Assessor Resource

TAEASS505A
Lead and coordinate assessment systems and services

Assessment tool

Version 1.0
Issue Date: April 2024


Assessment leadership and coordination involve a complex mix of extending own and others’ expertise in assessment practice, guiding and leading assessors, monitoring assessment practice and taking responsibility for assessment validation and appeals processes.

This unit specifies the competence required to provide leadership in assessment and to coordinate assessment validation and appeals processes.

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

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



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.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

demonstrate continuing development of own assessment expertise

provide leadership, direction and support to other assessors, including role modelling good assessment practice

monitor the work of assessors and others involved in carrying out assessments

take responsibility for initiating, organising and facilitating assessment validation and appeals processes.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Method of assessment

Guidance information for assessment

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.

Required skills

analysis and interpretation skills to:

evaluate assessment methods and tools

access and interpret organisation’s standards and values

analyse the effectiveness of the organisation's assessment process

communication skills to:

promote and implement quality standards

guide and support assessors one on one

evaluation skills to:

evaluate validation process and determine and implement improvements

determine sampling methods to be used to access information

systematically evaluate personal or others’ practice to improve performance or understanding

literacy skills to:

read, interpret and evaluate policies and procedures to monitor assessment and recognition processes

prepare required documentation and information for those involved in the assessment process

leadership skills to:

influence and motivate others

guide and support others

manage conflict

problem solving skills to:

anticipate future implications for own and others’ decisions

reliably evaluate alternative solutions

make informed decisions and recommendations

research skills to:

determine sampling methods to be used to access information

access and analyse relevant documents

team and group skills to:

build relationships and networks with colleagues

encourage, accept and utilise feedback.

Required knowledge

competency based assessment including:

vocational education and training as a competency based system

the criterion used in national VET; endorsed or accredited competency standards defining specifications for performance of work and work functions which include skills and knowledge

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

how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competency including:

the components of competency

assessment of Employability Skills, dimensions of competency and OHS requirements

Training Package Assessment Guidelines

the qualification level of units

AQTF requirement for assessment

different assessment methods, purposes and applications

different types of assessment tools, what tools work for what types of evidence, what are well-constructed assessment tools and why

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

assessment strategies and assessment plans and what are the components

applications of technology to improve or assist in quality assessment

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

strategies which ensure the assessment process is transparent and credible

legal, organisational and ethical responsibilities associated with the assessment system.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Assessment methods may include:

simulations such as:

hypotheticals

problem-based exercises

simulated 'real world' scenarios

structured aural/written questioning techniques, such as invitation, exploration, confirmation, investigation and reflection

practical and theoretical tests

workplace projects

structured activities such as role plays, presentations, completion of assessment activity sheets

portfolios

observation

third party feedback

product development review.

Assessment tools include:

the learning or competency unit(s) to be assessed

the target group, context and conditions for the assessment

the tasks to be administered to the candidate

an outline of the evidence to be gathered from the candidate

the evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules)

the administration, recording and reporting requirements

the evidence of how validity and reliability have been tested and built into the design and use of the tool.

Organisational/legal/ethical requirements may include:

AQTF standards relating to assessment and registration

assessment specifications of training packages

state or territory registering body requirements

clauses defining assessment operations in award and enterprise agreements and relevant industrial arrangements

confidentiality and privacy requirements

environmental issues

equal opportunity requirements

industrial relations and anti-discrimination

certification procedures and requirements

Australian Qualifications Framework (AQF) Guidelines

recording and reporting assessment results

maintaining and retrieving assessment information

access and equity principles and practice

ethical standards

collaborative or partnership arrangements

OHS policies, procedures and programs

quality and continuous improvement processes and standards

defined resource parameters.

Approaches to validation may include:

analysing and reviewing assessment tools

analysing and reviewing collected evidence

analysing and reviewing assessment decisions/records of assessment outcomes

examining assessment systems

observing assessment conduct

analysing client feedback.

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 
Assessment strategies are developed and confirmed in assessment-only pathways 
Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed 
AQTF and organisational requirements relating to the competence of assessors are confirmed and documented 
Where required, partnership arrangements are initiated and developed, setting out identified roles, responsibilities and services to be provided 
Strategies for communication and networking are established and maintained with and between assessors 
Leadership skills are used to provide clear direction, advice and support to assessors 
Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel 
Assessment practice of assessors is systematically monitored in relation to: 
 
 
 
 
 
 
Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice 
Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements 
Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities 
Approaches to validation are considered and determined 
Participants in validation are determined and/or confirmed, and materials and resources needed for validation activities are organised 
Guidance and leadership is provided to direct and support participants throughout the validation process 
Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe 
Recommendations from validation processes are identified and forwarded to the appropriate authority 
Assessment system policies and procedures for assessment appeals are accessed and interpreted 
Documented appeal claims are accessed, read and interpreted 
Relevant parties to the appeal are interviewed and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate 
Appeal panel is constituted and a timetable is set to hear unresolved claims 
Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance 
All documentation relevant to the appeal process is checked for accuracy and completeness 
Panel decision is confirmed and recorded in accordance with organisational policy and procedures and outcomes are communicated to the parties 

Forms

Assessment Cover Sheet

TAEASS505A - Lead and coordinate assessment systems and services
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

TAEASS505A - Lead and coordinate assessment systems and services

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: