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 Version 2.0. |
Application
This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.
It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.
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 focus of the assessment tool |
1.1 Identify a target group of candidates, purposes of the assessment tool, and the contexts in which the tool will be used 1.2 Access relevant benchmarks for assessment and interpret them to establish evidence required to demonstrate competence 1.3 Identify, access and interpret industry requirements and relevant contextualisation guidelines 1.4 Identify other related documentation to inform assessment tool development |
2. Design the assessment tool |
2.1 Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place, and meeting the principles of assessment 2.2 Enable candidates to show or support their claim for recognition of current competency through selected assessment methods 2.3 Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence 2.4 Consider how the assessment instruments will be administered |
3. Develop the assessment tool |
3.1 Develop specific assessment instruments that support the collection of evidence that meets the rules of evidence 3.2 Define and document clear and specific procedures instructing assessor and candidate on the administration and use of assessment instruments 3.3 Consider the requirements of assessment system policies and procedures, and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process |
4. Review and trial the assessment tool |
4.1 Check draft assessment tools against evaluation criteria and amend as required 4.2 Trial assessment tools to validate content and applicability 4.3 Collect and document feedback from relevant people involved in trialling 4.4 Make amendments to the final tool based on the analysis of feedback 4.5 Appropriately format, and file, finalised assessment tool according to assessment system policies and procedures |
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, 1.3, 1.4, 2.1, 2.3, 2.4, 3.3, 4.1, 4.3 |
|
Writing |
3.1, 3.2, 4.1, 4.3, 4.4, 4.5 |
|
Oral Communication |
2.2, 4.2, 4.3 |
|
Navigate the world of work |
1.3, 3.3, 4.5 |
|
Interact with others |
4.3 |
|
Get the work done |
1.1-1.4, 2.1-2.4, 3.1-3.3 4.1-4.4 |
|
Unit Mapping Information
Code and title current version |
Code and title previous version |
Comments |
Equivalence status |
TAEASS502 Design and develop assessment tools |
TAEASS502B Design and develop assessment tools |
Updated to meet Standards for Training Packages |
Equivalent unit |
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3