Assessor Resource

TAEPDD501A
Maintain and enhance professional practice

Assessment tool

Version 1.0
Issue Date: March 2024


The competency specified in this unit is typically required by a person involved directly or indirectly in the provision of training and assessment services in a registered training organisation (RTO).

This unit describes the performance outcomes, 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.

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:

model appropriate professional techniques and strategies

contribute to own professional development plan

network and use technology to gain information and other support

participate in professional development activities and maintain currency of skills and knowledge in VET sector as well as vocational area

document, reflect and discuss with peers evidence of feedback from at least 10 hours of facilitation practice and interviews with assessors covering at least the assessment of 10 candidates.

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 which will enable all the critical aspects for evidence outlined above to be assessed in a manner equivalent to a workplace.

Method of assessment

Critical aspects of evidence for the 3 units:

TAEDEL502A Provide advanced facilitation practice,

TAEASS501A Provide advanced assessment practice, and

TAEPDD501A Maintain and enhance professional practice

are intended to be assessed in the context of a ‘practicum’.

A holistic assessment covering these three units can be accessed on the IBSA website to support such 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

communication skills to:

obtain feedback from colleagues and clients

participate in professional networks

consult with colleagues and clients

interpersonal skills to:

participate in industry events and activities

build professional relationships and networks

engage with peers professionally to give and receive feedback constructively

leadership skills to:

influence and motivate others

guide and support others

make informed decisions and recommendations

literacy skills to:

read and interpret vocational education and training information such as legal and organisational policy documents

complete and maintain records related to professional development

reflection skills to systematically evaluate personal work practices to improve performance or understanding

research skills to:

keep up with trends in vocational education and training

identify relevant industry affiliations

keep up with trends, changes and developments in own vocational area of competency

self-evaluation skills to:

identify gaps in skills or knowledge

obtain competencies to meet current and future organisational objectives

analyse and identify opportunities to improve training and assessment practices

time management skills to:

organise professional development activities.

Required knowledge

organisational goals and objectives

organisational processes, procedures and opportunities relating to professional development

continuous improvement techniques and processes and their application

social and education trends and changes impacting on the vocational education and training environment, such as:

policy changes

technological changes

cultural changes

economic changes

networks relevant to professional practice

ethical and inclusive principles and practices associated with assessment of competence

types and availability of development activities and opportunities.

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.

Vocational currency plan may include:

self assessment of current skills and knowledge

identified areas requiring development

identified opportunities for development

procedures for development including:

work-team meetings

professional practice groups

industry contact

training

job rotation

conferences

research

return to industry

industry visits.

VET currency plan may include:

professional goals

organisation’s requirements

identified current standards and regulatory requirements

identified opportunities for development including:

updated VET qualifications

VET sector engagement.

Professional development plan may include:

both vocational currency plan and training and assessment currency plan plus work and personal career objectives

the organisation's professional development plan for each individual staff member, outlining:

work and personal career objectives

identified areas requiring development

learning opportunities and activities

relevant work activities and projects

links to organisational training needs profile

link to organisation’s strategic plan.

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 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 which include observing peers in training and assessment practices and providing them 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

TAEPDD501A - 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

TAEPDD501A - 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: