TAE50111 Holistic Assessment Mapping

Holistic Assessment Mapping
TAE50111 Diploma of
Vocational Education and Training
TAEPDD501A Maintain and enhance professional practice
TAEDEL502A Provide advanced facilitation practice
TAEASS501A Provide advanced assessment practice
Table of contents
Assessment methods and tasks ....................................................................................1
Resource requirements for assessment ........................................................................3
Competency requirements..............................................................................................3
Critical aspects of evidence ............................................................................................4
Knowledge and skills ......................................................................................................6
Note to assessors ......................................................................................................... 11
Assessment summary .................................................................................................. 12
Assessment detail ........................................................................................................ 15
Employability Skills ....................................................................................................... 42

Background
This mapping document relates to the following three core units of competency from
TAE50111 Diploma of Vocational Education and Training:
TAEPDD501 Maintain and enhance professional development
Assessment methods and tasks
Methods of Through consultation with industry, the following assessment

assessment methods have been deemed appropriate for this unit.
Portfolio of evidence Undertake a reflective process of current facilitation and

and a reflection assessment practice in order to identify areas for
Assessment Task 1 improvement.
Research, discussion Develop a professional development plan that addresses the

and written report identified areas for improvement.
Assessment Task 2
Portfolio of evidence Participate in professional development activities.
Assessment Task 3
Portfolio of evidence Demonstrate how participation in professional development
and a reflection activities has improved facilitation and assessment practice to
Assessment Task 4 achieve advanced facilitation and assessment practices.
Portfolio of evidence Lead others in professional development.

Assessment Task 5


Assessment Task 2
Assessment Task 3
TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

2011 Commonwealth of Australia Page 1 of 44
Methods of Through consultation with industry, the following assessment

assessment methods have been deemed appropriate for this unit.


Assessment Task 5


Assessment Task 2
Assessment Task 3

Assessment Task 5

Resource requirements for assessment
For the assessment of these units of competency the following resources are required:
access to a practice environment, e.g. to demonstrate delivery skills
access to a workplace or simulated workplace
access to learners, in a workplace if possible, or a simulated workplace if no

workplace is available
access to candidates to be assessed, in a workplace if possible, or a simulated
workplace if no workplace is available
access to learning materials
access to the internet and other information sources for resources
access to technology to enable communication such as email, video

conferencing, internets, on line discussion forums
accredited and non-accredited training plans
any material required for the particular assessment, such as tools, materials,
equipment, assessment instruments
facilitation supports
pro forma provided in the assessment materials
workplace documents such as recording methods.
Competency requirements
To be judged competent in this unit, the participant will be required to demonstrate all
indicators which are shown in the Assessor Decision Record.

Critical aspects of evidence

As specified in the units of competency, evidence of the following is essential.
Unit code and title Critical aspects of evidence
TAEPDD501A Maintain Evidence of the ability to:

and enhance professional
1. model appropriate professional techniques and strategies
practice
2. contribute to own professional development plan
3. network and use technology to gain information and other support
4. participate in professional development activities and maintain currency of skills and knowledge in VET
sector as well as vocational area
5. document, reflect and discuss with peers evidence of feedback from at least 10 hours of facilitation
practice and interviews with assessors covering at least the assessment of 10 candidates.

Unit code and title Critical aspects of evidence
TAEDEL502A Provide Evidence of the ability to:

advanced facilitation
1. facilitate groups of learners demonstrating:
practice
the selection and use of different teaching and delivery methods applied in different delivery
modes which are relevant and appropriate to different learners and their needs
integration of theory and practice in own performance and in supporting learners to develop
competency
a variety of strategies to support increased learner independence
documentation of reflective practice and proposed changes to practice.
2. collect feedback from observers such as supervising teachers/trainers, peers, colleagues, learners or
clients
3. analyse feedback from a range of sources and reflect on the success of the training delivery as well as
own performance.
The candidate must be able to show evidence of having conducted a minimum of 100 hours of group
facilitation, in addition to any evidence provided of work with individual learners or in a different learning
context.
TAEASS501A Provide Evidence of the ability to:

advanced assessment
1. undertake the assessment of at least 20 individual candidates against a total of at least 50 units of
practice
competency from training packages or accredited courses
2. document accurately the outcomes of all of the assessments undertaken
3. lead assessment among a group or team of assessors, consisting of at least five (5) individuals and
demonstrate how that leadership has led to improved processes and outcomes
4. critically review the assessment processes and approaches taken in these assessments and propose
changes to improve both processes and outcomes.

Knowledge and skills
Unit code and title Required skills Required knowledge
TAEPDD501A 1. communication skills to: 1. organisational goals and objectives

Maintain and enhance obtain feedback from colleagues and clients 2. organisational processes, procedures and
professional practice opportunities relating to professional
participate in professional networks
development
consult with colleagues and clients.
3. continuous improvement techniques and
2. interpersonal skills to:
processes and their application
participate in industry events and activities
4. social and education trends and changes
build professional relationships and impacting on the vocational education and
networks training environment, such as:
engage with peers professionally to give and policy changes
receive feedback constructively.
technological changes
3. leadership skills to:
cultural changes
influence and motivate others
economic changes.
guide and support others
5. networks relevant to professional practice
make informed decisions and
6. ethical and inclusive principles and practices
recommendations.
associated with assessment of competence
4. literacy skills to:
7. types and availability of development activities
read and interpret vocational education and and opportunities.
training information such as legal and
organisational policy documents
complete and maintain records related to
professional development.
5. reflection skills to systematically evaluate personal
work practices to improve performance or
understanding

TAEPDD501A 6. research skills to:

