TAA - Understanding the specific evidence criteria

1. TAA - Understanding the specific evidence criteria Presented by Karen Holmes

2. What is the evidence required? A mountain of paperwork that • would ‘sink a ship’? • will take the ‘rest of your life’ to assess? Presented by Karen Holmes at the VPN Network - July 2008

3. Who said that is what is required? • Was it something your heard or read about? • Will it be so hard that eventually ‘evidence’ will cause you to pull your hair out? Presented by Karen Holmes at the VPN Network - July 2008

4. What is the evidence required? Maybe it is a lot of work! • Maybe - - - there is no doubt at all, there is significant skill demonstration in AQF Level IV requirements! • Maybe the work / tasks / assessments you put into place will enable your learners to survive and thrive as future VET assessors! • Maybe all the information you need is available! Presented by Karen Holmes at the VPN Network - July 2008

5. Let’s Explore Units of Competence (UOC) • How do we make sure that what we ask of our candidates is truly the skill set they will need to attain competencies? • Where do we find this information out, • Is it readily available information? • Is this hidden in a jargon jungle? • Is there a simple answer? Presented by Karen Holmes at the VPN Network - July 2008

6. Elements Performance criteria Range statement Evidence Guide Overview of Assessment Evidence requirements Employability skills The UOC Components Presented by Karen Holmes at the VPN Network - July 2008

7. Unpacking TAADES401B • Why choose this unit to unpack • I consider this unit to be the TAA dictionary, most of the common terms used with training packages are explained in the document • This unit forms the basis (underpinning skills) for the learning that occurs when planning, delivering, assessing and validating. Presented by Karen Holmes at the VPN Network - July 2008

8. The Elements • Elements describe the essential outcomes of a unit of competency. • There are 6 listed for TAADES401B Presented by Karen Holmes at the VPN Network - July 2008

9. Performance Criteria • Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. • There are 27 listed for TAADES401B Presented by Karen Holmes at the VPN Network - July 2008

10. Range Statement • The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed in the UOC. • Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. • There are 19 listed for TAADES401B Presented by Karen Holmes at the VPN Network - July 2008

11. Evidence Guide • The evidence guide provides advice on assessment and must be read in conjunction with the • performance criteria, • required skills and knowledge, • range statement and • the Assessment Guidelines for the Training Package. Presented by Karen Holmes at the VPN Network - July 2008

12. Overview of Assessment • To demonstrate competency against this unit candidates must be able to provide evidence that they can source, analyse, interpret and use a Training Package and an accredited course to contextualise or adapt competency standards for an industry, organisation or individual. Presented by Karen Holmes at the VPN Network - July 2008

13. Outcome • The competency specified in this unit is typically required by persons working in or with training and/or assessment organisations including: • trainers/facilitators  teachers • assessors  designers • managers  consultants Presented by Karen Holmes at the VPN Network - July 2008

14. Evidence Requirements • Required knowledge includes: • 15 dot points • Required skills and attributes includes: • 4 dot points • Products that could be used as evidence • 1 dot point • Processes that could be used as evidence include: • 3 dot points Presented by Karen Holmes at the VPN Network - July 2008

15. Evidence Requirements • Resource implications for assessment include: • 2 dot points • The collection of quality evidence requires that: • 6 dot Points • Specific evidence requirements must include: • 1 dot point • Integrated assessment means that: • 1 dot point Presented by Karen Holmes at the VPN Network - July 2008

16. Training Package Assessment Criteria • Assessment Guidelines • Can be located in the Training Package Volume 1 • Pages 59 – 79 • Summary of Evidence Requirements for Core Units of Certificate IV Training and Assessment • Can be located in the Training Package Volume 1 • Pages 76 – 77 • Examples of Evidence for the Certificate IV in Training and Assessment • Can be located in the Training Package Volume 1 • Page 78 Presented by Karen Holmes at the VPN Network - July 2008

17. Employability Skills Summary TAA40104 Certificate IV in Training and Assessment • The following table contains a summary of the Employability Skills required for a person whose primary function is delivering training in a workplace environment. The Employability Skills facets described here are broad industry requirements that may vary depending on qualification packaging options. • Copied from the Training Package Volume 1 – Pages 47-48 Presented by Karen Holmes at the VPN Network - July 2008

18. Communication Teamwork Problem Solving Initiative and Enterprise Self-management Learning Technology Planning and Organising Employability Skills Presented by Karen Holmes at the VPN Network - July 2008

19. Employability Skills • What do these really mean: • There are skills in 8 categories • The categories summarise the type of skills that will be required of a person who holds this UOC • So what does this mean: • Our candidates must be able to perform their work tasks at an acceptable level for the type of work they are undertaking • Our candidates holding this UOC will be able to conduct the associated work requirements appropriately Presented by Karen Holmes at the VPN Network - July 2008

20. WOW !! – Information Overload!! • Now we’ve looked at the basics of what is required, how do we get there? • While retaining our sanity! Presented by Karen Holmes at the VPN Network - July 2008

21. Plan A • Start at the beginning and step out from (a) to (z) what your learners candidates must achieve:- • Where do they start? • What path will they travel? • What is the definitive end? Presented by Karen Holmes at the VPN Network - July 2008

22. Plan B • Start at the point your candidates have to achieve, • Then work backwards in establishing a process of how to get there • Setting an end goal can be how you can work out the processes/steps you need to take Presented by Karen Holmes at the VPN Network - July 2008

23. Plan C • Look at your own personal learning preference • Do you like knowing the outcome needed and working towards it? • Do you like to find out where you start and be pragmatic about how to reach the end? • Once you’ve identified how you like to do things, then set up your assessments to ensure that you cover all information required. Presented by Karen Holmes at the VPN Network - July 2008

24. Tips • Remember for Trainers/Assessors we too must embrace how we like to learn/travel/explore, then we can truly plan the journey • How you choose to put together your plans isn’t the outcome, the outcome is that you have a set of plans that meet all the requirements your candidates need from you. Presented by Karen Holmes at the VPN Network - July 2008