Anyone who knows me, knows that I love PowerPoint. And anyone who knows me, knows that I create PowerPoint presentations to support the delivery of training programs, workshops and webinars.
I have recently developed a workshop titled, ‘Unpacking units of competency’. Here is a sneak preview of a selection of PowerPoint slides that I have created for this workshop.
I hope you enjoy having a ‘walk-through this gallery’.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
Some TAE Students studying for their TAE40122 Certificate IV in Training and Assessment qualification tell me that they get no or very limited training. And other TAE Students tell me that the training they get does not cover the knowledge or skills they need to complete their assessments.
Some TAE Students are being told that they are expected to do their own research and figure it out for themselves. This is not always as simple as it sounds.
Fortunately, I offer a TAE tutoring service that can help fill in the missing pieces.
The new TAEPDD401 Work effectively in the VET sector unit of competency has specified that a person needs to know about ‘code of conduct’ relating to trainers and assessors working for an RTO.
This article shall answer the following questions:
What is a Code of Conduct?
Is there a Code of Conduct for trainers and assessors in the Australian VET system?
Is there a Code of Practice for trainers and assessors in the Australian VET system?
What is the difference between a Code of Conduct and a Code of Practice?
Do we need a Code of Conduct for trainers and assessors?
What is a Code of Conduct?
A code of conduct is a document outlining the rules and responsibilities or expected behaviour of an individual or an organisation. A code of conduct can be used to:
Set expectations: A code of conduct helps to set expectations for employees of an organisation. It tells them what is considered acceptable behaviour and what is not.
Promote a positive culture: A code of conduct can help to promote a positive culture within an organisation. It can help to create a sense of belonging and to foster trust and respect among employees.
Protect the organisation: A code of conduct can help to protect the organisation from legal liability. By outlining the organisation’s expectations for behaviour, it can help to prevent employees from engaging in activities that could harm the organisation.
A code of conduct may have the following attributes:
Clear and concise: Employees should be able to understand the code of conduct and know what is expected of them.
Consistent with the organisation’s values and mission: The code of conduct should reflect the organisation’s values and mission statement.
Enforceable: The code of conduct can include clear consequences for violating the rules (for example, termination of employment).
Employees should be aware of the code of conduct and should be trained on how to comply with it.
A code of conduct can be mandatory or voluntary. Mandatory codes of conduct are enforced by law, while voluntary codes of conduct are not. However, even voluntary codes of conduct can promote positive behaviour and reduce the risk of legal liability.
A code of conduct benefits an organisation more than it benefits the individual.
Is there a Code of Conduct for trainers and assessors in the Australian VET system?
No, there isn’t a nationally endorsed Code of Conduct for trainers and assessors working in the Australian VET system. However, in 1998, the BSZ98 Training Package for Assessment and Workplace Training first published a Code of Practice for assessors.
The following is the Code of Practice for assessors from the BSZ98 Training Package:
The differing needs and requirements of the person being assessed, the local enterprise and/or industry are identified and handled with sensitivity.
Potential forms of conflict of interest in the assessment process and/or outcomes are identified, and appropriate referrals are made, if necessary.
All forms of harassment are avoided throughout the planning, conduct, reviewing and reporting of the assessment outcomes.
The rights of the candidate are protected during and after the assessment.
Personal or interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes.
The candidate is made aware of rights and processes of appeal.
Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency.
Assessment decisions are based on available evidence that can be produced and verified by another assessor.
Assessments are conducted within the boundaries of the assessment system policies and procedures.
Formal agreement is obtained from both the candidate and the assessor that the assessment was carried out in accordance with agreed procedures.
Assessment tools, systems, and procedures are consistent with equal opportunity legislation.
The candidate is informed of all assessment reporting processes prior to the assessment.
The candidate is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment.
Confidentiality is maintained regarding assessment results.
Results are only released with the written permission of the candidate(s).
The assessment results are used consistently with the purposes explained to the candidate.
Self-assessments are periodically conducted to ensure current competencies against the Assessment and Workplace Training Competency Standards.
Professional development opportunities are identified and sought.
Opportunities for networking amongst assessors are created and maintained.
Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes.
This Code of Practice was updated and republished in the TAA04 Training and Assessment Training Package and TAE10 Training and Education Training Package. Relevant points from the Code of Practice are covered by the Standards for Registered Training Organisations (RTOs) 2015 making the need for this Code of Practice redundant.
Although there isn’t a nationally endorsed Code of Conduct, it does not stop a TAFE or RTO from developing one.
What is the difference between a Code of Conduct and a Code of Practice?
A code of conduct and a code of practice are both documents that outline the expected standards of behaviour for a particular group of people. However, there are some key differences between the two.
A code of conduct is typically focused on setting out the values and principles that should guide the behaviour of a particular group of people. It may also include specific rules or guidelines that members of the group are expected to follow.
A code of practice, on the other hand, is typically more focused on providing practical guidance on how to comply with a particular set of laws or regulations. It may also include best practices and procedures for achieving specific outcomes.
In general, a code of practice is more specific and focused on compliance with laws or regulations, while a code of conduct is more general and focused on setting out the values and principles that should guide behaviour. However, there is some overlap between the two, and some documents may be referred to as either a code of conduct or a code of practice.
Do we need a Code of Conduct for trainers and assessors?
No, we don’t need a Code of Conduct for trainers and assessors.
An RTO should ask their trainers and assessors to always follow the RTO’s policies and procedures. These policies and procedures should be written to ensure compliance to the requirements specified by the Standards for RTOs 2015. Clear, concise and well-written policies and procedures would eliminate the need for a Code of Conduct for trainers and assessors.
I believe that RTO managers must be held responsible, and be accountable, for the delivery of quality training and assessment services. A code of conduct may make some RTO managers unfairly shift responsibility to trainers and assessors who are not empowered to make important decisions that impact on quality.
In conclusion
For the past 30 years, I have worked for many TAFEs, private RTOs, industry association RTOs, and an enterprise RTO. None of these RTOs have had a Code of Conduct (or Code of Practice) for trainers and assessors.
Unfortunately, TAE Students studying for their TAE40122 qualification may have to answer a question relating to Code of Conduct for trainers and assessors. Depending on the question, your answer may need to cover these points:
There is no nationally endorsed Code of Conduct for trainers and assessors.
An RTO may develop its own Code of Conduct for trainers and assessors.
A Code of Conduct is a document outlining the rules and responsibilities or expected behaviour for trainers and assessors.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
The TAEASS412 Assess competence unit of competency over-complicates the process of assessing competency. This unit has 6 elements, 31 performance criteria, and 11 foundations skills that are assessable. And many of the performance criteria have been stuffed with details.
This article unpacks the TAEASS412 Assess competence unit of competency, and give a plain and simple explanation of how to conduct competency-based assessment.
There are five keys steps to assessing competence:
Step 1. Prepare for assessment
Step 2. Brief the candidate
Step 3. Conduct the assessment
Step 4. Provide feedback to candidate
Step 5. Submit assessment records.
Step 1. Prepare for assessment
In theory, information about how the assessment is to be conducted will be in the assessment tool. An assessor should read the assessment tool and identify the following:
assessment methods and assessment instruments to be used
where and when the assessment tasks will be conducted
actions to be undertaken by candidate and assessor in preparation for assessment
facilities, equipment and resources required.
Facilities, equipment and resources required for the assessment may need to be organised or booked in advance.
Step 2. Brief the candidate
The assessor should conduct an assessment briefing to ensure that the candidate is fully aware about:
assessment process and opportunities for re-assessment
standard of performance required to be assessed as competent
where and when the assessment tasks will be conducted
actions to be taken in preparation for assessment
equipment, resources or PPE required
safety precautions, if applicable.
This is the time to confirm that the candidate understands the assessment process and is aware of their right to appeal. It is a good idea to check that the candidate is ready to be assessed.
Step 3. Conduct the assessment
The assessor must ensure that the assessment is conducted according to principles of assessment and rules of evidence. And the assessor must ensure that assessment is conducted safely.
The assessor shall use the assessment instruments from the assessment tool to gather evidence and record their assessment decisions. The assessment decisions must be based on the evidence gathered.
Step 4. Provide feedback to candidate
Provide the candidate with feedback about the assessment outcome and the standard achieved. If required, inform the candidate about the need for re-assessment including what needs to be re-assessed, where the re-assessment will be done, and when it need to be done by.
Step 5. Submit assessment records
The assessor shall complete and submit assessment records and results. Assessment records and results must be kept confidential.
Support and safety
Two of the responsibilities that an assessor has when conducting assessments are:
Support the candidate
Ensure safety.
The following diagram shows the relationship between these two responsibilities and the five keys steps to assessing competence
Support the candidate
The assessor should discuss availability of support when conducting the assessment briefing. The assessor should monitor the candidates progress and determine if any support is needed. And the assessor needs to be available to provide or organise support should it be needed.
Ensure safety
Two types of safety should be considered:
Physical safety
Emotional safety.
It is a good idea to conduct a risk assessment focused on safety before conducting the assessment. Risks may include:
Safety issues relating to the assessment environment
Safety issues relating to the work tasks being performed and assessed
The emotional safety and wellbeing of the candidate.
The assessor must monitor safety throughout the assessment process, and stop the assessment process if there is a potential or actual safety issue.
RTO assessment system
Assessments are conducted within an RTO’s assessment system.
The assessor shall need to read and understand the following documents:
RTO policies and procedures
Training and assessment strategy (TAS)
Assessment tool.
The RTO policies and procedures may include:
Safety
Support arrangements
Record keeping
Privacy and confidentiality
Reasonable adjustment
Appeals and complaints
Assessment review
Assessment validation.
The training and assessment strategy (TAS) should provide an overview about how the assessment is to be conducted. The scope of this document will be a qualification, skill set or stand-alone unit. Examples of units that are delivered as stand-alone include:
First aid
Food safety
Construction induction
Responsible service of alcohol.
The assessment tool should provide the details about how the assessment is to be conducted. The assessment can be for a unit or cluster of units. The assessor must read and understand the assessment tool as a first step to prepare for the assessment. Then, the assessment tool should be used to guide the assessment process. And the assessment instruments are to be used to record gathered evidence and results.
In conclusion
The aim of this article has been to give a plan and simple explanation about how to conduct competency-based assessment. Some TAE Students may be presented with a much more complicated explanation about how to assess competence. If it begins to seem complex or difficult to understand, it would be worth remembering these five steps:
Step 1. Prepare for assessment
Step 2. Brief the candidate
Step 3. Conduct the assessment
Step 4. Provide feedback to candidate
Step 5. Submit assessment records.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
The TAEASS512 Design and develop assessment tools is an elective unit of competency for the TAE40122 Certificate IV in Training and Assessment qualification. This is a great unit for learning about assessment tools. We need to learn about the structure and content of assessment tools. This is important background knowledge for two core activities performed by TAFE teachers and trainers working for an RTO:
principles of assessment and the rules of evidence.
Performance Evidence
The Performance Evidence for the TAEASS512 Design and develop assessment tools unit states that a person must demonstrate their ability to design, develop and document three assessment tools for the assessment of nationally recognised units of competency, including:
at least one assessment tool for a unit of competency packaged in a qualification or accredited course at AQF level 3 or above
at least one RPL assessment tool for a unit of competency packaged in a qualification or accredited course at AQF level 3 or above.
This means that one of the three assessment tools may be for a unit of competency packaged in a qualification or accredited course at any AQF level, including qualification or accredited course that is below AQF level 3.
What is the difference between an assessment tool and RPL assessment tool?
There are two assessment contexts:
training and assessment context
recognition of prior learning (RPL) context.
The ‘training and assessment context’ means that we have delivered training before conducting assessment. The RPL context means that we assess a person’s competency before the training has been delivered.