Maintain and enhance keep up with trends in vocational education
professional practice and training
(continued)
identify relevant industry affiliations
keep up with trends, changes and
developments in own vocational area of
competency.
7. self-evaluation skills to:
identify gaps in skills or knowledge
obtain competencies to meet current and
future organisational objectives
analyse and identify opportunities to
improve training and assessment practices.
8. time management skills to:
organise professional development
activities.
TAEDEL502A Provide 1. communication and interpersonal skills to: 1. the main branches of learning theory
advanced facilitation apply active and reflective listening incorporating behavioural learning theory;
practice cognitive learning theory; experiential learning
adapt language to meet learner
theory; information processing theory and current
requirements
research on learning as it relates to teaching in
apply effective questioning techniques an adult environment
maintain appropriate relationships 2. different delivery modes and facilitation
use appropriate body language techniques and their appropriateness for different
interpret resistance, reluctance, uncertainty, learners and learning situations
enthusiasm and confusion 3. code of practice and/or ethics relevant to the
vocational education and training sector

TAEDEL502A Provide monitor group and individual interactions 4. ways in which Training Packages, accredited
advanced facilitation manage conflict/behavioural difficulties curricula and learning resources can be
practice (continued) contextualised to meet the needs of individual
monitor learner readiness for
learners without compromising standards.
assessment/new areas of learning.
2. literacy skills to:
select, read and interpret Training
Package/accredited course information
read and interpret information from a range
of sources to identify and respond to learner
needs, goals, skills and learning styles.
3. skills in delivery for a range of learning methods
4. evaluation skills to:
identify gaps in skills or knowledge
systematically evaluate own or others
practice to improve performance or
understanding .
5. problem solving skills to:
adjust strategies and address learning
barriers
reliably evaluate alternative solutions.
TAEASS501A Provide 1. analysis and interpretation skills to: 1. competency-based assessment, including:
advanced assessment vocational education and training as a
evaluate assessment methods and tools
practice competency based system
access and interpret organisations
standards and values competency standards as the basis of
qualifications
analyse the effectiveness of the
organisations assessment process

TAEASS501A Provide 2. communication skills to: the principles of competency based

advanced assessment to influence others assessment
practice (continued) assessment which is criterion referenced as
promote and implement quality standards
distinct from norm-referenced assessment
guide and support assessors one on one
reporting of competency based
communicate appropriately with people from
assessment.
diverse backgrounds.
2. how to interpret units of competency and other
3. conflict resolution skills to:
related assessment information to determine the
manage difficulties with and between evidence needed to demonstrate competency,
assessors and between assessors, including:
candidate or others
the components of competency
address appeals situations and processes.
assessment of Employability Skills,
4. evaluation skills to: dimensions of competency
evaluate validation process and determine All components of a national Training
and implement improvements Package.
systematically evaluate own or others 3. Australian Quality Training Framework (AQTF)
practice to improve performance or requirements for assessment
understanding.
4. the organisations assessment system policies
5. literacy skills to: and procedures
read, interpret and evaluate policies and 5. different assessment methods, purposes and
procedures to monitor assessment and applications
recognition processes
6. appeals mechanisms within the organisation
prepare required documentation and
7. different types of assessment tools, what tools
information for those involved in the
work for what types of evidence, what are the
assessment process.
characteristics of well constructed assessment
tools
8. principles of assessment and how they guide
assessment, validation, appeals processes

TAEASS501A Provide 6. leadership skills to: 9. assessment strategies and assessment plans and
advanced assessment influence and motivate others their components
practice (continued) 10. applications of technology to improve or assist in
quality assessment
manage conflict
11. roles and responsibilities of workplace trainers,
make informed decisions and
facilitators, assessors and others, such as
recommendations.
vocational experts, workplace supervisors and
7. problem solving skills to: support persons in the assessment process
anticipate future implications for own and 12. strategies which ensure the assessment process
others decisions is transparent and credible
reliably evaluate alternative solutions. 13. legal, organisational and ethical responsibilities
8. research skills to: associated with the assessment system,
determine sampling methods to be used to including:
access information maintaining client privacy and
access and analyse relevant documents. confidentiality
9. team and group skills to: providing accurate information
build relationships and networks with duty of care under common law
colleagues compliance with AQTF requirements
encourage, accept and utilise feedback. copyright and privacy laws, including the
use of electronic technology.

Note to assessors
The assessment decision can be made once all of the tasks listed below have been successfully completed according to the Assessment
Decision Record.
Final decisions of competent or not yet competent should be made and recorded according to your organisational procedures.
All assessments provided with this unit must be contextualised to meet the specific conditions of assessment and requirements of candidates.
Some options for varying these assessments for distance-based learning are provided but please note that these are recommendations and
must validated and moderated through your RTOs quality processes. If none of these variations are sufficient, additional assessment tasks
may be required.

Mapping
Assessment summary
The following table indicates where each assessment task covers the performance criteria, critical aspects of evidence and the required skills
and knowledge of each unit of competency.
Critical aspects of
knowledge****
Elements/PCs*
evidence**
skills***
Required
Required
Related
Assessment Assessment Unit of
Task Description Method/s Competency
1. Reflect on Facilitate group learning, Demonstration and TAEPDD501A 1.1, 1.2, 1.3, 1, 2, 5 1, 3, 4, 5, 1, 2, 6
current conduct assessment and observation 2.1, 2.2, 3.2, 7
facilitation and gather a range of Consultation 4.4, 5.2
assessment perspectives to develop
Feedback and TAEDEL502A 1.3, 1.4, 2.1, 1, 2, 3 1, 3, 4 3, 4
practice an understanding of your
reviews gathered 2.2, 2.3, 3.1,
current professional
from learners, 3.2, 4.1, 4.2,
practice; identify areas
candidates for 4.3, 5.1, 5.2
for improvement.
assessment, peers,
TAEASS501A 2.1, 2.2, 3.1, 1, 2, 4 1, 2, 3, 6 1, 2, 3, 4,
senior practitioners
4.1, 4.2 5, 6, 7, 8,
and other relevant
9, 10, 11,
persons involved in
12, 13
professional
practice
Written report

