1, 1.3
2.1, 2.3
1.1, 1.3
2.3
The various reasons for carrying out validation and
the different approaches to validation that may be
appropriate:
- before assessment
- during assessment
- after assessment.
The critical aspects of validation, including
validation of:
2.4, 2.5, 2.6, 3.2
- assessment processes
- methods and tools
- the collected evidence leading to
assessment decisions
- assessment decisions.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 157 of 200
Appendix 1: Assessment Mapping
Appendices
TAAASS404B Participate in assessment
validation
Assessments
Required knowledge
Cluster A
Different aspects of quality systems such as:
1.1, 1.2, 2.1, 2.2,
3.2, 3.3
-
local/relevant strategies to meet the AQTF
Cluster B
Cluster C
Cluster D
Cluster E
1.1, 1.2, 1.3
continuous improvement systems
quality assurance policies and processes
assessment system policies and procedures
records management systems.
Relevant policy, legislation, codes of practice and
national standards including national
Commonwealth and state/territory legislation for
example:
1.1, 1.2, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3, 4.1,
4.2, 5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 1.2, 1.3
5.1, 5.2
1.1, 2.4, 2.5, 2.6
1.1, 1.2, 1.3
1.1, 2.1, 2.3
- training packages/competency
standards/other assessment benchmarks
-
licensing requirements
providing accurate information
meeting environmental standards
industry/workplace requirements
duty of care under common law
recording information and confidentiality
requirements
- anti-discrimination
- workplace relations
- industrial awards/enterprise agreements.
Relevant OHS legislation, codes of practice,
standards and guidelines, impacting on
assessment.
Page 158 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Employability Skills
The activities for this assessment program have been designed to allow you to provide evidence that demonstrates the Employability Skills
described in the TAA40104 Employability Skills Summary. Employability Skills Summaries can be downloaded from:
<http://employabilityskills.training.com.au>.
The table below shows how each of the employability skill requirements has been addressed in this assessment program.
Assessments
Employability
skill
Description
Communication

Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Interpreting the needs of the client and
writing to these.
1.1, 3.1, 4.1,
4.2
2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 2.1, 2.2,
2.3
1.1, 1.2
1.1, 2.1, 2.2,
2.3

Utilising a range of communication
skills such as: listening, questioning,
reading, interpreting and writing
documents.
1.1, 1.2, 1.2,
1.3, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2,
3.3, 4.1, 4.2,
5.1, 5.2
1.1, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 2.1, 2.2,
2.3
1.1, 1.2, 1.3
2.1, 2.2, 2.3

Writing hazard and incident reports.
5.1
2.1, 2.4

Using effective facilitation and
interpersonal skills including verbal
and body language which is sensitive
to the needs of others.
4.2
1.1, 2.1, 2.2,
2.3
1.1, 1.2, 1.3
2.1, 2.2, 2.3

Mentoring, coaching and tutoring
techniques.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
1.1, 2.1, 2.2,
2.3
Page 159 of 200
Appendix 1: Assessment Mapping
Appendices
Assessments
Employability
skill
Description
Teamwork

Working with colleagues to compare,
review and evaluate assessment
processes and outcomes.

Actively participate in assessment
validation sessions.

Managing work relationships and
seeking feedback from colleagues and
clients on professional performance.

Developing and evaluating with others
learning programs customised for
individual or group needs.

Identifying hazards and assessing risks
in the learning environment.

Using time management skills in
designing learning programs.
2.1, 2.2, 2.3,
2.6

Calculating cost of programs, logistics
of delivery and accessing appropriate
resources.
2.1, 2.4, 2.6

Generating a range of options to meet
client needs.
Problem solving
Page 160 of 200
Cluster A
Cluster B
Cluster C
2.4, 2.5, 2.6,
3.1
4.2
5.1, 5.2
4.2
Cluster D
Cluster E
1.3
1.1, 2.3
1.3
1.1
2.1, 2.4, 2.5,
2.6, 3.1
2.3
1.1, 2.1, 2.2,
2.3
2.1, 2.6, 3.1
2.3
1.1, 2.1, 2.2,
2.3
1.1, 2.1, 2.2,
2.3
1.1
2.1, 2.4
1.1, 2.1, 2.4,
2.5, 2.6, 3.1,
3.2
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessments
Employability
skill
Description
Initiative and
Enterprise

Planning and
organising
Cluster A
Cluster B
Cluster C
Interpreting the learning environment
and selecting delivery approaches
which motivate and engage learners.
1.1, 1.2, 2.6
2.1, 2.2, 2.3,
2.6, 3.1
1.1, 2.1, 2.2,
2.3
1.1

Monitoring and improving work
practices to enhance inclusivity and
learning.
2.6, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3,
2.4, 2.5, 2.6,
3.1, 3.2
1.1, 2.1, 2.2,
2.3
1.1, 2.1, 2.2,
2.3

Being creative to meet clients' training
needs.
4.2
1.1, 2.1, 2.2,
2.3, 2.6, 3.1
1.1, 2.1, 2.2,
2.3
1.1

Applying design skills to develop
innovative and flexible cost effective
programs.
3.1
1.1, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2

Researching, reading, analysing and
interpreting workplace specifications.
1.1, 1.2, 2.5,
3.1, 3.2, 3.3
1.1, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 2.1, 2.2,
2.3
1.1, 1.2, 2.1
1.1

Planning, prioritising and organising
workflow.
2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 2.1, 2.2,
2.3
1.1, 1.2, 1.3
1.1

Interpreting collected evidence and
making judgements of competency.
1.1, 2.4, 2.5,
3.2

Action plans and hazard reports
documented.
4.2, 5.1, 5.2
2.1, 2.4, 2.6

Working with clients in developing
personal or group learning programs.
3.1
1.1, 2.1, 2.6,
3.1, 3.2

Organising the human, physical and
material resources required for
learning and assessment.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Cluster D
Cluster E
1.1, 2.1, 2.2,
2.3
1.1, 1.3
2.1, 2.2, 2.3
2.1, 2.2, 2.3,
2.4, 2.6
Page 161 of 200
Appendix 1: Assessment Mapping
Appendices
Assessments
Employability
skill
Description
Selfmanagement

Page 162 of 200
Cluster A
Cluster B
Cluster C
Cluster D
Cluster E
Working within policy and
organisational frameworks.
1.1, 1.2, 2.1,
2.2, 2.3, 2.4,
2.5, 2.6, 3.1,
3.2, 3.2, 4.1,
4.2
1.1, 2.1, 2.2,
2.3, 2.4, 2.5,
2.6, 3.1, 3.2
1.1, 2.1, 2.2,
2.3
1.1, 1.2, 1.3
1.1, 2.1, 2.2,
2.3

Managing work and work relationships.
Adhere to ethical and legal
responsibilities.
1.1, 2.2, 2.6,
3.1, 3.2, 3.3,
4.1, 4.2
2.1, 2.2, 2.3,
2.4, 2.5, 2.6,
3.1, 3.2
1.1, 2.1, 2.2,
2.3
1.1, 1.2, 1.3
2.1, 2.2, 2.3

Taking personal role and responsibility
in the planning, delivery and review of
training.

Being a role model for inclusiveness
and demonstrate professionalism.
4.2
3.1, 3.2

Personal perceptions and attitudes
examined.
1.1, 2.2, 3.1,
4.1, 4.2
2.1, 2.4, 2.5,
2.6, 3.1, 3.2
2.1, 2.5, 3.1,
3.2
1.1, 2.1, 2.2
1.1, 2.2, 2.3
1.1, 1.2, 1.3
2.1, 2.2, 2.3
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 1: Assessment Mapping
Assessments
Employability
skill
Description
Learning

Technology
Cluster A
Cluster B
Undertaking self evaluation and
reflection practices.
2.6, 4.2
2.1, 2.4, 2.5,
2.6, 3.1, 3.2

Researching information and
accessing policies and frameworks to
maintain currency of knowledge and
skills.
1.1, 1.2, 2.1,
2.2, 2.3, 2.4,
2.5, 2.6, 3.1,
3.2, 3.3, 4.1,
4.2
1.1

Promoting a culture of learning in the
workplace, seek feedback from
colleagues.
4.2
2.1, 2.4, 2.6,
3.1, 3.2

Facilitating individual, group-based and
work-based learning.

Using technology to enhance
outcomes, i.e. online delivery, research
using the web.

Using student information
management systems to record
assessments.

Technology and equipment needs are
identified and organised prior to
training.

Ability to use a range of software
including presentation packages.
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Cluster C
Cluster D
Cluster E
2.1, 2.2, 2.3
2.1, 2.2, 2.3
1.1, 2.1, 2.2,
2.3
1.1, 3.1, 3.2,
3.3
All
1.1, 1.2
2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 2.1, 2.2,
2.3
All
All
All
All
Page 163 of 200
Appendix 2: Report writing guidelines
Appendices
Appendix 2: Report writing guidelines
A number of units of competency from the Certificate IV in Training and Assessment
(TAA40104) require the candidate to produce reports as part of their assessment
requirements. Reports are also recommended as ‘products that could be used as
evidence’ for a number of units, for example, ‘TAAENV401B Work effectively in vocational
education and training’.
Report format
Reports required for this assessment program should be submitted as computerdeveloped documents using software such as Microsoft Word.
Reports should use a formal report format that includes:

appropriate margins, page set-up and formatting

headings and sub-headings covering various issues that are addressed

a table of contents (where the report is longer than approx. 700 words)

an introduction setting out an outline of the whole report

appropriate referencing, citations and reference list (where appropriate).
Report example
Reports should address the specific assessment requirements as outlined for each
assessment activity. The following is an example of how you might set out and format
your report for Assessment 1 for the VET environment assessment.
Assessment 1: Analysing the VET environment
Table of contents (if required)
Section
page
1.
Introduction
1
2.
Learners at ABC Registered Training Organisation
1
2.1
ABC Registered Training Organisation
2
1. Introduction
This report addresses the assessment requirements for the following assessment
activities:

Activity 1.1 – Analysing my practice environment and VET learners

Activity 1.2 – Analysing training packages in my practice environment.
2. Learners at ABC Registered Training Organisation
In this section of my report I provide details of ABC Registered Training Organisation and
its learner clients.
2.1 ABC Registered Training Organisation
ABC Registered Training Organisation is a small RTO located in the … etc.
You can also use each point you are addressing from the assessment as a subheading,
for example:
2.1.1 ABC Registered Training Organisation’s learner clients
Page 164 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 3: RTO Case Study
Appendix 3: RTO Case Study
123 TRAINING
Staff Handbook
Table of Contents
Introduction .................................................................................................................... 166
The Australian Quality Training Framework (AQTF) Standards ................................... 166
Client complaints and appeals ...................................................................................... 166
Risk management policy ............................................................................................... 168
Risk management procedure ........................................................................................ 168
Stakeholder feedback policy ......................................................................................... 169
Stakeholder feedback procedure ................................................................................. 169
Continuous improvement policy.................................................................................... 171
Continuous improvement procedure ............................................................................ 171
Legislative requirements ............................................................................................... 172
Occupational Health and Safety policy ......................................................................... 173
Harassment and discrimination policy ......................................................................... 174
Privacy............................................................................................................................. 175
Vocational education and training (VET) requirements and policies .......................... 176
Fees and refund policy .................................................................................................. 177
Documentation policy .................................................................................................... 177
Documentation procedures ........................................................................................... 179
National recognition policy ............................................................................................ 180
National recognition procedure..................................................................................... 180
Access and equity .......................................................................................................... 180
Staff recruitment, induction, and development procedure ......................................... 180
Competency-based training and assessment .............................................................. 182
Assessment standards .................................................................................................. 182
Participant support, welfare and guidance .................................................................. 185
AQF Qualifications and Statements of Attainment ...................................................... 185
Use of national and state logos .................................................................................... 186
Ethical marketing practices ........................................................................................... 186
Transition to changed Training Packages .................................................................... 186
Acknowledgement declaration ...................................................................................... 188
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Page 165 of 200
Appendix 3: RTO Case Study
Appendices
Introduction
Welcome to 123 Training.
123 Training is a new and innovative registered training organisation (RTO) specialising in
business, retail and hospitality education.
123 Training provides training programs in the following qualifications:
BSB30207 Certificate III in Customer Contact
BSB30407 Certificate III in Business Administration
BSB40807 Certificate IV in Frontline Management
SIR20207 Certificate II in Retail
SIR30207 Certificate III in Retail
SIR40207 Certificate IV in Retail Management
SIT20207 Certificate II in Hospitality
SIT30707 Certificate III in Hospitality
Our trainers and assessors are highly qualified and have extensive experience. We are
here to support our participants through our training programs and to ensure they have
an enjoyable learning experience.
Our induction procedure ensures that you, our RTO staff, are guided through this
document and introduced to the quality management system that contains all of our RTO
policies, procedures and other relevant information.
The Australian Quality Training Framework (AQTF) Standards
You and your fellow staff members are involved in the process of delivering a nationally
recognised qualification.
These qualifications can only be delivered to participants by a registered training
organisation (RTO). To be an RTO an organisation needs to meet the requirements of the
Australian Quality Training Framework (AQTF). This is assessed, in New South Wales, by
the Vocational Education and Training Accreditation Board (VETAB).
A newly registered RTO will be audited within the first 12 months of operation to ensure
compliance to the AQTF standards and will be re-audited during its five year registration
period.
The AQTF Essential Standards for Registration and the auditing process are intended to
provide the basis for a nationally consistent, high quality vocational education and
training (VET) system. The standards describe requirements for ensuring that the quality
of training, assessment, client services and RTO management systems are fit for the
training and services provided, and are continuously improved.
In addition to the Essential Standards for Registration, 123 Training must also comply
with the AQTF Conditions of Registration.
Client complaints and appeals
Complaints might arise from participants, employers or other interested parties.
Complaints are valuable to our RTO as they provide us with feedback that can lead to us
improving the way we conduct our business. Complaints arise when a client is not
satisfied about an aspect of the RTO’s services.
We will deal with any client complaints in an effective and timely manner, typically
resolving all complaints within three weeks.
Appeals arise when a client does not agree with a decision made by the RTO and wishes
to have that decision reviewed.
Page 166 of 200
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 3: RTO Case Study
Client complaints and appeals policy:
Each appeal and complaint and its outcomes will be recorded in writing.
Each appeal and complaint can be heard by an independent person or panel (i.e.
someone or some panel that is mutually agreed upon as independent).
Each appellant and complainant:

Has the opportunity to formally present his or her case.

Has the opportunity to bring a support person to any meetings regarding the
complaint or appeal.

Is given a written statement of the appeals or complaint outcomes, including
reasons for the decision.
We will act upon any substantiated complaint or appeal and these may result in a
continuous improvement activity within123 Training.
Client complaints and appeals procedure:
Potential participants, employers and staff are informed of complaints and appeals
processes by referring to the 123 Training website as well as being informed during the
course of staff and participant orientation programs. Complaints and appeals forms can
be downloaded from the 123 Training website or are available from reception.
As part of informal complaints/appeals processes:

Complainants are encouraged to discuss their complaints/appeals with their
trainer informally before entering formal complaints processes.

Where complaints/appeals are resolved informally, it is suggested that they are
entered on the complaints register to assist with review processes.

If complaints/appeals cannot be resolved informally, complainants enter the
formal complaints/appeals processes.
As part of formal complaints and appeals processes:

Complainants/appellants complete a complaints/appeals form and provide it to
reception. Reception staff logs it on the complaints and appeals register and
forward it to the CEO.

The CEO contacts the complainant within two days of the complaint being logged.
A meeting is scheduled and the complainant is advised that he/she can bring a
support person to the meeting, if required.

The complaint is explored and the CEO and the complainant discuss its
resolution.

If no resolution can be achieved the complaint is referred to the complaints
panel.
The complaints panel will be utilised as part of the formal complaints process. Once a
complaints panel is involved:

The complaints panel comprises the RTO CEO and a representative from
independent mediation services. If the complainant wishes to do so he/she can
nominate an additional member from an external body to join the panel, in
consultation with the RTO CEO.

The complainant is given the opportunity to present his or her case.

Any decision arising from deliberations of the complaints panel is the final
decision.
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Outcomes of the complaints process may include:

Complainants and appellants are informed about the outcomes of complaints
and appeals processes in writing within three days of a decision being made. The
Complaints Outcome Form is used for this purpose.

The complaints and appeals register is completed.

Any complaints or appeals that are substantiated are entered on the continuous
improvement record and register and are discussed at monthly management
meetings and the underlying cause of the complaint/appeal is addressed through
the RTO’s continuous improvement processes (CIP).
Reference:
Complaints Form
Complaints Outcome Form
Appeals Form
Appeals Outcome Form
Complaints and Appeals Register
Continuous improvement record and register
If the participant is still not satisfied with the resolution of the complaint or appeal, the
National Complaints Code directs them to seek further assistance from VETAB, whose
details are listed below.
VETAB
Level 14, 1 Oxford Street
Darlinghurst NSW 2010
Ph: (02) 9244 5335
A copy of the National Complaints Code is available from 123 Training’s CEO.
Reference:
National Complaints Code
Risk management policy
Ongoing compliance to the AQTF standards is an operational ‘risk’ that needs to be
managed within our RTO.
The monthly management forum is intended to provide all staff with a forum to discuss,
learn and improve our policies and procedures; discuss and improve understanding of
the AQTF; and discuss and improve the quality of the training outcomes to our
participants.
We plan to review a portion of the AQTF 2007 standards and Conditions of Registration
each month, for at least our first years of operation, to ensure that our policies are
appropriate for our operation and that our staff understands the AQTF 2007 and our
policies.
Risk management procedure
An internal audit schedule is in place for the RTO’s establishment year, where each
month the CEO will audit an aspect of the RTO’s operations. The CEO will enter any non
compliances and areas for improvement on the continuous improvement register and
record.
The outcomes of these audits are discussed at monthly risk assessment meetings and
any required revisions to policies, procedures or practice are planned.
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Implementation of these revisions is reviewed at subsequent monthly management
forums.
At the end of the first year of the RTO’s operations, an internal audit schedule and a
schedule for management meetings for subsequent years will be developed. The CEO will
manage this process.
Stakeholder feedback policy
The collection of stakeholder feedback assists 123 Training to understand if we are
meeting our stakeholders’ expectations. Feedback assists us to continually improve the
quality of training, assessment, client surveys and our business operations. Stakeholder
feedback is a key requirement in the AQTF Essential Standards for Registration.
Our stakeholders are:

participants

employers

trainers and assessors.
Feedback is collected through deployment of the National Quality Indicators, as follows:

The Learner Engagement Quality Indicator is a summary of surveys taken of
learners including their perceptions of the quality of their competency
development and the support they receive from RTOs.

The Employer Satisfaction Quality Indicator is a summary of employers’ evaluation
of their learners’ competency development and the relevance of learner
competencies for their work and training.

Competency completion rates.

Student feedback forms.

Client contact forms.
Stakeholder feedback is collated, analysed and acted upon as the basis for continuous
improvement. Actions taken in response to feedback are systematically monitored and
reviewed.
The RTO CEO is responsible for adherence to the stakeholder feedback policy and
procedure.
Stakeholder feedback procedure
The stakeholder feedback procedure is ties in with the National Quality Indicators. The
feedback procedure is as follows:

The CEO checks the Australian Council for Education Research (ACER) website
<http://www.acer.edu.au/aqtf> at the beginning of the financial year to ensure
that the most up to date questionnaires are being used by the RTO to collect
Quality Indicator data.

The CEO confirms the sampling approach to be taken for collection of learner
engagement and employer satisfaction data.

The CEO, with the support of the administration officer, emails the sample of
employers and students in early May and early December each calendar year. The
email will provide the sample employers and students with the link for completion
of the online survey.

The administration officer develops a feedback report using the SMART software
by 30 June in the following calendar year.
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
Learner engagement and employer satisfaction reports are submitted by 30 June
to VETAB: [email protected]

Competency completion data is submitted to VETAB by logging on to the
Competency Completion Online System.
References:
VETAB website <http://www.vetab.nsw.gov.au/quality_indicators_reporting.php>
NCVER website <http://rto.ncver.edu.au/>
Course survey forms
There are unique participant survey forms for each course we deliver. These survey forms
focus on two particular aspects:

the training and assessment experience

our participant support services.
Survey forms are distributed:

nominally three months after participant enrolment

12 months after enrolment (at course end for the qualification for twelve month
duration qualifications)

at the completion of 24 month and 36 month qualifications.
The recipient group for survey forms includes but is not limited to:

participants

trainer/assessors

employer/supervisors of participants.
Participant and employer survey forms are to be distributed by trainers and returned to
123 Training’s CEO in a plain envelope or by email.
123 Training Management is responsible for issuing survey forms to trainers. Survey
forms are distributed when participant survey forms are distributed.
The RTO CEO collates and graphs the data collected. The data is graphically interpreted,
and trends noted. Survey results will be superimposed on the three preceding results
(where possible) allowing for a direct comparison and identification of trends.
The CEO has responsibility for the analysis and summarises any significant responses on
the continuous improvement register and record for discussion at the monthly
management meeting (MMM).
Client contact forms
Valuable information is also gathered in the form of telephone calls, emails, face-to-face
discussions and other forms of communication between 123 Training and 123 Training’s
assessment and training stakeholders.
A ‘client contact form’ is to be completed by trainers at the end of every monitoring or
assessment visit to provide additional feedback opportunities to 123 Training.
These forms are then provided to the CEO and any issues requiring action are entered on
to the continuous improvement register and record and discussed at management
meetings.
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Continuous improvement policy
123 Training recognises that ongoing continuous improvement is central to ensuring
good quality outcomes for our stakeholders.
We recognise that opportunities for continuous improvement will occur in every facet of
our business including stakeholder feedback, risk assessment, complaints and appeals,
assessment validation processes, audit reports and suggestions for improvements.
We recognise the value of these opportunities and have developed a continuous
improvement record and register. The record and register will allow us to record all
improvement activities and review these at our monthly management meetings.
We have elected to group the changes into either minor or significant.
The minor changes generally fall into the category of grammar and spelling mistakes, or
other items that can be added to a list and fixed up at next re-print. The manuals are
reprinted annually, thus the maximum time minor faults can be in existence is 12
months.
A significant change will precipitate an immediate change in process, document change,
a new document version number and contact to all affected parties with a new document
being issued.
Continuous improvement records are held by the CEO. Continuous improvement records
can be raised by any staff member. In the event that a participant has raised a
continuous improvement item, the staff member receiving the item shall complete the
record and act as the participant’s proxy at all relevant meetings.
Assessment validation will occur as a minimum, annually.
Continuous improvement procedure
Stakeholder feedback, including complaints and appeals
Stakeholder feedback collected according to the Complaints and Appeals procedure and
the Stakeholder Feedback procedure is collated and analysed and issues needing to be
addressed are entered on to the continuous improvement register and record.
The continuous improvement register and record is consulted at each management
meeting. Any issues requiring a management response are discussed at the meeting and
strategies to address the issue/s are agreed on. The issue is allocated to a member of
the management team for resolution.
Issues are followed up at subsequent management meetings until their resolution, at
which time the issue is closed off on the continuous improvement register and record.
Assessment validation
A plan for assessment validation is developed at the commencement of each calendar
year. This plan will identify:

the qualifications to which assessment validation will apply during that year

the units of competency that will be validated

the method of validation to be used

who will be involved.
The progress of these validation plans will be monitored at management meetings.
Staff undertaking assessment validation will complete assessment validation record
sheets and provide a summary report of changes to be made to assessment processes
and assessment tools. Where proposed changes to tools have relevance for assessment
in other units of competency in the qualification being validated, the validator/s will
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provide management with an action plan for completion of these changes. This action
plan will be monitored at management meetings.
Audits
Refer to the Risk Management procedure for information on internal audit processes.
Non compliances and suggestions for improvement arising from external audits will be
entered on the continuous improvement register and record and arising actions will be
discussed at the monthly management meeting and strategies to address the issue/s will
be agreed upon. The issue is allocated to a member of the management team for
resolution.
Issues are followed up at subsequent management meetings until their resolution, at
which time the issue is closed off on the continuous improvement register and record.
References:
Continuous improvement register and record
Assessment validation record sheets and reports
Stakeholder feedback procedure
Complaints procedure
Risk Management procedure.
Legislative requirements
We are subject to a variety of legislation related to training and assessment as well as
general business practice.
This legislation is continually being updated and the CEO is responsible for ensuring that
all staff are made aware of any changes to current legislation.
Current legislation is available online at <http://www.austlii.edu.au> and
<http://www.legislation.nsw.gov.au>.
Current legislation that effects our operations includes but is not limited to the legislation
listed below:
Commonwealth legislation:
Human Rights and Equal Opportunity Commission Act 1986
Disability Standards for Education 2005
Disability Discrimination Act 1992
Racial Hatred Act 1995
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Privacy Act 1988
National Privacy Principles 2001
Skilling Australia's Workforce Bill 2005
Skilling Australia's Workforce (Repeal and Transitional Provisions) Bill 2005.
State-based legislation
Vocational Education and Training Act 2005
Apprenticeship and Traineeship Act 2001 (NSW)
Anti-discrimination Act 1977 (NSW)
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Workers Compensation Regulation 2003
Workplace Injury Management and Workers Compensation Regulation 2002
Affirmative Action (Equal Employment Opportunity for Women) Act 1986
WorkCover Legislation Amendment Act 1996 (No. 120)
Dangerous Goods (General) Regulation 1999
Occupational Health and Safety Act 2004
Copyright Act 1879. (42 Vic No 20)
Commission for Children and Young People Act 1998 (NSW)
Occupational Health and Safety Regulation 2001.
Occupational Health and Safety policy
The NSW Occupational Health and Safety Act 2000 describes 123 Training’s duty of care
to provide a safe and healthy working environment for all employees, and the employee’s
duty of care to take reasonable care for the health and safety of others within the
workplace, including:

a workplace that is safe to work in, with working procedures that are safe to use

adequate staff training including topics such as safe work procedures, infection
control procedures and appropriate hygiene

properly maintained facilities and equipment

a clean and suitably designed workplace with the safe storage of goods such as
chemicals.
Occupational Health and Safety Standards
All staff must observe the following standards to achieve a safe working and learning
environment:

maintain a safe, clean and efficient, working environment

implement procedures and practices, in a variety of situations, in accordance with
state and local government health regulations

store and dispose of waste according to health regulations

clean walls, floor and working surfaces to meet health and safety standards
without causing damage

check all equipment for maintenance requirements

refer equipment for repair as required

store equipment safely

identify fire hazards and take precautions to prevent fire

safe lifting and carrying techniques maintained

ensure participant safety at all times

ensure procedures for operator safety are followed at all times

all unsafe situations recognised and reported

implement regular fire drills and provide first aid trained staff

display first aid and safety procedures for all staff and participants to see

report any identified occupational health and safety hazard/s to the appropriate
staff member as required.
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Occupational Health and Safety Procedures
All staff are advised of the standards at induction and subsequently at team meetings,
where required.
Staff are required to complete a hazard report when warranted and provide this to the
RTO CEO immediately.
The CEO acts upon any hazards identified as a matter of urgency and reports these
actions to management meetings.
The CEO plans and implements fire and evacuation drills at least twice annually.
The CEO conducts a safety audit of all training venues at least annually. Safety audits are
conducted on new premises before the commencement of training.
References:
Hazard report
Risk Management procedure
First aid and safety procedures.
Harassment and discrimination policy
We are required under Australian law to ensure that we provide a workplace that is free
from all forms of harassment and discrimination (including victimisation and bullying) so
that staff and participants feel valued, respected and are treated fairly.
We will ensure that all of our staff understand their roles and responsibilities in creating
such a workplace, by a process of training, communication, mentoring and by exhibiting
generally exemplary behaviour. We will ensure all of our staff are aware of the processes
and procedures for addressing any form of harassment or discrimination.
Staff and participants should be aware of the following definitions:

Bullying – is unwelcome and offensive behaviour that intimidates, humiliates or
undermines a person/group. Bullying involves a persistent pattern of behaviour
over a period time and may include verbal abuse, physical assault, unjustified
criticism, sarcasm, insult, spreading false or malicious rumours about someone,
isolating or ignoring a person, putting people under unnecessary pressure with
overwork or impossible deadlines, and sabotaging someone's work or their ability
to do their job by not providing them with vital information and resources.

Confidentiality – refers to information kept in trust and divulged only to those who
need to know.

Discrimination – is treating someone unfairly or unequally simply because they
belong to a group/category of people. Equal opportunity laws prohibit
discrimination on the grounds of sex, marital status, pregnancy, family
responsibility, family status, race, religious beliefs, political conviction, gender
history, impairment, age or sexual orientation. Victimisation is also treated as
another ground of discrimination.

Harassment – is any unwelcome and uninvited comment/s or action/s that result
in a person being intimidated, offended, humiliated or embarrassed. Equal
opportunity laws prohibit harassment on the grounds of sex and race.

Personnel – refers to all employees/staff/contractors of 123 Training.

Racial harassment – occurs when a person is threatened, abused, insulted or
taunted in relation to their race, descent or nationality, colour, language or ethnic
origin, or a racial characteristic. It may include derogatory remarks, innuendo and
slur, intolerance, mimicry or mockery, displaying of material prejudicial to a
particular race, racial jokes, allocating least favourable jobs or singling out for
unfair treatment.
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
Sexual harassment – is any verbal or physical sexual conduct that is unwelcome
and uninvited. It may include kissing, embracing, patting, pinching, touching,
leering or gestures, questions about a person's private or sexual life, requests for
sexual favours, smutty jokes, phone calls, emails, facsimiles or messages,
offensive noises or displays of sexually graphic or suggestive material.

Victimisation – includes any unfavourable treatment of a person as a result of
their involvement in an equal opportunity complaint. Unfavourable treatment
could include: adverse changes to the work environment; denial of access to
resources or work.
Specific principles regarding harassment and discrimination
All staff and participants have a right to work in an environment free of any form of
harassment and discrimination:
All reports of harassment and discrimination will be treated seriously, impartially and
sensitively. Harassment and discrimination, including victimisation and bullying, is
unwelcome, uninvited and unacceptable behaviour that will not be tolerated.
When management is informed of any harassment or discrimination, it has the
responsibility to take immediate and appropriate action to address it.
In dealing with all complaints, the rights of all individuals should be respected and
confidentiality maintained.
Whenever possible, all complaints should be resolved by a process of discussion,
cooperation and conciliation. The aim is to achieve an acceptable outcome while
minimising any potential damage to our organisation.
Both the person making the complaint, and the person against whom the complaint has
been made, will receive information, support and assistance in resolving the issue.
Victimisation is unacceptable and will not be tolerated. No person making a complaint, or
assisting in the investigation of a complaint, should be victimised.
Harassment or discrimination should not be confused with legitimate comment and
advice (including feedback) given appropriately by management or trainers.
Staff and participants should not make any frivolous or malicious complaints. All staff and
participants are expected to participate in the complaint resolution process in good faith.
Privacy
123 Training takes the privacy of our participants very seriously and we will comply with
all legislative requirements. Specifically, these include the Privacy Act and National
Privacy Principles.
In some cases as required by law and as required by the AQTF we will need to make your
information available to others. In all other cases we ensure that we will seek the written
permission of the participant.
The ten privacy principles are defined below:

Collection – We will collect only the information necessary for one or more of our
functions. The individual will be told the purposes for which the information is
collected.

Use and disclosure – Personal information will not be used or disclosed for a
secondary purpose unless the individual has consented or a prescribed exception
applies.

Data quality – We will take all reasonable steps to make sure that the personal
information we collect, use or disclose is accurate, complete and up-to-date.
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
Data security – We will take all reasonable steps to protect the personal
information we hold from misuse and loss and from unauthorised access,
modification or disclosure.

Openness – We will document how we manage personal information and when
asked by an individual, will explain the information we hold, for what purpose and
how we collect, hold, use and disclose the information.

Access and correction – The individual will be given access to the information
held except to the extent that prescribed exceptions apply. We will correct and
update information errors described by the individual.

Unique identifiers – Commonwealth Government identifiers (Medicare number or
tax file number) will only be used for the purposes for which they were issued. We
will not assign unique identifiers except where it is necessary to carry out our
functions efficiently.

Anonymity – Wherever possible, we will provide the opportunity for the individual
to interact with external agencies without identifying themselves.

Trans-border data flows – The individual’s privacy protections apply to the
transfer of personal information out of Australia.

Sensitive information – We will seek the consent of the individual when collecting
sensitive information about the individual such as health information, or
information about the individual’s racial or ethnic background, or criminal record.
Vocational education and training (VET) requirements and
policies
VET requirements and policies are described in more detail in the VET Act (Vocational
Education and Training Act 2005) but basically confirm the right of VETAB to audit 123
Training, apply penalties for non-compliance, define the requirements to retain records
and other administration and operational requirements of a functioning RTO.
Apprenticeships and traineeships
123 Training delivers traineeships (also known as new apprenticeships). We will ensure
that we comply with the Skilling Australia's Workforce Bill 2005 and Skilling Australia's
Workforce (Repeal and Transitional Provisions) Bill 2005 and the Apprenticeship and
Traineeship Act 2001 (NSW).
These Acts define our obligations to comply with Department of Education (DET)
requirements for funding of the Apprenticeship/Traineeship Training Program (ATTP) and
Approved Provider List (APL) funding, including our reporting and other obligations.
Working with children
We do accept people under the age of 18 into our training programs.
We will comply with all federal and state working with children legislation such as the
NSW Commission for Children and Young People Act.
A list of all relevant State based legislation is available from the Federal Police Website
<http://www.aifs.gov.au/nch/policechecks.html>.
Further information on the NSW ‘Working with Children’s Check’ is available from 123
Training’s CEO.
Copyright laws
All employees must comply with copyright laws.
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Infringement of copyright is not permissible. All staff should note the following conditions:

You may copy one or more articles in each issue of a newspaper or magazine
relating to the same subject matter.

You may copy up to 10% of the number of pages in a collection of works, as long
as the works being copied have not been separately published, or, whether the
work is separately published or not, it is not more than 15, pages long.

You may copy the whole of any work if you check with the supplier that the work
will not be available for purchase within 14 days (or six months for textbooks) at
the price you would normally pay.

You must acknowledge the copyright holder by stating the title of the work, its
author/artist, and the name of the publisher.

You must register details of the copies being made.

Participants may copy up to 10% of a chapter of work.
Fees and refund policy
All of our training courses attract fees, details of which are contained in our course
information sheets.
Each participant (or their employer) is charged the mandated non-refundable enrolment
fee of $394 each. This is subject to change and should be confirmed prior to enrolment
in the course.
The participant’s employer is then charged for each unit of competency successfully
completed by the participant.
The unit of competency is charged at $215 each and is due upon completion of the unit.
This charge should also be confirmed prior to enrolment.
In the case of 123 Training invoicing an incorrect fee amount, the total value of the error
will be completely refunded.
Refunds
As the course fees are due after completion of each unit we do not offer refunds.
Should any participant or their employer have any questions they should contact 123
Training’s CEO.
Documentation policy
We are committed to maintaining and safeguarding the accuracy, integrity, confidentiality
and currency of our company records.
Security of records
All hard copy records including individual participant records will be stored in a locked
secure office area.
Our electronic records are stored in our computer system with our training records in our
123TrainingNET training record software system. All electronic records are protected by
password access, we further protect our records by maintaining up to date virus, firewall
and spyware protection software.
We will ensure that any confidential information acquired by us, or by individuals or
committees or organisations acting upon our behalf, is safeguarded.
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Access to individual participant training records will be limited to those required by the
AQTF such as:

trainers and assessors to access and update the records of the participants with
whom they are working

management staff as required to ensure the smooth and efficient operation of
the business

officers from VETAB or their representatives for activities required under the
Standards for Registered Training Organisations.
Or those required by law such as:

people permitted by law to access these records (e.g. subpoena, search warrants,
social service benefits, evidence act)

participants authorising releases of specific information to third parties in writing

the participants themselves, after making application in writing.
Or
Records retained typically will include:

continuous improvement records

Training and Assessment strategies (TAS)

individual trainer records, including verified CVs and certified copies of
qualifications

assessment validation documentation and records

complaint and appeals records

records of qualifications issued

client feedback

minutes of staff meetings

assessment results for appeal or verification

participant enrolment records

participant participation records.
Maintenance of records
Our software and hardcopy systems will retain participant enrolment details, results and
qualifications/statements of attainment awarded for a period of not less than 30 years.
Transfer of records
In the event that we cease to operate as a RTO we will transfer all records to VETAB in
appropriate format and detail as specified by VETAB at the time of ceasing RTO
operations.
All other records including, training records, taxation records, business and commercial
records will be retained for a period of at least seven years.
Should we be required to submit statistical data on our participants in the future in
accordance with the Australian Vocational Education and Training Management
Information Statistical Standard (AVETMISS), we will utilise the features built into our
123TrainingNET software.
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Documentation procedures
On completion of enrolment, the trainer provides the enrolment form to the
administration officer, who creates an electronic administrative file for the student. The
file includes personal details; the program in which the student enrolled; units in which
the student enrolled; records of national recognition; credit transfer and Recognition of
Prior Learning (RPL) outcomes; fees paid and receipt numbers.
At the completion of each unit assessment, the trainer forwards the assessment record
to the administration officer, who updates the student’s electronic file.
At the completion of a qualification, or when the student requires a Statement of
Attainment, on confirmation by the trainer, the administration officer checks the
student’s electronic records and issues the award, which is verified by the CEO. The
award number is entered on the student’s electronic file.
The CEO will undertake a monthly verification of the training records of approximately
10% of registered trainees and report the accuracy to the monthly management meeting
(MMM).
The CEO is also responsible for conducting a fortnightly back up of our computer systems
to an external removable hard drive. This backup is then taken offsite.
Participants seeking access to their records must complete a Participants’ Record
Request Form, available from the administration officer, who approves and facilitates this
access.
Reference:
Participants’ record request form
Version control policy
123 Training ensures that all staff have access to the current versions of all our
documentation that reflects their responsibilities.
Updates to our documentation will be communicated to relevant staff through our
‘updated document transfer’ form. This form advises relevant staff of new or changed
documentation that relates to their responsibilities.
Staff will be expected to sign the updated document form and return this form to 123
Training management.
Our documentation should be ‘current’ this is defined as meaning:

That it meets the current requirements of the AQTF and/or training package. In
other words, the AQTF and/or the training package has not changed since this
document or assessment tool was initially drafted.

That it meets the current standards of the industry; as industry evolves and
develops so should the assessment tools.

That this document reflects all known changes that have been identified from
management meetings, feedback, validation or any other means.

That this document reflects the known customisation or contextualisation as
required to best suit the participant and the client.
123 Training’s CEO will ensure that the materials are current.
All AQTF documentation will have a unique document identifier such as an issue date, a
revision number, or a unique document name. Additional information may be included
that allows for further management of the document.
Electronic versions of all current AQTF documentation are maintained on our computer
system in a ‘current’ folder, including learning and assessment materials.
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All superseded material is maintained in a suitably named folder on our computer
system.
National recognition policy
All Australian Qualification Framework (AQF) qualifications and Statements of Attainment
issued by other registered training organisations will be fully recognised by 123 Training.
These qualifications will be recognised and where appropriate can be used to reduce the
duration of the qualification a student is undertaking.
National recognition procedure
Students seeking national recognition are required to provide their original qualification
and listing of results or Statement of Attainment to the student administration officer.
The administration officer checks that the codes and titles appearing on these
documents are the same as those in the qualification against which national recognition
is being sought.
If there is any doubt as to the authenticity of the applicant’s documentation the student
administration officer is required to gain permission in writing for the RTO to contact the
issuing RTO to confirm the authenticity of documentation. The contact details of this RTO
must be derived from the National Training Information Service (NTIS) website. If the RTO
is no longer operating VETAB must be contacted to confirm this information.
The administration officer then notifies the student and the student’s trainer in writing of
the recognition gained and the student record is adjusted to include this information.
Access and equity
We are committed to ensuring that we offer training opportunities to all people on an
equal and fair basis. This includes groups that may be under-represented such as
women, people with disabilities, people from non-English speaking backgrounds,
Indigenous Australians, and rural and remote learners.
All participants have equal access to our training programs irrespective of their gender,
culture, linguistic background, race, socio-economic background, disability, age, marital
status, pregnancy, sexual orientation or carer’s responsibilities.
All participants who meet our entry requirements will be accepted into any of our training
programs.
Any issues or questions regarding access and equity can be directed to 123 Training’s
CEO.
Staff recruitment, induction, and development procedure
Recruitment
Once the need for a new staff member is identified, a suitable advertisement is drafted,
approved by 123 Training’s CEO and placed in a suitable advertising media.
Applicants are reviewed by a suitable staff member and a short-list is developed.
Prospective training staff must hold the TAA40104 or its equivalent. If a prospective
trainer does not meet these requirements, direct supervision arrangements can be used
until the trainer gains the TAA40104. This must be within 12 months of commencement
at the RTO as a trainer. Trainers must be able to demonstrate relevant and current
vocational experience.
Reference checks and verification of qualifications and experience is undertaken.
Evidence of reference checks is kept on the applicants’ files. Applicants are required to
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Appendix 3: RTO Case Study
provide originals of qualifications. A copy of qualifications is maintained on the
applicant’s files: the CEO verifies that these are true copies.
Short-listed applicants are interviewed by appropriate members of staff and if required, a
second interview will be arranged.
Once the successful applicant is identified a job offer is made which includes the
conditions of employment.
RTO staff induction
The new staff member completes our induction program, which includes:

introduction to our staff and facilities

introduction to the job role and if appropriate:
a) information on the training packages and specific qualifications offered by
123 Training.
b) review of competency-based training (CBT) and assessment. Further details of
CBT and assessment are covered in the relevant section of this handbook.
c) a briefing on the training and assessment strategies employed by 123
Training for the qualifications it is planned the staff member will deliver and
assess.
d) VET requirements and policies: this will include references to the VET Act
2005, and if we offer traineeships, the various Apprenticeship and
Traineeship legislation and the requirements of DET for compliance with the
Approved Provider listing.

a review of our AQTF documentation

completion of the staff induction checklist.
Review and development
All staff are continuously supported and coached in performing their job role.
Each trainer will meet with the CEO in January each year to review the previous year’s
performance and to identify areas for further development related to their vocational
competencies. A record of this meeting will be provided to trainers with a copy in their
files.
Where opportunities arise for appropriate external or internal training, 123 Training
management will arrange for the staff member to participate. Priority will be given to
trainers who are able to demonstrate the relevance of the training to their vocational
specialisation and development plan. Alternatively, staff members are encouraged to
identify professional development activities relevant to their development plan.
Training and assessment staff members are required to maintain an up-to-date CV with
123 Training’s management. As their personal circumstances change or as they acquire
more skills the CV is updated.
Personal records
It is important that we have the most up-to-date personal details of all employees.
Training staff need to ensure that the RTO has a current CV and certified copies of all
relevant qualifications.
Please notify the CEO if any of the following details change:

name

contact address or phone number

emergency contact
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
educational or professional qualifications

bank details.
Direct Supervision:
In the event that a trainer does not hold either a TAA40104 or equivalent qualification
‘direct supervision’ is required.
The AQTF Standards define ‘direct supervision’ as meaning:
a person conducting training who does not hold the training competencies
determined by the National Quality Council (NQC) receives regular guidance,
support and direction from a person designated by the RTO who does hold
those training competencies determined by the NQC. It is not necessary for
the supervising person to be present during all training delivery.
123 Training will team the trainer requiring ‘direct supervision’ with someone who holds a
TAA40104 qualification.
The supervisor will:

Approve all learning and assessment material for use in the directly supervised
trainer’s training program and provide feedback to the supervised trainer on their
training.

Attend approximately the first five training sessions for the directly supervised
trainer.

Attend approximately 30% of subsequent training sessions. These attendance
percentages can be changed as required by the supervisor.

A direct supervision form must be completed for all supervised training sessions.
In the event that an assessor does not hold the assessor competencies from the
TAA40104 or from BSZ40198, they must co-assess with someone who does. This means
that both assessors make the assessor judgement and both sign off on the assessment
judgement.
Competency-based training and assessment
Competency-based training (CBT) is an approach to VET that places emphasis on what a
person can do in the workplace as a result of completing a program of training.
Competency-based training at 123 Training relates to units of competency in the
qualifications drawn from training packages. The units of competency are interpreted into
learning and assessment programs and activities. CBT is flexible in that participants are
not required to complete their learning in a prescribed amount of time.
We recognise that not all participants are able to demonstrate competency in traditional
ways. Thus we will provide support during our training and adjust our assessment
methods to meet the needs of a diverse range of participants within the restrictions of
the training package.
Any further questions can be referred to your trainer or to 123 Training’s CEO.
Assessment standards
All assessments conducted by us will comply with the assessment guidelines defined in
the relevant nationally endorsed training package. In the case of our qualifications we will
ensure that the assessment requirements are determined by a vocationally competent
assessor who holds the TAAASS401C, TAAASS402C and TAAASS404B units of
competency from the TAA40104 qualification or the BSZ98 equivalent qualifications.
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Appendix 3: RTO Case Study
All assessments within our RTO will lead to the issuing of a Statement of Attainment or to
the issuing of a qualification under the AQF where a person is assessed as competent
against the nationally endorsed units of competency in the applicable training package.
All of our assessments will be:

Valid – Assessment methods will be valid, that is, they will assess what they claim
to assess.

Reliable – Assessment procedures must be reliable, that is, they must result in
consistent interpretation of evidence.

Fair – Assessment procedures will be fair, so as not disadvantage any learners.
Assessment procedures will:

o
Be equitable, culturally and linguistically appropriate.
o
Involve procedures in which criteria for judging performance are made
clear to all participants.
o
Employ a participatory approach.
o
Provide for participants to undertake assessments at appropriate times
and where required in appropriate locations.
Flexible – Assessment procedures will be flexible, that is, they should involve a
variety of methods that accommodate the circumstances surrounding the
assessment.
We will achieve this through:

Careful design of the assessments.

Validation and moderation of the assessment materials conducted in our annual
review.

An understanding of the definition and practical application of the above
definitions.
Assessment criteria
All our assessments will provide for applicants to be informed of the context and purpose
of the assessment and the assessment process.
This will include information regarding assessment methods and alternative assessment
methods (if required) to accommodate special needs or circumstances. Information will
also be included at the start of each unit or course as to the assessment processes,
number of assessments, types of assessment and the individual weighting of each
assessment.
Assessment methods
Our assessments and assessment methods will ensure that we focus on the application
of the skill and knowledge as required in the workplace, including:

task skills (actually doing the job)

task management skills (managing the job)

contingency management skills (what happens if something goes wrong)

job/role environment skills (managing your job and its interaction with others
around you).
We will ensure that we assess our participants in sufficient detail to ensure that we can
determine that they have attained competency.
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We, as staff, are available to discuss and provide limited professional advice as to the
outcomes of the assessment process and guidance on future options to our participants.
All assessment tasks must consider any language and literacy issues, cultural issues or
any other individual needs related to the assessment.
Re-assessment is available on appeal. In order to appeal an assessment decision,
students can access the RTOs’ Complaints and Appeals processes.
Recognition of Prior Learning (RPL) Policy
123 Training recognises that participants will have acquired vocational skills from a
variety of different sources other than formal training. These skills are valid irrespective of
how they were acquired.
Participants who believe they have skills and knowledge that would be covered in the
training programs offered by 123 Training should apply at time of enrolment to have their
skills and knowledge assessed and, where appropriate, have the duration of the training
program reduced. RPL application forms are available from the CEO.
Reference:
RPL information kit
Credit transfer policy and procedure
Credit transfer is available to all participants enrolling with us in any of our training
programs. Credit transfer is credit towards a qualification granted to participants if they
have already completed units that are very similar to the ones in the course in which they
are enrolling. Information about equivalence of units can be gained from the relevant
training package or from the CEO.
Students apply for credit transfer through student administration and the student
administration officer confirms the credit to be awarded in conjunction with the CEO.
Language, Literacy and Numeracy (LLN) Assistance policy
Our standard course material contains written documentation and limited numerical
calculations.
We recognise that not all people are able to read, write and perform calculations to the
same standards.
We will endeavour to help participants where we can, to accommodate anyone with
difficulties with language, literacy or numeracy.
In the event that a participant’s needs exceed our skill we will refer a participant to an
external support provider such as their local TAFE College.
LLN procedure
All participants are required to complete a language, literacy and numeracy assessment
at enrolment.
The trainer allocated to the qualification reviews this assessment and makes a
judgement about the student’s ability to succeed in the program, given the assessment
outcomes.
The trainer makes a recommendation to the CEO for all students who are required to
complete a bridging program before course commencement and for all students who are
able to enter the course but who will need assistance.
Conclusions about student LLN support are maintained on the students’ electronic files
and reviewed quarterly.
Reference:
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Appendices
Appendix 3: RTO Case Study
LLN assessment form
Participant support, welfare and guidance
We will assist all participants in their efforts to complete our training programs.
In the event that a participant is experiencing any difficulties with their studies we would
recommend that the participant should see their trainer, or another member of 123
Training’s staff.
The staff member will ensure that the full resources of 123 Training are made available
to ensure that the participant achieves the required level of competency in all Nationally
Recognised Training.
Should the participant be experiencing a personal difficulty we will make every attempt to
accommodate their needs within our limited capacity. 123 Training has a compassionate
and understanding approach to the difficulties of our participants. The participant can be
directed to contact the RTO CEO.
If the participants’ needs exceed our capacity, we will refer them on to an appropriate
external agency.
Participant learning needs
We are required to ensure that we make every effort to assist our participants in
achieving competency in our training programs.
Participants are invited on the enrolment form to declare any disability or condition that
needs to be taken into account by trainers. Should a participant declare such a disability
or condition the CEO will contact them to discuss their support needs. Where required,
external agencies may be approached to provide disability support.
AQF Qualifications and Statements of Attainment
123 Training will only issue AQF Qualifications and Statements of Attainment that are
within our scope of registration and that certify the achievement of:

Qualifications or industry/enterprise competency standards from nationally
endorsed training packages.

Qualifications, competency standards or modules specified in accredited courses.
We must issue, record and report AQF Qualifications and Statements of Attainment that:

Meet the requirements in the current Australian Qualifications Framework
implementation handbook, including the national codes.

Identify the units of competency from training packages, or competencies or
modules from accredited courses, that the client has attained.

Identify the RTO by its national provider number.
We will note the language of delivery and assessment on AQF qualifications and
Statements of Attainment issued if the delivery and assessment have been entirely in a
language other than English.
Awards will be provided to students within one month of their completing their training
programs or exiting the RTO, in the case of Statements of Attainment.
Reference:
AQF Handbook Third Edition 2007
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Appendices
Use of national and state logos
We will use the Nationally Recognised Training (NRT) logo and the Vocational Education
and Training Accreditation Board (VETAB) logo on our Statements of Attainment and AQTF
qualifications, in accordance with the NRT logo and VETAB logo usage specifications.
We will use the NRT Logo in advertisements only where it complies with the NRT usage
specifications and AQTF 2007 Conditions of Registration (Condition 6).
We will only use the following statements with respect to training and or assessment
within our scope of registration:

Nationally Recognised Training

Registered by VETAB to issue the following qualifications.
References:
Conditions of Use of NRT Logos
VETAB Advertising Guidelines.
Ethical marketing practices
All of our marketing, advertising and promotional activities will:

Be accurate and approved by our CEO.

Ensure that, where we refer to a person or organisation in our advertising or
marketing material, we will obtain prior written permission from that person or
organisation and agree to abide by any conditions of that permission.

Ensure that we accurately represent to prospective clients training products and
services that lead to AQF qualifications or Statements of Attainment, and ensure
that advertised outcomes are consistent with these qualifications.

Ensure that we only advertise qualifications that are included on our scope of
registration, and that we cannot state or imply that we can deliver qualifications if
we cannot.

