- TAEASS403A - Participate in assessment validation
Assessor Resource
TAEASS403A
Participate in assessment validation
Assessment tool
Version 1.0
Issue Date: June 2024
This unit typically applies to assessors participating in assessment validation. It does not address leading the validation process.
This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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 | Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency 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. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: actively participate in a minimum of two validation sessions or meetings which, in combination, address the critical aspects of validation using different validation approaches and activities clearly explain purposes of validation and the legal and ethical responsibilities of assessors collate documentation relating to validation process in a logical manner demonstrate communication and liaison with relevant people provide feedback and interpret documentation in validation sessions record contribution to validation findings. |
Context of and specific resources for assessment | Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to: assessment reports and records other documentation relevant to validation. |
Method of assessment | |
Guidance information for assessment | For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au). |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
planning skills to participate in validation activities within agreed timeframes problem-solving skills to identify information that is inconsistent, ambiguous or contradictory evaluation skills to: determine evidence requirements from competency standards review assessment process, methods and tools review collected evidence communication skills to share information in validation meetings |
Required knowledge |
how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competence, including: criterion-referenced assessment as distinct from norm-referenced assessment various reasons for carrying out validation and the different approaches to validation that may be appropriate before, during and after assessment critical aspects of validation, including validation of assessment processes, methods and products relevant OHS legislation, codes of practice, standards and guidelines, impacting on assessment legal and ethical requirements of assessors, particularly in relation to validation activities principles of assessment rules of evidence |
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. | |
Assessment system policies and procedures may include: | candidate selection rationale and purpose of competency-based assessment assessment records, and data and information management recognition of current competency, recognition of prior learning and credit arrangements assessment reporting procedures assessment appeals candidate grievances and complaints validation evaluation and internal audit costs and resourcing access and equity, and reasonable adjustment partnership arrangements links with human resource or industrial relations system links with overall quality management system. |
Benchmarks for assessment: | refers to criterion against which the candidate is assessed may be one or more units of competency or assessment criteria of course curricula. |
Materials may include: | assessment tools samples of collected evidence documentation outlining the basis of assessment decisions reports and records of assessment decisions samples of benchmarks of appropriate evidence Assessment Guidelines of the relevant training packages information from the evidence guide of the relevant units of competency. |
Validation activities may include: | analysing and reviewing: assessment tools collected evidence assessment decisions and records of assessment outcomes other aspects of assessment policies, processes and outcomes recording evidence of validation processes and outcomes. |
Participation may include comparison and evaluation of: | assessment practices assessment plans interpretation of units of competency assessment methods and tools assessment decisions collected evidence. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Discuss and confirm the approach to validation according to defined purposes, context, and relevant assessment system policies and procedures | |||
Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence | |||
Arrange materials for validation activities | |||
Demonstrate active participation in validation sessions and activities using appropriate communication skills | |||
Participate in validation sessions and activities by applying the principles of assessment and rules of evidence | |||
Check all documents used in the validation process for accuracy and version control | |||
Collectively discuss validation findings to support improvements in the quality of assessment | |||
Discuss, agree and record recommendations to improve assessment practice | |||
Implement changes to own assessment practice, arising from validation |
Forms
Assessment Cover Sheet
TAEASS403A - Participate in assessment validation
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
TAEASS403A - Participate in assessment validation
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: