Assessor Resource

TAEPDD501
Maintain and enhance professional practice

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to manage personal professional performance, and to take responsibility for professional development in relation to the provision of training and/or assessment services.

It applies to those who work under limited supervision using a range of management skills and are involved directly, or indirectly, in the provision of training and assessment services in a Registered Training Organisation (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. Model high standards of performance

1.1 Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements

1.2 Model appropriate professional techniques and strategies

1.3 Apply ethical and inclusive practices in professional practice

2. Determine personal development needs

2.1 Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities

2.2 Seek input from other relevant personnel about own development needs and priorities

2.3 Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan

2.4 Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan

2.5 Combine the vocational currency plan and VET currency plan into an overall professional development plan

3. Collaborate with peers in professional development

3.1 Observe facilitators in facilitation practice and provide them constructive feedback

3.2 Invite peers to observe and provide constructive feedback on own facilitation practices

3.3 Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback

3.4 Invite peers to question own judgements in assessment practices, and provide constructive feedback

4. Participate in professional development activities

4.1 Select and implement development opportunities to support continuous learning and maintain currency of professional practice

4.2 Participate in professional networks to support continuous learning and maintain currency of professional practice

4.3 Engage in processes that include observing peers in training and assessment practices, and providing them with feedback

4.4 Invite peers and others to observe, and provide feedback, on own training and assessment practices

4.5 Use technology to maintain regular communication with relevant networks, organisations and individuals

5. Reflect on and evaluate professional practice

5.1 Research developments and trends impacting on professional practice and integrate information into work performance

5.2 Use feedback from colleagues and clients to identify, and introduce, improvements in work performance

5.3 Document professional development activities, learning and planned changes in behaviours, in accordance with the organisation’s systems and processes

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

modelling appropriate professional techniques and strategies

enhancing own professional development plan

identify, locate and use, current and credible references to inform professional practice

identify three critical incidents related to the role as teacher/trainer, and document actions, and reflections on these incidents by making links to relevant theories

networking and using technology to gain information and other support

participating in professional development activities and maintain currency of skills and knowledge in the vocational education and training (VET) sector as well as vocational area

documenting, reflecting and discussing with peers evidence of

feedback from at least 10 hours of facilitation practice

interviews with assessors covering at least the assessment of 10 candidates enrolled in VET programs.

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:

organisational goals and objectives

the organisational processes, procedures and opportunities relating to professional development

continuous improvement techniques and processes, and their application

the theories of professional development, including reflective practice as a technique for professional practice

the relevant capability frameworks for VET practitioners and their application as guides to current, and future, skill development

social and educational trends, and changes, impacting on the VET environment, including:

policy changes

technological changes

cultural and social changes

economic changes

networks relevant to professional practice

ethical and inclusive principles, and the practices associated with professional development

the types and availability of development activities, and opportunities.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment.

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. Model high standards of performance

1.1 Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements

1.2 Model appropriate professional techniques and strategies

1.3 Apply ethical and inclusive practices in professional practice

2. Determine personal development needs

2.1 Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities

2.2 Seek input from other relevant personnel about own development needs and priorities

2.3 Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan

2.4 Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan

2.5 Combine the vocational currency plan and VET currency plan into an overall professional development plan

3. Collaborate with peers in professional development

3.1 Observe facilitators in facilitation practice and provide them constructive feedback

3.2 Invite peers to observe and provide constructive feedback on own facilitation practices

3.3 Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback

3.4 Invite peers to question own judgements in assessment practices, and provide constructive feedback

4. Participate in professional development activities

4.1 Select and implement development opportunities to support continuous learning and maintain currency of professional practice

4.2 Participate in professional networks to support continuous learning and maintain currency of professional practice

4.3 Engage in processes that include observing peers in training and assessment practices, and providing them with feedback

4.4 Invite peers and others to observe, and provide feedback, on own training and assessment practices

4.5 Use technology to maintain regular communication with relevant networks, organisations and individuals

5. Reflect on and evaluate professional practice

5.1 Research developments and trends impacting on professional practice and integrate information into work performance

5.2 Use feedback from colleagues and clients to identify, and introduce, improvements in work performance

5.3 Document professional development activities, learning and planned changes in behaviours, in accordance with the organisation’s systems and processes

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

modelling appropriate professional techniques and strategies

enhancing own professional development plan

identify, locate and use, current and credible references to inform professional practice

identify three critical incidents related to the role as teacher/trainer, and document actions, and reflections on these incidents by making links to relevant theories

networking and using technology to gain information and other support

participating in professional development activities and maintain currency of skills and knowledge in the vocational education and training (VET) sector as well as vocational area

documenting, reflecting and discussing with peers evidence of

feedback from at least 10 hours of facilitation practice

interviews with assessors covering at least the assessment of 10 candidates enrolled in VET programs.

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:

organisational goals and objectives

the organisational processes, procedures and opportunities relating to professional development

continuous improvement techniques and processes, and their application

the theories of professional development, including reflective practice as a technique for professional practice

the relevant capability frameworks for VET practitioners and their application as guides to current, and future, skill development

social and educational trends, and changes, impacting on the VET environment, including:

policy changes

technological changes

cultural and social changes

economic changes

networks relevant to professional practice

ethical and inclusive principles, and the practices associated with professional development

the types and availability of development activities, and opportunities.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment.

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
Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements 
Model appropriate professional techniques and strategies 
Apply ethical and inclusive practices in professional practice 
Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities 
Seek input from other relevant personnel about own development needs and priorities 
Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan 
Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan 
Combine the vocational currency plan and VET currency plan into an overall professional development plan 
Observe facilitators in facilitation practice and provide them constructive feedback 
Invite peers to observe and provide constructive feedback on own facilitation practices 
Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback 
Invite peers to question own judgements in assessment practices, and provide constructive feedback 
Select and implement development opportunities to support continuous learning and maintain currency of professional practice 
Participate in professional networks to support continuous learning and maintain currency of professional practice 
Engage in processes that include observing peers in training and assessment practices, and providing them with feedback 
Invite peers and others to observe, and provide feedback, on own training and assessment practices 
Use technology to maintain regular communication with relevant networks, organisations and individuals 
Research developments and trends impacting on professional practice and integrate information into work performance 
Use feedback from colleagues and clients to identify, and introduce, improvements in work performance 
Document professional development activities, learning and planned changes in behaviours, in accordance with the organisation’s systems and processes 

Forms

Assessment Cover Sheet

TAEPDD501 - Maintain and enhance professional 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

TAEPDD501 - Maintain and enhance professional 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: