TAAASS404B Participate in assessment validation

Release: 1

TAAASS404B Participate in assessment validation

Modification History

Not applicable.

Unit Descriptor

This unit specifies the competence required to participate in an assessment validation process.

Application of the Unit

Validation is a process involving assessors working in collaboration to review, compare and evaluate their assessment process and their assessment outcomes in relation to the same unit/s of competency. This includes validating assessment methods/tools, the evidence that was collected using these assessment methods/tools and the interpretation of that evidence to make a judgement of competence.

Validation forms part of the quality systems of the training/ and/or assessment organisation (refer to definition in the Range Statement) and is undertaken to improve the quality of the assessment process.

Validation may be undertaken prior to and post the assessment of candidates and includes validation of formative and summative assessment activities (the latter includes assessment for recognition purposes).

Validation may be an internal process involving assessors from the same training and/or assessment organisation, or it may occur as an external exercise involving assessors from different organisations.

This unit focuses on the skills and knowledge needed to participate in assessment validation. It does not address the competence of leading the validation process - that function is addressed in TAAASS501B Lead and coordinate assessment systems and services.

The achievement of this unit includes interpretation of competency standards (where competency standards are used as the benchmarks for assessment). TAADES401B Use Training Packages to meet client needs addresses this skill in depth.

Achievement of this unit requires competence in conducting assessment. Therefore TAAASS402C Assess competence is a prerequisite/co-requisite unit.

Interpretation of the effectiveness of the assessment plan and selected/modified assessment tools also forms part of this unit of competency. Therefore, competence in the following units is also highly recommended.

TAAASS401C Plan and organise assessment

TAAASS403B Develop assessment tools

The competence specified in this unit is typically required by assessors, lead assessors, training and/or assessment consultants.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Prepare for validation	1.1	The purpose, focus and context of validation is confirmed and discussed with relevant people
1.2	The approach to validation is discussed and confirmed in accordance with the defined purpose/s, context, relevant assessment system policies and procedures and organisational/ legal/ethical requirements
1.3	Relevant benchmarks for assessment are analysed and the evidence needed to demonstrate that competency is collectively agreed
1.4	Any related documentation relevant to validation proceedings is identified and collectively agreed
1.5	Material/s to be used in validation sessions are obtained, read and interpreted and validation activities collectively agreed
2	Contribute to validation process	2.1	Active participation in validation sessions and activities is demonstrated using appropriate communications skills
2.2	Participation in validation sessions and activities, includes the review, comparison and evaluation of: the overall assessment process assessment plans interpretation of competency standards or other benchmarks for assessment selection and application of assessment methods selection and use of assessment tools the collected evidence assessment decisions including the exercise of judgement
2.3	The review, comparison and evaluation is undertaken in accordance with the principles of assessment and rules of evidence
2.4	All documents used in the validation process are checked for accuracy and version control
3	Contribute to validation outcomes	3.1	Validation findings are collectively discussed, analysed and agreed to support improvements in the quality of assessment
3.2	Recommendations to improve assessment practice are discussed, agreed and recorded
3.3	Changes to own assessment practice, arising from validation and appropriate to assessment role and responsibilities, are implemented

Required Skills and Knowledge

Not applicable.

