Unit of competency details

TAEASS401 - Plan assessment activities and processes (Release 2)

Summary

Releases:
ReleaseStatusRelease date
2 (this release)Current 10/Mar/2017
(View details for release 1) Replaced06/Apr/2016

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes TAEASS401B - Plan assessment activities and processesUpdated to meet Standards for Training Packages. Addition of new element. 05/Apr/2016


Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
TLI - Transport and Logistics Training PackageTransport and Logistics Training Package 3.1-5.0 
TAE - Training and Education Training PackageTraining and Education Training Package 2.1 
RGR - Racing and Breeding Training PackageRacing and Breeding Training Package 2.0 
MSM - Manufacturing Training PackageManufacturing Training Package 3.0 
MEA - Aeroskills Training PackageAeroskills Training Package 2.0 
FBP - Food, Beverage and PharmaceuticalFood, Beverage and Pharmaceutical 1.0 

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  09/Aug/2016 
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Unit Of competency

Modification History

Release 

Comments 

Release 2

This was first released with TAE Training and Education Training Package Release 2.1.

Minor update to Assessment Conditions.

Release 1

This version first released with TAE Training and Education Training Package Release 2.0.

Application

This unit describes the skills and knowledge required to plan the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system.

It applies to individuals with assessment planning responsibilities.

In planning activities and processes, individuals are required to identify the components of assessment tools, analyse and interpret assessment tools, and develop assessment instruments (also known as assessment tasks) and assessment plans.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Assessment

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Determine the assessment approach

1.1 Identify the candidate and confirm the purposes and context of the assessment with relevant people according to legal, organisational and ethical requirements

1.2 Identify and access applicable industry or workplace standards for the assessment, and any specific assessment requirements

2. Prepare the assessment plan

2.1 Analyse units of competency and assessment requirements to identify evidence needed to demonstrate competence, according to the rules of evidence

2.2 Select assessment methods and instruments to support the collection of defined evidence, taking into account the context in which the assessment will take place

2.3 Develop the assessment plan and gain approval from relevant stakeholders

3. Identify modification and contextualisation requirements

3.1 Use information from the candidate and, where relevant, the candidate's workplace to identify contextualisation needs

3.2 Check advice provided by the training package or course developer relevant to identified contextualisation needs

3.3 Analyse existing assessment tools and record amendments required to address identified contextualisation needs

3.4 Determine opportunities for integrated assessment activities and record any changes required to assessment tools

4. Develop the assessment instruments

4.1 Analyse available assessment instruments for their suitability for use, and identify any required modifications

4.2 Develop assessment instruments to meet the required standard and specific workplace/candidate needs

4.3 Map assessment instruments against the unit or course requirements

4.4 Write clear instructions for the candidate and assessor regarding the use of assessment instruments

4.5 Check and confirm that draft assessment instruments meet required standards and specific workplace/candidate needs and record outcomes of checks

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

FOUNDATION SKILLS 

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill 

Performance 

Criteria 

Description 

Reading

1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 3.4, 4.2, 4.3

  • Identifies and confirms legal, organisational and ethical requirements
  • Selects and analyses assessment-related documents

Writing

1.1, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5

  • Documents the assessment plan
  • Develops assessment instruments, including instructions and mapping
  • Records outcomes of draft assessment checks

Oral Communication

1.1, 2.3, 3.1

  • Participates in exchanges about assessment processes and the trialling of instruments appropriate to the audience

Navigate the world of work

1.1

  • Identifies, confirms and takes responsibility for adherence to policies, procedures, legal, and ethical requirements

Interact with others

1.1, 2.3, 3.1

  • Collaborates with others as part of routine activities, and to confirm understanding

Get the work done

1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 4.2, 4.3, 4.5

  • Plans a range of routine processes and related tasks with logically sequenced steps, according to defined standards or parameters
  • Uses formal decision-making processes, identifying information and evaluating several choices against a limited set of criteria
  • Evaluates effectiveness of planning and design decisions in terms of how well they meet requirements

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEASS401 Plan assessment activities and processes

TAEASS401B Plan assessment activities and processes

Updated to meet Standards for Training Packages. Addition of new element.

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

 

Assessment requirements

Modification History

Release 

Comments 

Release 2

This was first released with TAE Training and Education Training Package Release 2.1.

Minor update to Assessment Conditions.

Release 1

This version first released with TAE Training and Education Training Package Release 2.0.

Performance Evidence

The candidate must demonstrate the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

  • planning and organising the assessment process on a minimum of five separate occasions
  • planning and organising two Recognition of Prior Learning (RPL) assessments (which may be two of the five assessment processes above.)

The evidence requirements for each occasion must include:

  • a documented assessment plan
  • a different endorsed or accredited unit of competency (or clusters of units of competency) for each of the five occasions
  • contextualisation of the unit(s) of competency and the selected assessment tools, where required
  • incorporation of reasonable adjustment strategies
  • development of suitable assessment instruments for each of the five occasions

following organisational arrangements.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

  • obligations of an assessor under applicable legislation and/or standards
  • the major features of a unit of competency, and how they are to be addressed in assessment activities and processes
  • interpreting competency standards as the minimum standard for assessment
  • guidelines for contextualising units of competency
  • different purposes of assessment and different assessment contexts, including RPL
  • the purpose and features of evidence, and different types of evidence, used in competency-based assessments, including RPL
  • the principles of assessment, and how they guide the assessment process
  • the rules of evidence and how they guide the assessment process
  • different assessment methods, including their suitability for collecting various types of evidence
  • the components of assessment tools

different types of assessment instruments and their purpose and relevance for specific evidence-gathering opportunities.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and which are typical of those experienced in the training and assessment environment. This includes access to the units of competency used in assessment planning activities.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

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