The TAE Assess Units: Questions we ask to assess the Underpinning Knowledge


The Fortress Learning TAE40110 Certificate IV in Training & Assessment uses the following questions to assess the Underpinning Knowledge and some aspects of the Underpinning Skills of the four units of competency that form the Assess Field.

During the course, many of the actual questions are presented in tables which means that they might not make complete sense in this list.  However, you will gain an appreciation for what is involved.

Each question is provided with a link to our online learning resource where you are able to obtain the information to help you answer it.

  • List any 5 things that we need to record as part of the planning, conducting or reviewing an assessment event.  For each event, say whether each item needs to occur before, during or after the event.  An example has been provided for you.
  • What is the role of templates in record keeping?
  • Design a template to record the assessment results of learners who are being assessed in the following unit, SIFBGM001A: Provide general grounds care.  (optional)
  • What is your preferred Learning Style, and how do you think that this will affect the way that you plan training and assessment?
  • How can you modify ANY THREE of the following learning/assessment activities to ensure that it meets the needs of as many learning styles as possible?
  • What are the four questions that we need to ask before we can say that a person is competent?
  • When it comes to VET, why is it essential that knowledge and skills be judged according to what happens in real workplaces?
  • What are the Dimensions of Competency?
  • How does assessing Dimensions of Competency allow us to ensure that the candidate is able to perform the required tasks within a real workplace? (optional)
  • What is meant by the term “good question”?
  • List the 6 rules, and then demonstrate your knowledge of ANY THREE of these rules by writing an example of a question for each. (Note:  do not just repeat the example from the page!)
  • The Assessment Items that you are doing as part of this course have been reviewed by a number auditors and other professionals.   On a number of occasions, these people have said that the assessment items are exemplary because they allow information to be clearly communicated with learners.  Your task now is to have a look at this document that you are working in, and identify some of the ways that it enables information to be communicated to learners, both before and after assessment.
  • What does the term “Assessment Tool” refer to?
  • Why is it necessary to follow a process before deciding which tools to use?
  • What does an assessment matrix show?
  • Complete the assessment matrix based on the following information. The Unit of Competency has 6 elements.  It can be assessed in a number of ways.  Workplace observation can be used for Elements 3, 4 and 5.  Simulation activities are good for Elements 1, 3 and 5.  Third Party Reports can be used for all of the Elements.  A written test is only appropriate for Element 2.  Case Studies can assess Elements 1, 4, 5 and 6.  An assignment can be used for Elements 2, 3 and 5.
  • Based on your assessment matrix, which combination of assessment tools would you recommend be used, and why?
  • What is validation and why do we do it?
  • Describe a situation in which you would use each of the following validation processes, and indicate who else you would involve.
  • When we trial an assessment tool, which three laws do we need to consider?
  • What are some of the questions that we can ask of our assessment tools to ensure that they uphold these laws? (optional)
  • One indicator that there might be something “wrong” with an assessment item is variation in results across different groups.  But, there are some good reasons why these variations can occur.  What are some of these reasons?
  • When participating in Validation activities, we are looking for evidence that the Principles of Assessment and Rules of Evidence have been followed. Complete the following tables to indicate your knowledge of each of these things, and to describe the types of things you would look for when validating.
  • Some people like to think of a Code of Practice as a list of rules for things to do and things to not do.  Summarise the entire Code into a maximum of 5 dot points that you could use with a new trainer/assessor.
  • What other things might  Jim and Jill need to ensure that their validation meeting is in line with the VET Quality Framework requirements?
  • Who else might Jim and Jill involve in their validation meeting, and what role might these people play? To do this task, you will need to follow a few steps. Step 1.  Choose a unit of competency from the NTIS.  Step 2.  Examine the unit and work out some ways that it could be assessed. Step 3.  Choose one of those possible ways and put together a plan that you could use to validate the task BEFORE using it with students.
  • How does collaborating with others lead to a better understanding of how the assessment process did and did not meet the principles of assessment and the rules of evidence?
  • Have a look at the list of recommendations that are commonly made following validation events.  For ANY THREE of these things, indicate some sources of information that could help you.