Evidence Guide

Evidence Guide
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
To demonstrate competence against this unit candidates must be able to provide evidence that they have actively participated in and have contributed to a minimum of two validation sessions, using different validation approaches and validation activities.
The evidence provided must: explain the validation purpose and context and the legal and ethical responsibilities of assessors; include the collation of documentation to be submitted to the validation process; demonstrate access and interpretation of the competency standard and evidence requirements; demonstrate communication and liaison with relevant people and participation in providing feedback and interpreting documentation in validation sessions; demonstrate how the critical aspects of validation were addressed; show involvement in reviewing findings/outcomes, including, where relevant, contributing to the finalised validation documentation.
Evidence Requirements
Required knowledge includes:	what is competency-based assessment including vocational education and training as a competency-based system assessment is criterion referenced/distinction to norm referenced assessment
criterion used in national VET is endorsed or accredited competency standards defining specifications for performance of work/work functions and skills/knowledge reporting of competency-based assessment competency standards as the basis of qualifications the principles of competency-based assessment the structure and application of competency standards how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competency including: the components of competency assessment of Employability Skills, dimensions of competency and OHS requirements Training Package Assessment Guidelines the qualification level of units Australian Qualifications Framework Guidelines including characteristics of AQF levels different assessment methods and which methods may be appropriate and relevant to different units/ different parts of individual units different types of assessment tools, what tools work for what types of evidence, what are well constructed assessment tools and why what are the principles of assessment and how they guide assessment and validation processes what are the rules of evidence, why are they important, particularly in a validation context the various reasons for carrying out validation and the different approaches to validation that may be appropriate: before assessment during assessment after assessment the critical aspects of validation, including validation of: assessment processes methods and tools the collected evidence leading to assessment decisions assessment decisions
different aspects of quality systems such as: local/relevant strategies to meet the AQTF continuous improvement systems quality assurance policies and processes Assessment system policies and procedures records management systems relevant policy, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example: Training Packages/competency standards/other assessment benchmarks licensing requirements providing accurate information meeting environmental standards industry/workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination workplace relations industrial awards/enterprise agreements relevant OHS legislation, codes of practice, standards and guidelines, impacting on assessment
Required skills and attributes include:	research skills to: access and analyse relevant documents for validation use a range of source documents to access information for validation evaluation/revision skills to: determine evidence requirements from competency standards review assessment process review assessment methods and tools review collected evidence literacy skills to: read and understand the documents relevant to validation observation skills to: evaluate and compare assessment planning, organisation, methods, tools, and evidence documentation leading to assessment judgements identify where improvements to the assessment process can be made
communications and interpersonal skills to: effectively participate and contribute to validation activities and sessions collaborate with colleagues seek and receive feedback on assessment practice share sensitive information maintain confidentiality of sensitive information gain and maintain trust of colleagues provide advice and support to colleagues planning skills to: participate within agreed timeframes problem solving skills to: identify information that is inconsistent, ambiguous or contradictory suggest/confirm recommendations for improvements in assessment
Products that could be used as evidence include:	recommendations as a result of reviewing assessments, and why evaluations of the quality of assessment tools against the identified competency standards evaluations of the evidence collected against identified competency standards, and whether it meets the rules of evidence suggested recommendations discussed for modification
Processes that could be used as evidence include:	how competency standards and other documents were interpreted and evidence requirements identified how assessment decisions were evaluated how assessment feedback was collated and evaluated what contribution was made to validation activities
Resource implications for assessment include:	access to competency standards and other related assessment documentation access to completed assessment tools access to assessment reports/records access to suitable assessment validation venue/equipment access to a validation group access to relevant workplace documentation
cost/time considerations meeting personnel requirements retime management
The collection of quality evidence requires that:	assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competence 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
Specific evidence requirements must include:	active participation in a minimum of two validation sessions/meetings which, in combination, address the critical aspects of validation using different validation approaches and activities clear explanations of the purposes of validation and the legal and ethical responsibilities of assessors collation of all documentation relating to the validation process in a logical manner demonstration of communications and liaison with relevant people provision of feedback and interpretation of documentation in validation sessions record of contribution to validation findings
Integrated assessment means that:	this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package.

Range Statement

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.
Training and/or assessment organisation refers to:	a Registered Training Organisation (RTO), i.e. an organisation registered to provide recognised training and assessment services; includes TAFE institutes, private commercial colleges/ companies, enterprises, community organisations, group training companies and schools an organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services an organisation that provides non-recognised training and assessment services
Purpose and focus of validation may include:	as part of organisational quality assurance processes to address an identified area of risk in assessment practice and quality to demonstrate compliance with the Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations (RTOs)
to ensure assessments meet the evidence requirements of the competency standards or other assessment benchmarks to provide evidence for external audit to provide evidence for internal audit to improve assessment practices to evaluate the quality of assessment tools to provide professional development to increase assessor confidence to determine whether different assessors using the same tools collect the same types and levels of evidence to determine whether different assessors interpret the same evidence similarly to determine whether assessment decisions reflect the principles of assessment and rules of evidence
Context of validation may include:	internal to the organisation, e.g. same site or across sites external to the organisation, e.g. in a industry, region, city, state, assessor network through licensing or similar body with co-assessors with peers/colleagues from other training and/or assessment organisations
Relevant people must include:	other assessor/s involved in the validation exercise
Relevant people may include:	lead assessors managers, supervisors technical and subject experts, including occupational health and safety (OHS) experts and language, literacy and numeracy specialists personnel or partners with responsibilities for input into the quality assurance system training and/or assessment coordinators industry clients industry regulators employee and employer representatives members of professional associations personnel from a state or territory registering body independent validators
Approach to validation may include:	assessment panels moderation meetings collectively developing/reviewing banks of assessment tools and exemplars benchmarking field testing, trialling and piloting assessment tools peer review team assessment internal audit process client feedback mechanisms mentoring of less experienced by more experienced assessors use of independent assessment validator to review validation processes
Assessment system policies and procedures may include:	candidate selection rational and purpose of competency-based assessment assessment records/data management/information management recognition of current competency/recognition of prior learning/credit arrangements assessors - needs, qualifications, maintaining currency assessment reporting procedures assessment appeals candidate grievances/complaints validation evaluation/internal audit costs/resourcing access and equity/reasonable adjustment partnership arrangements links with human resource or industrial relations systems links with overall quality management system
Organisational/legal/ethical requirements may include:	legal and ethical responsibilities of assessors assessment system policies and procedures reporting, recording and retrieval systems for assessment, including documenting the agreed approach to validation licensing/legal ramifications of assessing competence
requirements of training and/or assessment organisations relating to assessment and validation quality assurance systems business and performance plans access and equity policies and procedures collaborative/partnership arrangements policies, procedures and programs defined resource parameters mutual recognition arrangements industrial relations systems and processes, awards/enterprise agreements AQTF Standards for Registered Training Organisations (RTOs), in particular Standard 8, RTO assessment registration scope human resource policies/procedures and legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions relevant industry codes of practice confidentiality and privacy requirements of information relating to completed assessments OHS considerations, including: ensuring OHS requirements are adhered to during the assessment process identifying and reporting OHS hazards and concerns to relevant personnel
Benchmark/s for assessment refers to:	the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Evidence:	is material collected which, when matched against the specifications in the competency standards, provides proof of competency achievement
Related documentation may include:	the Assessment Guidelines of the relevant Training Package/s information from the competency standards about the resources required for assessment, the assessment context, appropriate assessment methods standards
assessment activities identified in accredited modules derived from the relevant competency assessment activities in Support Materials related to the relevant competency standards any requirements of OHS, legislation, codes of practice, standards and guidelines indicators and levels of competence of the National Reporting System organisational requirements for demonstration of work performance product specifications
Material/s may include:	assessment tools samples of collected evidence documentation outlining the basis of assessment decisions reports/records of assessment decisions validation templates validation checklists assessment exemplars and competency standards sampling techniques banks of assessment tools survey proformas
Validation activities may include:	analysing and reviewing assessment tools analysing and reviewing collected evidence analysing and reviewing assessment decisions/records of assessment outcomes examining assessment records examining assessment systems discussing the assessment process, issues, difficulties in interpretation holding interviews with each other or with management, trainers/facilitators, candidates analysing client feedback observing assessment conduct using validation tools reviewing and interpreting Assessment Guidelines examining assessor qualifications analysing appeals processes recording evidence of validation processes and outcomes
Assessment process is defined as:	key steps involved in the assessment cycle
Assessment plan is the overall planning document for the assessment process and may include:	the purpose and aims of the assessment the context of assessment relevant competency standards to be used as the benchmarks for assessment other assessment information/documentation identified as relevant identified personnel identified assessment methods and assessment tools possibilities for clustering units of competency for assessment purposes identified OHS hazards, including assessed risks and control strategies material and/or physical resources required organisational arrangements for conducting assessment OHS reporting requirements any special assessment needs, e.g. personal protective equipment requirements outline of assessment milestones, time lines and target dates candidate self-assessment procedures connections to relevant organisational plans, polices and procedures
Assessment methods are the particular techniques used to gather evidence and may include:	direct observation, for example: real work/real time activities at the workplace work activities in a simulated workplace environment structured activities, for example: simulation exercises/role-plays projects presentations activity sheets questioning, for example: written questions, for example, on a computer interviews self-assessment verbal questioning questionnaires oral or written examinations (applicable at higher AQF levels)
portfolios, for example: collections of work samples compiled by the candidate product with supporting documentation historical evidence journal/log book information about life experience review of products, for example: products as a result of a project work samples/products third party feedback, for example: testimonials/reports from employers/supervisors evidence of training authenticated prior achievements interview with employer, supervisor, peer
Assessment tools contain:	the instruments to be used for gathering evidence such as: a profile of acceptable performance measures templates/proformas specific questions or activities evidence/observation checklists checklists for the evaluation of work samples candidate self-assessment materials the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and the conditions for assessment
Judgement is a two-step process and means:	the decision made by the assessor on whether the evidence provided meets the principles of assessment and rules of evidence the decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent
Principles of assessment are:	validity reliability flexibility fairness
Rules of evidence are:	validity sufficiency currency authenticity
Recommendations for improvement may include:	ongoing professional development strategies for assessors changes to assessment system policies and procedures changes to assessment strategies changes to assessment plans changes to selected assessment methods changes/development of new assessment tools improved records management changes to assessment resources instigation of/changes to partnership arrangements improvements to evidence collection provision of additional information for assessors/candidates greater advice/support/supervision of assessors exemplars liaison with technical experts/specialist support

Unit Sector(s)

Not applicable.

Competency Field

Assessment