We will ensure that we will advertise our courses leading to AQF qualifications
separately from our non-AQF courses.
Transition to changed Training Packages
123 Training’s CEO will ensure that they are subscribed to the email updates from:

Training Packages @ Work

Innovation and Business Skills Australia Industry Skills Council

Services Skills Industry Skills Council.
These email updates advise of changes to the industry, to qualifications, or to units of
competency that affect our business or the qualifications that we deliver.
In the event that there is a change in a course or unit of competency that is contained on
our scope of registration, 123 Training’s CEO will:

investigate the extent of the changes and impacts upon our RTO, and if the
changes affect our scope of registration

initiate a new business item to be discussed at our next monthly management
meeting.
The outcome of the management meeting will be a detailed plan to accommodate the
changes.
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Appendices
Appendix 3: RTO Case Study
Items amongst those to be considered regarding changes are amendments to:

training and assessment strategies

delivery and assessment strategies

learning materials

assessment materials

testamurs

promotional and advertising materials

staff professional development to accommodate the changes and/or new staff

additional or alternative resources to deliver the new requirements

participants currently enrolled in existing training programs

information to both staff and participants

vocational competencies of trainers.
123 Training’s CEO will implement a transition program to accommodate the new training
package requirements.
This transition must be completed within 12 months of the change being notified.
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© 2010 Innovation and Business Industry Skills Council Ltd
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Appendices
Acknowledgement declaration
I acknowledge that I, ……………………………………………………………………… have read and fully
understand the contents of this Staff Handbook, which outlines the conditions of my
employment and responsibilities as an employee of 123 Training.
Signature
Date
Signature of Witness
Name of Witness
Date
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© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 4: OHS proformas
Appendix 4: OHS proformas
Learning environment hazard checklist
Location:
Inspected by:
Department:
Signature:
Room/Area:
Date:
1
GENERAL
1.1
Is the area tidy and well kept?
1.2
Is the floor area free of obstructions?
1.3
Are walkways and doorways free of obstruction?
1.4
Are temperature conditions comfortable?
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Y/N
Risk
assessment
required Y/N
Further comments
Page 189 of 200
Appendix 4: OHS proformas
1
Appendices
GENERAL
1.5
Are light levels in the office adequate?
1.6
Are there strong odours in the office?
1.7
Is the level of noise acceptable?
1.8
Is there adequate storage space (filing cabinets,
shelves etc)?
1.9
Are there hazards in the office, i.e. tripping
hazards, electrical, manual handling? If so are
warning signs clearly visible?
Page 190 of 200
Y/N
Risk
assessment
required Y/N
Further comments
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
2
Appendix 4: OHS proformas
EMERGENCY PROCEDURES
2.1
Do written emergency procedures exist, including
both safety and environmental issues?
2.2
Do all staff in the office know them?
2.3
Have emergency procedures been practised in
past year?
2.4
Do staff know emergency personnel?
2.5
Are emergency phone numbers displayed?
2.6
Are emergency exits correctly and clearly
signposted?
2.7
Is the nearest fire extinguisher within 20 m?
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Y/N
Risk
assessment
required Y/N
Further comments
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Appendix 4: OHS proformas
2
Appendices
EMERGENCY PROCEDURES
2.8
Has extinguisher been checked in past six
months?
2.9
Is the extinguisher/s mounted within 1.2 m of
floor?
3
FIRST AID
3.1
Is there a first aid kit/s available?
3.2
When was the last time it was checked?
3.3
If no first aid kit, where is the nearest first aid
facility?
3.4
Are there qualified first aiders available?
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Y/N
Risk
assessment
required Y/N
Further comments
Y/N
Risk
assessment
required Y/N
Further comments
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
3
3.5
4
Appendix 4: OHS proformas
FIRST AID
Y/N
Risk
assessment
required Y/N
Further comments
Y/N
Risk
assessment
required Y/N
Further comments
Is there a list of first aiders posted?
ELECTRICAL
4.1
Has electrical equipment been tested and
tagged?
4.2
Is electrical equipment in good condition?
4.3
Are extension leads in use? How many?
4.4
Are there any "home made leads"?
4.5
Are suitable power boards used and not double
adaptors?
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© 2010 Innovation and Business Industry Skills Council Ltd
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Appendix 4: OHS proformas
4
Appendices
ELECTRICAL
4.6
Are power leads on the floor?
4.7
Are the usages of office lights and other power
sources minimised, e.g. lights, computer,
photocopiers, printers etc.?
5
MANUAL HANDLING
5.1
Are frequently used items easily accessed?
5.2
Are frequently used items stored between knee
and shoulder?
5.3
Are heavy items stored appropriately?
5.4
Is there a need to use a ladder?
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Y/N
Risk
assessment
required Y/N
Further comments
Y/N
Risk
assessment
required Y/N
Further comments
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
5
Appendix 4: OHS proformas
MANUAL HANDLING
5.5
Are repetitive operations carried out?
5.6
For how long, percentage of time (%)?
5.7
Are breaks taken?
5.8
Have any risk assessments been conducted
previously?
6
GENERAL FACILITIES
6.1
Is there meal preparation facilities?
6.2
Are meal preparation facilities adequate?
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Y/N
Risk
assessment
required Y/N
Further comments
Y/N
Risk
assessment
required Y/N
Further comments
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Appendix 4: OHS proformas
6
GENERAL FACILITIES
6.3
Are washing facilities adequate?
6.4
Are lockers available for storing valuables?
6.5
Are there eating areas near the office?
7
HAZARDOUS SUBSTANCES/DANGEROUS GOODS
7.1
Are hazardous substances/dangerous goods
used?
7.2
If yes, have risk assessments been conducted
and/or reviewed?
7.3
If yes, are Material Safety Data Sheets and an
MSDS register available?
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Appendices
Y/N
Risk
assessment
required Y/N
Further comments
Y/N
Risk
assessment
required Y/N
Further comments
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 4: OHS proformas
Risk assessment
Information from learning environment checklist
Learning environment:
Location:
Department:
Room/area:
Assessed by:
Date:
Consequences
Likelihood
Almost
Certain
Insignificant
Minor
Moderate
Major
Catastrophic
H
H
E
E
E
Likely
M
H
H
E
E
Possible
L
M
H
E
E
Unlikely
L
L
M
H
E
Rare
L
L
M
H
H
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Risk level
E
Extreme/significant risk: immediate action
required.
H
High risk: detailed investigation and
management planning required.
M
Moderate risk: management responsibility;
manage by eliminating, monitoring, or using
Standard Operating Procedure.
L
Low risk: manage by routine procedures.
Unlikely to need specific allocation of
resources.
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Appendix 4: OHS proformas
Appendices
Likelihood
Consequences
Almost certain
The event is expected to occur in most circumstances
Catastrophic
Multiple deaths
Likely
The event will probably occur in most circumstances
Major
Single death
Possible
The event could occur at some time
Moderate
Injury/hospital
Unlikely
The event may occur at some time
Minor
Injury/treatment
Rare
Event may occur only in exceptional circumstances
Insignificant
First aid
Item
No.
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Description of identified hazards
Risk Level
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© 2010 Innovation and Business Industry Skills Council Ltd
Appendices
Appendix 4: OHS proformas
Risk control plan
Item
no.
Controls to be implemented
(Refer hierarchy of control)
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
Priority
level
Person
responsible
Completion
date
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Appendix 4: OHS proformas
Item
no.
Appendices
Controls to be implemented
(Refer hierarchy of control)
Priority
level
Person
responsible
Completion
date
Hierarchy of control
Priority level
1. Elimination
1 – Risk levels extreme/high: Interim control within 24 hrs. Final control within three months.
2. Substitution
2 – Risk level medium: Interim control within one month. Final control within six months.
3. Engineering
3 – Risk level low: Interim control within three months. Final control within nine months.
4. Administration
5. PPE Personal Protective Equipment
Manager’s name:
Signature:
Date:
H&S Representative name:
Signature:
Page 200 of 200
Date:
TAA40104 Certificate IV in Training and Assessment
© 2010 Innovation and Business Industry Skills Council Ltd
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