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TAE40110 Certificate IV in Training and

Assessment

STEP 1 – RPL SELF ASSESSMENT


To ensure you are a candidate for RPL, AAT asks you to do the self assessment test for the seven (7) core
units.

Please read through the following and ask yourself “Can I…?”

tick the task boxes that you feel you would confidently be able to do on a regular basis

TAEASS401A Plan assessment activities and process


Can I …?
□ Determine assessment approaches
□ Identify and access benchmarks for assessment/RPL
□ Determine evidence and types of evidence needed to demonstrate competence, according to
the rules of evidence
□ Select assessment methods that will support collection of evidence and the candidate
□ Develop simple assessment instruments to meet target group needs
□ Analyse available assessment instruments and modify as required
□ Map assessment instruments against unit or course requirements
□ Give clear instructions to candidate about the assessment

TAEASS402A Assess competence


Can I …?

□ Interpret assessment plans and confirm requirements to relevant people


□ Assess and interpret relevant benchmarks for the assessment
□ Arrange identified material and physical resources to conduct assessment
□ Organise specialist support required for assessment
□ Explain, discuss and agree details of assessment plan with candidate
□ Apply principles of assessment and rules of evidence in gathering quality evidence
□ Determine opportunities for integrated assessment activities
□ Guide candidate in gathering their own evidence to support recognition of prior learning (RPL)
□ Make decisions on reasonable adjustment with the candidate based on candidates needs and
characteristics
□ Assess OHS risks
□ Examine and evaluate evidence against benchmarks to determine quality
□ Provide clear and constructive feedback to the candidate regarding the assessment decision and
develop any follow up action required
□ Record assessment outcomes promptly and accurately
□ Inform all relevant parties of assessment decision according to confidentiality conventions
□ Review and document assessment process in consultation with relevant people

TAEASS403A Participate in assessment validation


Can I …?

□ Discuss and confirm approach to validation


□ Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate
competence
□ Arrange materials for validation
□ Participate in validation sessions and activities by applying the principles of assessment and
rules of evidence
□ Understand process for checking accuracy and version control of documents
□ Discuss, agree and record recommendations to improve assessment practice
□ Implement changes to own assessment practices arising from validation

TAEDEL401A Plan, organise and deliver group-based learning


Can I …?

□ Interpret learning programs and determine delivery requirements


□ Identify group and individual learning needs and characteristics
□ Identify constraints and risks to delivery
□ Refine existing learning objectives to meet the requirements of learners needs
□ Develop session plans
□ Use knowledge of learning principles and theories to manage session delivery
□ Contextualize existing learning materials to meet the needs of group
□ Organise facilities, technology and equipment needs in time for delivery
□ Deliver session according to session plan, modified where appropriate to meet learners needs
□ Use the diversity of the group as another resource to support learning
□ Use a range of delivery methods and training aids to support learning and engage students
□ Monitor and document learners progress
□ Manage inappropriate behavior to ensure learning can take place
□ Maintain and store learner records appropriately

TAEDEL402A Plan, organise and facilitate learning in the workplace


Can I …?

□ Establish and agree on objectives for work-based learning program


□ Analyse work practices and routines to determine their effectiveness in meeting learning
program needs
□ Identify and address OHS implications
□ Address contractual requirements and responsibilities for learning at work
□ Arrange for integration and monitoring of external learning activities within the work-based
learning pathway
□ Identify individual’s learning styles and select appropriate techniques to facilitate learning
□ Develop individual learning plans
□ Monitor the learning program and supply support and encouragement as required
□ Sequence introduction of workplace tasks and activities to reflect the agreed work-based
learning plan
□ Encourage learner to take responsibility for learning and to self-reflect
□ Develop techniques that facilitate learner’s transfer of skills and knowledge
□ Prepare and structure learning activities to support new learning and further development
□ Observe learner cues and change approaches where necessary
□ Monitor effectiveness of learning and reward achievements
□ Close and evaluate the learning/facilitation relationship
□ Seek feedback from the learner on the outcomes achieved and the value of the relationship
□ Monitor and review the effectiveness of the work-based learning pathway/plan, recommend
improvements
TAEDES401A Design and develop learning programs
Can I …?

□ Identify and consider characteristics of the target learner group, clarify the purpose and the type
of learning program required.
□ Identify language, literacy and numeracy requirements of the program
□ Assess relevant VET policies and frameworks required
□ Identify and make changes to training packages and accredited courses as required
□ Evaluate existing learning resources for relevance and quality
□ Research and develop specific learning resources
□ Specify assessment requirements of the learning program
□ Break the learning content into manageable segments and document timeframes for each
segment
□ Determine and confirm delivery strategies and required assessment methods and tools
□ Review and document completed program and make recommendations for continuous
improvement
□ Ensure safe learning by analyzing risks in the learning environment and including a risk control
plan

TAEDES402A Use training packages and accredited courses to meet clients needs
Can I …?

□ Confirm training and/or assessment needs of the clients


□ Identify and source training packages or accredited courses which could satisfy client needs
□ Read and interpret qualification rules
□ Review and determine applicable licensing requirements and prerequisites
□ Determine suitable electives that meet client needs and job roles
□ Select individual unit or accredited module to meet client needs
□ Read, analyse and interpret all parts of the unit or accredited module, look for links between
units and or accredited modules to develop effective delivery.
□ Use information from the client to contextualise the units or accredited module to meet clients
needs
□ Read, analyse and apply the evidence / assessment guide of the relevant training package or
accredited course
□ Determine any special requirements for assessment or reasonable adjustment to suit client
needs

If you have ticked all the boxes then you may be a candidate for RPL (TAA to TAE). Please bear in mind
that while you may have ticked all the boxes, RPL is not granted until all your evidence is submitted
and the RTO has ensured you have met the requirements for the TAE40110 Certificate IV in Training
and Assessment.
Contact AAT for a RPL application.