- TAEASS301A - Contribute to assessment
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAEASS301A Mapping and Delivery Guide
Contribute to assessment
Issue Date: July 2018
||Unit of Competency||TAEASS301A - Contribute to assessment|
|Description||This unit describes the performance outcomes, skills and knowledge required to contribute to the assessment process.|
|Employability Skills||This unit contains employability skills.|
|Learning Outcomes and Application||This unit typically applies to a person with technical or vocational expertise who is in a supervisory or mentoring/coaching work role and for whom collecting evidence for assessment is an adjunct to principal work responsibilities.This unit is performed under the following conditions:the necessary assessment tools and assessment resources to guide the evidence collection process have been providedany adjustments to tools are determined by the qualified assessor (as defined by the Australian Quality Training Framework and the assessor requirements of the relevant training package), who provides guidance and supervision.|
|Duration and Setting||X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
|Development and validation strategy and guide for assessors and learners||Student Learning Resources||Handouts
|Assessment 1||Assessment 2||Assessment 3||Assessment 4|
|Elements of Competency||Performance Criteria|
|Element: Clarify role and responsibilities in the assessment process|
|Element: Confirm organisational arrangements for evidence gathering|
|Element: Collect evidence in accordance with the assessment plan|
|Element: Record and report findings|
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
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
carry out a minimum of three evidence-gathering activities, with different candidates for each activity
present documentation of the evidence in a clear and concise manner
present documented feedback from others involved in the assessment.
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
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the 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.
observation skills to observe candidate performance
cognitive and interpretation skills to ensure collection of valid and reliable evidence
organisational skills to collect evidence
time-management skills to schedule assessment events and activities
literacy skills to:
read and interpret relevant information
prepare required documentation and collate evidence in required format
communication skills to:
discuss evidence-gathering processes with practitioners and candidates
provide constructive and supportive feedback
ask appropriate questions to clarify and confirm instructions for evidence gathering
provide clear and concrete options and advice
competency-based assessment, including:
competency standards as the benchmarks for assessment
principles of assessment
rules of quality evidence
different purposes of assessment
diversity of assessment contexts
evidence, including different types of evidence
evidence-gathering methods - what are assessment methods and different types of methods
purpose and features of assessment tools and assessment plans
potential barriers and processes relating to evidence-gathering procedures and assessment processes
organisational assessment system policies and procedures relevant to this unit of competency
technical or subject area being assessed
cultural sensitivity and equity considerations
relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation, thatmay affect training and assessment in the vocational education and trainingsector
OHS relating to the work role, and OHS considerations to be included in collecting evidence, including:
hazard identification and risk control measures
requirements for reporting hazards and incidents
procedures for use of relevant personal protective equipment
safe use of relevant equipment
sources of OHS information
role of key workplace personnel
responsibilities of learners
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.
Purpose of assessment may be:
recognise current existing competency of candidates
determine if competency has been achieved following learning
establish candidate progress towards achievement of competence
determine language, literacy and numeracy needs of candidate
certify competence through a Statement of Attainment
establish progress towards a qualification
determine training gaps of candidate
measure work performance
classify employee and support career progression
meet organisational requirements for work, such as operating equipment or developing new skills
satisfy licensing or regulatory requirements.
Relevant people must include:
Benchmarks for assessment:
refer to criteria against which candidate is assessed
may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
Assessment plan must include:
purpose and aims of assessment
context of assessment
relevant benchmarks for assessment
other assessment information and documentation identified as relevant.
Assessment system policies and procedures may include:
rationale and purpose of competency-based assessment
assessment records, data management and information management
recognition of current competency, recognition of prior learning and credit arrangements.
Assessment context may include:
environment in which assessment will be carried out
relationship between units of competency and candidate's workplace
time period over which assessment takes place.
Reasonable adjustments may include:
taking into account candidate's language, literacy and numeracy requirements
providing personal support services, such as arranging for:
member of the community to accompany the candidate
using adaptive technology or special equipment
providing flexible assessment sessions to allow for such things as fatigue or administering of medication
format of assessment materials, such as:
in first language
use of audiotape or videotape
making adjustments to the physical environment
revising proposed assessment methods and tools
considering age and gender
considering cultural beliefs, traditional practices and religious observances.
Resource requirements may include:
resources specific to evidence-gathering activities
access to assessors
access to policy and procedures
access to subject and technical experts
plant, equipment and technology.
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.
|Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice||Yes||No||Comments/feedback|
|Discuss and confirm purpose of assessment with relevant people|
|Discuss and confirm benchmarks for assessment with qualified assessor|
|Access, read and clarify assessment plan with qualified assessor|
|Discuss and agree with qualified assessor the specific responsibilities in gathering evidence and types of evidence to be gathered|
|Access and confirm relevant assessment system policies and procedures; organisational, legal and ethical requirements; and other relevant advice on assessment|
|Clarify nominated assessment methods and tools for collecting evidence with qualified assessor, to ensure that procedures to be followed and instruments to be used are clear|
|Discuss and confirm with relevant people assessment context, including candidate's characteristics and any need for reasonable adjustments|
|Confirm and arrange resource requirements in consultation with relevant people|
|Explain assessment process to candidate, including the different responsibilities of the parties involved, and refer any candidate issues or concerns to qualified assessor prior to undertaking assessment activities|
|Use assessment tools to gather quality evidence within available time and resources, according to organisational, legal and ethical requirements|
|Organise and provide evidence to the qualified assessor in a format suitable for analysis according to assessment system policies and procedures|
|Actively seek feedback from the qualified assessor on whether evidence-gathering activities meet the principles of assessment and whether evidence collected meets the rules of evidence|
|Document areas for improvement in collecting evidence, for future assessment activities|
Assessment Cover Sheet
TAEASS301A - Contribute to assessment
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
TAEASS301A - Contribute to assessment
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent