Unit of competency details

TAEASS503 - Lead assessment validation 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 and is equivalent to TAEASS503A - Lead assessment validation processesUpdated to meet Standards for Training Packages 05/Apr/2016


Training packages that include this unit

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 updates to Performance Criteria.

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 provide leadership in assessment validation processes.

It applies to experienced practitioners who work under limited supervision and who are responsible for the validation of assessment processes, both internally and externally.

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. Monitor assessment practice

1.1 Work with colleagues to systematically monitor assessment practice

1.2 Actively engage with, and support, other assessors as they work to improve assessment practice

1.3 Analyse assessment records ensuring legal, organisational and ethical requirements are being met, and appropriate advice is provided to improve record keeping

2. Coordinate assessment validation activities

2.1 Initiate validation in line with Australian Industry and Skills Committee (AISC) guidelines and organisational, legal and ethical requirements

2.2 Undertake risk assessment and analysis to determine the purpose, focus and context of validation activities

2.3 Consider and determine approaches to validation

2.4 Determine and confirm participants in validation, and organise any materials and resources needed for validation

2.5 Provide guidance to support participants throughout the validation process

2.6 Finalise and process validation documentation in accordance with assessment system, legal and organisational procedures, and present to relevant people, within an agreed timeframe

2.7 Identify recommendations from validation processes, and forward to the appropriate authority

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, 1.3, 2.1, 2.2, 2.3, 2.4, 2.7

  • Accesses and interprets legal, organisational and ethical requirements, including AISC guidelines
  • Accesses and interprets assessment validation documentation

Writing

2.1, 2.2, 2.3, 2.4, 2.6, 2.7

  • Produces accurate documentation, relevant to the validation process and in line with requirements

Oral Communication

1.3, 2.5, 2.6

  • Engage with individuals and groups in communication to monitor, guide and validate assessment, leading to improved assessment practice

Numeracy

2.6

  • Structures timeframes in order to represent a sequence of events

Navigate the world of work

1.3, 2.1, 2.6

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

Interact with others

1.1, 1.2, 2.4

  • 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 making adjustments to own personal communication style, in recognition of the values and experiences of others in order to build rapport

Get the work done

2.1, 2.2, 2.3, 2.4, 2.5, 2.7

  • 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

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEASS503 Lead assessment validation process

TAEASS503A Lead assessment validation process

Updated to meet Standards for Training Packages

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 updates to Performance Criteria.

Release 1

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

Performance Evidence

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

  • leading at least one validation process
  • providing support to other assessors, including modelling good assessment and validation practice
  • contributing positively to the work of assessors and others involved in carrying out assessments and validation
  • taking responsibility for initiating, organising and facilitating assessment validation on at least three occasions
  • using outcomes of validation to improve assessment practice.

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:

  • the purpose and focus of internal and external validation, and the critical aspects of validation
  • different activities and tools for validation
  • NVR/AQTF requirements for assessment
  • the organisation's assessment system policies and procedures, including validation processes
  • the characteristics of well-constructed assessment tools and why, what assessment methods and instruments work for what types of evidence
  • the rules of evidence and why they are important, particularly in a validation context
  • assessment strategies, and assessment plans and their components
  • legal, organisational and ethical responsibilities associated with the assessment system.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to the organisation s validation policy and procedure.

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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