TAELED803
Implement improved learning
practice
ASSESSMENT OUTLINE
TAELED803 Implement improved learning practice
Assessment Outline
Version 3.0 January 2023, Approved Quality assurance & Compliance Manager
Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 2 of 7
Copyright © 2023 Tr4in Right
| Table of Contents |
Course Information……………………………………………………………………………………………………………………………………. 3
Assessment Overview………………………………………………………………………………………………………………………………… 4
Assessment Plans………………………………………………………………………………………………………………………………………. 4
How to Submit Your Assessments ……………………………………………………………………………………………………………….. 4
Assessment Task Cover Sheet …………………………………………………………………………………………………………………….. 5
How do you format your assessments …………………………………………………………………………………………………………. 5
How long should your answers be……………………………………………………………………………………………………………….. 5
Written Work……………………………………………………………………………………………………………………………………………. 5
Readiness for Assessment ………………………………………………………………………………………………………………………….. 5
Assessment/competency outcomes…………………………………………………………………………………………………………….. 6
Additional evidence …………………………………………………………………………………………………………………………………… 6
Active participation …………………………………………………………………………………………………………………………………… 6
Assessment appeals…………………………………………………………………………………………………………………………………… 6
Confidentiality ………………………………………………………………………………………………………………………………………….. 6
Recognised Prior Learning ………………………………………………………………………………………………………………………….. 6
Special needs ……………………………………………………………………………………………………………………………………………. 6
Reasonable adjustment ……………………………………………………………………………………………………………………………… 7
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TAELED803 Implement improved learning practice
Assessment Outline
Version 3.0 January 2023, Approved Quality assurance & Compliance Manager
Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 3 of 7
Copyright © 2023 Tr4in Right
| Course Information |
Unit Description
This unit describes the skills and knowledge required to initiate, and implement, practices that support the
improvement of learning strategies in an organisational context. It includes:
▪ evaluating ways to improve learning practice, managing and monitoring the means by which to improve
learning, analysing, and advancing adoption of improved learning practice
▪ methods for improving learning practice, including developing individual staff members from the
perspective of the organisation’s needs and imperatives, and enhancing outcomes for learners and
candidates.
It applies to leaders or managers who use research, theoretical analysis and professional investigation, to identify
ways in which to implement learning practices that build organisational capabilities within a small to mediumsized organisation, or to a significant unit of activity in a large organisation.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
| ELEMENT | PERFORMANCE CRITERIA |
| Elements describe the essential outcomes. |
Performance criteria describe the performance needed to demonstrate achievement of the element. |
| 1. Evaluate ways to improve learning practice |
1.1 Review advances in learning practice within a given vocational, training, educational or content area 1.2 Review and challenge existing learning practice to develop, and test, improved approaches 1.3 Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice 1.4 Research how a range of appropriate learning theories and instructional design principles can improve learning practice 1.5 Ensure learning practice reflects the qualification requirements for nominated qualification/s |
| 2. Manage and monitor the means to improve learning |
2.1 Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies 2.2 Evaluate the role, and impact of, new technologies on learners and training techniques 2.3 Plan improved learning practice based on how learners currently learn 2.4 Plan improved learning practice based on the experience and personal interests of the learner |
| 3. Analyse and advance the adoption of improved learning practice |
3.1 Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics 3.2 Advocate for improved VET learning practice 3.3 Initiate research into improved learning practice 3.4 Design and test improved learning practice in real-world situations 3.5 Mentor colleagues to promote improved learning practice |
More/detailed information of this unit of competency can be found in
https://training.gov.au/Training/Details/TAELED803
TAELED803 Implement improved learning practice
Assessment Outline
Version 3.0 January 2023, Approved Quality assurance & Compliance Manager
Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 4 of 7
Copyright © 2023 Tr4in Right
| Assessment Overview |
This Student Assessment Booklet includes all your assessment tasks BSBHRM611 Contribute to organisational
performance development
ASSESSMENT TASK SUMMARY
This unit requires you to complete the tasks mentioned below. You must satisfactorily complete all tasks to achieve
competency for this unit.
| Assessment Task | Assessment Method | Task Summary |
| Assessment Task 1: | Project – Develop a research report |
You are required to demonstrate to demonstrate your knowledge and skills you have learned from this unit to develop a research report |
| Assessment Task 2: | Project – Evaluation and Planning |
You are required to demonstrate to demonstrate your knowledge and skills you have learned from this unit to develop a research report |
| Assessment Task 3: | Project – Advocate and test improved learning practice |
You are required to demonstrate your knowledge and skills you have learned from this unit to advocate and test improved learning practice. |
| Assessment Plans |
The following outlines the assessment requirements for this unit. You are required to complete all assessment
requirements outlined below to achieve competency for this unit.
The due dates for each assessment task are provided in the table below.
| Assessment Requirements |
Estimated time to complete each task |
Where to complete each task |
When to complete each task |
Is this an Open-book or Closed book task? |
Submission due date |
| Assessment Task 1: Project – Develop a research report |
16 hours or 2 days including preparations |
Either in campus (in person) or online; |
During or after class hours (as agreed/approved by the assessor) |
Open book | Before the end of Week 2 |
| Assessment Task 2: Project – Evaluation and Planning |
16 hours or 2 days including preparations |
Either in campus (in person) or online; |
During or after class hours (as agreed/approved by the assessor) |
Open book | Before the end of WEEK 3 |
| Assessment Task 3: Project – Advocate and test improved learning practice |
16 hours or 2 days including preparations |
Either in campus (in person) or online; |
During or after class hours (as agreed/approved by the assessor) |
Open book | Before the end of WEEK 4 |
How to Submit Your Assessments
1. When you have completed each assessment task, you must upload it on an online Plagiarism Checker tool
(refer to the section Academic Plagiarism below for more information.
2. Submit your assessment along with the plagiarism check report to your assessor.
3. Submit your assessment with the completed and signed Assessment Task Cover Sheet.
4. Instructions about submission can be found at the beginning of each assessment task. Commented [A1]: Insert these sections
TAELED803 Implement improved learning practice
Assessment Outline
Version 3.0 January 2023, Approved Quality assurance & Compliance Manager
Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 5 of 7
Copyright © 2023 Tr4in Right
5. Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment Task Cover Sheet
1. At the beginning of the tasks, you will find an Assessment Task Cover Sheet. Please fill it in and sign the
student declaration.
2. For the knowledge-based tasks (Written Questions), you must sign the Assessment Task Cover Sheet
provided
3. Your assessor will give you feedback about how well you went in each task, and will write this on the
Assessment Record Sheet
How do you format your assessments
When completing and submitting your assessment, the following applies:
| Font Size | Your assessments should be typed in a 11 or 12 size font for ease of reading. |
| Footer | You must include a footer on each page with your name, unit code and date. |
| Margin | Left Margin: 3.5cm / Right margin: 3.5cm |
| Copies | Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer. |
How long should your answers be
The length of your answers will be guided by the description in each assessment, for example:
| Type of Answer | Answer Guidelines |
| Short Answer | 4 typed lines = 50 words, or 5 lines of handwritten text |
| Long Answer | 8 typed lines = 100 words, or 10 lines of handwritten text = of a foolscap page |
| Brief Report | 500 words = 1 page typed report, or 50 lines of handwritten text = 1 foolscap handwritten pages |
| Mid Report | 1,000 words = 2 page typed report 100 lines of handwritten text = 3 foolscap handwritten pages |
| Long Report | 2,000 words = 4 page typed report 200 lines of handwritten text = 6 foolscap handwritten pages |
Written Work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall
unit of competency. When undertaking any written assessment tasks, please ensure that you address the
following criteria:
• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed (use MS Word)
• Your assessment tasks include your full legal name, Unit of Competency and the Assessment Task no. on
each and every page.
Readiness for Assessment
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to
discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with
your trainer/assessor.
TAELED803 Implement improved learning practice
Assessment Outline
Version 3.0 January 2023, Approved Quality assurance & Compliance Manager
Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 6 of 7
Copyright © 2023 Tr4in Right
Assessment/competency outcomes
1. Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students
must complete ALL tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If
one or more of tasks are assessed as Not Satisfactory, students will be given an overall outcome for the unit of
Not Yet Competent (NYC).
