TAA to TAE Assessor Upgrade
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TAA to TAE Assessor Upgrade SHORT COURSE. INTRODUCTION. Welcome to the SLSQ Online TAA to TAE Assessor Upgrade Short Course . This online course contains learning content to assist and support you in completing the 3 assessment tasks associated with the upgrade course.

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Taa to tae assessor upgrade short course

TAA to TAE Assessor Upgrade

SHORT COURSE


Introduction

INTRODUCTION

Welcome to the SLSQ Online TAA to TAE Assessor Upgrade Short Course.

This online course contains learning content to assist and support you in completing the 3 assessment tasks associated with the upgrade course.

Please click to the next slide when you are ready to start your training


Introduction1

INTRODUCTION

IMPORTANT

YOU WILL NEED INTERNET ACCESS FOR PARTS OF THIS POWERPOINT PRESENTATION.

This PowerPoint presentation contains some links to additional PDF resources. To be able to view this resources, you will need to have internet access when clicking on the ‘CLICK HERE’ links.


Pre requisites

PRE-REQUISITES

To complete this upgrade course, you need to ensure that you have met the following course prerequisites:

  • Attended a TAF Proficiency Day since 1st July 2012, AND

  • Have completed and submitted Activity 1 (at the TAF Proficiency Day), AND

  • Completed and submitted an SLSQ TAF Upgrade Application Form, AND

  • Have assessed at least 1 SLSQ award (that is aligned to nationallyrecognised training) since 1st July 2011.

    If you have not completed all 4 of the above pre-requisites, please contact Ben Whibley at [email protected] to discuss options.

    If you have been allocated this course, you should have received an email from Ben Whibley stating if you meet the above criteria or if not, which ones you don't meet and what you are required to do.


Pre requisites1

PRE-REQUISITES

If you haven't completed at least 1 assessment since 1st July 2011, you must assess at least 1 full award (that is aligned to nationally recognised training) before 30th June 2013 and submit evidence of this to SLSQ Member Education Department to email address [email protected]

The above information should have been communicated at TAF Proficiency Days this season (2012/2013).

We are aware that it is the end of the season for most Branches and therefore it may be difficult for you to be a part of an assessment before 30th June 2013.

As a result we will allow you to complete this requirement by 31st December 2013 and submit evidence (as detailed above). However if you conduct the assessment after 1st July 2013, you will need to be supervised by an Assessor that does hold the TAE Assessor units of competency.

PLEASE NOTE: SLSQ will not process your upgrade until receipt of this evidence.


Why do you have to upgrade

WHY DO YOU HAVE TO UPGRADE?

Like with all skills and knowledge you learn in any aspect of your work or personal life, advances in technology, research and 'learning from our mistakes' over time results in improvement to these skills and knowledge. If this wasn't the case, we would still be performing rescues using the belt, line and reel with no support from powercraft such as IRB's, RWC's, JRB's or any other powercraft that we have thrown an acronym to.

The skills and knowledge required to be an Assessor was reviewed recently by industry experts, outside of Surf Life Saving, and subsequently an updated set of units of competency was released and grouped into the TAE Certificate IV in Training and Assessment - formerly known as the TAA version, and prior to that BSZ version.


Why do you have to upgrade1

WHY DO YOU HAVE TO UPGRADE?

This upgrade course specifically focuses on upgrading those members and staff that currently hold the 3 TAA Assessor units of competency to the 3 new TAE Assessor units of competency.

You will be glad to know that you will be automatically upgraded to 2 of the 3, and a majority of the 3rd, TAE Assessor units of competency. This upgrade course covers off the small amount of skills and knowledge that is new to the 3rd TAE Assessor unit of competency.

PLEASE NOTE:

As of 1st July 2013, all Assessors must hold the 3 TAE Assessor units of competency to continue assessing within Surf Life Saving Queensland.

This is a condition set external to Surf Life Saving by the NSSC (National Skills Standards Council) for all Registered Training Organisations in Australia.


Resources

RESOURCES

Resources required to complete this course include:

  • TAA to TAE Assessor Upgrade - Activity 2 Assessment Portfolio, AND

  • SLSQ TAA to TAE Assessor Upgrade Short Course (this presentation)

    Alternatively, the content of this presentation can also be found as an online Presentation in the SLSQ online learning system.

    NOTE: Content marked with ** designates this information is extracted from IBSA Assessor Participant Workbooks


Resources1

RESOURCES

SUPPORT

This upgrade course has been designed to be completed primarily as a 'Self Paced' course through the completion of assessment activities in your own time and reading through this online presentation to assist you in completing the assessment activities.

If you require additional support whilst completing this upgrade course, please contact:

  • SLSQ Member Education Department - via email [email protected]

    You may be directed to your regional SLSQ Lifesaving Development Officer for more personal support.


How to complete this course

HOW TO COMPLETE THIS COURSE

4 easy steps:

  • Download the TAA to TAE Assessor Upgrade - Activity 2 Assessment Portfolio

  • Go through SLSQ TAE Assessor Upgrade Short Course (this presentation)

  • Complete 3 Assessment Tasks

  • Submit Assessment Portfolio


How to complete this course1

HOW TO COMPLETE THIS COURSE

  • Download the TAA to TAE Assessor Upgrade - Activity 2 Assessment Portfolio

    • Download the 'Assessment Portfolio' (Word Document) from the same web page you downloaded this presentation.

  • Go through SLSQ TAE Assessor Upgrade Short Course (this presentation)

    • HIGHLY RECOMMEND that you go through this online course reading each slide as it will greatly assist you in completing the assessment tasks as well as provide links to additional resources/templates required to complete the assessment tasks.

  • Complete 3 Assessment Tasks

  • Submit Assessment Portfolio

    • Please read page 3 of your Assessment Portfolio for instructions on how to submit your evidence.


What s covered by this upgrade

WHAT’S COVERED BY THIS UPGRADE

There is essentially only 1 difference between the TAA and TAE Assessor units of competency being the TAE units now require an Assessor to be able to 'develop simple assessment instruments'.

As a result the upgrade requires you to complete 3 Assessment Tasks revolving around this small difference being:

  • Assessment Task 1 - Develop a simple assessment instrument

  • Assessment Task 2 - Map the assessment instrument

  • Assessment Task 3 - Trial assessment instrument

    Please refer to page 7, 15 & 19 of the 'Assessment Portfolio' for detailed information on what is required to complete the 3 assessment tasks.

    The following slides include information to assist you in completing the 3 Assessment Tasks broken up into 3 corresponding sections.


Assessment task 1 support information

ASSESSMENT TASK 1- Support Information

Develop a simple assessment instrument

The next few slides contain information to assist you in completing Assessment Task 1 as required in the Assessment Portfolio.

Please read Assessment Task 1 instructions as found on page 7 of the 'Assessment Portfolio' to familiarise yourself with what this task is requiring you to do before reading the next few slides.


Designing an assessment instrument

DESIGNING AN ASSESSMENT INSTRUMENT

Typically in Surf Life Saving, Assessment Instruments are created by the State Centre, or SLSA, and Assessors use these instruments that have been created. They are generally found within an awards corresponding 'Delivery and Assessment Guide'.

However there may be times in the future where you may be required to develop a simple assessment instrument.

A couple of steps you should take initially include:

  • Decide which method/s of assessment are the most appropriate

  • Determine if there are any existing assessment instruments that have already been created that you could use or modify to suit your needs

    For a summary/refresher of different types of Assessment Methods, CLICK HERE. This document is an extract from IBSA TAEASS401B Plan assessment activities and processes participant workbook.


Designing an assessment instrument1

DESIGNING AN ASSESSMENT INSTRUMENT

The exact content of an Assessment Instrument may vary slightly depending on the Assessment Method. Surf Life Saving generally uses the following assessment methods:

  • Observation through simulation - assessing a person's practical skills i.e. CPR

  • Written questions - assessing a person's knowledge

  • Verbal questions- assessing a person's knowledge

  • Third-party reports - generally assessing a person's practical skill

    It is very important that an Assessment Instrument is developed correctly to ensure the following occurs:

  • Candidates are assessed fairly

  • Assessment is conducted consistently from 1 candidate to another

  • Evidence gathered is valid i.e. candidates are assessed on skills and knowledge relevant to the course

  • Sufficient evidence is gathered for an assessor to make a judgement

    TIP: The sign of a good Assessment Instrument is:

    Any Assessor can use the Assessment Instrument, without being instructed how to use it, and gain similar evidence compared to another Assessor using the same instrument.


Designing an assessment instrument2

DESIGNING AN ASSESSMENT INSTRUMENT

The next few slides describe what information/sections should be on an assessment instrument for each of the typical Surf Life Saving Assessment Methods listed previously.

Generally the common sections of an Assessment Instrument include:

  • Instructions for the Assessor - detailing how the assessment should be conducted

  • Instructions for the Candidate - detailing how the assessment will be conducted and what is expected of them

  • Recording Tool - observation checklist or theory paper

  • Benchmarks - answers to theory questions or detailed steps of a practical task

    Recording Tool

    Each recording tool should allow for the following information to be recorded:

  • Candidate Name/Details

  • Assessment Details - Assessment Date, Assessor Name and Assessor Signature

  • Space to record results - Satisfactorily Completed or Not Satisfactorily Completed - can be recorded by using ticks or crosses OR using abbreviations S or NS - just needs to be clearly displayed how it should be recorded.

  • Comments - a place for the assessor to record information i.e. observations of what was done correct/incorrect. Useful when providing feedback to candidate after task.


Observation through simulation assessment instrument guide

OBSERVATION THROUGH SIMULATION – Assessment Instrument Guide

The main parts of an Assessment Instrument/s to assess a candidate perform a practical skill via an assessor directly observing the candidate perform the task include:

  • Assessment Task Instructions including:

    • Equipment Required

    • Scenario Establishment

    • Instructions for the Assessor

    • Instructions for the Candidate/s

    • Instructions for other people that are part of scenario i.e. patient/bystanders/acting ambulance officer

  • Observation Checklist - including instructions on how to complete the form

  • Observation Benchmarks

    CLICK HERE to see an example of the above Assessment Instruments - the document includes Assessment Instrument examples from the SLSQ Apply First Aid Delivery and Assessment Guide specifically to assess 1 practical task in the administration of anaphylaxis and asthma medication.


Observation through simulation assessment instrument guide1

OBSERVATION THROUGH SIMULATION – Assessment Instrument Guide

Designing a scenario**

When developing a scenario for the assessment:

  • Make the situation as realistic as possible

  • Keep it simple, yet provide enough information to set the scene and provide the basis for the simulation

  • be aware of the literacy levels of candidates, and any special needs

  • consider what evidence needs to be gathered during the simulation (check the observation checklist) and check that this evidence will be covered by the scenarios

  • be aware of any OHS issues i.e. surf conditions, weather conditions, equipment in good working order

    Scripts**

    You may also decided to develop scripts for each person involved i.e. if using patients, you may provide a written script on what condition they are in and how they are suppose to act.


Observation through simulation assessment instrument guide2

OBSERVATION THROUGH SIMULATION – Assessment Instrument Guide

Creating Criteria for Observation Checklist

  • An observation checklist usually lists the criteria/tasks that need to be demonstrated to, or physically observed by, the Assessor.

  • TIP: To create your criteria list, choose a task and write down each step that an Assessor would need to see a candidate demonstrate/perform to deem a candidate competent at that skill.

  • As an Example: Refer to the Observation Criteria listed in the example provided on Administering Asthma Medication to see the sort of criteria listed to assess this skill.

    Recording of Information

    Ensure you have space on the Observation Checklist to record the following information for each candidate:

  • Candidate Name/Details

  • Assessment Details - Assessment Date, Assessor Name and Assessor Signature

  • Space to record results - Satisfactorily Completed or Not Satisfactorily Completed - can be recorded by using ticks or crosses OR using abbreviations S or NS - just needs to be clearly displayed how it should be recorded.


Written questions assessment instrument guide

WRITTEN QUESTIONS– Assessment Instrument Guide

The main parts of an Assessment Instrument/s to assess a candidates knowledge via a written question style format include:

  • Assessment Task Instructions (p28 & 29 of example) including:

    • Instructions for Trainer - included only if the Trainer is designated the responsibility for coordinating students to complete the written questions.

    • Instructions for the Assessor

    • Instructions for the Candidate/s

    • Marking instructions

  • Written Questions - including instructions on how to answer the questions and what other documents they may need. In the example documents provided, candidates are provided an Exam Paper (written questions - see page 72-85) and are asked to record their answer on a separate document called the Assessment Portfolio (see p 86-90)

  • Written Question Benchmarks - written question answers used ONLY by the assessor when marking a candidates answers.

    CLICK HERE to see an example of the above Assessment Instruments - the document includes Assessment Instrument examples from the SLSQ Apply First Aid Delivery and Assessment Guide specifically to assess written question task.


