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Evidence Guide: TAAASS501B - Lead and coordinate assessment systems and services

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAAASS501B - Lead and coordinate assessment systems and services

What evidence can you provide to prove your understanding of each of the following citeria?

Develop and extend assessment expertise

  1. Relevant and current research on assessment is accessed, read and incorporated into own and others' assessment practice
  2. Opportunities to extend assessment expertise are sourced and accessed and new/extended assessment skills and knowledge are incorporated into own and others' assessment practice
  3. A range of assessment methods is demonstrated in assessment practice
  4. Cognitive skills are used to guide and support quality assessment practice and address issues in assessment practice
  5. Ethical standards underpin assessment practice
  6. Reflection is used to explore and extend expertise in assessment
Relevant and current research on assessment is accessed, read and incorporated into own and others' assessment practice

Completed
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Teacher:
Evidence:

 

 

 

 

 

 

 

Opportunities to extend assessment expertise are sourced and accessed and new/extended assessment skills and knowledge are incorporated into own and others' assessment practice

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

A range of assessment methods is demonstrated in assessment practice

Completed
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Cognitive skills are used to guide and support quality assessment practice and address issues in assessment practice

Completed
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Ethical standards underpin assessment practice

Completed
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Reflection is used to explore and extend expertise in assessment

Completed
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Evidence:

 

 

 

 

 

 

 

Lead assessment activities

  1. Assessment strategies are developed and confirmed in assessment only pathways
  2. Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed
  3. AQTF and organisational requirements relating to the competence of assessors are confirmed and documented
  4. Where required, partnership arrangements are initiated and developed setting out identified roles, responsibilities and services to be provided
  5. Strategies for communication and networking are established and maintained with and between assessors
  6. Leadership skills are used to provide clear direction, advice and support to assessors
  7. Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel
Assessment strategies are developed and confirmed in assessment only pathways

Completed
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Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed

Completed
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AQTF and organisational requirements relating to the competence of assessors are confirmed and documented

Completed
Date:

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Where required, partnership arrangements are initiated and developed setting out identified roles, responsibilities and services to be provided

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Strategies for communication and networking are established and maintained with and between assessors

Completed
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Leadership skills are used to provide clear direction, advice and support to assessors

Completed
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Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel

Completed
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Monitor assessment practice

  1. Assessment practice of assessors is systematically monitored in relation to:
Assessment practice of assessors is systematically monitored in relation to:

Completed
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how client/candidate needs are being met

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

Completed
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how the principles of assessment are being applied in assessment practice

Completed
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assessors' application of assessment methods and assessment tools

Completed
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how the rules of evidence are being applied in gathering evidence

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

Completed
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whether organisational/legal/ethical requirements are being met

  1. Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice
  2. Assessment records are analysed to ensure legal/organisational/ethical requirements are being met and appropriate advice is provided to improve record keeping arrangements where issues arise
Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice

Completed
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Assessment records are analysed to ensure legal/organisational/ethical requirements are being met and appropriate advice is provided to improve record keeping arrangements where issues arise

Completed
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Coordinate assessment validation activities

  1. Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements
  2. Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities
  3. Approaches to validation are considered and determined
  4. Participants in validation are determined and/or confirmed, and materials and resources needed for validation activities are organised
  5. Guidance and leadership is provided to direct and support participants throughout the validation process
  6. Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe
  7. Recommendations from validation processes are identified and forwarded to the appropriate authority
Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities

Completed
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Approaches to validation are considered and determined

Completed
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Participants in validation are determined and/or confirmed, and materials and resources needed for validation activities are organised

Completed
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Guidance and leadership is provided to direct and support participants throughout the validation process

Completed
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Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe

Completed
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Recommendations from validation processes are identified and forwarded to the appropriate authority

Completed
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Manage assessment appeals

  1. Assessment system policies and procedures for assessment appeals are accessed and interpreted
  2. Documented appeal claims are accessed, read and interpreted
  3. Relevant parties to the appeal are interviewed, and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate
  4. Appeal panel is constituted and a timetable is set to hear unresolved claims
  5. Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance
  6. All documentation relevant to the appeal process is checked for accuracy and completeness
  7. Panel decision is confirmed and recorded in accordance with organisational policy and procedures, and outcomes are communicated to the parties
Assessment system policies and procedures for assessment appeals are accessed and interpreted

Completed
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Documented appeal claims are accessed, read and interpreted

Completed
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Relevant parties to the appeal are interviewed, and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate

Completed
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Appeal panel is constituted and a timetable is set to hear unresolved claims

Completed
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Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance

Completed
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All documentation relevant to the appeal process is checked for accuracy and completeness

Completed
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Panel decision is confirmed and recorded in accordance with organisational policy and procedures, and outcomes are communicated to the parties

Completed
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Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

To demonstrate competence against this unit candidates must be able to provide evidence that they have undertaken continuous development of own assessment expertise; provided leadership, direction and support to other assessors, including role-modelling good assessment practice; monitored the work of assessors and taken responsibility for initiating, organising and facilitating assessment validation and appeals processes; accurately interpreted the organisation's quality assurance goals and strategies

Evidence Requirements

Required knowledge includes:

competency-based assessment including:

vocational education and training as a competency-based system

assessment is criterion referenced/distinction to norm referenced assessment

criterion used in national VET is endorsed or accredited competency standards defining specifications for performance of work/work functions and skills/knowledge

reporting of competency-based assessment

competency standards as the basis of qualifications

the principles of competency-based assessment

the structure and application of competency standards

how to interpret competency standards 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 and OHS requirements

Training Package Assessment Guidelines

the qualification level of units

AQTF requirement 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 well-constructed assessment tools and why

what are the principles of assessment and how they guide assessment, validation, appeals processes

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

what is an assessment strategy and assessment plan and what are the components of assessment strategies and assessment plans

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

different activities and tools for validation and their appropriateness to the purpose/focus

a range of technology and its application 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, including OHS obligations and duty of care

strategies which ensure the assessment process is transparent and credible, such as:

identifying common pitfalls or errors that affect judgement

open/ongoing communication between assessors

self-assessment

networking

professional development activities for assessors

ongoing contact with industry

using assessment panels or teams

conflict resolution techniques

motivating others

team and group roles and processes, such as:

monitoring progress against key goals

leading others

encouraging team contribution

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

meeting environmental standards

the industrial relations system, industry/workplace relations, and industrial awards/enterprise agreements

compliance with AQTF requirements

copyright and privacy laws in terms of electronic technology

security of information

plagiarism

Training Packages/competency standards/other assessment documentation

licensing requirements

compliance requirements of relevant Commonwealth and state/territory legislation, including OHS, equal employment opportunity, anti-discrimination and state/territory vocational education and training

Code of Practice for assessors

relevant OHS legislation, codes of practice, standards and guidelines relating to providing assessment advice and guidance

Required skills and attributes include:

analysis and interpretation skills to:

evaluate assessment methods and tools

access and interpret organisation's standards and values

observation skills to:

assess the effectiveness of the organisation's assessment process

distinguish different types of problems, e.g. technical, people and theoretical

technology skills to:

use appropriate equipment and software to systematically monitor assessment process and practice

distribute information

evaluation skills to:

evaluate validation process and determine and implement improvements

determine sampling methods to be used to access information

systematically evaluate personal or others' practice to improve performance or understanding

research skills to:

determine sampling methods to be used to access information

access and analyse relevant documents

use a range of source documents to access information for validation

problem solving skills to:

combine different modes of thinking such as creative and analytic for practical problem solving

anticipate future implications for own and others' decisions

reliably evaluate alternative solutions

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

prepare written reports regarding validation outcomes

leadership skills to:

set direction for others

influence and motivate others

guide and support others

manage conflict

make informed decisions and recommendations

schedule validation processes

gain commitment to validation processes and make recommendations to improve processes

communication skills to:

obtain feedback on validation strategy

explain the purpose of reports and other documentation used in the work area

use language to influence others

promote and implement quality standards

individual facilitation techniques:

guide and support assessors one on one

conflict resolution techniques to:

manage difficulties with and between assessors and between assessors/candidate and/or assessors/other persons

address appeals situations and process

team and group skills to:

conduct group discussions to gather ideas

recognise different abilities or knowledge

build relationships and networks with colleagues

attributes, including capacity to encourage, accept and utilise feedback

awareness and sensitivity to individual difference and culture

Products that could be used as evidence include:

assessment strategies including quality requirements developed and implemented

documented outcomes of an initiated and facilitated assessment validation process

documented outcomes of an initiated and facilitated assessment appeals process

products and materials organised for validation and appeals processes

analysis of assessment records

risk assessment analysis

Processes that could be used as evidence include:

how opportunities have been provided for assessors to practise and maintain current competence

new and/or extended assessment expertise incorporated into own and others' assessment practice

how support was given to the implementation of quality assurance procedures

leadership, direction and support given to other assessors, including role-modelling of good assessment practice

how improvements were made to assessment and recognition processes

Resource implications for assessment include:

operating assessment system with working assessors and defined assessment system in place including documented policies and procedures for assessment, validation and appeals

access to competency standards and other assessment documentation

access to assessment materials and tools

access to suitable assessment venue/equipment

workplace documentation

cost/time considerations

personnel requirements

The collection of quality evidence requires that:

assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills

a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competence 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

