Certificate Iv In Training and Assessment – Management Assignment Help

Assignment Task

INTRODUCTION

Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed. There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

The features of a competency based assessment system are: It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards. Assessment should mirror the environment the learner will encounter in the workplace.Assessment criteria should be clearly stated to the learner at the beginning of the learning process. Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time.In competency assessment, a learner receives one of only two outcomes – competent or not yet competent. The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace. The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis

Design and develop learning programs
1. Define parameters of the learning program.
2. Work within the vocational education and training (VET) policy framework.
3. Develop program content.
4. Design the structure of the learning program.
5. Select appropriate training package or accredited course.
6. Analyse and interpret the qualifications framework.
7. Analyse and interpret units of competency and accredited modules.
8. Contextualise units and modules for client applications.
9. Analyse and interpret assessment Marking Requirements.