Written questions assessment instrument guide1

WRITTEN QUESTIONS– Assessment Instrument Guide

Types of Questions

When designing a Written Question task, types of questions you could include:

  • multiple choice questions

  • multiple response questions

  • true or false questions

  • matching pair questions

  • constructed response questions

  • fill-the-gap questions

  • short answer questions

  • extended response questions

    For more information on how to create different types of written assessment questions - CLICK HERE


Verbal questions assessment instrument guide

VERBAL QUESTIONS– Assessment Instrument Guide

The main parts of an Assessment Instrument/s to assess a candidates knowledge by using verbal questions technique include:

  • Assessment Task Instructions (p28 & 29 of example) including:

    • Instructions for the Assessor

    • Instructions for the Candidate/s

    • Marking instructions

  • Verbal Questions - list of questions to be asked and generally a space allowing the Assessor to record if each question was answered satisfactorily or not against the benchmark answers. If benchmark answers are not provided as part of the assessment instrument pack, then the assessor must record the verbal answer provided by each candidate for each question.

  • Verbal Question Benchmarks - acceptable answers - used ONLY by the assessor when marking a candidates answers.


Verbal questions assessment instrument guide1

VERBAL QUESTIONS– Assessment Instrument Guide

The purpose of developing verbal questions is to enable candidates to provide evidence that supports the knowledge requirements of the assessment benchmarks that may not be directly apparent through observation, or where additional evidence is needed to confirm and validate other forms of evidence.

A verbal question is a good companion to an observation method.

Developing verbal questions

When developing an assessment instrument that includes prepared questions for verbal responses, ensure that you:

  • prepare a set of basic questions

  • identify the types of questions which would best suit your purpose i.e. open, closed, probing, etc

  • test the questions before use to ensure they elicit the responses or information you want

  • keep the questions short and focused

  • sequence the questions to extend candidates from familiar to unfamiliar situations

  • use terminology that candidate will understand, such as that covered in training or in the workplace

  • ask single questions, not double-barrelled questions

  • frame the questions in the affirmative and avoid double negatives

  • don't use trick questions

  • don't use leading questions


Verbal questions assessment instrument guide2

VERBAL QUESTIONS– Assessment Instrument Guide

Your choice of question is important - if the instrument does not have the right questions it will be very difficult for the candidates to provide the responses that are needed to demonstrate particular aspects of competence.

The following table includes a description of different types of questions, the reasons for asking that particular type of question, and examples.


3 rd party report assessment instrument guide

3RD PARTY REPORT– Assessment Instrument Guide

Similar to Observation Assessment Instruments however is generally used where it is more practical for a supervisor i.e. Training Officer of the course/Patrol Captain, who is knowledgable in the required performance standard, to collect evidence of each candidate performing a practical skill.

Examples of where you may use this is if each candidate needs to be assessed on a particular task, however including this task on the 'Assessment Day' to be viewed by an assessor is either impractical and/or too time consuming.

An example could be 'Filling an IRB Bladder'

  • Impractical - asking each candidate to fill an IRB Bladder then having someone empty the bladder so the next candidate can demonstrate this. 3rd Party Report would allow each candidate to demonstrate filling an IRB Bladder correctly throughout the course.

  • Too time consuming - asking each candidate to fill an IRB Bladder and having the bladder emptied could extend the 'Assessment' duration by too much.


3 rd party report assessment instrument guide1

3RD PARTY REPORT– Assessment Instrument Guide

IMPORTANT

When developing and using 3rd Party Reports, you need to remember:

  • The 'Supervisor' needs to be inducted on how to use the assessment instruments

  • To confirm with the 'Supervisor' the exact benchmarks required to be demonstrated by the Candidate (usually described in the Benchmark document)

  • That the 'Supervisor' will conduct the task as per the instructions recorded in the Assessment Task

  • That the Assessor is the person that determines if a candidate is competent or not reviewing all evidence - it is not the 'Supervisors' responsibility to say if a candidate is competent or not for the unit of competency.


3 rd party report assessment instrument guide2

3RD PARTY REPORT– Assessment Instrument Guide

The main parts of an Assessment Instrument/s to assess a candidate perform a practical skill via a 'supervisor' observing the candidate perform the task include:

  • Assessment Task Instructions (p44 of example) including:

    • Equipment Required

    • Instructions for the Assessor

    • Instructions for the Candidate/s

    • Instructions for other people that are part of scenario i.e. patient/bystanders/acting ambulance officer

  • 3rd Party Report (p64-65 of example) - generally a checklist similar to an observation checklist

  • Observation Benchmarks (p66-67 of example)

    CLICK HERE to see an example of the above Assessment Instruments - the document includes Assessment Instrument examples from the SLSQ IRB Driver Delivery and Assessment Guide.


Assessment task 1 instructions

ASSESSMENT TASK 1– Instructions

The previous slides should have provided sufficient information to assist you in developing a simple assessment instrument.

Now it's time to develop 1 instrument.

Step 1 - Decide which type of instrument you want to design:

  • Theory Assessment instrument i.e. Written Assessment Paper, OR

  • Practical Assessment Instrument.

    Step 2 - Click on the button below for which type of instrument you want to design.

Practical Assessment Instrument

Theory Assessment Instrument


Assessment task 1 instructions1

ASSESSMENT TASK 1– Instructions

Theory Assessment Instrument OPTION - Instructions

Please read page 7 for more instructions.

You will find Theory Assessment Instrument templates in your TAA to TAE Assessor Upgrade - Activity 2 Assessment Portfolio pages 8 to 10. Page numbers below refer to Assessment Portfolio page number.

Complete these templates by:

  • Completing the Assessment Task Overview (page 8)

  • Developing at least 10 Theory questions (page 9)

  • Developing Benchmark answers for all theory questions you create (page 10)

GO BACK

GO TO ASSESSMENT TASK 2


Assessment task 1 instructions2

ASSESSMENT TASK 1– Instructions

GO BACK

Practical Assessment Instrument OPTION - Instructions

Please read page 7 for more instructions.

You will find Practical Assessment Instrument templates in your TAA to TAE Assessor Upgrade - Activity 2 Assessment Portfolio pages 11 to 14. Page numbers below refer to Assessment Portfolio page number.

Complete these templates by:

  • Completing the Assessment Task Overview (page 11)

  • Creating your observation checklist criteria (page 12)

    • 'Criteria Number' is just a set of sequential numbers that you can use to match up the Criteria listed on an Observation Checklist with additional specific details listed in the Observation Checklist BENCHMARK Document.

  • Creating benchmarks (page 14)

    • Used to define an Observation Checklist Criteria even further to increase the consistency, from 1 Assessor to another, of what is acceptable performance

GO TO ASSESSMENT TASK 2


Assessment task 2 support information

ASSESSMENT TASK 2- Support Information

Map the Assessment Instrument

The next few slides contain information to assist you in completing Assessment Task 2 as required in the Assessment Portfolio.

Please read Assessment Task 2 instructions as found on page 15of the 'Assessment Portfolio' to familiarise yourself with what this task is requiring you to do before reading the next few slides.


Why map

WHY MAP?

What is Mapping?

Mapping is the process of matching up a component of an assessment task i.e. a written question, and showing exactly what part of the unit of competency that assessment task/question is assessing.

Why Map?

Mapping of an assessment instrument to the unit of competency being assessed is important to ensure that the assessment instruments you design are Valid - that is they are assessing what the unit of competency requires.

If a question asked a person 'How do you manage an emergency birth?' but this was not a part of the HLTFA301C - Apply First Aid unit of competency, then this question is invalid and should be removed from the assessment instrument.


Why map1

WHY MAP?

IMPORTANT

It is important to note the following general rules applied to assessing a unit of competency:

  • An assessment instrument DOESN'T have to assess all sections of a unit of competency, HOWEVER

  • All assessment instruments combined must cover all parts of the unit of competency

  • A candidate must be assessed against the following sections of the unit of competency:

    • ALL Elements and Performance Criteria

    • ALL Essential/Required knowledge

    • ALL Essential/Required skills

    • Assessment conduct as per, and according to, the 'Evidence Guide' section

    • Covering any 'Range Statement' that includes the word MUST in it


Mapping example

MAPPING EXAMPLE

Mapping Example

The SLSQ Apply First Aid course is aligned to the unit of competency HLTFA301C - Apply First Aid.

Let's map Question 1 (see full question below in white box) to the unit of competency and see exactly which part of the unit of competency is being assessed by this question.

Read what Question 1 is asking below and then look through the HLTFA301C unit of competency to find which part Q1 is assessing. CLICK HERE to view the unit of competency.

HINT: Look in the 'Required Skills and Knowledge' section specifically under 'Essential Knowledge' (pages 6-8)

Once you have had a look and hopefully found what part of the unit of competency Question 1 is assessing/mapped to, CLICK HERE to view the actual answer.

HLTFA301C Unit of Competency

Question 1 is assessing:

- Essential Knowledge

- Working Knowledge of: chain of survival.

Therefore you would map Q1 to this specific part of the unit of competency.

SLSQ Apply First Aid Question

Question 1. The successful resuscitation of a casualty is dependent on the timely application of the links in the Chain of Survival. Fill in the correct step for each of the links using the diagram provided.


Recording mapping

RECORDING MAPPING

Recording Mapping

It is important to record your mapping in a way so that anyone can easily see, at a glance, how an an assessment instrument is actually assessing a component of a unit of competency.

The simplest method is to replicate a unit of competency into a table format - please see page 16-18 of Assessment Portfolio as an example of this.

In this case, we have replicated the CPR Unit of Competency for you and provided the Mapping Template for you to complete - simply by adding in a column titled 'Assessment Component'.

It is within this 'Assessment Component' column that you record the Question Number (for a theory assessment instrument) AND/ORCriteria Number (for a practical observation checklist) to demonstrate mapping.


Recording mapping1

RECORDING MAPPING

Recording Mapping (cont'd)

Generally Assessment Instrument/s is/are mapped to the following sections of a Unit of Competency:

  • Performance Criteria, OR

  • Essential Knowledge/Skills

    Assessment Instruments may also need to be mapped to the 'Range Statement' generally if the range statement component has the word 'MUST' within it.

  • An example of this in the case of the HLTCPR201B - Perform CPR unit of competency is the following range statement (found on page 19 of the Assessment Portfolio):

    - 'Demonstrated CPR procedure must:

    - Include adult/child and infant casualties

    - Conform to ARC guidelines, including:

    - Recogntion that 'any resuscitation is better than none'

    - Demonstrate......(etc)

    As the word MUST has been used, this means that each candidate must be assessed against the criteria listed below it i.e. Each candidate must be assessed demonstrating CPR procedure for an adult or child AND infant casualties - basically meaning a candidate must demonstrate CPR twice - each with a different procedure depending on the age of the patient.


Assessment task 2 instructions

ASSESSMENT TASK 2– Instructions

The previous slides should have provided sufficient information to assist you in mapping an assessment instrument.

Now it's time to Map an Assessment Instrument - specifically you are required to map the Assessment Instrument you created in Assessment Task 1 to the unit of competency HLTCPR201B - Perform CPR.

More detailed instructions for this Assessment task are contained on page 15 of your Assessment Portfolio.

Record your mapping in the table provided on page 16-18 of your Assessment Portfolio.


Assessment task 3 support information

ASSESSMENT TASK 3- Support Information

Trial the Assessment Instrument

The next few slides contain information to assist you in completing Assessment Task 2 as required in the Assessment Portfolio.

Please read Assessment Task 2 instructions as found on page 19of the 'Assessment Portfolio' to familiarise yourself with what this task is requiring you to do before reading the next few slides.


Why trial

WHY TRIAL?

It is important to trial any assessment instrument that you create to check:

  • are the assessment instruments easy to use?

  • are the instructions and guidance information easy to understand?

  • is there enough time given to complete the tasks?

  • is the layout clear?

  • is there any ambiguity or other weaknesses in the assessment instruments?

  • are there any grammatical or spelling mistakes?

    It is recommended that if you designed the assessment instruments, that you ask a colleague to trial the resource - this gives a 'fresh set of eye's to review the instruments and provide feedback.


Assessment task 3 instructions

ASSESSMENT TASK 3– Instructions

The previous slide should have provided sufficient information to assist you in understanding the relevance of trialling an assessment instrument.

Now it's time to trial your Assessment Instruments.

More detailed instructions for this Assessment task are contained on page 19 of your Assessment Portfolio.


Submitting your evidence

SUBMITTING YOUR EVIDENCE

Now that you have completed all of the Assessment tasks, please remember you now have to submit your Assessment Portfolio, and additional evidence, to SLSQ.

Please read page 3 of the Assessment Portfolio for more information on how you can submit your evidence via 1 of 3 methods.

SLSQ will be contact with you before 30th June 2013 to inform you of the outcome of your upgrade.


Thank you

THANK YOU

Thank you for participating in the SLSQ Online TAA to TAE Assessor Upgrade Short Course.

We trust that this online short course has assisted you in completing the upgrade assessment tasks.

If you do require any additional support, please remember you can contact Ben Whibley at [email protected]


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