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

TAEASS503A Mapping and Delivery Guide
Lead assessment validation processes

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEASS503A - Lead assessment validation processes
Description This unit describes the performance outcomes, skills and knowledge required to provide leadership in assessment validation processes.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit typically applies to those who assess.
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: Monitor assessment practice
  • Work with colleagues to systematically monitor assessment practice
  • Actively engage with and support other assessors as they work to improve assessment practice
  • Analyse assessment records ensuring legal, organisational and ethical requirements are being met and appropriate advice is provided to improve record keeping
       
Element: Coordinate assessment validation activities
  • Initiate validation in line with National Quality Council guidelines and organisational, legal and ethical requirements
  • Undertake risk assessment and analysis to determine the purpose, focus and context of validation activities
  • Consider and determine approaches to validation
  • Determine and confirm participants in validation and organise any materials and resources needed for validation
  • Provide guidance to support participants throughout the validation process
  • Finalise and process validation documentation in accordance with assessment system, legal and organisational procedures and present to relevant people, within an agreed timeframe
  • Identify recommendations from validation processes and forward to the appropriate authority
       


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:

provide support to other assessors, including modelling good assessment and validation practice

contribute positively to the work of assessors and others involved in carrying out assessments and validation

take responsibility for initiating, organising and facilitating assessment validation on at least three occasions

use outcomes of validation and appeals to improve assessment practice.

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, 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.

analysis and interpretation skills to analyse the effectiveness of the organisation's assessment validation process

communication skills to:

influence others

promote and implement quality standards

evaluation skills to evaluate validation process and determine and implement improvements

leadership skills to:

influence and motivate others

gain commitment to validation processes and make recommendations to improve processes

literacy skills to prepare required documentation and information for those involved in the assessment validation process

problem solving skills to reliably evaluate alternative solutions to validation issues

research skills to use a range of source documents to access information for validation

team and group skills to:

build relationships and networks with colleagues

encourage, accept and utilise feedback.

Required knowledge

Australian Quality Training Framework (AQTF) requirements for assessment

the organisation's assessment system policies and procedures, including validation processes

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

rules of evidence and why they are important, particularly in a validation context

assessment strategies and assessment plans and their components

purpose and focus of carrying out validation, different approaches to assessment validation and the critical aspects of validation

different activities and tools for validation

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.

Systematically monitor assessment practice may include:

how effectively and accurately the designated competency standards are being interpreted by assessors as the benchmarks for assessment

how the principles of assessment are being applied in assessment practice

assessors’ application of assessment tools

how the rules of evidence are being applied in gathering evidence

whether assessment is being conducted in accord with the policies and procedures of the organisation’s assessment system

whether National Quality Council, organisational, legal and ethical requirements are being met.

Purpose, focus and context of validation activities may include:

part of organisational quality assurance arrangements

addressing an identified area of risk in assessment practice and quality

demonstrating compliance with the AQTF Standards for Registered Training Organisations (RTOs)

providing evidence for external audit

providing evidence for internal audit

improving assessment practices

evaluating the quality of assessment tools

providing professional development for assessors

increasing assessor confidence

determining whether different assessors using the same tools collect the same types and levels of evidence

determining whether different assessors interpret the same evidence similarly

determining whether assessment decisions reflect the rules of evidence.

Approaches to validation may include:

analysing and reviewing assessment tools

analysing and reviewing collected evidence

analysing and reviewing assessment decisions and records of assessment outcomes

examining assessment records

examining assessment systems

discussing the assessment process, issues and difficulties in interpretation

holding interviews with each other or with management, trainers or facilitators, candidates

analysing client feedback

observing assessment conduct

using validation tools

reviewing and interpreting Assessment Guidelines in training packages

examining assessor qualifications

analysing appeals processes

recording evidence of validation processes and outcomes.

Materials and resources may include:

relevant documented assessment strategy

samples of assessment tools

copies of relevant units of competency, modules, Training Package Assessment Guidelines and course assessment requirements

copies of validation checklists and other tools

copies of organisational policies and procedures on validation

copies of relevant AQTF standards

copies of client or candidate feedback

technology requirements

facilities for conduct of validation.

Validation documentation may include:

reports of validation process

recommendations from validation process

copies of resources used in validation process.

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
Work with colleagues to systematically monitor assessment practice 
Actively engage with and support other assessors as they work to improve assessment practice 
Analyse assessment records ensuring legal, organisational and ethical requirements are being met and appropriate advice is provided to improve record keeping 
Initiate validation in line with National Quality Council guidelines and organisational, legal and ethical requirements 
Undertake risk assessment and analysis to determine the purpose, focus and context of validation activities 
Consider and determine approaches to validation 
Determine and confirm participants in validation and organise any materials and resources needed for validation 
Provide guidance to support participants throughout the validation process 
Finalise and process validation documentation in accordance with assessment system, legal and organisational procedures and present to relevant people, within an agreed timeframe 
Identify recommendations from validation processes and forward to the appropriate authority 

Forms

Assessment Cover Sheet

TAEASS503A - Lead assessment validation processes
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

TAEASS503A - Lead assessment validation processes

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: