TAEASS513 — Lead assessment moderation and validation processes

Elements & performance criteria

Performance evidence

• lead at least 1 moderation activity with a group of at least 3 assessors
• lead at least 2 validation activities, each with a panel of assessors who collectively have the skills, knowledge and experience required by the Standards for RTOs 2015 (or successor), and which include at least:
• 1 post-validation of an entire assessment tool
• 3 assessment judgements based on that entire tool
• the practices undertaken in the course of the above assessment judgements, and identification of at least 2 recommendations for improvement.
• model compliant assessment moderation and validation practice
• provide support and contribute positively to the work of assessors and others involved in carrying out assessment moderation and validation.

Knowledge evidence

• legislative and vocational education and training (VET) regulatory requirements relating to assessment moderation and validation activities, including:
• validation purpose
• sampling approach to validation
• timing of validation
• principles of assessment and rules of evidence
• who can undertake and participate in validation activities, including requirements for industry relevance and vocational training and learning
• record requirements for assessment validation evidence collection, retention and recording
• key aspects of assessment moderation, including:
• quality control process
• conducted prior to finalisation of assessment results
• brings assessment judgements into alignment
• key aspects of assessment validation, including:
• quality review process
• pre- and post-validation of tools
• assessment validation contexts and purposes
• processes for conducting assessment validation of practices and judgements
• key features of the organisation’s assessment system, including:
• organisational requirements for participating in assessment validation activities
• nature and scope of evidence gathered, including evidence collected from other parties
• processes for analysing nationally recognised units of competency to identify evidence needed to demonstrate competence, including:
• structure, content and application of products relevant to assessing competence, and how they are addressed in assessment tasks and processes
• techniques used to identify foundation skills, including language, literacy, numeracy, digital literacy and employability skills
• 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

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications required in own role in a range of contexts to access and exchange information
• Reading: Accesses and interprets at times complex information in organisational requirements, including VET regulatory requirements • Accesses and interprets assessment moderation and validation documentation
• Writing: Produces documentation that is relevant to the moderation and validation processes and in line with requirements
• Oral communication: Engage with individuals and groups in communication to monitor, guide and validate assessment leading to improved assessment practice
• Numeracy: Interprets and calculates validation sample size
• Initiative and enterprise: Considers alignment with values and principles in decision-making processes • Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into consideration • Identifies opportunities, drawing on the diverse perspectives of others to gain insights into current practice and ideas for change
• Self-management: Identifies, confirms and takes responsibility for adherence to policies and procedures • Identifies, confirms and takes responsibility for adherence to organisational, legislative and regulatory requirements
• Teamwork: Cooperates with others as part of routine activities, and contributes to particular activities requiring joint responsibility and accountability, aimed at improved practice • Provides guidance and support by adjusting own personal communication style in recognition of the values and experiences of others in order to build rapport

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 TAEASS513