Assessor Resource

TAEASS501
Provide advanced assessment practice

Assessment tool

Version 1.0
Issue Date: December 2018


This unit describes the skills and knowledge required to lead assessment processes as a part of a continuous improvement strategy among a group of assessors within a Registered Training Organisation (RTO).

It applies to experienced assessors who provide leadership, or guidance to others, who conduct assessments for an RTO.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Develop and extend assessment expertise

1.1 Access, read and analyse current research on assessment and incorporate into own practice

1.2 Source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice

2. Practise assessment

2.1 Investigate and implement a range of assessment methods, in order to meet the requirements of related unit or units of competency

2.2 Investigate and implement a range of assessment tools to meet the context requirements of different candidates

3. Lead and influence other assessors

3.1 Influence fellow assessors through modelling high standards of ethical and compliance practices

3.2 Establish professional development needs of the assessor group, and implement approaches to build the skills and experience of this group

4. Evaluate and improve assessment approaches

4.1 Systematically monitor the assessment processes and activities of the assessor group

4.2 Propose and implement improvements to assessment approaches

4.3 Participate in and reflect upon the assessment moderation process

The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:

undertaking the assessment of at least 20 individual candidates, against at least one unit of competency

assessing against a total of at least 50 units of competency from training packages or accredited courses. This total may be made up of combinations of candidates and units that add up to 50.

accurately documenting the outcomes of all assessments undertaken

leading the assessment of a group or team of assessors, consisting of at least three individuals, and demonstrating how that leadership has led to improved processes and outcomes

critically reviewing the assessment processes, and the approaches taken in these assessments, and proposing changes to improve both processes and outcomes.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

competency-based assessment, including:

vocational education and training as a competency-based system

competency standards as the basis of qualifications

the principles of competency-based assessment

assessment which is criterion referenced as distinct from norm-referenced assessment

reporting of competency-based assessment

the interpretation of units of competency and other related assessment information, to determine the evidence needed to demonstrate competency, including:

the dimensions of competency

all components of a national training package

system requirements for assessment

the importance of reflective practice in the quality improvement of own work

the organisation's assessment system policies and procedures

different assessment methods, purposes and applications

appeals mechanisms within the organisation

different types of assessment tools, what tools work for what types of evidence, what the characteristics are of well-constructed assessment tools

the principles of assessment and how they guide assessment, validation, and appeals processes

assessment strategies, assessment plans and their components

applications of technology to improve or assist in quality assessment

the roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment process

strategies that ensure that the assessment process is transparent and credible

legal, organisational and ethical responsibilities associated with the assessment system, including:

maintaining client privacy and confidentiality

providing accurate information

duty of care under common law

compliance with system requirements

copyright and privacy laws, as they apply to learning and assessment.

Evidence must be gathered through the assessment of at least 20 individual candidates who are enrolled vocational learners.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Develop and extend assessment expertise

1.1 Access, read and analyse current research on assessment and incorporate into own practice

1.2 Source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice

2. Practise assessment

2.1 Investigate and implement a range of assessment methods, in order to meet the requirements of related unit or units of competency

2.2 Investigate and implement a range of assessment tools to meet the context requirements of different candidates

3. Lead and influence other assessors

3.1 Influence fellow assessors through modelling high standards of ethical and compliance practices

3.2 Establish professional development needs of the assessor group, and implement approaches to build the skills and experience of this group

4. Evaluate and improve assessment approaches

4.1 Systematically monitor the assessment processes and activities of the assessor group

4.2 Propose and implement improvements to assessment approaches

4.3 Participate in and reflect upon the assessment moderation process

The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:

undertaking the assessment of at least 20 individual candidates, against at least one unit of competency

assessing against a total of at least 50 units of competency from training packages or accredited courses. This total may be made up of combinations of candidates and units that add up to 50.

accurately documenting the outcomes of all assessments undertaken

leading the assessment of a group or team of assessors, consisting of at least three individuals, and demonstrating how that leadership has led to improved processes and outcomes

critically reviewing the assessment processes, and the approaches taken in these assessments, and proposing changes to improve both processes and outcomes.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

competency-based assessment, including:

vocational education and training as a competency-based system

competency standards as the basis of qualifications

the principles of competency-based assessment

assessment which is criterion referenced as distinct from norm-referenced assessment

reporting of competency-based assessment

the interpretation of units of competency and other related assessment information, to determine the evidence needed to demonstrate competency, including:

the dimensions of competency

all components of a national training package

system requirements for assessment

the importance of reflective practice in the quality improvement of own work

the organisation's assessment system policies and procedures

different assessment methods, purposes and applications

appeals mechanisms within the organisation

different types of assessment tools, what tools work for what types of evidence, what the characteristics are of well-constructed assessment tools

the principles of assessment and how they guide assessment, validation, and appeals processes

assessment strategies, assessment plans and their components

applications of technology to improve or assist in quality assessment

the roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment process

strategies that ensure that the assessment process is transparent and credible

legal, organisational and ethical responsibilities associated with the assessment system, including:

maintaining client privacy and confidentiality

providing accurate information

duty of care under common law

compliance with system requirements

copyright and privacy laws, as they apply to learning and assessment.

Evidence must be gathered through the assessment of at least 20 individual candidates who are enrolled vocational learners.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Access, read and analyse current research on assessment and incorporate into own practice 
Source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice 
Investigate and implement a range of assessment methods, in order to meet the requirements of related unit or units of competency 
Investigate and implement a range of assessment tools to meet the context requirements of different candidates 
Influence fellow assessors through modelling high standards of ethical and compliance practices 
Establish professional development needs of the assessor group, and implement approaches to build the skills and experience of this group 
Systematically monitor the assessment processes and activities of the assessor group 
Propose and implement improvements to assessment approaches 
Participate in and reflect upon the assessment moderation process 

Forms

Assessment Cover Sheet

TAEASS501 - Provide advanced assessment practice
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

TAEASS501 - Provide advanced assessment practice

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: