TAEASS512 — Design and develop assessment tools

Elements & performance criteria

Performance evidence

• design, develop and document 3 assessment tools for the assessment of nationally recognised units of competency, including:
• at least 1 assessment tool for a unit of competency packaged in a qualification or accredited course at Australian Qualifications Framework (AQF) level 3 or above
• at least 1 tool for recognition of prior learning (RPL) at AQF level 3 or above.
• Each of the above assessment tools must:
• fully address a nationally recognised unit of competency and its assessment requirements, and accurately and validly map to that unit.

Knowledge evidence

• legislative and vocational education and training (VET) regulatory requirements to be applied when designing and developing assessment tools, including: - principles of assessment and rules of evidence - use of industry experts - recognition of prior learning - making and recording reasonable adjustments - copyright
• organisational procedures and requirements for: - designing, developing and documenting assessment tools - gathering, organising and recording assessment evidence and decisions in line with ethics, privacy and confidentiality requirements - accessing subject matter experts - recognition of prior learning - version control
• key structure, function, features and content of assessment processes and tools for aligning them with organisational requirements and procedures, including: - context and conditions of assessment - tasks to be administered to candidate - nature and scope of evidence to be gathered, including evidence collected from other parties - evidence criteria - model answers - guidance about satisfactory responses - mapping against units of competency
• processes for analysing nationally recognised training products to identify requirements relevant to developing assessment tools, 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 - how current authorised Australian foundation skill frameworks can be used to analyse the foundation skill demands of training products
• processes for clustering units of competency to address a job function or role in assessment
• dimensions of competency and how they guide assessment practices
• features and components of an assessment system relevant to informing the design and development of assessment tools, including RPL tools
• assessment methods, including their: - suitability for gathering appropriate evidence - suitability for nationally recognised training product content - associated assessment instruments
• features and contents of training and assessment strategies relevant to informing the development of assessment tools
• types of assessment pathways, including: - learning and assessment - assessment only, including RPL
• roles and responsibilities in the assessment process, including of lead assessors, assessors, vocational experts, workplace supervisors and support persons
• target group characteristics and their implications for assessment, including: - foundation skill levels - previous learning and work experience - advanced and other complex learning needs
• universal design principles relevant to the design and development of assessment tools.

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications to develop and record assessment tools
• Reading: Accesses and interprets procedural and compliance information, and analyses assessment documentation
• Writing: Prepares assessment tools and documentation that incorporate language and format appropriate to audience
• Initiative and enterprise: Actively seeks to clarify perspectives and experiences of others
• Planning and organising: Organises work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes
• Problem solving: Uses systematic, analytical processes in complex, non-routine situations, gathering information, and identifying and evaluating options against agreed criteria
• Self-management: Recognises and follows regulatory requirements, protocols, policies and procedures, and meets expectations associated with own role Takes responsibility for adhering to organisational, legislative and regulatory requirements

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 TAEASS512