Specific evidence requirements must include:

demonstrated continuing development of own assessment expertise

providing leadership, direction and support to other assessors, including role-modelling good assessment practice

monitoring the work of assessors and others involved in carrying out assessments

taking responsibility for initiating, organising and facilitating assessment validation and appeals processes

Integrated assessment means that:

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/ traineeships

TAACMQ503B Lead and conduct training and/or assessment evaluations

TAACMQ505B Lead a team to foster innovation

BSBFLM513A Manage budgets and financial plans within work team

BSBFLM514A Manage people

BSBRKG502B Manage and monitor business or records systems

BSBHRM506A Manage recruitment, selection and induction processes

BSBMGT503A Prepare budgets and financial plans

BSBWOR502A Ensure team effectiveness.

Required Skills and Knowledge

Not applicable.

Range Statement

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.

Opportunities include:

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

professional and staff development activities

attending forums, conferences, workshops

participating in projects

A range of assessment methods includes:

simulations such as hypotheticals, problem-based exercises and simulated 'real world' scenarios

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

practical and theoretical tests

workplace projects

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

portfolios

observation

third party feedback

product review

Cognitive skills may include:

analysis skills

synthesis skills

interpretative skills

planning skills

evaluation skills

problem solving skills

critical thinking skills

knowledge transfer skills

Issues may include:

issues and concerns raised by assessors

issues and concerns raised by candidates

issues and concerns raised by others impacted by the assessment process

assessment system policy and procedure issues

organisational/legal/ethical issues

Ethical standards include:

following assessment system organisational policies and procedures

ensuring privacy/confidentiality

demonstrating inclusiveness

following AQTF standards relating to assessment

ensuring assessment is guided by the principles of assessment and the rules of evidence

using Code of Practice for Assessors

duty of care under common law

security of information

confidentiality and privacy requirements

Reflection may include:

asking critical questions about own ability, for example:

what worked

what did not work

how the session could be improved

reviewing records and journals

critically evaluating personal performance

Assessment strategies are documented frameworks to guide and structure assessment arrangements for a vocational education and training qualification and may include:

the identification and interpretation of competency standards for assessment purposes

the identification and interpretation of related assessment documentation for assessment purposes

application of Training Package Assessment Guidelines

arrangements for recognition of existing competence (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating own evidence

determination of assessment methods for identified competency standards

selection of assessment tools for identified competency standards

organisational arrangements for assessment, including physical and human resources, roles and responsibilities, team assessment and partnership arrangements (where relevant)

nominated quality assurance mechanisms

identified risk management strategies

Relevant persons may include:

assessors in own organisation and on site

assessors in own organisation operating in different site/s

assessors of another organisation which is in partnership with own organisation

personnel of own/another organisation who provide vocational/subject matter expertise and who work with the assessor/s in team assessments

other personnel who assist the assessor in collecting evidence of candidate/s competence

other personnel impacted by the assessment process

Partnership arrangements refers to:

collaborative arrangements between a Registered Training Organisation (RTO) and other organisations including other RTOs which enable the partners to share for mutual benefit their resources, effort, time, costs, responsibility and expertise in the provision of training and/or assessment services. These arrangements are regulated by the AQTF Standards for Registered Training Organisations which requires a written agreement between the RTO and each organisation that provides training and/or assessment services on behalf of the RTO.

Leadership skills may include:

techniques for initiating action and directing decision making

strategies for presenting a confident, assured and unhesitant manner in response to challenging situations

strategies for not accepting unreasonable expectations

maintaining ethical practice and beliefs in the face of opposition

modelling behavioural and personal presentation standards

time management

strategies for acknowledging and respecting the attitudes and beliefs of others

techniques for promoting active and genuine participation

Client/candidate needs may include:

clear information and advice on the assessment process

contextualisation of assessment benchmarks and assessment tools to the assessment environment

timeliness and recognition of readiness for assessment

assessment tools that support integrated assessment

advice, support and guidance from assessor/s on participation and role in the assessment process

reasonable adjustment needs

cultural sensitivity

Principles of assessment guide the assessment process and must address:

validity

reliability

flexibility

fairness

Assessment methods are the particular techniques used to gather evidence and may include:

direct observation, for example:

real work/real time activities at the workplace

work activities in a simulated workplace environment

structured activities, for example:

simulation exercises/role-plays

projects

presentations

activity sheets

questioning, for example:

written questions, for example, on a computer

interviews

self-assessment

verbal questioning

questionnaires

oral or written examinations (applicable at higher AQF levels)

portfolios, for example:

collections of work samples compiled by the candidate

product with supporting documentation

historical evidence

journal/log book

information about life experience

review of products, for example:

products as a result of a project

work samples/products

third party feedback, for example:

testimonials/reports from employers/supervisors

evidence of training

authenticated prior achievements

interview with employer, supervisor, peer

Assessment tools contain both the instruments and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include:

the instruments to be used for gathering evidence such as:

a profile of acceptable performance measures

templates/proformas

specific questions or activities

evidence/observation checklists

checklists for the evaluation of work samples

candidate self-assessment materials

the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and the conditions for assessment

Rule of evidence include:

validity of evidence

sufficiency of evidence

currency of evidence

authenticity of evidence

Assessment system policies and procedures may include but are not limited to:

candidate selection

rational and purpose of competency-based assessment

assessment records/data management/information management

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

assessors - needs, qualifications, maintaining currency

assessment reporting procedures

assessment appeals

candidate grievances/complaints

validation

evaluation/internal audit

costs/resourcing

access and equity/reasonable adjustment

partnership arrangements

links with human resource or industrial relations systems

links with overall quality management system

Organisational/legal/ethical requirements may relate to:

AQTF standards in assessment/registration

Assessment specifications of Training Packages

state or territory registering body requirements

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

confidentiality and privacy requirements

relevant legislation from all levels of government that affect training and/or assessment operations

occupational health and safety (OHS)

environmental issues

equal opportunity requirements

industrial relations and anti-discrimination

relevant industry codes of practice

reporting procedures for assessment results

certification procedures/requirements

AQF Guidelines

recording and reporting assessment results

maintaining and retrieving assessment information

quality assurance and/or procedures manuals

goals, objectives, plans, systems and processes

organisational policies/guidelines

access and equity principles and practice

ethical standards

collaborative/partnership arrangements

OHS policies, procedures and programs

quality and continuous improvement processes and standards

defined resource parameters

Individual facilitation techniques include coaching, mentoring, tutoring matching individuals one on one and may be used to:

identify any gaps in assessor skills/competence

explain legal/organisational/policy requirements

clarify assessment issues

provide encouragement and direction

provide feedback/advice/guidance

promote safety in assessment

problem solve

Validation is:

a process involving assessors working in collaboration to review, compare and evaluate their assessment process and their assessment outcomes, in relation to the same units of competency

Purpose, focus and context of validation activities may be:

part of organisational quality assurance arrangements

to address an identified area of risk in assessment practice and quality

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

to provide evidence for external audit

to provide evidence for internal audit

to improve assessment practices

to evaluate the quality of assessment tools

to provide professional development

to increase assessor confidence

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

to determine whether different assessors interpret the same evidence similarly

to determine 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/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/facilitators, candidates

analysing client feedback

observing assessment conduct

using validation tools

reviewing and interpreting Assessment Guidelines

examining assessor qualifications

analysing appeals processes

recording evidence of validation processes and outcomes

Materials and resources for validation may include:

relevant documented assessment strategy

samples of assessment materials/tools

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

copies of organisational policies and procedures on validation

copies of relevant AQTF standards

copies of assessment records (in accord with confidentiality requirements)

copies of client/candidate feedback

determining time/availability for validation sessions

technology requirements

meeting room/space for conduct of validation

copies of occupational health and safety policy, procedures and programs

copy of quality and continuous improvement policies

copy of equity policy and procedures

Validation documentation may include:

report of validation process

recommendations from validation process

copies of materials/resources used in validation process

version control documentation

Assessment appeals:

is a process whereby the candidate, or other interested party, may dispute the assessment decision and seeks a formal review of the decision

Documentation relevant to the appeals process may include:

candidate's claim for appeal

documented information given to the candidate outlining assessment system, process and requirements

records of assessor/meetings with the candidate, discussions and agreements on assessment process

completed self-assessment tools

completed assessment tools signed by assessor and/or other persons involved in collecting evidence

supplementary documentation used as evidence by the candidate

records of assessment outcomes

assessor/candidate feedback reports

records of appeal hearings

records of appeal outcomes

Panel decision may include:

confirmation of original assessment decision

change in decision based on evidence presented

reassessment of the candidate