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Evidence Guide: TAEASS505 - 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

 

TAEASS505 - 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. 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 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 new knowledge and skill into own assessment practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Lead assessment activities

  1. Develop and confirm assessment strategies in assessment only pathways
  2. Discuss and confirm roles, responsibilities and accountabilities of relevant persons
  3. Confirm and document system and organisational requirements relating to the competence of assessors
  4. Initiate and develop, where required, partnership arrangements setting out identified roles, responsibilities and services to be provided
  5. Establish and maintain strategies for communication and networking with and between assessors
  6. Use leadership skills to provide clear direction, advice and support to assessors
  7. Identify professional development needs and opportunities for assessors and make recommendations to relevant personnel
Develop and confirm assessment strategies in assessment only pathways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and confirm roles, responsibilities and accountabilities of relevant persons

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor assessment practice

  1. Monitor how effectively client/candidate needs are being met
  2. Monitor how effectively and accurately the designated competency standards are being interpreted by assessors as the benchmarks for assessment
  3. Monitor how the principles of assessment are being applied in assessment practice
  4. Monitor assessors’ application of assessment methods and assessment tools
  5. Monitor how the rules of evidence are being applied in gathering evidence
  6. Monitor whether assessment is being conducted in accord with the policies and procedures of the organisation’s assessment system
  7. Monitor whether organisational/legal/ethical requirements are being met
  8. Apply individual facilitation techniques to guide and support assessors as they work and to improve assessment practice
Monitor how effectively client/candidate needs are being met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor assessors’ application of assessment methods and assessment tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor whether organisational/legal/ethical requirements are being met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate assessment validation activities

  1. Access and interpret assessment system policies and procedures relating to validation, and initiate validation in line with organisational/legal/ethical requirements
  2. Undertake risk assessment/analysis to determine the purpose, focus and context of validation activities
  3. Consider and determine approaches to validation
  4. Determine and/or confirm participants in validation, and organise materials and resources needed for validation activities
  5. Provide guidance and leadership to direct and support participants throughout the validation process
  6. Finalise and process validation documentation in accordance with assessment system/legal/organisational procedures and present to relevant people, within an agreed timeframe
  7. Identify recommendations from validation processes and forward to the appropriate authority
Access and interpret assessment system policies and procedures relating to validation, and initiate validation in line with organisational/legal/ethical requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and determine approaches to validation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify recommendations from validation processes and forward to the appropriate authority

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage assessment appeals

  1. Access and interpret assessment system policies and procedures for assessment appeals
  2. Access, read and interpret documented appeal claims
  3. Interview relevant parties to the appeal and use negotiation skills to achieve resolution prior to formal appeal, where appropriate
  4. Constitute appeal panel and set a timetable to hear unresolved claims
  5. Provide guidance and leadership to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance
  6. Check all documentation relevant to the appeal process for accuracy and completeness
  7. Confirm and record panel decision in accordance with organisational policy and procedures and communicate outcomes to the parties
Access and interpret assessment system policies and procedures for assessment appeals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access, read and interpret documented appeal claims

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Constitute appeal panel and set a timetable to hear unresolved claims

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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 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

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 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 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.

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