Unit of competency details

Version 

Comments 

TAEASS403B

Released with TAE10 Training and Education Training Package version 2.0

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Prepare for validation

1.1 Discuss and confirm the approach to validation according to defined purposes, context, and relevant assessment system policies and procedures 

1.2 Analyse relevant benchmarks for assessment  and agree on the evidence needed to demonstrate competence

1.3 Arrange materials  for validation activities 

2. Contribute to validation process

2.1 Demonstrate active participation  in validation sessions and activities using appropriate communication skills

2.2 Participate in validation sessions and activities by applying the principles of assessment and rules of evidence

2.3 Check all documents used in the validation process for accuracy and version control

3. Contribute to validation outcomes

3.1 Collectively discuss validation findings to support improvements in the quality of assessment

3.2 Discuss, agree and record recommendations to improve assessment practice

3.3 Implement changes to own assessment practice, arising from validation

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, tools and methods
• 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.

Overview of assessment 

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 

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 instruments
• assessment decisions
• collected evidence.