TAEASS413 — Participate in assessment validation

Elements & performance criteria

Performance evidence

• participate in the pre-assessment validation of at least 3 assessment tools before they are first used with candidates
• participate in the validation of: the above 3 assessment tools after they have been used to assess candidates
• 3 assessment judgements by different assessors, where the same tool has been used for all 3 judgements
• the practices undertaken in the course of the above assessment judgements, and identification of at least 2 recommendations for improvement
• use mapping documentation to evaluate whether the assessment tools cover all aspects of the 3 nationally recognised units of competency and their assessment requirements
• review samples of evidence collected for at least 1 full unit of competency
• use effective oral and written communication skills when discussing and collaborating with colleagues

Knowledge evidence

• legislative and vocational education and training (VET) regulatory requirements relating to assessing competence and participating in assessment validation activities, including:
• industry relevance and vocational training and learning requirements for those participating in validation activities
• obligations of assessors
• principles of assessment
• rules of evidence
• reasonable adjustment
• record requirements for assessment validation, including evidence collection, retention and recording
• key aspects of assessment validation, including:
• quality review process
• ethics, privacy and confidentiality requirements
• process conducted before and after assessment
• assessment validation contexts and purposes
• pre- and post-validation of assessment tools
• post-validation of evidence gathered
• processes for conducting assessment validation checks
• key features of the organisation’s assessment system, including:
• key components of assessment system policies, procedures and documentation, including assessment tool to be validated and associated mapping document
• nature and scope of evidence gathered, including evidence collected from other parties
• organisational requirements for participating in assessment validation activities
• processes for analysing nationally recognised training products to identify evidence needed to demonstrate competence
• dimensions of competency and how they guide assessment practices
• key structure, functions and content of assessment tools:
• context and conditions of assessment
• tasks to be administered to the candidate
• mapping against units of competency
• key features of common assessment methods, including suitability for gathering evidence, suitability for the content of units, and associated assessment instruments:
• direct observation
• product-based methods
• questioning
• evidence from other parties

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications required in own role to access and exchange information
• Reading: Accesses and interprets assessment system policies and procedures
• Oral communication: Confirms approaches, exchanges ideas and information, articulates opinions, and reaches agreement with others
• Planning and organising: Uses analytical processes in non-routine situations gathering information, and identifying and evaluating options against agreed criteria
• Self-management: Follows organisational assessment system policies and procedures relating to assessment validation
• Teamwork: Collaborates with others and contributes to activities requiring joint responsibility and accountability

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

Questions about assessing TAEASS413