Vocational Training and Assessment 2nd Australian Edition By Jan Hill – Test Bank

Complete Test Bank With Answers

Sample Questions Posted Below

Chapter 05 Testbank

Student: ___________________________________________________________________________

1. An example of when coaching techniques would be used is when group-based learners require additional assistance.

These techniques are also suitable when:

A. you think a colleague is doing a good job.

B. individuals need work-based learning support.

C. you think a colleague is not doing a good job

D. a learner’s progress requires monitoring

2. A safe learning environment includes:

A. learners sitting quietly at their desks and not rocking on chairs.

B. a risk management plan, provided as part of the program.

C. exit requirements, Personal Protective Equipment (PPE), safe access, safe use of equipment, the absence of bullying.

D. learners being asked to sign a safety contract outlining their responsibilities.

3. A learning program includes:

A. competencies or benchmarks, overview of content, number and duration of sessions.

B. plan of delivery and learning activities.

C. formative assessment points.

D. duration of sessions.

4. Facilitation of learning should:

A. use a range of delivery methods including the diversity of the group.

B. be aligned to one learning theory.

C. include learners completing workbooks or log books as a record of learning.

D. be based around the risk assessment.

5. Monitoring learning during a delivery session includes:

A. monitoring verbal and non-verbal feedback.

B. completing a written assessment each session to monitor progress.

C. walking around the class room to check on progress.

D. All the given answers are correct.

6. List four delivery techniques that you would use in work skill instruction.7. List 10 items of information that would you expect to find in a training and assessment strategy (TAS).

8. List five effective facilitation skills you could use when delivering a training session to a group of learners.

9. Contextualisation of learning materials is making modifications to suit whether the learning is delivered in the

workplace, online or in the classroom.

True False

10. Learner practice should always be done at home in the learner’s own time to enable more instruction time in the

learning session.

True FalseChapter 05 Testbank Key

1. An example of when coaching techniques would be used is when group-based learners require additional assistance.

These techniques are also suitable when:

A. you think a colleague is doing a good job.

B. individuals need work-based learning support.

C. you think a colleague is not doing a good job

D. a learner’s progress requires monitoring

Competency: TAEDEL301 Provide work skill instruction

Difficulty: Medium

Performance criteria: TAEDEL301 2.5

2. A safe learning environment includes:

A. learners sitting quietly at their desks and not rocking on chairs.

B. a risk management plan, provided as part of the program.

C. exit requirements, Personal Protective Equipment (PPE), safe access, safe use of equipment, the absence of bullying.

D. learners being asked to sign a safety contract outlining their responsibilities.

Competency: TAEDEL301 Provide work skill instruction

Difficulty: Medium

Performance criteria: TAEDEL301 1.2

3. A learning program includes:

A. competencies or benchmarks, overview of content, number and duration of sessions.

B. plan of delivery and learning activities.

C. formative assessment points.

D. duration of sessions.

Competency: TAEDEL401 Plan, organise and deliver group-based learning

Difficulty: Medium

Performance criteria: TAEDEL401 1.1

4. Facilitation of learning should:

A. use a range of delivery methods including the diversity of the group.

B. be aligned to one learning theory.

C. include learners completing workbooks or log books as a record of learning.

D. be based around the risk assessment.

Competency: TAEDEL401 Plan, organise and deliver group-based learning

Difficulty: Medium

Performance criteria: TAEDEL401 4.2

Performance criteria: TAEDEL401 4.35. Monitoring learning during a delivery session includes:

A. monitoring verbal and non-verbal feedback.

B. completing a written assessment each session to monitor progress.

C. walking around the class room to check on progress.

D. All the given answers are correct.

Competency: TAEDEL401 Plan, organise and deliver group-based learning

Difficulty: Medium

Performance criteria: TAEDEL401 5.1

Performance criteria: TAEDEL401 5.2

Performance criteria: TAEDEL401 5.3

Performance criteria: TAEDEL401 5.4

6. List four delivery techniques that you would use in work skill instruction.

Any of the following could be listed:

 coaching

 demonstration

 explanation

 group or pair work

 practice

 questions and answers.

Competency: TAEDEL301 Provide work skill instruction

Difficulty: Medium

Performance criteria: TAEDEL301 2.4

7. List 10 items of information that would you expect to find in a training and assessment strategy (TAS).

The following information should be included:

 competencies or other benchmarks to be achieved for each chunk or segment of the learning program

 specific learning outcomes derived from the benchmarks

 overview of content to be covered

 learning resources, learning materials and activities

 delivery methods

 number and duration of training sessions or classes required, and overall timelines

 OHS issues to be addressed in delivery

 identification of assessment points to measure learner progress

 assessment methods and tools to be used to collect evidence of competency, where assessment is required

 validation strategy trainer experience and qualifications

 client group details

 infrastructure requirements.

Competency: TAEDEL401 Plan, organise and deliver group-based learning

Difficulty: Hard

Performance criteria: TAEDEL401 1.1

8. List five effective facilitation skills you could use when delivering a training session to a group of learners.

Effective facilitation skills should include:

 skills that ensure effective participation and group management

 prepared training environment

 introduction with an outline of the objectives

 icebreaker or ‘getting to know you’ activity

 logical organised chunked content

 opportunities for group participation

 varied pitch and tone in presenter communication

 use of adult learning principles in varied activities

 management of group behaviour so that ground rules are maintained

 summary of content covered.

Competency: TAEDEL401 Plan, organise and deliver group-based learning

Difficulty: Medium

Performance criteria: TAEDEL401 4.4

9. Contextualisation of learning materials is making modifications to suit whether the learning is delivered in the

workplace, online or in the classroom.

FALSE

Competency: TAEDEL401 Plan, organise and deliver group-based learning

Difficulty: Easy

Performance criteria: TAEDEL401 3.110. Learner practice should always be done at home in the learner’s own time to enable more instruction time in the

learning session.

FALSE

Competency: TAEDEL301 Provide work skill instruction

Difficulty: Easy

Performance criteria: TAEDEL301 2.7Chapter 05 Testbank Summary

Category # of Questions

Competency: TAEDEL301 Provide work skill instruction 4

Competency: TAEDEL401 Plan, organise and deliver group-based learning 6

Difficulty: Easy 2

Difficulty: Hard 1

Difficulty: Medium 7

Performance criteria: TAEDEL301 1.2 1

Performance criteria: TAEDEL301 2.4 1

Performance criteria: TAEDEL301 2.5 1

Performance criteria: TAEDEL301 2.7 1

Performance criteria: TAEDEL401 1.1 2

Performance criteria: TAEDEL401 3.1 1

Performance criteria: TAEDEL401 4.2 1

Performance criteria: TAEDEL401 4.3 1

Performance criteria: TAEDEL401 4.4 1

Performance criteria: TAEDEL401 5.1 1

Performance criteria: TAEDEL401 5.2 1

Performance criteria: TAEDEL401 5.3 1

Performance criteria: TAEDEL401 5.4 1