2. Feedback on Assessment
a. If you are deemed “Not Yet Competent”, you will be provided with feedback from your assessor; you will
also receive an email from the Student Support Officer.
b. You will be given one (1) more chance to resubmit your assessment task(s) (2nd submission) which is free
of cost to you. If you are still deemed as “Not Yet Competent” on your 2nd submission, you will be
required to be re-assessed in the unit of competency of which you will incur a fee (please refer to our Fee
Schedule on the website and/or in your Written Agreement. This is summarised as follows:
• 1st submission, if deemed NYC: free of cost
• 2nd submission, if deemed NYC: free of cost
• Re-assessment: student to pay re-assessment fee
3. If you fail the re-assessment, you will need to re-enrol the unit of competency.
4. Students need to be given a timeframe for resubmission and be advised what they must include in the
resubmission.
5. Assessors are required to use the Assessment Record Tool to record the assessment decision for each task.
The Record of Assessment Outcomes on the final page of the Assessment Record Tool should be completed by
the assessor.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to
determine competency, you must provide us with such information/evidence, subject to privacy and
confidentiality issues. We retain this right at any time, including after submission of your assessments.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the
assessment tasks on time.
Assessment appeals
If you feel that you have been unfairly treated during your assessment, and you are not happy with your
assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first
discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions
with your trainer/assessor, you need to lodge your appeal to the Course Coordinator or Academic Services Officer,
in writing, outlining the reason(s) for the appeal.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in
accordance with the law. However, you are responsible for ensuring that you do not provide us with anything
regarding any third party including your employer, colleagues and others, that they do not consent to the
disclosure of. While we may ask you to provide information or details about aspects of your employer and
workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.
Recognised Prior Learning
Candidates will be able to have their previous experience or expertise recognised on request. Candidates are
encouraged to complete the application for recognition of prior learning preferably up to 14 days from date of
course commencement.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as
possible. This will enable the trainer/assessor to address the identified needs immediately.
TAELED803 Implement improved learning practice
Assessment Outline
Version 3.0 January 2023, Approved Quality assurance & Compliance Manager
Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 7 of 7
Copyright © 2023 Tr4in Right
Reasonable adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and training
across Australia. Under this framework, providers of vocational education and training must take steps to ensure
that learners with recognised disabilities can access and participate in education and training on the same basis as
learners without disabilities. Sometimes reasonable adjustments are made to the learning environment, training
delivery, learning resources and/or assessment tasks to accommodate the particular needs of a learner with a
disability. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into
account factors such as the views of the learner; the potential effect of the adjustment on the learner and others;
the costs and benefits of making the adjustment.
Adjustments must:
▪ be discussed and agreed to by the learner with a disability
▪ benefit the learner with a disability
▪ maintain the competency standards
▪ be reasonable to expect in a workplace.
Adjustments are not required if they could:
▪ cause the RTO unjustifiable hardship
▪ harm other learners.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or
effort involved in making this change. If an adjustment requires a disproportionately
high expenditure or disruption it is not likely to be reasonable. (Source:
https://www.ibsa.org.au/sites/default/files/media/BSBv1.1_
Business_Services_Implementation_Guide.pdf)
Some examples of reasonable adjustments that could be made for the assessments in this booklet include:
▪ use of shorter sentences that do not contain large amounts of information to written activities (ie
short answer questions and case studies)
▪ Clarify information by rephrasing, confirm understanding
▪ Read any printed information to the student
▪ submission of audio recordings for their project
▪ conducting assessor workplace observations via Skype or other video format (for example, in cases of
student in remote workplaces)
▪ rescheduling assessor observations in the event that workplace conditions may not be suitable (for
example, safety concerns, not enough workplace staff or customers/clients for student to interact
with, etc)
▪ providing students with large-print copies of the Assessment Task booklet.
Recording of Reasonable Adjustments
Trainer/assessor will record any reasonable adjustments made in the space provided at the rear of the
Assessment Record Tool.