Learner Guide or eBook
Learner Guides or eBooks usually contain detailed reference information relating to specific competency subject matter of a course. Learner Guide resources serve as an instrument for student learners to study prior to attempting summative assessment tasks for a particular competency. Learner Guides/eBooks operate as an instructional tool usually containing interactive content which learners study to understand concepts, subject matter and specific competency before examination or practice. Learner Guides can be designed for utility across all delivery modalities including classroom face-to-face, blended learning, or online elearning via interactive webinar or video content delivery.
Facilitator Guide or eBook
Facilitator Guides or eBooks usually contain instructional content, competency outlines, key reference materials, and concept delivery methods which a learning facilitator or trainer and assessor utilises as an instrument to give structure to delivery of subject matter relating to a particular competency. Facilitator Guides serve as framework for guiding course training delivery.
PowerPoint Presentations, often referred to as “.PPT” resources, are file formats containing slides of subject matter specific content, often graphical or visual in nature, to support the full range of course and training delivery methods, including classroom face-to-face, blended learning, or online elearning content presentations.
Mapping Documents serve as a prescriptive outline detailing where unit of competency requirements are met within any given assessment tool. Mapping Documents operate as a resource packaging blueprint, and as a guide when building delivery resources around assessment tools. Mapping Guides are also useful when demonstrating and validating any unit of competency or assessment tools architecture, should an internal or external quality assurance audits require rationalisations.
Assessment Tools include assessment documents like assignments, quizzes, case studies, projects, multiple choice or short answer questions, tests, and exams to convey on a competencies summative assessment.
Assessment tools — also referred to as evidence‑gathering tools — contain both the instrument and the instructions for gathering and interpreting evidence in an assessment process. They form part of the bank of resources used for effective and safe assessment practice in a sector where assessment is conducted within a quality assurance framework.
An assessment tool is made up of the following components:
- The context and conditions for the assessment;
- The tasks to be administered to the student;
- An outline of the evidence to be gathered from the student;
- The evidence criteria used to jusde the quality of performance, for instance,the decision-making rules; and
- The administration, recording and reporting requirements
The tasks to be administered to the student, the outline of the evidence to be gathered from the student and the evidence criteria used to judge the quality of performance are often referred to as the assessment instrument.
Test Questions and Answers
Test Questions and Answers are often separate instruments associated to Assessment Tools which operate as a method for examinations. Test Questions and Answer documents typically consist multiple choice or short answer formats, and usually support testing a student learners competency via controlled examination.
Record of Assessment
Record of Assessment tools serve to help a learning facilitator or trainer and assessor collect and verify that all assessments have been completed to the prescribed and required standard.
Session Plans are usually dynamic tools which frame a proposed delivery model for each unit of competency scheduled for learning delivery. Session Plans are often unique to learning facilitator or trainer and assessors preferred method, sequence or practicum of learning delivery. Session Plans are often built to allow customisation to your training delivery requirements.
Practical Observation Forms
Practical Observation Forms serve to record competency for practical skills demonstrated in the classroom, simulated or workplace environment. Practical Observation Forms are usually also supported by Practical Observation Benchmarks which guide the way in which practical observations are to be facilitated and evaluated.
Third Party Verification Forms
Support the requirement for third‑party evidence gathering and collation from workplace supervisors, peers and others to support an assessment decision. A lecturer, learning facilitator or trainer and assessor cannot always observe a student over a prolonged period of time and some competencies are difficult to assess by observation alone. Therefore, gathering third‑party evidence can be an essential part of the assessment process. Third Party Verification forms are deployed for employers or workplace supervisors to reference. Populate and sign off to substantiate and student learner, apprentices or trainee have demonstrated skills in a practical workplace setting.