TAEASS511 — Lead assessment

Elements & performance criteria

Performance evidence

• provide leadership to at least 3 different assessors during an assessment process against at least 1 entire unit of competency from a nationally recognised training package or accredited course
• support the development of the assessment practice of the above 3 VET assessors
• In the course of the above: • a total of at least 30 competency-based assessments must be assessed that include: • at least 1 entire unit of competency from a nationally recognised training package or accredited course • at least 10 different candidates • the individual must identify and apply at least 3 changes to improve own assessment practice based on own research, feedback and professional development in competency-based assessment practice.

Knowledge evidence

• legislative and vocational education and training (VET) regulatory requirements relating to leading assessment, including: • principles of assessment • rules of evidence • assessor requirements, including qualifications and currency • use of industry experts • assessment supervision • reasonable adjustment • contextualisation
• key features and components of organisation’s assessment system, including: • features and contents of training and assessment strategies • nature and scope of evidence gathered, including evidence collected from other parties • assessment system policies and procedures, including organisational requirements for: • preparing for assessment • preparing candidates for assessment • making and recording reasonable adjustments • gathering, organising and recording assessment evidence in line with ethics, privacy and confidentiality requirements • applying the principles of assessment • applying the rules of evidence • making and recording assessment judgements • communicating assessment judgements and feedback to the candidate • professional development • code of ethics for assessment • conducting assessments • reviewing assessment practice • appeals mechanisms • maintaining client privacy and confidentiality • providing accurate information • duty of care • compliance with assessment system requirements • copyright
• competency-based assessment, including: • vocational education and training as a competency-based system • competency standards as the basis of qualifications • assessment which is criterion referenced as distinct from norm-referenced assessment • reporting of competency-based assessment
• reputable sources of current research on good practice competency-based assessment
• processes for analysing training products to determine the evidence needed to demonstrate competency, including to identify: • structure, content and application of products relevant to assessing competence, and how they are addressed in assessment tasks and processes • requirements of foundation skills: language, literacy, numeracy, digital literacy and employability skills • dimensions of competency and how they guide assessment practices
• strategies and techniques that promote effective leadership, including: • strategies for managing people and change • communication techniques for providing performance feedback • strategies for developing the assessment practice of others • use of reflective practice in improving own practice
• assessment methods, including suitability for gathering evidence, suitability for nationally recognised unit of competency content, and associated assessment instruments: • direct observation • product-based methods • questioning
• sources of feedback on own assessment practices, including candidates, other assessors, and industry stakeholders
• applications of technology to improve and assist in quality assessment
• roles and responsibilities of lead assessors, assessors, vocational experts, workplace supervisors and support persons in the assessment process
• target group characteristics and the implications for assessment, including: • foundation skill levels • previous learning and work experience • advanced and other complex learning needs
• practices and methods that promote safe and inclusive assessment environments, including using appropriate and inclusive language when providing candidates with information.

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications required in own role in a range of contexts to access and exchange information
• Learning: Uses ideas in current research to reflect on the performance of self and others and seek opportunities for learning, development, and the extension of experience and practice Formally reflects on own and others’ performance as an integral part of planning for learning and development
• Reading: Sources and analyses information from a range of credible sources
• Writing: Documents professional development needs and information required to implement improvements
• Oral communication: Participates in and leads discussions, with individuals and groups, to extend thinking about assessment, to explore ideas and to find ways of improving assessment practice
• Initiative and enterprise: Seeks new ideas and opportunities, drawing on the diverse perspectives of others to gain insights into current practice and ideas for change
• Planning and organising: Organises work according to defined requirements taking responsibility for decisions and sequencing tasks to achieve outcomes
• Problem solving: Uses analytical processes in routine and non-routine situations gathering information, and identifying and evaluating options for improvement against agreed criteria
• Self-management: Takes responsibility for the practice and the demonstration of ethical practice
• Teamwork: Builds rapport using 2-way communication, role modelling and collaborating with others to achieve joint outcomes and effective interaction

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

Questions about assessing TAEASS511