Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAEASS501A Mapping and Delivery Guide
Provide advanced assessment practice

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEASS501A - Provide advanced assessment practice
Description This unit describes the performance outcomes, skills and knowledge required to lead assessment processes among a group or team of assessors within a Registered Training Organisation (RTO). It also focuses on continuously improving processes used by the assessor and the assessment team.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit typically applies to those who are working to improve their own practices and who have a role in providing guidance to others who are undertaking assessments for an RTO.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Develop and extend assessment expertise
  • 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
       
Element: Practise assessment
  • Demonstrate a range of assessment methods in assessment practice in order to meet the requirements of the related unit or units of competency
  • Demonstrate the use of a range of assessment tools to meet the context requirements of a range of candidates
       
Element: Lead and influence other assessors
  • 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 the group
       
Element: Evaluate and improve assessment approaches
  • Systematically monitor the assessment processes and activities of the assessor group
  • Propose and implement improvements to assessment approaches
  • Participate in and reflect upon assessment moderation process
       


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:

undertake the assessment of at least 20 individual candidates against a total of at least 50 units of competency from training packages or accredited courses

document accurately the outcomes of all of the assessments undertaken

lead assessment among a group or team of assessors, consisting of at least five (5) individuals and demonstrate how that leadership has led to improved processes and outcomes

critically review the assessment processes and approaches taken in these assessments and propose changes to improve both processes and outcomes.

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, assignment, 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:

to influence others

promote and implement quality standards

guide and support assessors one on one

communicate appropriately with people from diverse backgrounds

conflict resolution skills to:

manage difficulties with and between assessors and between assessors, candidate or others

address appeals situations and processes

evaluation skills to:

evaluate validation process and determine and implement improvements

systematically evaluate own 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

make informed decisions and recommendations

problem solving skills to:

anticipate future implications for own and others' decisions

reliably evaluate alternative solutions

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

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 units of competency 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

all components of a national Training Package

Australian Quality Training Framework (AQTF) requirements for assessment

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 are the characteristics of well constructed assessment tools

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

assessment strategies and assessment plans and their 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, including:

maintaining client privacy and confidentiality

providing accurate information

duty of care under common law

compliance with AQTF requirements

copyright and privacy laws, including the use of electronic technology.

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.

A range of assessment methods may include:

observation

portfolios

practical and theoretical tests

product development review

simulations such as:

hypotheticals

problem-based exercises

simulated 'real world' scenarios

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

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

third party feedback

workplace projects.

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.

Ethical and compliance practices may include:

access and equity principles and practice

AQTF standards relating to assessment and registration

assessment specifications of training packages

Australian Qualifications Framework (AQF) Guidelines

certification procedures and requirements

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

collaborative or partnership arrangements

confidentiality and privacy requirements

defined resource parameters

environmental issues

equal opportunity requirements

ethical standards

industrial relations and anti-discrimination

maintaining and retrieving assessment information

OHS policies, procedures and programs

quality and continuous improvement processes and standards

recording and reporting assessment results

state or territory registering body requirements.

Approaches may include:

attending forums, conferences, workshops

networking through assessor networks, communities of practice and membership of representative organisations

participating in projects

professional and staff development activities.

Assessment processes may include:

access and equity processes

assessment appeals procedures

assessment records, data and information management

assessment reporting procedures

candidate grievances or complaints procedures

candidate selection

evaluation

internal auditing

links with human resource or industrial relations systems

links with overall quality management system

partnership arrangements

rationale and purpose of competency-based assessment

reasonable adjustment

recognition of current competency, recognition of prior learning, credit arrangements

resourcing

validation processes.

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 
Demonstrate a range of assessment methods in assessment practice in order to meet the requirements of the related unit or units of competency 
Demonstrate the use of a range of assessment tools to meet the context requirements of a range of 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 the group 
Systematically monitor the assessment processes and activities of the assessor group 
Propose and implement improvements to assessment approaches 
Participate in and reflect upon assessment moderation process 

Forms

Assessment Cover Sheet

TAEASS501A - 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

TAEASS501A - 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: