TAEASS505
Lead and coordinate assessment systems and services


Application

This unit specifies the skills and knowledge required to provide leadership in assessment and to coordinate assessment validation and appeals processes.

It applies to those involved in extending own and others’ expertise in assessment practice, guiding and leading assessors, monitoring assessment practice and who have responsibility for assessment validation and appeals processes.

No licensing, legislative or certification requirements apply to this unit at the time of publication.


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Develop and extend assessment expertise

1.1 Access, read and analyse current research on assessment and incorporate into own practice

1.2 Source and access opportunities to extend assessment experience and expertise and incorporate new knowledge and skill into own assessment practice

2. Lead assessment activities

2.1 Develop and confirm assessment strategies in assessment only pathways

2.2 Discuss and confirm roles, responsibilities and accountabilities of relevant persons

2.3 Confirm and document system and organisational requirements relating to the competence of assessors

2.4 Initiate and develop, where required, partnership arrangements setting out identified roles, responsibilities and services to be provided

2.5 Establish and maintain strategies for communication and networking with and between assessors

2.6 Use leadership skills to provide clear direction, advice and support to assessors

2.7 Identify professional development needs and opportunities for assessors and make recommendations to relevant personnel

3. Monitor assessment practice

3.1 Monitor how effectively client/candidate needs are being met

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

3.3 Monitor how the principles of assessment are being applied in assessment practice

3.4 Monitor assessors’ application of assessment methods and assessment tools

3.5 Monitor how the rules of evidence are being applied in gathering evidence

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

3.7 Monitor whether organisational/legal/ethical requirements are being met

3.8 Apply individual facilitation techniques to guide and support assessors as they work and to improve assessment practice

4. Coordinate assessment validation activities

4.1 Access and interpret assessment system policies and procedures relating to validation, and initiate validation in line with organisational/legal/ethical requirements

4.2 Undertake risk assessment/analysis to determine the purpose, focus and context of validation activities

4.3 Consider and determine approaches to validation

4.4 Determine and/or confirm participants in validation, and organise materials and resources needed for validation activities

4.5 Provide guidance and leadership to direct and support participants throughout the validation process

4.6 Finalise and process validation documentation in accordance with assessment system/legal/organisational procedures and present to relevant people, within an agreed timeframe

4.7 Identify recommendations from validation processes and forward to the appropriate authority

5. Manage assessment appeals

5.1 Access and interpret assessment system policies and procedures for assessment appeals

5.2 Access, read and interpret documented appeal claims

5.3 Interview relevant parties to the appeal and use negotiation skills to achieve resolution prior to formal appeal, where appropriate

5.4 Constitute appeal panel and set a timetable to hear unresolved claims

5.5 Provide guidance and leadership to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance

5.6 Check all documentation relevant to the appeal process for accuracy and completeness

5.7 Confirm and record panel decision in accordance with organisational policy and procedures and communicate outcomes to the parties

Evidence of Performance

Evidence of the ability to:

demonstrate continuing development of own assessment expertise

provide leadership, direction and support to other assessors

monitor the work of at least two other assessors involved in carrying out assessments

take responsibility for initiating, organising and facilitating three assessment validation and appeals processes.


Evidence of Knowledge

To complete the unit requirements safely and effectively, the individual must:

explain competency based assessment including:

vocational education and training as a competency based system

the criterion used in national VET; endorsed or accredited competency standards defining specifications for performance of work and work functions which include skills and knowledge

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

describe how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competency

summarise system requirements for assessment

outline different assessment methods, purposes and applications

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

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

describe assessment strategies and assessment plans and what are the components

describe applications of technology to improve or assist in quality assessment

explain roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment process

outline strategies which ensure the assessment process is transparent


Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the assessment field of work and include access to [special purpose tools, equipment and materials.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.


Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill

Performance

Criteria

Description

Learning

1.1, 1.2

Undertakes research activities and reflects on performance of self and others to understand assessment context and process and seek opportunities for learning, development and extension of experience

Reading

1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.6, 4.7, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7

Sources, analyses and interprets textual information, including research material, standards and organisational policies and procedures, to apply relevance to requirements and define methodology, strategy and continuous improvement

Analyses and checks text for accuracy and completeness

Writing

1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 4.6, 4.7, 5.4, 5.6, 5.7

Structures content and documents in a logical, detailed and accurate manner which incorporates the provision of information and formulation of conclusions and recommendations using specialised language in a format and style appropriate to a specific audience and context

Oral communication

1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.4, 4.5, 4.6, 5.3, 5.5, 5.7

Leads complex verbal exchanges of information, concepts and observations, articulating ideas and conclusions with individuals and groups using suitable style and language to communicate effectively and with influence

Numeracy

5.4, 2.7

Structures timeframes to represent a sequence of events

Navigate the world of work

3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.6, 5.7

Identifies, confirms and takes responsibility for adherence to legal and ethical requirements

Identifies, confirms and takes responsibility for adherence to policies and procedures

Interact with others

2.4, 2.5, 2.6, 3.8, 4.5, 5.3, 5.5

Recognises the importance of building rapport and providing leadership, using role modelling and collaboration with others to achieve joint outcomes and effective group interaction

Recognises the importance of joint ownership of process and outcomes and seeks to identify common understanding and agreement

Get the work done

2.1, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.7, 5.4

Uses systematic, analytical processes in complex, non-routine situations gathering information and identifying and evaluating options against agreed criteria

Takes responsibility for planning and organising routine and non-routine tasks to efficiently and effectively prioritise and implement work and achieve stated goals

Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into consideration


Sectors

Assessment