Reference no: EM132370727

Assignment - Knowledge Questions Workbook

ABOUT THIS ASSESSMENT - This workbook is designed to be used in conjunction with the TAE40116 Certificate IV in Training and Assessment learner guide. You will also be required to undertake research and demonstrate the knowledge that will be needed for the assessment tasks. The work you complete in this workbook will be used as evidence to your overall competence in this qualification.

In completing this workbook you will be asked to:

• Answer underpinning knowledge questions
• Conduct research

VOCATIONAL EDUCATION & TRAINING -

Provide a response to each question / request in the left hand column of the table below. Your responses should be entered into the adjacent area in the right hand column.

Answers need to contain sufficient information and detail to demonstrate a sound understanding of the area/s the question relates to. Answers must be in your own words unless otherwise instructed.

Each question must be completed and deemed satisfactory in order to complete this section of the workbook.

1. What is the purpose of the Vocational Education and Training (VET) Sector?

2. Name the National Regulator of the VET sector?

3. Detail your understanding of the VET Quality Framework, include in your response the key point the VET framework comprises of.

4. All RTO's are responsible for ensuring they comply with the 'Standards for Registered Training Organisations (RTOs) 2015'

Describe the purpose of these standards and how the Australian Skills Quality Authority (ASQA) apply them.

5. What is a:

Training Package

Accredited Course

Qualification

Unit of Competency

6. What is the name of the policy framework that defines the level of Qualifications? (For example - Certificate III, Certificate IV, Diploma)

Provide a brief summary of the framework in your response.

7. Industry Skills Councils were the former bodies responsible for the development and review of Training Packages. In January 2016 a new model for developing and maintain Training Packages was released. This model now includes:

Australian Industry and Skills Committee (AISC)

Industry Reference Committee (IRC)

Skills Service Organisation's (SSO's) resumed responsibility.

What are the functions and responsibilities of these groups?

8. List the six (6) Skills Service Organisations.

9. There are sixty six (66) different IRC's. List six (6) of these.

10. What is the National Register for recording information about RTO's, Training Packages, Accredited Courses and Skill Sets?

11. In this activity you will be required to navigate training.gov.au. You may copy and paste.

The following instructions will provide you with assistance navigating training.gov.au to source a Training Package, Qualification and a Unit of Competency. On completion of your navigation you will detail the Qualification details in the table at the end of this activity.

12. What are the non-endorsed components of training packages?

DESIGN LEARNING -

Provide a response to each question / request in the left hand column of the table below. Your responses should be entered into the adjacent area in the right hand column.

Answers need to contain sufficient information and detail to demonstrate a sound understanding of the area/s the question relates to. Answers must be in your own words unless otherwise instructed.

Each question must be completed and deemed satisfactory in order to complete this section of the workbook.

This section relates to the following Sections of your Learner Guide.

Section 1: Vocational Education and Training

Section 2: Learning Design

All questions must be completed

In Section 1 you have sourced a Nationally Recognised Qualification. You are now required to source a current Unit of Competency from the Qualification you have selected on training.gov.au.

 

NOTE: You must select a Unit of Competency; you are familiar with the subject matter.

For each of the items listed in the table below, list or copy/paste the corresponding component from your chosen Unit of Competency.

IMPORTANT NOTE: This information should be directly from the Unit of Competency you have selected.

13. Application

List the first Element.

List the first set of Performance Criteria.

List three (3) items from the Knowledge Evidence.

List Three (3) item of evidence required from the Performance Evidence.

14. For the Unit of Competency, you have selected, you are now required to demonstrate how you would contextualise or adapt the unit to meet the needs of two (2) different individuals or learner groups.

You will need to include a brief description of both learners / groups, why they would be undertaking training/assessment in this unit, and how you would contextualise the unit to suit their situation/needs to develop effective applications for the learners.

15. What are the guidelines for contextualisation? (For example, what can and cannot be changed to a Unit of Competency?)

16. When analysing existing assessment tools. What amendment to these tools may you identify and how would you record identified contextualisation needs?

17. Give a brief definition of the four (4) dimensions of competency:

Task Skills

Task Management Skills

Contingency Management Skills

Job/Role Environment Skills

18. Download a copy of the Australian Qualifications Framework (AQF) from the website:

You are required to research the Australian Qualifications Framework.

Identify two (2) different AQF levels and describe the characteristics of each

19. Describe what Training and Assessment Strategy (TAS) and a Learning Program are. Who would be key stakeholders you would have review and clarify the purpose and associated programs within these documents?

20. When designing Training and Assessment Strategies within a Registered Training Organisation (RTO), we must always comply with the current requirements of the Australian Skills Quality Authority (ASQA).

You are working in an RTO operating under the jurisdiction of ASQA and have been asked to design a Training and Assessment Strategy.

Locate the current Standards for RTOs by searching on the ASQA website. Standards for RTOs 2015.

Detail three (3) aspects of the Standard you would need to consider to ensure compliance for when the TAS is implemented.

21. List five (5) key components a Learning Program should include. (For example, a clear objective.)

22. The design and execution of your training delivery and assessment should be based on sound Instructional Design Principles.

The ADDIE Model is one key Instructional Design methodology used. The ADDIE Model consists of five (5) phases:

1. Analysis

2. Design

3. Development

4. Implementation

5. Evaluation

You have been tasked with designing a Learning Program using the ADDIE Model.

Explain your understanding of each phase as it applies to the design of your Learning Program.

23. Identify three (3) different delivery modes and methods you could include in your Learning Program.

24. Malcolm Knowles' Adult Learning theory of Andragogy supports adult educators in adopting the role of Facilitators as opposed to Lecturers.

Andragogy is based on six (6) core adult learning principles.

List and describe each.

25. Work-based learning is where learning occurs 'on the job', in a real workplace, in amongst all of the daily routines and distractions of a functioning workplace. It can be both challenging and rewarding.

What should be considered when developing work-based learning pathways?

26. You have been tasked with carrying out a work based learning pathway for an existing worker.

 

Describe the steps you will take to assist you in identifying the skills needs of your learner?

HINT: Think about who would be involved and how you will identify needs (for example; will you conduct a training needs analysis etc.)

27. Once you have assisted the learner with identifying the skills they require, you would then develop an individualised learning plan with the learner.

What would this learning plan contain, how would you document, discuss and agree upon the plan with the learner?

28. For the next few questions you will need to have a scenario in mind for a situation where you are facilitating learning in the workplace.

Describe this scenario and include in your description:

The workplace itself:

• the industry and
• the environment
• the systems, processes and practices that will need to be considered in conducting workplace learning

The Learner:

• what their role is,
• what they need to learn and
• why they need to learn it

29. Based on your scenario, what changes to your learners' work role would need to be made as a result of the learning that will take place?

30. Based on your scenario, as the assessor, you are required to explain to the learner, what the objectives of work-based learning are and the processes involved.

What information would you provide to the learner?

31. Based on your scenario, describe the organisation's work culture and industrial relations environment.

32. Based on your scenario, provide two (2) examples of integration and monitoring of external learning activities with the work-based learning pathway.

How would these learning activities support and reinforce new learning, build on strengths and identify areas for development?

EXAMPLE: Changing a tyre (TAFE) - apply knowledge and skills in the workplace, monitored & guided by a supervisor.

33. Based on your scenario, who are three (3) relevant stakeholders who would need to be included in the work-based learning pathway. How and why would you conduct regular meetings with these stakeholders?

34. Based on your scenario, as the assessor of this learner, you are required to monitor supervisory arrangements.

How would you monitor the supervisory arrangements?

Why would it be important that the supervisor has sufficient knowledge, skills and experience to provide support and encouragement, including ensuring the health and safety of the learner in the workplace?

35. Based on your scenario, what are three (3) improvements could be made to the work-based learning pathway/practice from a review of the process?

TRAINING DELIVERY -

Provide a response to each question / request in the left hand column of the table below. Your responses should be entered into the adjacent area in the right hand column.

Answers need to contain sufficient information and detail to demonstrate a sound understanding of the area/s the question relates to. Answers must be in your own words unless otherwise instructed.

Each question must be completed and deemed satisfactory in order to complete this section of the workbook.

All questions must be completed.

NOTE: Additional research may also be required

Examples are provided in some instances. The use of the example as your answers is not acceptable.

36. Prior to designing our course, we Review the Learning Program to Determine our delivery requirements.

What are some factors you would need to consider when planning for delivery?

37. It is important to know and understand the various characteristics of your target audience to assist you in preparing and selecting presentation and learning materials.

List three (3) examples of characteristics Of the target audience that you may Come across in your organisation.

38. There are three (3) main types of learning styles: Visual, Auditory and Kinaesthetic (commonly referred to as VAK learning styles).

In a group-based learning environment you will have a mix of learners who each have a preferred learning style. Everybody is different however most learners will learn best through the use of a combination of each of the three learning styles.

Explain what each of the learning styles mean and provide an example of a learning strategy you could use to better cater to the needs of the learning style.

39. It is important that your delivery session has a clear objective.

Explain how you would determine the desired outcomes (objective) of your session including the requirements and special needs of individual learners?

40. Once we have identified a clear objective for our session we can start to develop our session plan for our delivery.

Describe what a session plan is and how would you confirm overall delivery arrangements with relevant personnel?

41. Detail how you would prepare yourself for a delivery session.

HINT: Review of relevant documents such as Training and Assessment Strategies, units requirements

42. You are conducting your delivery using the provided session plan. Why may you be required to modify the session plan to meet learner's needs?

43. List three (3) delivery/communication techniques you could use during your delivery to secure your audience's interest and why you might use these.

44. List three (3) presentation aids / materials you would use to support your presentation / training delivery session.

45. Describe how during your training delivery you would provide opportunities for participants to seek clarification on central ideas and concepts, and adjust your presentation to meet the needs and preferences of the learner group.

46. Upon completion of a training delivery you obtain feedback from learners and relevant personnel involved in the delivery.

Detail how you would seek and discuss the feedback and what changes you may make to central ideas presented.

47. List three (3) behaviours you might observe in your learners that could indicate they are having difficulties learning.

48. During your delivery session you notice that one of your learners is becoming increasingly disruptive to other learners.

Behaviour/learner cues displayed includes:

Returning late from breaks

Continuous off topic chatter

Use of mobile phone for texting

Repeated questioning due to information missed whilst talking

Occasional use of inappropriate language

You want to address this behaviour in its early stages.

Select two (2) of the behaviours/learner cues highlighted above. Provide examples of possible causes of this behaviour, describe how you would handle this situation to resolve it and approach used to maintain momentum to ensure behaviour/learner cue doesn't occur again.

49. As a facilitator how do you monitor a learner's progress to ensure outcomes are being achieved?

HINT: Self-reflection, responsibility for learning

50. What are the principles of effective communication?

How would you monitor non-verbal and verbal communication of participants while delivery a training session?

51. Identify and briefly describe the use of three (3) different types of resources, equipment, technology, materials and or support services that might be available for all learners including those with special needs.

52. What techniques could you use to review and evaluate the effectiveness, outcomes achieved, value of relationship between yourself and the learner, effectiveness of processes and techniques used throughout a learning pathway?

53. Provide an example of how diversity, expertise, experience, skills and knowledge of learners could be used as a resource for learning.

54. Briefly describe your understanding of 'ethical behaviour' as it relates to you as a facilitator

HINT: Think about what you should and shouldn't do when designing, developing and facilitating training in the workplace.

55. You have identified that your learner is dominantly, a kinaesthetic learner. As such you have predominately tailored your training delivery to be very hands on and practical.

Explain how you could support and encourage your learner to further develop learning through visual and auditory means.

56. List five (5) areas you would need to consider before implementing a work-based learning pathway.

57. Maintaining and developing the learning-facilitation relationship requires appropriate oral communication and language skills, as well as good interpersonal skills.

List five (5) skills you would use to develop and maintain this relationship that reflects sensitivity to individual differences and enables two-way feedback and provides a smooth closure.

58. List five (5) stakeholders, you could approach for evaluation of effectiveness on the work-based learning pathway.

59. Detail how you would maintain and store learner's records according to organisational requirements.

ASSESSMENT -

Provide a response to each question / request in the left hand column of the table below. Your responses should be entered into the adjacent area in the right hand column.

Answers need to contain sufficient information and detail to demonstrate a sound understanding of the area/s the question relates to. Answers must be in your own words unless otherwise instructed.

Each question must be completed and deemed satisfactory in order to complete this section of the workbook.

This section relates to the following Sections of your Learner Guide:

Section 2: Learning Design

Section 4: Assessment

All questions must be completed

NOTE: Additional research may also be required

Examples are provided in some instances. The use of the example as your answers is not acceptable.

60. Identify three (3) items from the Code of Practice for Assessors (located in learner resource folder) and explain how you would apply each item in your role as an assessor.

61. Detail how and with whom you would undertake a review of assessment processes to improve future practice and how you would record this activity.

62. In Vocational Education and Training (VET) we use Competency Based Assessment. Competency based assessment has a number of unique characteristics.

Briefly describe your understanding of each of the following dimensions of competency based assessment, how they are incorporated in the development of assessment tools and how they differ from other types of assessment.

63. An Assessment Plan is a document developed in conjunction with other relevant key stakeholders.

In preparing an assessment plan, what are the key steps that should be documented?

64. In order to deem a candidate competent, you must ensure you have collected appropriate evidence to meet the requirements.

Evidence can be categorised as Direct Evidence, Indirect Evidence, and Supplementary Evidence. Describe the purpose and features of each of these different categories.

65. Describe your understanding of the Rules of Evidence.

Explain how the four (4) Rules of Evidence can guide you as an assessor in collecting evidence and incorporated into developed assessment tools.

66. List four (4) examples of different types of evidence you could collect. Detail the purpose and feature of each.

67. Training packages do not suggest how a learner should be trained, rather, they specify the skills and knowledge required to perform effectively in the workplace.

What are the components that make up a Training Package?

68. List the major features of a unit of competency and how they are addressed in assessment activities and processes.

69. Identify two (2) methods of assessment and describe the following:

Suitability for gathering various types of evidence (will the method meet the rules of evidence)

Suitability for the content of the units (will the method meet the principles of assessment)

Resource requirements to undertake the assessment

Associated costs for undertaking the assessment, e.g. time

70. Describe how the four (4) Principles of Assessment can guide the Assessment Process and explain how you would apply them when developing assessment tools.

71. Explain the difference between an Assessment Tool and an Assessment Instrument.

72. List related documentation you would need to consider when developing assessment tools.

FOR EXAMPLE: Assessment guidelines, policies & procedures, administration of tools/instruments.

73. For the list of assessment instruments below, detail how they would be used to adequately collect evidence.

Provide a target group of learners for each and describe what modifications may be made to these tools.

Observation (in a simulated environment)

Verbal Questioning

Third Party Feedback from Supervisor

Review of Products

(E.g. a cup of coffee made by the learner - you have not watched them carry out the process you are reviewing the final product for taste, texture, appearance, temperature etc.)

74. Identify and describe briefly three (3) different scenarios where a person could be assessed for competency.

For each scenario, identify the candidate, confirm the purpose and context of assessment (where the assessment will take place), the assessment instrument that could be used and whether there might be any RPL? Who may be relevant people according to legal, organisational and ethical requirements you may need to consult with.

NOTE: The scenarios you provide can be hypothetical.

75. Identify two (2) different target groups of learners.

For these target groups describe the following:

Purpose of assessment tool

Assessment method that supports the collection of the defined evidence

Contexts in which the tool will be used

Describe the assessment instruments you would need to collect evidence.

76. The following case study and corresponding questions relate to a Unit of Competency from the BSB Business Services Training Package. The unit is 'BSBCMM101 Apply Basic Communication Skills'. You are required to visit www.training.gov.au and download a copy of this unit of competency.

You will need this unit of competency to respond to the following case study questions.

Part 1: Prior to the commencement of assessment, you are required to conduct a candidate briefing. During this briefing you are required to explain, discuss and agree on the details of the planned assessment.

Detail how you would conduct this briefing and what information you would provide to Phoebe and how you would record Phoebe's agreement with the assessment plan.

Part 2: What material and physical resources may be required to undertake this assessment?

Part 3: Phoebe has just started working as a receptionist in a small office. She is currently undertaking the unit 'BSBCMM101 Apply Basic Communication Skills' as part of her Certificate I in Business.

Phoebe informs her assessor that this Friday she has been instructed by her supervisor to draft a series of letters to mail out to clients. Her assessor feels that there might be some 'performance evidence' in this unit that could be gathered on the job this Friday.

What Evidence listed do you think the assessor could gather on Friday?

Part 4: What Assessment Tool(s) could the assessor use to collect this evidence?

 

Part 5: What Assessment Instruments do you think the assessor would be using to collect and record this evidence?

What modifications to these tools may be required?

Part 6: There are 2 bullet-points under the heading 'Knowledge Evidence' in this unit. If you were the person responsible for planning for the assessment of this unit for a class of 8 Certificate I in Business students, what assessment methods would you use?

Part 7: As part of the assessment for this Unit, Phoebe's assessor produced a short written test covering some of the requirements of the Unit of Competency. You will find Phoebe's completed assessment, as well as a Phoebe's Assessor Guide located in the Appendix's at the end of this workbook.

Using the acceptable answers as a guide, make a decision as to whether Phoebe was Satisfactory (S) or Not Satisfactory (NS) for this task. Explain how you made your judgement.

Part 8: Summarise the feedback that you would give to Phoebe following her assessment

Part 9: Following the written assessment above, Phoebe asks to speak to you and informs you that she has very poor written English skills and is not very comfortable reading and writing. Assessors are allowed to make 'Reasonable Adjustments' for their candidate's special needs as long as the adjustment does not compromise the Principles of Assessment, Rules of Evidence and requirements of the unit of competency being assessed.

What reasonable adjustment could you make in Phoebe's case if she was to be reassessed?

Part 10: After the assessment was completed, Phoebe's Supervisor has contacted you wanting to know the outcomes of the assessment.

Under what circumstances could you pass on information pertaining to a candidate's assessment results?

Part 11: Describe briefly how you would respond to a WHS Risk to yourself and or Phoebe's class whilst conducting the assessment.

Part 12: Outline what information should be recorded from the assessment process.

Part 13: Outline what may be included in an assessment report.

77. Explain your understanding of the principles of reasonable adjustment.

Identify three (3) specific needs you might encounter when assessing your candidates and what Reasonable Adjustment you would consider acceptable.

78. List the details of three (3) specialist support individuals/organisations you may be required to utilise when assessing candidates. Include in your response support services offered and an example of a situation you might need to utilise them.

79. Under their registration, RTOs' must provide a Recognition of Prior Learning (RPL) service. The RTO will have a procedure to guide assessors in the process of conducting an RPL assessment.

A candidate has requested an RPL assessment (in a unit of your choice) based on their work experience in the past 3 years. The candidate has asked you what the procedure is for undergoing an RPL assessment.

List the step by step RPL assessment procedure in your training and assessment environment.

80. Which Principle of Assessment, does assessment mapping relate to, and why should a mapping document be developed?

81. When developing assessment instruments, clear instructions are required for candidates and assessors.

What instructions should be provided?

Provide four (4) instructions you may provide to a candidate and assessor

82. List three (3) examples of assessment system policies and procedures you would need to consider when developing assessment tools:

83. How would you address storage and retrieval needs, review, evaluation and version control as part of the assessment system process?

84. Review and trialling of assessment tools is vital to the overall continuous improvement process.

Briefly explain what processes/strategies you use to review, trial and make amendments to the assessment tools. What materials would be required and how you would ensure accuracy and version control of relevant materials used during validation and how you would record the validation session?

85. Explain the purpose of validation including why assessors undertake validation and how validation can ensure assessors meet legal and ethical requirements.

86. Validation can take place before, during and after assessment takes place. For each stage provide an explanation as to why validation would occur at this stage. You are also required to list one (1) validation approach that would be appropriate for each stage and the relevant assessment system policy and procedure.