Critical aspects of
knowledge****
Elements/PCs*
evidence**
skills***
Required
Required
Related
2. Plan a Create a VET currency Written report TAEPDD501A 2.2, 2.3, 2.4, 2, 3 4, 6, 7, 8 1, 2, 3, 4,
program of plan and a vocational detailing a 2.5, 4.1, 5.1, 5, 6, 7
professional currency plan (that professional 5.2
development together create a development plan
TAEDEL502A 1.1, 1.2, 1.4, 1, 4 3
activities professional and its
5.1, 5.2, 5.3
development plan) that aims/outcomes
addresses the areas of (incorporating a VET TAEASS501A 1.1, 1.2 4 11
improvement from and vocational
Assessment Task 1 for currency plan)
your professional
practice by undertaking
a range of professional
development activities
3. Participate in Implement your Participation in TAEPDD501A 4.1, 4.2, 4.3, 2, 3, 4, 5 1, 2, 4, 6, 1, 2, 3, 4,
professional professional professional 4.5, 5.1, 5.2, 7, 8 5, 6, 7
development development plan by development 5.3
activities undertaking the range of Written report TAEDEL502A 1.1, 1.2, 5.1, 4 1, 3
activities planned in
Portfolio of evidence 5.2, 5.3
Assessment Task 2.
demonstrating
TAEASS501A 1.1, 1.2 8, 11
participation in
professional
development

Critical aspects of
knowledge****
Elements/PCs*
evidence**
skills***
Required
Required
Related
4. Demonstrate Facilitate group learning Demonstration and TAEPDD501A 1.1, 1.2, 1.3, 1 1, 2, 3, 4, 1, 4, 6
advanced and conduct assessment observation 3.2, 4.4 5, 7
facilitation and that reflects an Evidence of TAEDEL502A 1.3, 2.1, 2.2, 1, 2, 3 1, 2, 3, 5 1, 2, 3, 4
assessment advancement and facilitation of group 2.3, 3.1, 3.2,
practice improvement in learning and 4.1, 4.2, 4.3
professional practices; assessment of
provide a reflective candidates TAEASS501A 1.1, 1.2, 2.1, 1, 2 1, 2, 3, 5, 1, 2, 3, 4,
report on the 3.1 6, 7 5, 6, 7, 8,
Reflective report
improvements made to 9, 10, 11,
practice. 12, 13
5. Lead others Lead the professional Written report TAEPDD501A 1.2, 1.3, 3.1, 4, 5 1, 2, 3, 4, 1, 2, 3, 4,
in professional development of others in Portfolio of evidence 3.3, 3.4, 4.2, 8 6, 7
development facilitation and of leadership role in 4.5
assessment. professional TAEDEL502A
development
TAEASS501A 3.1, 3.2, 4.1, 3, 4 1, 2, 4, 6, 1, 8, 11,
Evidence of conduct
4.2, 4.3 7, 8, 9 13
of professional
development for
peers
* Obtain number from previous table Critical Aspects of Evidence

** Elements and Performance Criteria are numbered using the unit of competency numbering system.
*** Obtain number from previous table Required skills
**** Obtain number from previous table Required knowledge

Assessment detail
This table is based on the Assessment Summary above. It describes how the Assessment Tasks engage with each units performance criteria,
critical aspects of evidence and required skills and knowledge.

Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Element 1: Model high standards of performance

1.1 Incorporate individual Individual Individual
responsibilities and responsibilities and responsibilities and
accountabilities into personal accountabilities are accountabilities from
work plans in accordance with recorded in reflection work plan are
organisational and legal incorporated into
requirements professional practice
and reflected on
1.2 Model appropriate professional Evidence provided of Evidence provided of Evidence provided of
techniques and strategies techniques and techniques and techniques and
strategies appropriate strategies appropriate strategies appropriate
to professional practice to professional practice to professional practice
used in a practice used in a practice used in a practice
1.3 Apply ethical and inclusive Evidence provided of Evidence provided of Evidence provided of
practices in professional ethical and inclusive ethical and inclusive ethical and inclusive
practice practices applied in practices applied in practices applied in
professional practice professional practice professional practice

Unit Requirements
Element 2: Determine personal development needs

2.1 Assess own knowledge and Reflection on
skills against relevant professional practice
benchmarks to determine demonstrates
development needs and assessment of current
priorities knowledge and skills
against appropriate
benchmarks
2.2 Seek input from other relevant Colleagues, peers and Colleagues, peers and
personnel about own other practitioners other practitioners
development needs and consulted needs and consulted needs and
priorities priorities priorities
2.3 Identify ways to update and Ways of updating and

maintain currency of vocational maintaining currency of
competency and prepare a vocational competency
vocational currency plan are identified and
incorporated into a
vocational currency plan
(part of professional
development plan)
2.4. Identify ways to update and Ways of updating and

maintain Vocational Education maintaining VET
and Training (VET) knowledge knowledge and skills
and skills as well as trainer and and trainer/assessor
assessor competence and competence are
prepare a VET currency plan identified and
incorporated into a VET
currency plan (part of
professional
development plan)

Unit Requirements
2.5. Combine vocational currency VET and vocational
plan and VET currency plan into currency plans are
an overall professional reflected in overall
development plan professional
development plan
Element 3: Collaborate with peers in professional development

3.1 Observe facilitators in Evidence of observation
facilitation practice and provide of, and feedback to,
constructive feedback to them facilitators
3.2 Invite peers to observe and Evidence of peers Evidence of peers

provide constructive feedback observation of own observation of own
on own facilitation practices practice and feedback practice and feedback
3.3 Interview assessors in relation Evidence of interviews

to the judgements they make with assessors to
in their assessment practices discuss and feedback
and provide constructive on judgment decisions
feedback to them
3.4 Invite peers to question own Evidence of interviews

judgements in assessment with assessors to
practices and provide discuss and feedback
constructive feedback on judgment decisions
Element 4: Participate in professional development activities

4.1 Select and implement Development Development
development opportunities to opportunities selected opportunities
support continuous learning and incorporated into implemented
and maintain currency of professional
professional practice development plan

Unit Requirements
4.2 Participate in professional Evidence of Evidence of
networks to support participation in participation in
continuous learning and professional networks professional networks
maintain currency of that support that support
professional practice professional professional
development development
4.3 Engage in processes which Evidence of peer

include observing peers in observation of training
training and assessment and assessment
practices and providing practices with feedback
feedback to them
4.4 Invite peers and others to Evidence of peers and Evidence of peers and
observe and provide feedback others observing own others observing own
on own training and training and training and
assessment practices assessment practice assessment practice
and providing feedback and providing feedback
4.5 Use technology to maintain Demonstrated use of Demonstrated use of

regular communication with technology to maintain technology to maintain
relevant networks, contact with networks, contact with networks,
organisations and individuals organisations and organisations and
individuals as part of individuals for
professional professional
development plan development of peers
Element 5: Reflect on and evaluate professional practice

5.1 Research developments and Research carried out to Research into trends in
trends impacting on inform activities in professional practice
professional practice and professional carried as an activity in
integrate information into work development plan to professional
performance develop work development plan to
performance develop work
performance

Unit Requirements
5.2 Use feedback from colleagues Feedback from Professional Professional
and clients to identify and colleagues and clients development plan takes development takes into
introduce improvements in is considered to direct into account feedback account feedback from
work performance improvements in from colleagues and colleagues and clients
professional work clients to inform the to inform the plan
performance plan
5.3 Document professional Activities undertaken as

development activities, part of the professional
learning and planned changes development plan are
in behaviours in accordance documented and
with the organisations systems recorded, and impact
and processes reflected on
Required skills
1. Communication skills to: Feedback obtained Participation in Feedback obtained Participation in
obtain feedback from from and consultation professional networks from and consultation professional networks
colleagues and clients held with colleagues held with colleagues
and clients; and clients;
participate in professional
networks participation in participation in
professional networks professional networks
consult with colleagues and
clients
2. Interpersonal skills to: Participation in Participation in Participation in
participate in industry professional professional professional
events and activities development activities; development activities; development activities;
engagement with peers engagement with peers engagement with peers
build professional
relationships and networks to develop own practice to develop own practice to develop own practice
and practice of others and practice of others and practice of others
engage with peers
professionally to give and
receive feedback
constructively

Unit Requirements
3. Leadership skills to: Leadership of others Leadership of others Leadership in
influence and motivate demonstrated through demonstrated through professional
others own professional own professional development of peers
practice practice through own practice
and lead role in
make informed decisions
professional
and recommendations
4. Literacy skills to: Information about Information about Information about Information about Information about
read and interpret vocational education vocational education vocational education vocational education vocational education
vocational education and and training and legal and training and legal and training and legal and training and legal and training and legal
training information such and organisational and organisational and organisational and organisational and organisational
as legal and organisational policy documents read policy documents read policy documents read policy documents read policy documents read
policy documents and interpreted: and interpreted: and interpreted: and interpreted: and interpreted:
complete and maintain professional professional professional professional professional
records related to development records development records development records development records development records
professional development completed and completed and completed and completed and completed and
maintained maintained maintained maintained maintained
5. Reflection skills to Evaluation Evaluation

systematically evaluate demonstrates reflection demonstrates reflection
personal work practices to of professional practice of professional practice
improve performance or and areas for and areas for
understanding improvement improvement
6. Research skills to: Professional Professional

keep up with trends in development plan development plan
vocational education and reflects research into incorporates research
training ways of maintaining into ways of maintaining
identify relevant industry vocational education vocational education
affiliations and training and training
keep up with trends, competency and own competency and own
changes and developments area of vocational area of vocational
in own vocational area of competency competency
competency

Unit Requirements
7. Self-evaluation skills to: Gaps identified in skills Gaps identified in skills Gaps identified and Gaps identified in skills
identify gaps in skills or and or knowledge in and or knowledge in addressed in skills and and or knowledge in
knowledge professional practice professional practice or knowledge in professional practice
professional practice
obtain competencies to
meet current and future
organisational objectives
analyse and identify
opportunities to improve
training and assessment
practices
8. Time management skills to: Opportunities for Opportunities for Opportunities for
organise professional professional professional professional
development activities development are development are development are
identified to improve undertaken to improve identified and
practice and organised practice and organised coordinated to improve
in a professional in a professional practice of peers
development plan development plan
Required knowledge
1. Organisational goals and Organisational goals Organisational goals Organisational goals Organisational goals Organisational goals
objectives and objectives and objectives and objectives and objectives and objectives
accessed, understood accessed, understood accessed, understood accessed, understood accessed, understood
and applied in and applied in and applied in and applied in and applied in
professional practice professional practice professional practice professional practice professional practice
2. Organisational processes, Professional Professional Professional Professional

procedures and opportunities development processes development processes development processes development processes
relating to professional and procedures and procedures and procedures and procedures
development identified and identified and identified and identified and
understood understood understood understood

Unit Requirements
3. Continuous improvement Techniques and Techniques and Techniques and
techniques and processes and processes for processes for processes for
their application continuous continuous continuous
improvement identified improvement applied improvement identified
for professional and used development
development plan of peers
4. Social and education trends Trends impacting on Trends impacting on Trends impacting on Trends impacting on
and changes impacting on the vocational education vocational education vocational education vocational education
vocational education and and training are and training are and training are and training are
training environment, such as: identified and taken identified and taken identified and taken identified and taken
policy changes into account in into account in into account in into account in
professional practice professional practice professional practice professional practice
technological changes
cultural changes
economic changes
5. Networks relevant to Networks identified and Networks identified and
professional practice used used
6. Ethical and inclusive principles Ethical and inclusive Ethical and inclusive Ethical and inclusive Ethical and inclusive Ethical and inclusive
and practices associated with principles and practices principles and practices principles and practices principles and practices principles and practices
assessment of competence identified and used in identified and used in identified and used in identified and used in identified and used in
practice practice practice practice practice
7. Types and availability of Activities and Participation in Activities and

development activities and opportunities identified activities and opportunities identified
opportunities and included in opportunities for (and lead where
professional professional appropriate) for
development plan development professional
development of peers

Unit Requirements

1. Model appropriate professional Evidence of Evidence of
techniques and strategies professional practice professional practice
demonstrates a range demonstrates a range
of appropriate of appropriate
techniques and techniques and
strategies for learning strategies for learning
and assessment and assessment
2. Contribute to own professional Reflection on own Professional Activities undertaken

development plan professional practice development plan address needs and
identifies areas for demonstrates areas of interest in
improvement to understanding of areas professional practice
address in professional of improvement and
development plan development
3. Network and use technology to Professional networks Professional networks

gain information and other and technology and technology
support employed to assist with employed to assist with
professional practice professional practice
4. Participate in professional Records of participation Evidence demonstrate

development activities and in professional leading professional
maintain currency of skills and development development activities
knowledge in VET as well as demonstrate and own involvement
vocational area maintaining currency of for development of
skills and knowledge in peers
VET and own vocational
competency area

Unit Requirements
5. Collect, document and discuss Evidence provided of at Evidence provided of at Evidence of
with peers evidence of least 5 hours of least 5 hours of discussions/interviews
feedback from at least 10 facilitation practice facilitation practice with peer assessors for
hours of facilitation practice the assessment of at
and interviews with assessors least 10 candidates
covering at least the (including assessment
assessment of 10 candidates processes, tools and
decisions)

Unit Requirements
Element 1: Extend facilitation practices

1.1 Update knowledge of learning Activities planned in Activities undertaken to
methods, facilitation professional update knowledge to
techniques and learning development plan to improve delivery and
theories to improve delivery update knowledge to facilitation practices
and facilitation practices improve delivery and
facilitation practices
1.2 Maintain currency of vocational Currency in vocational Currency in vocational

competencies and related competency and related competency and related
subject matter expertise subject matter expertise subject matter expertise
is maintained through is maintained through
professional professional
development plan development plan

Unit Requirements
1.3 Practise flexibility, innovation Flexibility, innovation Flexibility, innovation
and responsiveness in and responsiveness is and responsiveness is
facilitation practice practised in facilitation practised in facilitation
practice practice
1.4 Reflect on own practice and Own practice is Professional

experiences as a facilitator to reflected upon to development plan
determine and document identify areas of addresses identified
potential improvements to improvement in delivery areas of improvement
delivery approaches approaches in delivery approaches
Element 2: Prepare for complex environments

2.1 Identify environmental Environmental Environmental
conditions and their potential conditions and their conditions and their
impact on teaching practice impact on teaching impact on teaching
practice identified and practice identified and
addressed addressed
2.2 Manage the constraints to Constraints to delivery Constraints to delivery

delivery with relevant managed in managed in
personnel consultation with consultation with
relevant personnel relevant personnel
2.3 Review and adjust training and Training and Training and
assessment strategies to assessment strategies assessment strategies
address the constraints of reviewed and adjusted reviewed and adjusted
complex environments to address constraints to address constraints
of complex of complex
environments environments

Unit Requirements
Element 3: Prepare for learners with complex needs

3.1 Research the characteristics of Characteristics of Research to identify and
learners with complex needs learners with complex address potential
and identify potential barriers needs are researched barriers to learning is
to learning to identify and address applied to delivery
potential barriers to
learning
3.2 Develop and adjust training Training and Training and

and assessment strategies and assessment strategies assessment strategies
customise learning materials to and learning materials and learning materials
meet needs are developed for are developed and
specific needs of applied in professional
learners and candidates practice for specific
for assessment needs of learners and
candidates for
assessment
Element 4: Develop learner independence

4.1 Enhance learner experiences Learning methods and Learning methods and
using a range of learning inclusive practices are inclusive practices are
methods and inclusive used in professional used in professional
practices practice to enhance the practice to enhance the
learners experience. learners experience
4.2 Acknowledge and address Potential barriers to Potential barriers to

potential barriers to learning learning are learning are
acknowledge and acknowledge and
addressed addressed

Unit Requirements
4.3 Encourage learners towards Processes to encourage Processes to encourage
self-directed learning by learners towards self learners towards self
establishing enabling directed learning are directed learning are
processes used in facilitation and used in facilitation and
delivery practice delivery practice
Element 5: Reflect on, and improve practice

5.1 Seek input from other relevant Input from relevant Input from relevant Professional
personnel about teaching, personal is sought to personal is sought to development activities
facilitation and learning contribute to own include in professional involve input from
practices teaching, facilitation development plan relevant personal to
and learning practice contribute to teaching,
facilitation and learning
practice
5.2 Review teaching, facilitation Teaching, facilitation Identified areas for Professional
and learning practices to and learning practices improvement are development activities
identify and document are reviewed and addressed in address areas for
opportunities for improvement opportunities for development of a improvement in
improvement are professional teaching, facilitation
identified development plan and learning practices
5.3 Implement the documented Professional Professional

improvement plan, review and development plan development activities
adjust as required addressing areas for as part of professional
review is developed and development plan.
reviewed with relevant
personnel

Unit Requirements
Required skills
1. Communication and Communication skills Communication skills
interpersonal skills to: and interpersonal skills and interpersonal skills
apply active and reflective demonstrated through demonstrated through
listening professional practice in professional practice in
facilitation and delivery facilitation and delivery
adapt language to meet
learner requirements of learning of learning
apply effective questioning
techniques
maintain appropriate
relationships
use appropriate body
language
interpret resistance,
reluctance, uncertainty,
enthusiasm and confusion
monitor group and
individual interactions
manage
conflict/behavioural
difficulties
monitor learner readiness
for assessment/new areas
of learning

Unit Requirements
2. Literacy skills to: Training Package/
select, read and interpret accredited course
Training information and other
Package/accredited course source materials
information accessed, read and
read and interpret interpreted to respond
information from a range of to learner needs, goals,
sources to identify and skills and learning
respond to learner needs,
goals, skills and learning
styles
3. Skills in delivery for a range of Range of learning Range of learning
learning methods methods used in methods used in
practice environment practice environment
4. Evaluation skills to: Gaps in skills or Gaps in skills or Gaps in skills or

identify gaps in skills or knowledge identified in knowledge identified in knowledge identified in
knowledge own practice to improve own practice to improve own practice and
performance and performance and addressed in PD to
systematically evaluate
own or others practice to understanding understanding improve performance
improve performance or and understanding
understanding
5. Problem solving skills to: Learning barriers
adjust strategies and assessed and
address learning barriers addressed
reliably evaluate alternative
solutions

Unit Requirements
Required knowledge
1. The main branches of learning Learning theory relating Learning theory relating
theory incorporating to teaching in an adult to teaching in an adult
behavioural learning theory; environment part of environment
cognitive learning theory; professional incorporated into
experiential learning theory; development professional practice
information processing theory
and current research on
learning as it relates to
teaching in an adult
environment
2. Different delivery modes and Variety of delivery

facilitation techniques and modes and facilitation
their appropriateness for techniques used
different learners and learning
situations
3. Code of practice and/or ethics Professional practice Professional practice Professional Professional practice
relevant to the vocational reflects code of practice reflects code of practice development reflects reflects code of practice
education and training sector and/or ethical and/or ethical code of practice and/or and/or ethical
considerations for the considerations for the ethical considerations considerations for the
sector sector for the sector sector
4. Ways in which Training Training Packages and

Packages, accredited curricula other relevant sourced
and learning resources can be appropriately
contextualised to meet the contextualised to meet
needs of individual learners individual learner needs
without compromising
standards

Unit Requirements

1. Facilitate groups of learners Evidence demonstrating Evidence demonstrating
demonstrating: facilitation of groups of facilitation of groups of
the selection and use of learners including learners including
different teaching and session plans, learning session plans, learning
delivery methods applied in strategies, learning materials, learning
different delivery modes materials timetabling strategies, timetabling
which are relevant and and assessment and assessment
appropriate to different records, completed records, completed
learners and their needs
observation and observation and
integration of theory and feedback forms feedback forms
practice in own
performance and in Evidence of how
supporting learners to undertaking
develop competency professional
a variety of strategies to development has
support increased learner impacted on
independence professional practice in
documentation of reflective facilitation of groups of
practice and proposed learners
changes to practice
2. Collect feedback from Feedback from Feedback from
observers such as supervising learners, colleagues learners, colleagues
teachers/trainers, peers, and other personnel and other personnel
colleagues, learners or clients involved in training involved in training
delivery collected to delivery collected to
identify areas for identify areas for
improvement in own improvement in own
training delivery training delivery

Unit Requirements
3. Analyse feedback from a range Feedback from Feedback from
of sources and reflect on the learners, colleagues learners, colleagues
success of the training delivery and other personnel and other personnel
as well as own performance involved in training involved in training
delivery analysed to delivery analysed to
identify areas for identify areas for
improvement in own improvement in own
training delivery training delivery
The candidate must be able to Evidence presented that Evidence presented that
show evidence of having conducted demonstrated at least demonstrated at least
a minimum of 100 hours group 30 hours (or an amount 70 hours of group
facilitation in addition to any contributing to at least facilitation (or an
evidence provided of work with 100 hours) of group amount contributing to
individual learners or in a different facilitation, including at least 100 hours),
learning context session plans, learning including session plans,
materials timetabling learning materials
and assessment timetabling and
records, completed assessment records,
observation and completed observation
feedback forms and feedback forms


Unit Requirements
Element 1: Develop and extend assessment expertise

1.1 Access, read and analyse Professional Research undertaken Professional
current research on development plan on assessment for development in
assessment and incorporate incorporates research professional assessment
into own practice on assessment development of own incorporated into own
practice practice
1.2 Source and access Opportunities sourced Professional Extended assessment

opportunities to extend and included in development activities practice demonstrated
assessment experience and professional undertaken to extend in own practice
expertise and incorporate this development plan to assessment practice
new knowledge and skill into extend assessment
own assessment practice practice
Element 2: Practise assessment

2.1 Demonstrate a range of Requirements of related Requirements of related
assessment methods in unit/units of unit/units of
assessment practice in order to competency assessed competency assessed
meet the requirements of the through a range of through a range of
related unit or units of assessment methods in assessment methods in
competency practice practice
2.2 Demonstrate the use of a Context requirements of Context requirements of

range of assessment tools to candidates met through candidates met through
meet the context requirements a range of assessment a range of assessment
of a range of candidates tools tools

Unit Requirements
Element 3: Lead and influence other assessors

3.1 Influence fellow assessors High standards of High standards of High standards of
through modelling high ethical and compliance ethical and compliance ethical and compliance
standards of ethical and practices are modelled practices are modelled practices are modelled
compliance practices in own practice in own practice in own practice
3.2 Establish professional Professional needs of

development needs of the assessor group
assessor group and implement identified and suitable
approaches to build the skills professional
and experience of the group development
implemented
Element 4: Evaluate and improve assessment approaches

4.1 Systematically monitor the Assessment processes Assessment processes
assessment processes and and activities of the and activities of the
activities of the assessor group assessor group assessor group
monitored monitored
4.2 Propose and implement Improvements to Improvements to

improvements to assessment assessment assessment
approaches approaches are approaches are
proposed to the proposed to the
assessor group and assessor group and
implemented implemented
4.3 Participate in and reflect upon Participation in

assessment moderation assessment moderation
process process and reflected
upon for the assessor
groups development

Unit Requirements
Required skills
1. Analysis and interpretation Assessment practices Assessment practices
skills to: are analysed and are analysed and
evaluate assessment interpreted for interpreted for
methods and tools effectiveness and to effectiveness and to
identify improvement identify improvement
access and interpret
organisations standards
and values
analyse the effectiveness
of the organisations
assessment process
2. Communication skills to: Individuals involved in Individuals involved in Individuals involved in
to influence others the assessment process the assessment process the assessment process
appropriately appropriately appropriately
promote and implement
communicated with e.g. communicated with e.g. communicated with e.g.
quality standards
peers, candidates for peers, candidates for peers, candidates for
guide and support
assessment, assessment, assessment,
assessors one on one
management management management
communicate appropriately
with people from diverse
backgrounds
3. Conflict resolution skills to: Conflict and difficulties Conflict and difficulties Conflict and difficulties
manage difficulties with arising out of arising out of arising out of
and between assessors assessment processes assessment processes assessment processes
and between assessors, resolved resolved resolved
candidate or others
address appeals situations
and processes

Unit Requirements
4. Evaluation skills to: Own and others Own and others Own and others
evaluate validation process performance evaluated performance evaluated performance evaluated
and determine and to identify and to identify and to identify and
implement improvements implement implement implement
systematically evaluate improvements improvements improvements
own or others practice to
improve performance or
understanding
5. Literacy skills to: Relevant policies and Relevant policies and
read, interpret and procedures accessed, procedures accessed,
evaluate policies and interpreted and used for interpreted and used for
procedures to monitor assessment and assessment and
assessment and recognition processes; recognition processes;
recognition processes those involved the those involved the
prepare required assessment process assessment process
documentation and provided with provided with
information for those appropriate information appropriate information
involved in the assessment
process
6. Leadership skills to: Leadership skills
influence and motivate demonstrated with
others leading the professional
development of others
manage conflict
make informed decisions
and recommendations
7. Problem solving skills to: Situations involving
anticipate future conflict appropriately
implications for own and considered and
others decisions resolved with
reliably evaluate alternative consideration to future
solutions implication of decision
made

Unit Requirements
8. Research skills to: Appropriate information Appropriate information Appropriate information
determine sampling and relevant documents and relevant documents and relevant documents
methods to be used to accessed, interpreted accessed, interpreted accessed, interpreted
access information and applied in and applied in and applied in
access and analyse assessment processes assessment processes assessment processes
relevant documents
9. Team and group skills to: Relationships built with Relationships built with
build relationships and colleagues to colleagues to
networks with colleagues encourage, accept and encourager, accept and
utilise feedback utilise feedback
encourage, accept and
utilise feedback
Required knowledge
1. Competency-based Knowledge Knowledge Knowledge
assessment, including: demonstrated in demonstrated in demonstrated in
vocational education and development and development and engagement with peers
training as a competency conduct of assessment conduct of assessment to develop assessment
based system tasks and making of tasks and making of practices
competency standards as assessment decisions assessment decisions
the basis of qualifications
the principles of
competency based
assessment
assessment which is
criterion referenced as
distinct from norm-
referenced assessment
reporting of competency
based assessment

Unit Requirements
2. How to interpret units of Units of competency Units of competency
competency and other related and other related and other related
assessment information to assessment information assessment information
determine the evidence used to develop and used to develop and
needed to demonstrate conduct assessment conduct assessment
competency, including: tasks and make tasks and make
the components of assessment decisions assessment decisions
competency
assessment of
Employability Skills,
dimensions of competency
all components of a
national Training Package
3. Australian Quality Training AQTF requirements AQTF requirements
Framework (AQTF) reflected in reflected in
requirements for assessment development of development of
assessment tasks and assessment tasks and
decisions made decisions made
4. The organisations assessment Policy and procedure Policy and procedure

system policies and procedures accessed and followed accessed and followed
in assessment process in assessment process
5. Different assessment methods, Assessment processes Assessment processes

purposes and applications use range of use range of
assessment methods assessment methods
for different purposes for different purposes
and applications and applications
6. Appeals mechanisms within Appeals mechanisms Appeals mechanisms

the organisation understood and understood and
explained to candidates explained to candidates

Unit Requirements
7. Different types of assessment Assessment processes Assessment processes
tools, what tools work for what demonstrate range of demonstrate range of
types of evidence, what are the tools for different types tools for different types
characteristics of well of assessment of assessment
constructed assessment tools
8. Principles of assessment and Principles of Principles of Principles of Principles of

how they guide assessment, assessment reflected in assessment form part assessment reflected in assessment form part
validation, appeals processes conduct of assessment of professional conduct of assessment of professional
tasks and decisions development of own tasks and decisions development of peers
made assessment practices made
9. Assessment strategies and Evidence of assessment Evidence of assessment

assessment plans and their strategies and plans strategies and plans
components provided provided
10. Applications of technology to Technology used where Technology used where

improve or assist in quality appropriate to improve appropriate to improve
assessment assessment quality assessment quality
11. Roles and responsibilities of Appropriate information Appropriate information Appropriate information Appropriate information Appropriate information
workplace trainers, facilitators, accessed accessed accessed accessed accessed
assessors and others, such as
vocational experts, workplace
supervisors and support
persons in the assessment
process
12. Strategies which ensure the Evidence of assessment Evidence of assessment

assessment process is processes shows processes shows
transparent and credible processes and processes and
decisions are decisions are
transparent and transparent and
credible credible

Unit Requirements
13. Legal, organisational and Information relating to Information relating to Information relating to
ethical responsibilities legal, organisational legal, organisational legal, organisational
associated with the and ethical and ethical and ethical
assessment system, including: responsibilities are responsibilities are responsibilities are
maintaining client privacy understood and understood and understood and
and confidentiality employed in employed in employed in
professional practice professional practice professional practice
providing accurate
information
duty of care under common
law
compliance with AQTF
requirements
copyright and privacy laws,
including the use of
electronic technology

