Master Assessor - Assessment Manual PDF

Train the Trainer ASEAN Master
Assessor
MTA 2.1
Assessor Manual
Train the Trainer
ASEAN Master
Assessor
MTA 2.1
Assessor Manual
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on Process Refinement
and Training of ASEAN Tourism Master Trainers and Master Assessors.
This publication is supported by the Australian Governments aid program through the ASEAN-Australia
Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2016.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not
responsible for any injury, loss or damage as a result of material included or omitted from this course.
Information in this module is current at the time of publication. Time of publication is indicated in the date
stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and
non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and
Media Library. Some images have been provided by and are the property of William Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: AM_Train_the_trainer_ASEAN_master assessor_160916
Table of contents
Competency Based Assessment (CBA) An Introduction for Assessors .............................. 1
Competency Standard ........................................................................................................ 11
Oral questions ..................................................................................................................... 21
Written questions ................................................................................................................ 31
Answers to written questions............................................................................................... 49
Observation checklist .......................................................................................................... 67
Third Party Statement ......................................................................................................... 71
Competency recording sheet .............................................................................................. 73
ASEAN 2016
Assessor Manual
Train the Trainer ASEAN Master Assessor
ASEAN 2016
Assessor Manual
Competency Based Assessment (CBA) An introduction for assessors
Competency Based Assessment (CBA)

An Introduction for Assessors
Assessment is the process of identifying a participants current knowledge, skills and
attitudes sets against all elements of competency within a unit of competency.
Suggested Assessment Methods
For each unit of competency a number of assessment tools have been identified including:
Work Projects
Oral Questions
Written Questions
Third Party Statements
Observation Checklists.
Instructions and Evidence Recording Sheets have been identified in this Assessment
Manual for use by Assessors.
Alternative Assessment Methods
Whilst the above mentioned assessment methods are suggested assessment methods, the
assessor may use an alternate method of assessment taking into account:
a) The nature of the unit
b) The strengths of participants
c) The number of participants in the class
d) Time required to complete assessments
e) Time dedicated to assessment
f) Equipment and resources required.
Alternate assessment methods include:
Practical demonstrations
Practical demonstrations in simulated work conditions
Problem solving
Portfolios of evidence
Critical incident reports
Journals
Oral presentations
Interviews
Videos
Visuals/slides/audiotapes
Case studies
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Log books
Projects and Role plays
Group projects
Recognition of Prior Learning.
Whilst there is no specific instruction or evidence collection documents for all the alternative
assessment methods, assessors can record competency in the Other section within the
Competency Recording Sheet.
Selection of Assessment Methods
Each assessor will determine the combination of Assessment Methods to be used to

determine Competency for each Competency Unit on a student by student basis.
Sufficient evidence to support the Pass Competent/Not Yet Competent decision must be
captured.
In practice this means a minimum of 2 3 Assessment Methods for each candidate for each
Competency Element is suggested.
At least one method should provide evidence of practical demonstration of competence.
The following assessment methods deemed to provide evidence of practical demonstration
of competence include:
Practical Work Projects
Third Party Statement
Observation Checklist.
Assessing Competency
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
Pass Competent (PC)
Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as Pass Competent
(PC).
The assessor will award a Pass Competent (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be Not Yet Competent (NYC).
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This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the expected
standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be Pass Competent.
Regional Qualifications Framework and Skills Recognition System
The Regional Qualifications Framework and Skills Recognition System, also known as the
RQFSRS is the overriding educational framework for the ASEAN region.
The purpose of this framework is to provide:
A standardised teaching and assessment framework
Mutual recognition of participant achievement across the ASEAN region. This includes
achievement in individual Units of Competency or qualifications as a whole.
The role of the RQFSRS is to provide, ensure and maintain quality assurance across all
countries and educational providers across the ASEAN region.
Recognition of Prior Learning (RPL)
Recognition of Prior Learning is the process that gives current industry professionals who do
not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
This process is a learning and assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
Code of Practice for Assessors
This Code of Practice provides:

Assessors with direction on the standard of practice expected of them
Candidates with assurance of the standards of practice expected of assessors
Employers with assurance of the standards maintained in the conduct of assessment.
The Code detailed below is based on the International Code of Ethics and Practice (The
National Council for Measurement in Education [NCME]):
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, conducting, reviewing and
reporting of the assessment outcomes
The rights of the candidate are protected during and after the assessment
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Personal and 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 process 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
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
The assessment results are used consistently with the purposes explained to the
candidate
Opportunities are created for technical assistance in planning, conducting and reviewing
assessment procedures and outcomes.
Instructions and Checklist for Assessors
Instructions
General instructions for the assessment:
Assessment should be conducted at a scheduled time that has been notified to the
candidate
Facilitators must ensure participants are made aware of the need to complete
assessments and attend assessment sessions
If a participant is unable to attend a scheduled session, they must make arrangements
with the Assessor to undertake the assessment at an alternative time
At the end of the assessment the Assessor must give feedback and advise the
participant on their PC/NYC status
Complete the relevant documentation and submit to the appropriate department.
Preparation
Gain familiarity with the Unit of Competency, Elements of Competency and the
Performance Criteria expected
Study details assessment documentation and requirements
Brief candidate regarding all assessment criteria and requirements.
Briefing Checklist
Begin the assessment by implementing the following checklist and then invite the
candidate to proceed with assessment.
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Checklist for Assessors
Prior to the assessment I have: Tick () Remarks
Ensured the candidate is informed about the venue and schedule

of assessment.
Received current copies of the performance criteria to be

assessed, assessment plan, evidence gathering plan, assessment
checklist, appeal form and the companys standard operating
procedures (SOP).
Reviewed the performance criteria and evidence plan to ensure I

clearly understood the instructions and the requirements of the
assessment process.
Identified and accommodated any special needs of the candidate.
Checked the set-up and resources for the assessment.
During the assessment I have:
Introduced myself and confirmed identities of candidates.
Put candidates at ease by being friendly and helpful.
Explained to candidates the purpose, context and benefits of the

assessment.
Ensured candidates understood the assessment process and all

attendant procedures.
Provided candidates with an overview of performance criteria to

be assessed.
Explained the results reporting procedure.
Encouraged candidates to seek clarifications if in doubt.
Asked candidates for feedback on the assessment.
Explained legal, safety and ethical issues, if applicable.
After the assessment I have:
Ensured candidate is given constructive feedback.
Completed and signed the assessment record.
Thanked candidate for participating in the assessment.
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Instructions for Recording Competency
Specifications for Recording Competency

The following specifications apply to the preparation of Evidence Gathering Plans:
A Competency Recording Sheet must be prepared for each candidate to ensure and
demonstrate all Performance Criteria and Competency Elements are appropriately
assessed. This Sheet indicates how the Assessor will gather evidence during their
assessment of each candidate
This Competency Recording Sheet is located at the end of the Assessment Plan
It is the overriding document to record competency
The Assessor may vary the Competency Recording Sheet to accommodate practical and
individual candidate and/or workplace needs
Assessor must place a tick () in the Assessment Method columns to identify the
methods of assessment to be used for each candidate
Multiple Competency Elements/Performance Criteria may be assessed at the one time,
where appropriate
The assessor and participant should sign and date the Competency Recording Sheet,
when all forms of evidence and assessment have been completed
The assessor may provide and feedback or clarify questions which the participant may
have in regards to the assessment grade or findings
All documents used to capture evidence must be retained, and attached to the
Competency Recording Sheet for each candidate for each Competency Unit.
Instructions for Different Assessment Methods
Specifications for Work Project Assessment

These guidelines concern the use of work projects.
The work projects identified in the Training Manuals involve a range of tasks, to be
performed at the discretion of the Assessor.
Work project tasks can be completed through any form of assessment as identified in the
Trainer and Trainee Manuals and stated at the start of this section.
Assessors should follow these guidelines:
Review the Work Projects at the end of each Element of Competency in the Trainee
Manual to ensure you understand the content and what is expected
Prepare sufficient resources for the completion of work activities including:
Time whether in scheduled delivery hours or suggested time participants to spend
outside of class hours
Resources this may involve technical equipment, computer, internet access,
stationery and other supplementary materials and documents.
Prepare assessment location (if done in class) making it conducive to assessment
Explain Work Projects assessment to candidate, at the start of each Element of
Competency. This ensures that participants are aware of what is expected and can
collate information as delivery takes place
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Assessors can use the following phrase as a guide (where an X is identified, please
input appropriate information):
At the end of each Element of Competency there are Work Projects which must be
completed. These projects require different tasks that must be completed.
These work projects are part of the formal assessment for the unit of competency titled
X:
You are required to complete these activities:
a) Using the X method of assessment
b) At X location
c) You will have X time period for this assessment.
You are required to compile information in a format that you feel is appropriate to the
assessment
Do you have any questions about this assessment?
Commence Work Project assessment:
The assessor may give time for participants to review the questions at this time to
ensure they understand the nature of the questions. The assessor may need to
clarify questions
Participants complete work projects in the most appropriate format
Participants must submit Work Project evidence to the assessor before the
scheduled due date.
Assessor must assess the participants evidence against the competency standards
specified in each Element of Competency and their own understanding. The assessor
can determine if the participant has provided evidence to a competent standard
Transcribe results/details to Competency Recording Sheet
Forward/file assessment record.
Specifications for Oral Question Assessment

These guidelines concern the use of oral questioning.
Assessors should follow these guidelines.
Prepare Assessment Record for Oral Questioning. One record for each candidate:
Enter Student name
Enter Assessor name
Enter Location.
Familiarise self with Questions to be asked
Prepare assessment location (table and chairs) making it conducive to assessment
Explain Oral Questioning assessment to candidate, using the following phrase as a
guide (where a X is identified, please input appropriate information):
These oral questions are part of the formal assessment for the unit of competency titled
X.
There are X questions and you are required to answer all of them to the best of your
ability and I will record whether or not you have answered correctly.
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We have 60 minutes for this assessment.

I will give you feedback at the end of the assessment
Commence Oral Questioning assessment:
Complete Assessment Record for the Oral Questioning by:
a) Ticking PC or NYC, as appropriate
b) Entering Remarks as required
c) Completing Oral Questioning within 60 minutes.
Complete Oral Questioning and provide feedback to candidate
Specifications for Written Question Assessment

These guidelines concern the use of written questioning.
Assessors should follow these guidelines:
Familiarise self with Questions and Answers provided
Print and distribute copies of Written Questions for participants. Ideally this should take
place with adequate time for participants to answer all questions before the expected
due date
Explain Written Questioning assessment to candidate, using the following phrase as a
guide (where a X is identified, please input appropriate information):
These written questions are part of the formal assessment for the unit of competency
titled X.
There are X questions and you are required to answer all of them to the best of your
ability.
You may refer to your subject materials, however where possible try to utilise your
existing knowledge when answering questions.
Where you are unsure of questions, please ask the Assessor for further instruction. This
may be answering the question orally or asking the assessor to redefine the question.
We have X time for this assessment:
The due date for completion of this assessment is X
On this date you must forward the completed questions to the assessor by X time on
the date of X
The assessor may give time for participants to review the questions at this time to ensure
they understand the nature of the questions. The assessor may need to clarify questions
Participants may record written answers (where possible)
Participants must submit the written answers to the assessor before the scheduled due
date
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Assessor must assess the participants written answers against the model answers
provided as a guide, or their own understanding. The assessor can determine if the
participant has answered the questions to a competent standard
Specifications for Observation Checklist
These specifications apply to the use of the Observation Checklist in determining

competency for candidates.
Only an approved assessor is authorised to complete the Observation Checklist.
The assessor is required to observe the participant, ideally in a simulated environment or
their practical workplace setting and record their performance (or otherwise) of the
competencies listed on the Observation Checklist for the Competency Unit.
To complete the Observation Checklist the Assessor must:
Insert name of candidate
Insert assessor name
Insert identify of location where observations are being undertaken
Insert date/s of observations may be single date or multiple dates
Place a tick in either the Yes or No box for each listed Performance Criteria to indicate
the candidate has demonstrated/not demonstrated that skill
Provide written (and verbal) feedback to candidate as/if appropriate
Sign and date the form
Present form to candidate for them to sign and date
Transcribe results/details to Competency Recording Sheet for candidate
Forward/file Observation Checklist.
This source of evidence combines with other forms of assessment to assist in determining
the Pass Competent or Not Yet Competent decision for the participant.
Specifications for Third Party Statement
These specifications relate to the use of a relevant workplace person to assist in determining
competency for candidates.
The Third Party Statement is to be supplied by the assessor to a person in the workplace
who supervises and/or works closely with the participant.
This may be their Supervisor, the venue manager, the Department Manager or similar.
The Third Party Statement asks the Supervisor to record what they believe to be the
competencies of the participant based on their workplace experience of the participant. This
experience may be gained through observation of their workplace performance, feedback
from others, inspection of candidates work etc.
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A meeting must take place between the Assessor and the Third Party to explain and
demonstrate the use of the Third Party Statement.
To complete the Third Party Verification Statement the Assessor must:
Insert candidate name
Insert name and contact details of the Third Party
Tick the box to indicate the relationship of the Third Party to the candidate
Present the partially completed form to the Third Party for them to finalise
Collect the completed form from the Third Party
Transcribe results/details to Competency Recording Sheet for candidate
Forward/file Third Party Statement.
The Third Party must:
Record their belief regarding candidate ability/competency as either:
Pass Competent = Yes
Not Yet Competent = No
Unsure about whether candidate is competent or not = Not Sure.
Meet briefly with the assessor to discuss and/or clarify the form.
This source of evidence combines with other forms of assessment to assist in determining
the Pass Competent or Not Yet Competent decision for the candidate.
A separate Third Party Statement is required for each Competency Unit undertaken by the
candidate.
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Competency standard
Competency Standard
UNIT TITLE: Train the Trainer ASEAN Master Assessor NOMINAL HOURS: 105
UNIT NUMBER: MTA 2.1
UNIT DESCRIPTOR: This unit deals with the skills and knowledge and attitudes to become an ASEAN Master Assessor and train National
Assessors.
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Identify operational context Unit Variables

1.1 Explain background of ASEAN Mutual The Unit Variables provide advice to interpret the scope and context of this unit of
Recognition Arrangement on Tourism competence. It relates to the unit as a whole and facilitates holistic assessment.
Professionals (MRA-TP)
Background of MRA-TP will include:
1.2 Describe elements of MRA-TP
1.3 Define Competency Based Training and Rationale for MRA-TP
Assessment Stakeholders
1.4 Characterise role of ASEAN assessor
Objectives.
Element 2: Identify the ASEAN Regional
Qualifications Framework and Skills Elements of MRA-TP will include:
Recognition System Common ASEAN Tourism Curriculum
2.1 Identify Qualifications available under the
Regional Qualifications Framework and Skills Recognition System
ASEAN Regional Qualifications Framework and
Skills Recognition System ASEAN Common Competency Standards for Tourism Professionals
2.2 Explain concept of Packaging Rules to develop National Tourism Professionals Board
ASEAN qualifications
Tourism Professionals Certification Board
ASEAN Tourism Professionals Registration System
ASEAN Tourism Professionals Monitoring Committee
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Competency standard
Recognition of Prior Learning

Element 3: Identify ASEAN toolbox resources
3.1 Name Labour Divisions to which ASEAN Regional Secretariat MRA-TP.
toolboxes apply Competency Based Training and Assessment will include:
3.2 Identify unit titles of ASEAN toolboxes Definition of Competency Based Training
3.3 Describe assessment-related elements of an
Rationale for Competency Based Training
ASEAN toolbox
Element 4: Implement assessment of an Benefits of Competency Based Training
ASEAN Competency Standard Definition of Competency Based Assessment including Principles of Assessment and
4.1 Detail competency standard assessment Rules of Evidence
requirements Role of Competency Based Assessment in Competency Based Training and its
4.2 Plan and prepare for assessment of an ASEAN relationship to Competency Based Training.
Competency Standard
Role of ASEAN assessor will include:
4.3 Conduct assessment of an ASEAN Competency
Standard Necessary industry experience
4.4 Evaluate an ASEAN assessment. Roles and responsibilities of an ASEAN assessor and Master Assessor
Element 5: Train National Assessors Nature of relationship between ASEAN toolbox assessors and trainers.
5.1 Discuss the learning process Qualifications available will include:
5.2 Plan and prepare for delivery of National Assessor Identification of all Qualifications across all Labour Divisions from Certificate II to
training Advanced Diploma levels.
5.3 Conduct National Assessor training Concept of Packaging Rules will include:
5.4 Evaluate National Assessor training Overview of how qualifications may be constructed to suit individual need
Indication of where detailed information on Packaging Rules may be accessed.
Labour Divisions will include:
Front Office
Housekeeping
Food and Beverage Service
Food Production
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Competency standard
Tour Operation
Travel Agencies.
Unit Titles of ASEAN toolboxes will include:
List of 242 units developed for the CATC/RQFSRS.
Assessment-related elements of an ASEAN toolbox will include:
Competency Standard
Assessor Manual.
Competency standard assessment requirements will include:
Principles of competency assessment
Types of assessment
Evidence rules
Types of evidence
Assessment methods
Developing an assessment matrix
Developing an assessment strategy.
Plan and prepare for assessment of an ASEAN Competency Standard will include:
Review of Competency Standard
Determination of assessment approach
Preparation of assessment plan
Selection and scheduling of assessment activities/instruments
Liaison with trainer
Organisation of assessment environment
Communication and confirmation of assessment requirements and arrangements to
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Competency standard
candidates and relevant others.

Conduct assessment of an ASEAN Competency Standard will include:
Verification of assessment with candidate/s
Principles of assessment
Rules of evidence
Need to gather quality evidence
Need to support candidates
Use of Work Projects
Use of Assessor Manual
Implementation of selected assessment items
Making the assessment decision.
Evaluate an ASEAN assessment will include:
Completion of required assessment records
Evaluation of assessment environment used
Evaluation of resources used
Evaluation of personal approach and orientation
Evaluation of assessment activities/items and procedures used
Evaluation of assessment decisions
Communication of results and findings.
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Competency standard
Learning process will include:

Learning as a voluntary behaviour
The learning/training process
Learner characteristics and learning styles
Barriers to learning.
Plan and prepare for delivery of National Assessor training will include:
Review of the National Assessor Competency Standard
Identification of resources required
Identification of training methods/strategies
Establishment of delivery parameters
Determination of learner numbers and profiles
Preparation of relevant plans
Integration of learning principles
Scheduling of training
Preparation of resources for delivery
Development and acquisition of training materials
Organisation of training environment.
Conduct National Assessor training will include:
Following plans
Use of Trainer Guide
Use of Trainee Manual
Use of PowerPoint presentations and Classroom Activities
Application of effective facilitation skills
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Competency standard
Learner support
Monitoring of delivery.
Evaluate National Assessor training will include:
Completion of required training records
Evaluation of training environment used
Evaluation of resources used
Evaluation of personal approach and orientation
Evaluation of content
Communication of outcomes and findings.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
Demonstrated ability to gather sufficient evidence to make a valid Competent/Not Yet
Competent decision ensuring compliance with accepted Principles of Assessment and
Rules of Evidence for Competency Based Assessment
Demonstrated ability to train National Assessors.
Linkages To Other Units
Train the Trainer ASEAN Master Trainer (MTA 1.1).
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Competency standard
Critical Aspects of Assessment

Evidence of the following is essential:
Demonstrated ability to apply Competency Based Assessment strategies to assess a
nominated student cohort for an identified ASEAN toolbox including preparation of
necessary support materials and documentation which must include application and
assessment (including appropriate modification/contextualisation as necessary) of:
Work projects provided in the toolbox
Oral questions provided in the toolbox
Written questions provided in the toolbox
Observation Checklist provided in the toolbox
Third Party Statement provided in the toolbox
Other assessment evidence deemed appropriate for the unit and/or student
Demonstrated ability to train nominated student cohort to be National Assessors
Demonstrated ability to complete necessary documentation to record the
assessment conducted and the student outcomes.
Context of Assessment
This unit may be assessed in a training institution or a workplace:
Assessment must include:
Practical demonstration of assessment of a nominated ASEAN toolbox to a student
group
Practical demonstration of training person/s to be a National Assessor
and
Implementation of assessment must include use of assessment items contained in
relevant ASEAN Assessment Manual.
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Competency standard
Resource Implications
Training and assessment to include access to a suitably equipped training facility that
provides the candidate with an opportunity to demonstrate application of training Master
Assessors in the use of toolboxes to assess vocational training to students
Assessment Methods
The following methods may be used to assess competency for this unit:
Observation of practical performance
Oral and written questions
Portfolio of evidence/written work
Third party reports completed by a supervisor.
Key Competencies in this Unit
Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
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Competency standard
Key Competencies Level Examples
Collecting, organising and 3 Researching requirements of competency

analysing information to be demonstrated
Generating assessment and training
materials
Communicating ideas and 3 Communicating assessment and learning

information requirements to candidates
Planning and organising activities 2 Scheduling assessments and training

Developing assessment tools and training
materials
Arranging materials and resources
required for assessments
Working with others and in teams 2 Liaising with assessors

Cooperating with candidates to
accommodate legitimate assessment
issues
Using mathematical ideas and 2 Managing assessment and training

techniques delivery cost to align with organisational
parameters
Solving problems 2 Addressing re-assessment needs
Using technology 2 Including technology in assessment and

training
Recording training and assessment
outcomes/results.
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Competency standard
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Oral questions
Oral questions
Student name
Assessor name
Location/venue
Unit of competency Train the Trainer ASEAN Master Assessor

MTA 2.1
Instructions 1. Ask student questions from the attached list to confirm knowledge, as
necessary
2. Place tick in boxes to reflect student achievement (Pass Competent
PC or Not Yet Competent NYC)
3. Write short-form student answer in the space provided for each
question.
Response
Questions
PC NYC
1. What is the rationale for the MRA-TP?
2. What are the six key elements/components of the MRA-TP?
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Oral questions
Response
Questions
PC NYC
3. In your own words define Competency Based Training.
4. In your own words define Competency Based Assessment.
5. Explain the nature of the relationship which should exist between

ASEAN toolbox assessors and trainers.
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Oral questions
Response
Questions
PC NYC
6. Identify one Labour Division and name the qualifications provided for
under the Qualifications Framework.
7. What would you do to obtain the Packaging Rules for a specific

qualification listed under the Qualifications Framework?
8. Name one qualification and describe the Packaging Rules which apply
to units for that qualification.
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Oral questions
Response
Questions
PC NYC
9. What are the six Labour Divisions to which the Toolboxes apply?
10. Name six competency standards/units provided for under the existing
Qualifications Framework.
11. Where would you go/what would you do to obtain copies of the
competency standards which have been approved for delivery?
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Oral questions
Response
Questions
PC NYC
12. Name and describe five elements of an ASEAN toolbox Competency
Standard.
13. What assessment tools/items are provided for in the Assessor Manual of
an ASEAN toolbox?
14. In addition to assessment tools/items what other information is provided

in the Assessor Manual of an ASEAN toolbox?
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Oral questions
Response
Questions
PC NYC
15. Identify and differentiate between three types of assessment illustrating
when/how each might be used/applied.
16. Name and differentiate between the three types of evidence that may be
used to make the C/NYC decision.
17. Identify a competency standard under the Qualifications Framework that

you have assessed and use this to illustrate the planning and
preparation you undertook prior to conducting the assessment/s.
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Oral questions
Response
Questions
PC NYC
18. Discuss the actual assessment of the unit you used in your response to
the previous question.
19. For the unit you have just told me about, what did you do to evaluate
your assessment and what were the results of your evaluation?
20. What implications are there for trainers in the fact that learning is a
voluntary behaviour?
ASEAN 2016
Assessor Manual 27
Oral questions
Response
Questions
PC NYC
21. Explain how learning/training can be seen as a process.
22. Briefly outline the planning and preparation you would undertake to
deliver National Assessor training.
23. What delivery techniques might you use to conduct effective National
Assessor training? Match content to the different delivery/training
methods.
ASEAN 2016
28 Assessor Manual
Oral questions
Response
Questions
PC NYC
24. Why is evaluation of National Assessor training an important aspect of
professional training delivery?
ASEAN 2016
Assessor Manual 29
Oral questions
ASEAN 2016
30 Assessor Manual
Written questions
Written questions
Train the Trainer ASEAN Master Assessor MTA 2.1
Student Name: __________________________________________________________
Answer all the following questions and submit to your Trainer.
1. What two things were the MRA-TP designed to do?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What are the three objectives of the MRA-TP?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What does NTPB stand for and what function does it have?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 31
Written questions
4. What does TPCB stand for and what is its main role?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. What does ATPRS stand for and what is its role?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. What does RQFSRS stand for? How many units are there under it? How many
qualifications are provided for under the RQFSRS?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
32 Assessor Manual
Written questions
7. What does CATC stand for and what is it?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8. What are the five functions of the Regional Secretariat MRA-TP?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
9. Define competency.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 33
Written questions
10. In your own words describe/define CBT.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
11. In your own words describe/define CBA.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
12. What are the eligibility criteria for people to become ASEAN toolbox assessors in your
home country?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
34 Assessor Manual
Written questions
13. Identify six of the common roles and responsibilities of an ASEAN toolbox Assessor.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
14. List five activities Master Assessors need to perform to fulfil their primary role.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
15. Give four reasons which illustrate the importance of/need for a relationship between
ASEAN Toolbox Assessors and Trainers.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
16. List three ways ASEAN Toolbox Assessors and Trainers can create and maintain the
necessary relationship required between them.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 35
Written questions
17. Name all the qualifications provided for under one of the Labour Divisions under the
Qualifications Framework.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
18. What is the role/function of Packaging Rules for qualifications under the RQFSRS?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
19. How can you identify the Packaging Rules for a qualification under the RQFSRS?
____________________________________________________________________
____________________________________________________________________
20. What are the six Labour Divisions to which the Qualifications Framework/CATC
applies?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
21. What is the name of the website where you can access all the competency standards
and toolbox resources?
____________________________________________________________________
ASEAN 2016
36 Assessor Manual
Written questions
22. What are the five key elements which comprise an ASEAN Toolbox?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
23. Identify and describe 10 of the elements/components of a Competency Standard

developed under the CATC.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 37
Written questions
24. List six standard components of all ASEAN toolbox Assessor Manuals.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
25. What are the five principles of CBA?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
26. What are the topics for the Rules of Evidence for CBA?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
27. Identify and describe the five types of assessment to consider as part of the
assessment process.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
38 Assessor Manual
Written questions
28. Differentiate between direct, indirect and supplementary evidence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
29. Identify and describe three assessment methods identifying the assessment tools
which would be used to support/enable each one.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
30. Competent performance comprises five key elements: name these.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 39
Written questions
31. What is the starting point of any assessment process?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
32. Describe five activities which may be included in preparing the candidates for the
assessment/verifying assessment with the candidate.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
33. Name four assessment items provided in every ASEAN Toolbox.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
34. Identify the five steps in the RPL process.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
35. What is the name of the document provided in every Toolbox which is used to record
the assessment which has been undertaken/completed for each candidate?
____________________________________________________________________
ASEAN 2016
40 Assessor Manual
Written questions
36. List five issues/topics which need to be considered as part of the evaluation process
following assessments.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
37. Give four reasons the findings/outcomes of assessment evaluations should be

communicated to others.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
38. Identify the four generic barriers to learning as identified in the notes.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
39. Discuss the need for/importance of planning and preparation as the basis of all
successful and effective National Assessor training.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 41
Written questions
40. Why is there a need to review the Competency Standard as part of the planning and
preparation process prior to delivering National Assessor training?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
41. List five important considerations when selecting training methods/strategies to use.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
42. Identify and describe three training delivery options.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
42 Assessor Manual
Written questions
43. List four ways to determine National Assessor learner profiles for upcoming training
delivery.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
44. What is the role of a learning/training plan?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
45. What is a learning/training program and what information will it contain?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 43
Written questions
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
46. List five key points about a session plan.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
47. Trainers must focus their planning and preparation for National Assessor training on
designing learning experiences which integrate learning principles with training
practice: identify five of these requirements.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
48. List three standard requirements for all resources/materials used in National Assessor
training delivery.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
44 Assessor Manual
Written questions
49. Describe six activities which may need to be addressed when organising the physical
environment and equipment for delivery of National Assessor training.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
50. Give five reasons why the plans prepared for National Assessor training must be
followed.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
51. Even though the plans for National Assessor training must be followed, why is there a
need for trainers to remain flexible?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 45
Written questions
52. Identify when trainers should distribute the Trainee Manual to National Assessors and
describe five activities which should accompany this.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
53. In what ways can the National Assessor Trainee Manual be used by the Trainer when
conducting training?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
54. Give six examples of facilitation skills a trainer may need to apply when conducting
National Assessor training.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
46 Assessor Manual
Written questions
55. Give five examples of activities which can provide learner support during National
Assessor training delivery.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
56. Identify five activities which will assist monitoring actual training delivery.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
57. Identify four examples of documentation which a trainer may need to complete in
relation to National Assessor training delivery.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
Assessor Manual 47
Written questions
58. List four generic topics which should be addressed as part of the National Assessor
training delivery evaluation process.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
59. Name five ways a trainer may evaluate their training.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ASEAN 2016
48 Assessor Manual
Answers to written questions

Train the Trainer ASEAN Master Assessor MTA 2.1
The following are model answers only Trainers/Assessors must use discretion when
determining whether or not an answer provided by a Student is acceptable or not.
1. What two things were the MRA-TP designed to do?
Address the imbalance between supply and demand for tourism jobs across the
ASEAN region
Establish a mechanism for the free movement of skilled and certified tourism labour
across the ASEAN region.
2. What are the three objectives of the MRA-TP?
Facilitate mobility of Tourism Professionals

Encourage exchange of information on best practices in competency-based
education and training for Tourism Professionals
Provide opportunities for cooperation and capacity building across ASEAN Member
States.
3. What does NTPB stand for and what function does it have?
The National Tourism Professional Board

The NTPB has the function of quality control of the education and training system
the Common ASEAN Tourism Curriculum that delivers the qualifications recognized
in the MRA.
4. What does TPCB stand for and what is its main role?
The Tourism Professionals Certification Board

The Tourism Professionals Certification Board will apply national competency
standards, assess and certify tourism professionals and also support the ASEAN
Tourism Professionals Registration System.
5. What does ATPRS stand for and what is its role?
The ASEAN Tourism Professionals Registration System

The ASEAN Tourism Professionals Registration System is a web-based facility
designed to disseminate details about qualified tourist professionals in ASEAN
Member States and provide a comparative understanding of the scope, content and
equivalent value (or status) of a tourism qualification awarded in any one of the
ASEAN Member States.
ASEAN 2016
Assessor Manual 49
6. What does RQFSRS stand for? How many units are there under it? How many
qualifications are provided for under the RQFSRS?
RQFSRS stands for Regional Qualifications Framework and Skills Recognition

System and it is the overriding educational framework for the ASEAN region.
The RQFSRS comprises 52 qualifications from Certificate II to Advanced Diploma
Level, spread across the six identified Labour Divisions.
Qualifications can be selected be users (according to mandatory Packaging Rules) to
suit individual need from the 242 Units for which Competency Standards were
developed and Toolboxes produced.
7. What does CATC stand for and what is it?
The Common ASEAN Tourism Curriculum

The Common ASEAN Tourism Curriculum (CATC) is the approved common
curriculum for ASEAN Tourism Professionals as mutually agreed upon by the
ASEAN Tourism Ministers upon recommendation by the ASEAN NTOs.
8. What are the five functions of the Regional Secretariat MRA-TP?
To enhance awareness and provide capacity building on the implementation of the

MRA TP including marketing and promotion of the services offered by the Secretariat
To develop, maintain and update the ATPRS including its database management
and resources for implementation of the MRA;
To formulate, update and recommend the necessary mechanism including
certification and assessment to enable the smooth implementation of the MRA-TP;
To ensure effective and efficient use of human, financial and capital resources of the
Secretariat; and
To perform such other functions and responsibilities that may be assigned to it by the
Governing Council.
ASEAN 2016
50 Assessor Manual
9. Define competency.
Answer needs to address;

Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or breakdowns
Dealing with the responsibilities of the workplace
Working with others.
10. In your own words describe/define CBT.
No model answer.
11. In your own words describe/define CBA.
No model answer.
12. What are the eligibility criteria for people to become ASEAN toolbox assessors in
your home country?
No model answer.
ASEAN 2016
Assessor Manual 51
13. Identify six of the common roles and responsibilities of an ASEAN toolbox
Assessor.
Being responsible to their employer/the Training Provider they work for

Being responsible to their students
Making quality assessment of vocational training a constant objective and
predominant priority
Organising assessment of candidates
Conducting assessments
Reviewing personal assessing performance and finalising documentation
Growing assessing expertise through further training and by engaging with new and
varied assessment experiences.
Liaising with Trainers.
14. List five activities Master Assessors need to perform to fulfil their primary role.
Promote the ASEAN Toolboxes project and their use

Assist with selection of candidates for undertaking the program
Train Master Assessor candidates in the use of ASEAN Toolboxes to conduct
assessments and to become Master Assessors in their own right
Monitor the progress of the Program and the participants
Provide assistance to other Assessors and Master Assessors on an ongoing basis
Give feedback to relevant personnel and bodies regarding progress, implementation,
problems and opportunities and potential for extending and improving the project.
15. Give four reasons which illustrate the importance of/need for a relationship
between ASEAN Toolbox Assessors and Trainers.
The student/candidate is reliant on both the Assessor and the Trainer for their
outcomes/results of their training
The Assessor must understand/know what the candidate is being taught
The Assessor must only assess what the learner/candidate has been taught in
accordance with the requirements of the nominated Competency Standard
The Assessor will always need to plan their assessments based on the delivery
schedule established by the Trainer
Sometimes the focus of vocational training requires the Trainer to contextualise the
content of delivery to reflect/match identified employer, industry or workplace need
and the Assessor needs to adjust assessment to accommodate this where applicable
There will often be situations where the Assessor and the Trainer need to use the
same equipment, resources and/or space so they need to organise or negotiate a
mutually satisfactory outcome to this which does not disadvantage the
learner/candidate
There needs to be feedback between the Assessor and the Trainer.
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52 Assessor Manual
16. List three ways ASEAN Toolbox Assessors and Trainers can create and maintain
the necessary relationship required between them.
Communicating regularly
Setting a meeting schedule
Sharing information
Having an open door policy in relation to working cooperatively with the other person
Acknowledging what others do.
17. Name all the qualifications provided for under one of the Labour Divisions under
the Qualifications Framework.
No model answer.
18. What is the role/function of Packaging Rules for qualifications under the
RQFSRS?
Packaging Rules prescribe mandatory requirements for creating a qualification.
19. How can you identify the Packaging Rules for a qualification under the RQFSRS?
Visit www.ATPRS.org
20. What are the six Labour Divisions to which the Qualifications Framework/CATC
applies?
Food Production
Food and Beverage Service
Front Office
Housekeeping
Tour Operation
Travel Agencies.
21. What is the name of the website where you can access all the competency
standards and toolbox resources?
www.ATPRS.org
22. What are the five key elements which comprise an ASEAN Toolbox?
Competency Standard
Trainee Manual
PowerPoint slides
Trainer Guide
Assessment Manual.
23. Identify and describe 10 of the elements/components of a Competency Standard

developed under the CATC.
ASEAN 2016
Assessor Manual 53
No model answer as such but response must name and describe ten of the following:
Unit Title
Unit Number
Nominal Hours
Unit Descriptor
Elements
Performance Criteria
Unit Variables
Assessment Guide
Linkages to other Units
Critical Aspects of Assessment
Context of Assessment
Resource Implications
Assessment Methods
Key Competencies for the Unit.
24. List six standard components of all ASEAN toolbox Assessor Manuals.
Answer must name six of the following:

Overview of CBA
Copy of the competency standard
Oral questions
Written questions
Observation checklist
Third party statement
Competency recording sheet.
25. What are the five principles of CBA?
Fairness
Reasonable adjustment
Reliability
Flexibility
Validity.
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54 Assessor Manual
26. What are the topics for the Rules of Evidence for CBA?
Valid
Sufficient
Authentic
Current.
27. Identify and describe the five types of assessment to consider as part of the
assessment process.
Diagnostic undertaken before learning takes place to evaluate/determine

(diagnose) level of learner and to help identify their training needs. Includes actions
such as TNAs and trade tests
Formative ongoing assessment throughout the period of practice/learning
Summative assessment of performance which occurs at the end of the period of
practice/learning
Holistic an assessment approach that covers, in an integrated way, multiple
elements and/or units from the Competency Standards
Recognition of prior/current learning/competency acknowledging learning
regardless of how it was gained.
28. Differentiate between direct, indirect and supplementary evidence.
Direct evidence this is evidence/proof gained through first-hand observation by the

Assessor
Indirect evidence this is evidence/proof obtained through other assessment
activities such as role plays, projects, assignments simulations, and third party
reports
Supplementary evidence this is evidence/proof gathered (such as through third
party questions both oral and written) where additional information is required to
make the Pass Competent/Not Yet Competent decision.
29. Identify and describe three assessment methods identifying the assessment tools
which would be used to support/enable each one.
No model answer.
30. Competent performance comprises five key elements: name these.
Task skills which relates to performing at an acceptable level of skills

Task management skills which relates to managing a range of different tasks
Contingency management skills which refers to responding appropriately when
things go wrong
Job/role environment skills involving fulfilling the responsibilities and expectations
of the workplace
Transfer skills which looks at passing on knowledge, skills and attitudes to others.
31. What is the starting point of any assessment process?
ASEAN 2016
Assessor Manual 55
Review of the Competency Standard: there must be a full understanding of the

Competency Standard to be assessed.
32. Describe five activities which may be included in preparing the candidates for the
assessment/verifying assessment with the candidate.
Make candidate feel at home in the assessment location because many learners
feel threatened/uneasy about being assessed
Confirm candidate is ready to be assessed
Advise candidate of applicable Appeals Processes available to them as developed by
the Training Provider
Explain the assessment in relation to:
What is to be assessed
How it will be achieved
Why the assessment is being done/why the candidate is being assessed.
Provide the candidate with the standard against which they will be assessed this
will help prove to them their assessment is going to reflect exactly what they have
been taught
Explain the concept of evidence
Outline any other persons who may be involved in the assessment process so
candidates fully understand who is to be involved and what everyone is doing in
relation to the assessment
Give them confidence for the assessment process
Allow the candidate to ask questions about the assessment
Help set the scene for the assessment and discuss the assessment process
Begin/develop the process of creating a relationship/rapport between the candidate
and the Assessor.
33. Name four assessment items provided in every ASEAN Toolbox.
Work projects
Oral Questions
Written questions
Observation checklists
Third party statements.
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56 Assessor Manual
34. Identify the five steps in the RPL process.
Determine the information required

Determine types of evidence required
Review evidence presented against the Rules of Evidence
Develop RPL competency interview questions
Determine competence.
35. What is the name of the document provided in every Toolbox which is used to
record the assessment which has been undertaken/completed for each candidate?
Competency Recording Sheet
36. List five issues/topics which need to be considered as part of the evaluation
process following assessments.
The assessment environment

Resources used
Personal approach and orientation
Activities/items and procedures used
The assessment decisions made.
37. Give four reasons the findings/outcomes of assessment evaluations should be

communicated to others.
Advise others of relevant issues identified during the process so:

Action can be taken to address them
Lessons can be learned for future reference.
Avoid making the same mistakes again it is imperative any identified deficiency in
assessment is addressed and rectified next time
Demonstrate professionalism in the process by engaging in self-reflection and
evaluation of personal performance which is indicative of professionalism
Comply with policies requiring evaluation of assessments which may be imposed
by the Training Provider or external authorities
Maintain integrity of the evaluation process:
By scrutinising it and holding Assessors accountable for their decisions and for
their actions
In terms of supporting and informing the validation process.
ASEAN 2016
Assessor Manual 57
38. Identify the four generic barriers to learning as identified in the notes.
The trainer
The training environment
The individual trainee
English language/numeracy/literacy.
39. Discuss the need for/importance of planning and preparation as the basis of all
successful and effective National Assessor training.
Answer should address:

It must precede all training without exception
It must never be overlooked or ignored
The success or failure of any training session is determined before the Trainer even
enters the training room/environment
Proper Preparation Prevents Poor Performance If you fail to plan, you plan to fail
Planning and preparation allows Trainers to:
Factor into their next session/s whatever happened (or did not happen) in their
last session/previous sessions
Accommodate legitimate feedback/evaluation results into future training
Maintain currency of training content
Ensure all required content is covered.
Sufficient and professional planning and preparation for training gives the Trainer full
knowledge about and immense confidence in relation to:
What they are going to deliver
What they are going to do
What they are going to say
How they are going to do things
How long things will take
What resources and materials they will need
How training will be assessed.
40. Why is there a need to review the Competency Standard as part of the planning
and preparation process prior to delivering National Assessor training?
Confirm knowledge of the Unit refresh details and content

Ensure all aspects of the Competency Standard are covered by the training provided
Identify and determine delivery of National Assessor training to incorporate existing
training and assessment qualifications in own country.
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58 Assessor Manual
41. List five important considerations when selecting training methods/strategies to

use.
Should reflect any known learning preferences of the learners

Need to be appropriate to the content
Must enable delivery to occur within the known parameters especially in relation to
budget and time
Should address and reflect the known assessment requirements
Should introduce diversity into the training and help motivate learners
Must be able to be accommodate all the learners
Have to reflect the availability of supporting physical resources
Will often be selected to best fit with individual Trainer:
Personality
Preference for teaching methods.
42. Identify and describe three training delivery options.
No model answer.
43. List four ways to determine National Assessor learner profiles for upcoming
training delivery.
Undertake pre-entry testing

Meet with/interview individual learners as part of SOP and talk to them/ask relevant
questions to elicit information which will create the required profile
Talk to relevant others in the workplace where the Assessor is employed to obtain
input from them
Include questions on enrolment forms for applicants to present details of their
personal requirements/issues.
44. What is the role of a learning/training plan?
Draws together relevant information from different sources (Training Provider,

Competency Standard, Employer/s, students/learners) into the one document for
ease of reference
Provides a checklist to ensure all necessary information about proposed training
delivery for the Unit has been determined, has been obtained and can be used by the
Trainer for further planning and preparation
Is a summary document providing an overview of important details relating to the
delivery of the training.
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45. What is a learning/training program and what information will it contain?
A Learning/training program is:

A series of individual training sessions
A sequence of training events.
The document will contain headings/sections as follows to help direct the thinking of the
Trainer as they plan and prepare for delivery:
Delivery schedule
Content
Delivery method/s to be used
Assessment linkages
Resources available/to be used.
46. List five key points about a session plan.
May be known as a lesson plan

A detailed description of each delivery session as identified in the training program
showing
Each session shown in the learning/training program should have a session plan
prepared for it
Is a planning document developed by the Trainer, for the Trainer the learners do
not see them : the Trainer should develop whatever they want which suits their
personal needs and teaching style best
There are templates which can be used to develop these plans but the layout and
content of these plans is at the discretion of the Trainer. Trainers should feel free to
put whatever they want in these plans as they are only for their personal
use/reference.
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47. Trainers must focus their planning and preparation for National Assessor training
on designing learning experiences which integrate learning principles with
training practice: identify five of these requirements.
Help learners become motivated to change

Build on existing knowledge and skills
Help learners effectively handle course information and experiences
Refer/relate to the previous experience/s of the learner
Help learners develop knowledge, skills, values and/or creative ideas
Explain rather than impose
Help learners transfer their learning to the application environment
Are relevant to their known/expected work
Are active rather than passive
Match the identified learning styles/preferences of learners
Reflect workplace operations, standards, practices, materials and parameters
Are safe and legally complaint
Feature practice and reinforcement
Allow for and provide feedback
Give reward for competency/success
Reduce or eliminate barriers to learning.
48. List three standard requirements for all resources/materials used in National
Reflect individual learner need learning style/preference and/or requirement for

extra content
Are current, comprehensive and accurate
Respond to different learner groups
Cover the specifics of the Competency Standard
Can be created within the allowable budget
Wherever possible, can be re-used in other sessions and/or by other Trainers.
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49. Describe six activities which may need to be addressed when organising the
physical environment and equipment for delivery of National Assessor training.
Book the training room/venue

Ensure it is ready for use and is clean, attractive and inviting.
Tables and chairs have been organised and arranged to suit the needs of the
session
Air conditioning has been adjusted, where possible
Lights are operational and location of switches are known
Globes in overhead projectors are working and there is a spare
Video-tapes/DVD are cued and extension cords are available for items if needed
and the screen is placed where everyone can see it
As much as possible has been done to eliminate/minimise interruption and
distractions from outside sources
Catering, where/if required, has been arranged
Checks have been made to ensure other required equipment and other resources
are present and in working order.
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50. Give five reasons why the plans prepared for National Assessor training must be
followed.
The Trainer will have confidence in the presentation and delivery

The trainer can arrive early and set up the area in advance for the training
The learners will benefit because the Trainer is more self-assured, confident and
aware of what is happening
The Unit will be delivered on time and within budget
All necessary content will be covered
Sufficient/required resources will be available to support the training
Any arrangements made with other people can be honoured because the plans will
have indicated what is required/what is going to happen.
51. Even though the plans for National Assessor training must be followed, why is
there a need for trainers to remain flexible?
Answer must address:

Even though the intention for Trainers is to deliver the training as planned there will
ALWAYS be situation where this is not possible.
A range of unpredictable issues can impact planned activities and cause a revision of
plans and/or other action to address/redress what has taken place.
52. Identify when trainers should distribute the Trainee Manual to National Assessors
and describe five activities which should accompany this.
The Manual could be distributed to learners as part of the first session when distributed
the Trainer should:
Give learners several minutes to look through it and get a general feeling for the
contents and layout
Tell learners the TM belongs to them and is theirs to keep
Spend a few minutes (with new/first-time learners only) explaining CBT and CBA
as described/presented under Introduction to the Trainee Manual
Provide an overview of the contents of the Unit as presented under Unit Descriptor
in the TM
Explain how learners can use the Assessment Matrix to help them reference content
when studying/preparing for assessment/s
Take time to explain the terms, phrases and acronyms as presented in the Glossary
Highlight the Recommended Reading section which learners can elect to use if they
want extra information from various sources.
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53. In what ways can the National Assessor Trainee Manual be used by the Trainer
when conducting training?
As a sole reference when conducting the training Trainer may choose not to use
PowerPoints and deliver training using the TM as the central source this approach
may be suitable where facilities for using PPTs do not exist or where the Trainer has
decided chalk and talk delivery is appropriate
To support the use of the Toolbox PPTs this approach can be used where:
The Trainer uses the PPTs as the primary method of delivery of content,
screening the slides as provided
The Trainer makes in-class reference to pages of the TM which learners can refer
to in- or out-of-class to gain additional information
It can be reserved for private/individual study for learners and not used at all during
classes while Trainer delivers the training using the PPTs
To explain assessment requirements in relation to the Work Projects listed in the TM
ensuring the information provided to the learners has been discussed with and
agreed to/approved by the Assessor.
54. Give six examples of facilitation skills a trainer may need to apply when
conducting National Assessor training.
Creating a positive and comfortable learning environment which is conducive to

learning
Involving and including the learners in decisions made about the conduct of the class
where practicable to do so in order the learners feel important, relevant and central
to the process
Explaining the training and assessment plans so learners know at the outset what
is planned for them and what they are being expected to do
Setting and advising boundaries for the group in terms of what is acceptable and
what is unacceptable in relation to participation, language, behaviour, commitment,
submission of work
Expressing expectations for the group in terms of their attendance, engagement,
outcomes, results
Providing relevant motivation to learning at the outset of the program and
individual sessions
Engaging with and working with learners before, during and after training sessions
Developing rapport and good working relationships with the group
Monitoring group participation and interaction with:
Each other
Training content
Training methods and activities.
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Intervening as required when sub-optimal conditions/circumstances are identified

which may require:
Altering planned delivery, activities, timing or other factors
Talking to, warning, or separating learners who are creating disruption for others
or who are causing a problem for training delivery
Modifying the training conditions or environment.
Controlling the delivery of the session so that:
Identified content is covered
Training finishes on time
Learners feel safe, respected, challenged and engaged.
55. Give five examples of activities which can provide learner support during National
Determining individual leaner characteristics, styles and preferences and

responding to them/including them as part of training delivery
Preparing individual learning plans for certain learners who have been identified as
having special needs or a particular need for extra attention
Providing one-on-one additional training for individuals in situations (for example)
where:
Learners have missed a session
Learners appear to be struggling with content
Learners have requested extra help.
Supplying regular/ongoing verbal and non-verbal feedback to individuals in- and out-
of-class on their progress, success and effort/s
56. Identify five activities which will assist monitoring actual training delivery.
Checking timing/pacing of delivery against session plan in order to Finish session

on time; Cover content identified for the session
Observing the learning environment to Maintain safety; Keep it conducive to
learning
Watching interpersonal relationships between learners so action can be taken as
appropriate/required to Defuse problems; Facilitate positive connections
Controlling the process by Managing access to resources;
Administering/supervising activities and practice; Directing and limiting actions
Determining learning of individuals through Observation; Questioning; Testing
Assessing suitability of Training resources used; Teaching methods employed
Seeking feedback from learners on Their individual requirements current and
future; Issues arising; Their thoughts on the relevancy, effectiveness and
appropriateness of the training; Readiness for assessment.
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57. Identify four examples of documentation which a trainer may need to complete in
relation to National Assessor training delivery.
Budgets
Rolls
Staffing docs
Workplace reports
Trainer reports.
58. List four generic topics which should be addressed as part of the National
Assessor training delivery evaluation process.
Training environment
Training resources used
Trainers personal approach and orientation
Training content.
59. Name five ways a trainer may evaluate their training.
Feedback form
Self-evaluation and reflection
Undertaking self-evaluation by keeping a journal/diary of individual training practice
and reflecting on what is recorded
Asking for personal feedback from other Trainers, from trainees or from another
trusted friend
Video/audio-taping in-class performance for later analysis
Getting other Trainers to sit in on sessions and verbally give their opinion without
using a formal/structured feedback sheet or checklist
Analysing the results of assessments to identify whether or not there is a consistent
problem with learner competency in one area which may indicate a deficiency/issue
with training provision on that topic.
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Student name
Assessor name
Location/venue
Unit of competency Train the Trainer ASEAN Master Assessor

MTA 2.1
Dates of observation
Instructions 1. Over a period of time observe the student completing each

of the following tasks:
a) Identify operational context
b) Identify the ASEAN Regional Qualifications Framework
and Skills Recognition System
c) Identify ASEAN toolbox resources
d) Implement assessment of an ASEAN Competency
Standard
e) Train National Assessors
2. Enter the date on which the tasks were undertaken
3. Place a tick in the box to show they completed each aspect
of the task to the standard expected in the enterprise
4. Complete the feedback sections of the form, if required.
Did the candidate Yes No
Element 1:Identify operational context
Explain background of the ASEAN Mutual Recognition Arrangement on

Tourism Professionals (MRA-TP)
Describe elements of MRA-TP
Define Competency Based Training and Assessment
Characterise role of ASEAN assessor
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Did the candidate Yes No
Element 2: Identify the ASEAN Regional Qualifications Framework and Skills

Recognition System
Identify Qualifications available under the ASEAN Regional Qualifications

Framework and Skills Recognition System
Explain concept of Packaging Rules to develop ASEAN qualifications
Name Labour Divisions to which ASEAN toolboxes apply
Identify unit titles of ASEAN toolboxes
Describe assessment-related elements of an ASEAN toolbox
Element 4: Implement assessment of an ASEAN Competency Standard
Detail competency standard assessment requirements
Plan and prepare for assessment of an ASEAN Competency Standard
Conduct assessment of an ASEAN Competency Standard
Evaluate ASEAN assessment
Element 5: Train National Assessors
Discuss the learning process
Plan and prepare for delivery of National Assessor training
Conduct National Assessor training
Evaluate National Assessor training
Did the students overall performance meet the standard?
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Feedback to student and trainer/assessor
Strengths:
Improvements needed:
General comments:
Candidate signature Date
Assessor signature Date
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Third Party Statement

Student name:
Name of third party: Contact no:
Relationship to Employer Supervisor Colleague Other

student: Please specify:_______________________________________________
Please do not complete the form if you are a relative, close friend or have a conflict of
interest]
Unit of competency: Train the Trainer ASEAN Master Assessor

MTA 2.1
The student is being assessed against industry competency standards and we are seeking
your support in the judgement of their competence.
Please answer these questions as a record of their performance while working with you.
Thank you for your time.
Do you believe the trainee has demonstrated the following

skills? Not
Yes No
sure
(tick the correct response]
Explains background to and elements of MRA-TP
Describes CBT and CBA
Identifies and describes all components of ASEAN toolboxes
Characterises the role of ASEAN assessors and describes the nature

of the relationship between ASEAN toolbox assessors and trainers
Details competency standard assessment requirements
Plans and prepares for assessment of ASEAN Competency

Standards
Conducts assessment of ASEAN Competency Standards
Evaluates ASEAN toolbox assessments
Discusses the learning process
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Do you believe the trainee has demonstrated the following

skills? Not
Yes No
sure
(tick the correct response]
Plans and prepares for delivery of National Assessor training
Conducts National Assessor training
Evaluates National Assessor training
Comments/feedback from Third Party to Trainer/Assessor:
Third party signature: Date:
Send to:
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Competency recording sheet

Name of Student
Name of Assessor/s
Unit of Competency Train the Trainer ASEAN Master Assessor MTA 2.1
Date assessment commenced
Date assessment finalised
Assessment decision Pass Competent / Not Yet Competent (Circle one)
Follow up action required

(Insert additional work and
assessment required to achieve
competency)
Comments/observations by
assessor/s
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Place a tick () in the column to reflect evidence obtained to determine Competency of the student for each Performance Criteria.
Observation 3rd Party Oral Written Work

Element & Performance Criteria Other
of skills Statement Questions Questions Projects
Element 1: Identify operational context
Explain background of ASEAN Mutual Recognition

Arrangement on Tourism Professionals (MRA-TP)
Describe elements of MRA-TP
Define Competency Based Training and Assessment
Characterise role of ASEAN assessor
Element 2: Identify the ASEAN Regional

Qualifications Framework and Skills Recognition
System
Identify Qualifications available under the ASEAN

Regional Qualifications Framework and Skills
Recognition System
Explain concept of Packaging Rules to develop

ASEAN qualifications
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Name Labour Divisions to which ASEAN toolboxes

apply
Identify unit titles of ASEAN toolboxes
Describe assessment-related elements of an ASEAN

toolbox
Element 4: Implement assessment of an ASEAN

Competency Standard
Detail competency standard assessment

requirements
Plan and prepare for assessment of an ASEAN

Competency Standard
Conduct assessment of an ASEAN Competency

Standard
Evaluate an ASEAN assessment
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Element 5: Train National Assessors
Discuss the learning process
Plan and prepare for delivery of National Assessor

training
Conduct National Assessor training
Evaluate National Assessor training
Candidate signature: Date:
Assessor signature: Date:
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Train the Trainer ASEAN Master

Competency Based Assessment (CBA)

Suggested Assessment Methods

Alternative Assessment Methods

Selection of Assessment Methods

Each assessor will determine the combination of Assessment Methods to be used to

Regional Qualifications Framework and Skills Recognition System

Recognition of Prior Learning (RPL)

Code of Practice for Assessors

This Code of Practice provides:

Instructions and Checklist for Assessors

Checklist for Assessors

Prior to the assessment I have: Tick () Remarks

Ensured the candidate is informed about the venue and schedule

Received current copies of the performance criteria to be

Reviewed the performance criteria and evidence plan to ensure I

Identified and accommodated any special needs of the candidate.

Checked the set-up and resources for the assessment.

During the assessment I have:

Introduced myself and confirmed identities of candidates.

Put candidates at ease by being friendly and helpful.

Explained to candidates the purpose, context and benefits of the

Ensured candidates understood the assessment process and all

Provided candidates with an overview of performance criteria to

Explained the results reporting procedure.

Encouraged candidates to seek clarifications if in doubt.

Asked candidates for feedback on the assessment.

Explained legal, safety and ethical issues, if applicable.

After the assessment I have:

Ensured candidate is given constructive feedback.

Completed and signed the assessment record.

Thanked candidate for participating in the assessment.

Instructions for Recording Competency

Specifications for Recording Competency

Instructions for Different Assessment Methods

Specifications for Work Project Assessment

Specifications for Oral Question Assessment

We have 60 minutes for this assessment.

Specifications for Written Question Assessment

Specifications for Observation Checklist

These specifications apply to the use of the Observation Checklist in determining

Specifications for Third Party Statement

UNIT NUMBER: MTA 2.1

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Identify operational context Unit Variables

Recognition of Prior Learning

candidates and relevant others.

Learning process will include:

Critical Aspects of Assessment

Key Competencies Level Examples

Collecting, organising and 3 Researching requirements of competency

Communicating ideas and 3 Communicating assessment and learning

Planning and organising activities 2 Scheduling assessments and training

Working with others and in teams 2 Liaising with assessors

Using mathematical ideas and 2 Managing assessment and training

Solving problems 2 Addressing re-assessment needs

Using technology 2 Including technology in assessment and

Unit of competency Train the Trainer ASEAN Master Assessor

2. What are the six key elements/components of the MRA-TP?

4. In your own words define Competency Based Assessment.

5. Explain the nature of the relationship which should exist between

7. What would you do to obtain the Packaging Rules for a specific

14. In addition to assessment tools/items what other information is provided