87. Identify and describe the Critical Aspects of Validation, including validation of assessment processes, methods and products.

88. How might you determine opportunities for integrated assessment and record any changes to assessment tools as required?

89. List the five (5) components of an assessment tool.

90. How are the Principles of Assessment addressed in validation?

 

91. How are the Rules of Evidence addressed in validation?

ADMINISTRATION -

Provide a response to each question / request in the left hand column of the table below. Your responses should be entered into the adjacent area in the right hand column.

Answers need to contain sufficient information and detail to demonstrate a sound understanding of the area/s the question relates to. Answers must be in your own words unless otherwise instructed.

Each question must be completed and deemed satisfactory in order to complete this section of the workbook.

This section relates to the following Sections of your Learner Guide:

Section 1: Vocational Education and Training

Section 2: Learning Design

Section 5: Record Keeping

All questions must be completed

NOTE: Additional research may also be required

Examples are provided in some instances. The use of the example as your answers is not acceptable.

92. Prior to conducting any training delivery and assessment it is vital that appropriate measures are taken to ensure the learning environment is fit for purpose and safe.

List three (3) potential hazards that might occur in your training environment or the environment you hope to train in and detail the control measures you would take to reduce/eliminate the risk of each.

HINT: You can use the Hierarchy of Control in the HBA Learner Guide to assist you in identifying appropriate control measures.

93. Jamie arrived at the training room 30 minutes before his 12 participants were due to arrive. As he opened the door he saw that the trainer who had used the room for training the night before had not tidied up after their session. The trainer had obviously been using a data projector and there were some cables running across the floor near the front of the room. The chairs were strewn all over the room blocking some of the walkways. Jamie thought he might make himself a coffee before setting to work since he had plenty of time so he went over to the small kitchenette in the corner of the room. To his disappointment the urn that usually produced fresh hot water had not only gone cold, but had leaked water which was now all over the tiled floor.

List three (3) hazards you have identified in the above scenario.

For each hazard use the Risk Assessment Matrix Below to rate the level of risk.

Based on the risk assessment detail the control measures you think Jamie should implement for each.

HINT: You can use the Hierarchy of Control in the HBA Learner Guide to assist you in identifying appropriate control measures.

NOTE: You may need to make assumptions for anything in the scenario that you are unsure of.

94. Learning environments will vary in relation to the level of risk involved.

For example, learning that takes place in a classroom environment involving a large amount of documentation will be relatively less hazardous learning that takes place in a workplace environment where more high risk equipment and machinery might be used.

List two (2) items of equipment you need to use in your training role and briefly describe its safe use and maintenance requirements. You are required to complete this for training within a classroom and training within a workplace.

95. Consider a typical training room for Vocational Education and Training.

Answer the following questions.

96. Identify and list three (3) sources of WHS information, relating to a learning environment.

Briefly describe what these sources are outlining.

HINT: This could be publications, people, online, organisations etc.

97. List three (3) requirements for reporting hazards and incidents.

98. List three (3) relevant Personal Protective Equipment that would be required when assessing competence and detail the procedure associated to it for use.

99. You are required to research, identify and list an example for each of the following areas listed in the right hand column with relevance to Vocational Education and Training.

For each example you will need to provide a summary explanation detailing the key purpose of each item.

You are required to undertake your own research to answer this question.

100. The VET Quality Framework comprises of five (5) key areas.

Standards for Registered Training Organisations

Fit and Proper Person Requirements

Financial Viability Risk Assessment Requirements

Data Provision Requirements

Australian Qualifications Framework.

Visit the ASQA website to research and detail the Data Provision Requirements for RTO's.

101. Research and detail your understanding of copyright laws as they apply to a training environment.

HINT: Think about the production and distribution of electronic training and assessment materials.

102. Research and detail your understanding of privacy laws in terms of security of information and confidentiality requirements as they relate to a training environment.

103. List three (3) custodial and management requirements that you would need to adhere to in relation to record keeping when working in an RTO.

Attachment:- Assignment File - Knowledge Questions Workbook.rar