This blog relates to the unit TAEDEL401 Plan, organise and deliver group-based learning from the course TAE40116 Certificate IV in Training and Assessment. Can we really teach just anybody to be a trainer? Can we teach just anybody to be a concert pianist? We can all agree that it takes a special talent and passion […]
Training and Assessment
Identifying organisational needs (TAETAS501 Undertake organisational training needs analysis – TAE50116 Diploma of VET)
The following blog relates to a unit out of the TAE50116 Diploma of Vocational Education and Training and TAE50216 Diploma of Training Design and Development. Training needs analysis is a process of clarifying organisational needs, analysing whether the current workforce is capable of meeting these needs and identifying gaps which can be filled by providing […]
Principles of Assessment – Part 4 (Validity)
There are four Principles of Assessment – Reliability, Fairness, Flexibility and Validity. In our previous Blogs we discussed the Principles of Reliability, Fairness and Flexibility. Here we are to discuss the Principle of Validity. Principle of Validity Perhaps this last principle of assessment should have been discussed first, as it is so important. Validity means that the […]
Principles of Assessment – Part 3 (Flexibility)
There are four Principles of Assessment – Reliability, Fairness, Flexibility and Validity. In our previous Blogs we discussed the Principles of Reliability and Fairness. Here we discuss Flexibility. This Blog be followed by the last of this series which will discuss the Principle of Validity. Principle of Flexibility Flexibility in assessment involves consideration of the […]
Principles of Assessment – Part 2 (Fairness)
There are four Principles of Assessment – Reliability, Fairness, Flexibility and Validity. In our previous Blog we discussed the Principle of Reliability. Here we discuss Fairness. This will be followed by additional Blogs which will discuss the remaining Principles of Assessment. Principle of Fairness Assessment is fair when the assessment process is clearly understood by […]
Principles of Assessment – Part 1 (Reliability)
There are four Principles of Assessment – Reliability, Fairness, Flexibility and Validity. Here we discuss Reliability. This will be followed by additional Blogs which will discuss the remaining Principles of Assessment. Principle of Reliability Reliability refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes. Reliability is one of the […]
Three teachers who influenced my life forever
This story is written with the one thing that I believe is the key that unlocks the door to great teaching and inspired learning – that key is passion. I would like to write about three teachers who not only inspired my learning but also influenced my life forever! It was my first day at […]
How can we encourage adults to learn?
Malcom Knowles described adult learning as “a process of self-directed inquiry”. He conceptualised the characteristics of adult learners in 5 ways: A. Self-concept – as a person matures, their self-concept moves from one of being a dependent personality toward one of being a self-directed human being. Therefore adults are self-governed and have their own beliefs […]
TAE40116 Certificate IV in Training and Assessment Overview
Description of the qualification This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. This qualification (or the skill sets derived from units of competency within it) is also suitable preparation for those engaged in the delivery of training and assessment of competence in a […]
TAEDES402 How Contextualisation Adds Meaning
What comes to your mind when you hear the word contextualisation? You may think about tailoring the information to suit specific needs which indicates flexibility. From a Vocational Education and Training (VET) perspective, contextualisation relates to making the learning and assessment applicable to the learner’s context of work. What then defines the context of work? […]
