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Evidence Guide: TAEASS501 - Provide advanced assessment practice

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

 

TAEASS501 - Provide advanced assessment practice

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

Develop and extend assessment expertise

  1. Access, read and analyse current research on assessment and incorporate into own practice
  2. Source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice
Access, read and analyse current research on assessment and incorporate into own practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise assessment

  1. Investigate and implement a range of assessment methods, in order to meet the requirements of related unit or units of competency
  2. Investigate and implement a range of assessment tools to meet the context requirements of different candidates
Investigate and implement a range of assessment methods, in order to meet the requirements of related unit or units of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and implement a range of assessment tools to meet the context requirements of different candidates

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Lead and influence other assessors

  1. Influence fellow assessors through modelling high standards of ethical and compliance practices
  2. Establish professional development needs of the assessor group, and implement approaches to build the skills and experience of this group
Influence fellow assessors through modelling high standards of ethical and compliance practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish professional development needs of the assessor group, and implement approaches to build the skills and experience of this group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and improve assessment approaches

  1. Systematically monitor the assessment processes and activities of the assessor group
  2. Propose and implement improvements to assessment approaches
  3. Participate in and reflect upon the assessment moderation process
Systematically monitor the assessment processes and activities of the assessor group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Propose and implement improvements to assessment approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in and reflect upon the assessment moderation process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 this new knowledge and skill into own assessment practice

2. Practise assessment

2.1 Investigate and implement a range of assessment methods, in order to meet the requirements of related unit or units of competency

2.2 Investigate and implement a range of assessment tools to meet the context requirements of different candidates

3. Lead and influence other assessors

3.1 Influence fellow assessors through modelling high standards of ethical and compliance practices

3.2 Establish professional development needs of the assessor group, and implement approaches to build the skills and experience of this group

4. Evaluate and improve assessment approaches

4.1 Systematically monitor the assessment processes and activities of the assessor group

4.2 Propose and implement improvements to assessment approaches

4.3 Participate in and reflect upon the assessment moderation process

Required Skills and Knowledge

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 this new knowledge and skill into own assessment practice

2. Practise assessment

2.1 Investigate and implement a range of assessment methods, in order to meet the requirements of related unit or units of competency

2.2 Investigate and implement a range of assessment tools to meet the context requirements of different candidates

3. Lead and influence other assessors

3.1 Influence fellow assessors through modelling high standards of ethical and compliance practices

3.2 Establish professional development needs of the assessor group, and implement approaches to build the skills and experience of this group

4. Evaluate and improve assessment approaches

4.1 Systematically monitor the assessment processes and activities of the assessor group

4.2 Propose and implement improvements to assessment approaches

4.3 Participate in and reflect upon the assessment moderation process

The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:

undertaking the assessment of at least 20 individual candidates, against at least one unit of competency

assessing against a total of at least 50 units of competency from training packages or accredited courses. This total may be made up of combinations of candidates and units that add up to 50.

accurately documenting the outcomes of all assessments undertaken

leading the assessment of a group or team of assessors, consisting of at least three individuals, and demonstrating how that leadership has led to improved processes and outcomes

critically reviewing the assessment processes, and the approaches taken in these assessments, and proposing changes to improve both processes and outcomes.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

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

the interpretation of units of competency and other related assessment information, to determine the evidence needed to demonstrate competency, including:

the dimensions of competency

all components of a national training package

system requirements for assessment

the importance of reflective practice in the quality improvement of own work

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 the characteristics are of well-constructed assessment tools

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

assessment strategies, assessment plans and their components

applications of technology to improve or assist in quality assessment

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

strategies that ensure that 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 system requirements

copyright and privacy laws, as they apply to learning and assessment.