1. Undertake the assessment of Evidence of assessment Evidence of assessment
at least 20 individual of at least 10 of at least 10
candidates against a total of at candidates against a candidates against a
least 50 units of competency total of 20 units of total of 30 units of
from training packages or competency (to competency (to
accredited courses contribute to 20 contribute to 20
candidates against a candidates against a
total of 50 units of total of 50 units of
competency) competency)
2. Document accurately the Assessment documents Assessment documents

outcomes of all of the accurately record the accurately record the
assessments undertaken processes, outcomes processes, outcomes
and decisions of and decisions of
assessment of assessment of
candidates candidates

Unit Requirements
3. Lead assessment among a Demonstrate of a
group or team of assessors, leadership role in the
consisting of at least five (5) professional
individuals and demonstrate development of at least
how that leadership has led to 5 peers in their
improved processes and professional
outcomes development.
Document how this role
has improved processes
and outcomes
4. Critically review the Review of own practice Professional Leadership of

assessment processes and critically reviews own development plan professional
approaches taken in these processes and demonstrates how development
assessments and propose approaches to activities will address demonstrates review of
changes to improve both assessment and identified areas for peers assessment
processes and outcomes identifies areas for improvement in processes and
improvement and assessment processes approaches to suggest
addressing through and approaches and implement
professional improvement
development plan

Employability Skills
Employability Skill Assessment Tasks

(from Employability Skills Qualification Summary,
TAE50111 Diploma of Vocational Education and Training) 1 2 3 4 5
Communication
Applying high level language and literacy skills X X

Establishing and maintaining strategies for communication and networking X X X
Using advanced facilitation techniques with learners and peers X X
Determining training needs and preparing proposals and written reports to
X
meet client needs
Consulting via interviews, meetings, focus groups and surveys X
Teamwork
Providing leadership in training and assessment practices X X

Providing coaching and mentoring to trainers and assessors X X
Applying collaborative facilitation models and providing feedback to assist
X X
others to improve their performance
Maintaining effective relationships with staff and stakeholders X X X
Problem-solving
Designing programs and learning strategies based on characteristics of

X
target groups
Resolving issues of quality and consistency across training and assessment
X X X
practices


Initiative and enterprise
Developing innovative and responsive approaches to improving

X X X X
professional practice
Developing innovative skills to lead a team into new and creative ways of
X X X X
approaching training and assessment
Continually explore options and evaluate processes to ensure continuous
X X X X
improvement
Planning and organising
Researching and analysing information for a range of purposes including

X X X X
ensuring quality improvement
Self-management
Ensuring ethical, legal and organisational requirements underpin all work X

Creating a conceptual and experiential framework of professional practice X X X X
Reflecting on and evaluating own professional performance X X
Modelling high standards of performance and participating in professional
X X
Learning
Developing and extending ones own expertise in facilitation X X X

Professional development activities identified for self and others X X X
Opportunities sourced to increase own knowledge and skills X X X


Developing learner independence, extending their learning styles and

X X
readiness to learn
Reflecting on own learning X X
Technology
Using business equipment and software programs to monitor assessment

X X X
processes and practices
Developing feedback tools and collating feedback using technology X X X
Preparing reports and other documentation using a wide range of software
X X X X X
packages
Using the web to conduct research X X X X X


TAE50111 Holistic Assessment Mapping

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

TAE50111 Holistic Assessment Mapping

Загружено:

Авторское право:

Доступные форматы

Holistic Assessment Mapping

Resource requirements for assessment ........................................................................3

Critical aspects of evidence ............................................................................................4

Knowledge and skills ......................................................................................................6

Note to assessors ......................................................................................................... 11

Assessment summary .................................................................................................. 12

Assessment detail ........................................................................................................ 15

Employability Skills ....................................................................................................... 42

TAEPDD501 Maintain and enhance professional development

TAEDEL502A Provide advanced facilitation practice

TAEASS501A Provide advanced assessment practice

Assessment methods and tasks

Methods of Through consultation with industry, the following assessment

TAEPDD501A Maintain and enhance professional practice

Portfolio of evidence Undertake a reflective process of current facilitation and

Research, discussion Develop a professional development plan that addresses the

Portfolio of evidence Lead others in professional development.

TAEDEL502A Provide advanced facilitation practice

Portfolio of evidence Undertake a reflective process of current facilitation and

Research, discussion Develop a professional development plan that addresses the

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Methods of Through consultation with industry, the following assessment

Portfolio of evidence Demonstrate how participation in professional development

Portfolio of evidence Lead others in professional development.

TAEASS501A Provide advanced assessment practice

Portfolio of evidence Undertake a reflective process of current facilitation and

Research, discussion Develop a professional development plan that addresses the

Portfolio of evidence Lead others in professional development.

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Resource requirements for assessment

access to a workplace or simulated workplace

access to learners, in a workplace if possible, or a simulated workplace if no

access to the internet and other information sources for resources

access to technology to enable communication such as email, video

pro forma provided in the assessment materials

workplace documents such as recording methods.

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Critical aspects of evidence

Unit code and title Critical aspects of evidence

TAEPDD501A Maintain Evidence of the ability to:

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Unit code and title Critical aspects of evidence

TAEDEL502A Provide Evidence of the ability to:

TAEASS501A Provide Evidence of the ability to:

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Knowledge and skills

Unit code and title Required skills Required knowledge

TAEPDD501A 1. communication skills to: 1. organisational goals and objectives

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Unit code and title Required skills Required knowledge

TAEPDD501A 6. research skills to:

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Unit code and title Required skills Required knowledge

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Unit code and title Required skills Required knowledge

TAEASS501A Provide 2. communication skills to: the principles of competency based

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

Unit code and title Required skills Required knowledge

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2

* Obtain number from previous table Critical Aspects of Evidence

TAE50111 Diploma of Vocational Education and Training 1st edition version: 2