The template for an RPL assessment tool is usually different than the template for an assessment tool used when conducting assessment after we have delivered the training. This is due to different types of assessment procedures or activities. However, some assessment documents may be the same or similar regardless of the assessment context.
Overview of designing and developing an assessment tool
The following nine steps provides an overview of the tasks to be performed when designing and developing an assessment tool.
Step 1. Access and analyse the Unit of Competency and Assessment Requirements
The first step is to access and analyse Unit of Competency and the associated Assessment Requirements to identify what is required to demonstrate competence. The training.gov.au website gives us access the Unit of Competency and Assessment Requirements. These two documents can be downloaded as a Word file or PDF file.
The Unit of Competency and Assessment Requirements will need to be interpreted and contextualised. This may require us to consult with industry and employers
The following questions can help guide our analyse of the Unit of Competency and Assessment Requirements.
What work tasks are to be performed by the candidate?
Is there a volume of performance evidence specified?
How many assessment tasks will be required?
What assessment methods will be used?
Are the assessment conditions specified?
Is the location for the assessment specified?
Are facilities, equipment or resources specified?
Step 2. Develop a preliminary outline of the assessment tasks
This step moves us from analysing to using the information from the Unit of Competency and Assessment Requirements. This is a relatively quick step.
We must use ‘assessment tasks’ to organise our assessment tool. Unfortunately, some RTOs delivering the Certificate IV in Training and Assessment qualification still promote the idea of using ‘assessment methods’ to organise the assessment tool. This is an outdated approach because this is not how we implement assessments. We implement by administrating and conducting assessment tasks.
My first general rule about the number of assessment tasks is that there will always be at least two assessment tasks:
One assessment task to gather the Knowledge Evidence
At least one assessment task to gather the Performance Evidence.
My second general rule about the number of assessment tasks is that we should design our assessment tool to make it easy for assessors to implement and easy for candidates to understand. We should aim to use the least number of assessment tasks as possible, without making the assessment tasks too big or too complicated.
An example
The volume of performance evidence specified for the TAEASS512 Design and develop assessment tools unit of competency is three. It requires the candidate to design and develop three assessment tools. Therefore, we can plan to use four assessment tasks for this unit:
One assessment task to gather the Knowledge Evidence
Three assessment tasks to gather the Performance Evidence.
The following is a preliminary outline of the assessment tasks for the TAEASS512 Design and develop assessment tools unit of competency.
The preliminary outline of the assessment tasks is a starting point. We may need to change the assessment approach as we design and develop the assessment tool.
Step 3. Develop a draft assessment matrix
An assessment matrix may also be known as ‘assessment mapping’ or ‘competency map’.
This step relates to the development of draft assessment matrix that includes an outline of the evidence to be gathered from a candidate. At this stage, we use an ‘x’ to link the specifications of the Unit of Competency and Assessment Requirements with the assessment tasks. The assessment matrix is an important part of the assessment tool. It is used to design for compliance and check for compliance. The following is my recommended template for an assessment matrix. It has a column on the right that is used to document the evidence to be gathered from a candidate.
The draft assessment matrix is updated with details after the assessment instruments have been developed (Step 7).
Steps 4, 5 and 6
Steps 4, 5 and 6 covers the development of the assessment tool.
Step 6. Write instructions for assessors and candidates
The assessment matrix is part of the assessment tool, and it is used to guide the development of the remaining documents. RTOs will usually have templates for these documents, and TAE Students will be provided with templates.
The development of the draft assessment instruments and criteria to be used to make judgements about whether competence has been achieved can be time-consuming. And when we develop the assessment tools, it is important to number assessment items. For example:
Number each question
Number each item on an observation checklist
Number each item on a product review checklist
Number each item on a third-party report.
The ‘assessment guide for assessors’ may also be known as a ‘marking guide’. The purpose of this document is to support reliable assessment (one of the four principles of assessment). The assessment guide should include:
Sample answers for the questions being used to gather the Knowledge Evidence
Criteria for making decisions relating to the standard of Performance Evidence gathered.
Step 7. Update the draft assessment matrix
After the assessment instruments have been documented, we update the assessment matrix with reference to the numbering of each assessment item (see above). The following illustrates an updated assessment matrix that was originally created in Step 3.
Step 8. Review and trial the draft assessment tool
Some people may call this step the pre-validation of an assessment tool. It consists of two different activities:
Review of the draft assessment tool
Trial of the draft assessment tool.
These activities will involve others. We need a person or people who have not been involved with the design and develop of the assessment tool to look at what we have created with fresh eyes. And we them to use the assessment tool to find out if it can be understood and implemented from the perspective of an assessor and candidate.
We can identify what needs to be fixed or areas for improvement by observing the assessment tool being used by others. Also, we should seek feedback from the person or people who have been involved in the review and trail of the assessment tool.
Step 9. Finalise the assessment tool
We finalise the assessment tool based on the feedback gathered during the review and trial of the draft assessment tool.
A useful guide to assessment tools
ASQA has published a document titled, Guide to assessment tools. This is a relatively short document that is reasonably easy to read. It is a document that covers important information about designing and developing compliant assessment tools. And it provides practical information and ideas.
In conclusion
It takes time and effort to design and develop an assessment tool that is compliant and works for the assessor and candidate. It regards to time, it can take days. This article has provided a 9-step process that is methodological and practical.
Many TAE Students find the TAEASS512 Design and develop assessment tools unit of competency a bit challenging for a range of reasons, including:
Unclear or confusing instructions
Badly designed templates
Templates that are difficult to use or modify
No examples of completed templates provided
Examples of completed templates are confusing
Insufficient time allocated to the provision of training
The learning resources are poorly written or lack required content
The TAE Trainer is unable to explain or demonstrate what needs to be done.
Also, the TAEASS512 Design and develop assessment tools unit of competency has a large number of specified Knowledge Evidence items (41 bullet and sub-bullet points). A TAE Student must expect this unit of competency to take a lot of time and effort to complete, and it may be challenging, confusing and frustrating.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
Digital devices have changed our approach to reading and content consumption, with a significant shift towards on-screen reading over traditional paper formats. This has resulted in a continuous expansion of learning and assessment resources presented on digital platforms.
As trainers, TAFE teachers, or educators, it is imperative for us to comprehend the evolving reading behaviours of individuals and be mindful of the manner in which we present instructions and information to learners.
The importance of reading
Reading plays a vital role in the learning journey, and the way learners read in the digital age greatly impacts their learning outcomes. Perspectives on the subject differ, with some asserting that screens enhance the reading experience, while others argue that on-screen reading is less than ideal and may diminish attention spans.
Short attention span
In general, individuals who read on screens tend to prefer shorter texts as they struggle to sustain their attention for longer than a minute. For some readers, their attention span may be as short as 10 seconds or even less. Consequently, the limited reading time results in a reduced amount of content being absorbed.
Non-linear reading
On-screen text often incorporate hypertext, promoting a non-linear reading approach. Users can conveniently click or tap on links without necessarily completing a paragraph, let alone an entire page. This reading behaviour often results in browsing, scanning, keyword spotting, and engaging in one-time or partial reading. Consequently, non-linear reading reduces the amount of time dedicated to comprehensive and focused reading.
Skim, scan and skip
Many readers do not complete lengthy on-screen documents, nor do they scroll down the page. Instead, they tend to skim, scan, and skip through most sections. However, people tend to do more ‘picture’ reading, where individuals look for graphs, charts, and illustrations that visually aid their understanding of a topic.
In conclusion
Here are four techniques we can use to present content for effective on-screen reading:
Use explanatory subheadings
Keep paragraphs short and sentences simple
Use lists to organise content, enabling quick and easy access
Use images to grab the reader’s attention and keep them interested.
And finally, when presenting on screen content, we need to continuously seek opportunities to grab learners’ attention and maintain their interest. Can you think of some ways for capturing learners’ attention and sustaining their interest?
(Using questions is one technique we can use to engage the learner and maintain their interest.)
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
On Target Work Skills 