About Lesson
3.3 Consider 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 |
Design, develop and validate assessment tools
Covering the requirements of the TAEASS502 and TAEASS403
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Plan assessment activities and processes
The approach to assessing an individual’s or group’s skills and knowledge must be relevant to the work context and the outcomes required by the learners. It involves establishing the who, what, when, where and how of the assessment process by considering the learners’ needs, the work
context and the benchmarks they must achieve for a competent outcome.
The planning stage is therefore vital to the successful implementation of quality assessment activities.
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Assessing competence
Assessing the vocational competence of a candidate is an extremely important responsibility.
You are effectively ‘letting the candidate loose’ to work within an industry with your personal
endorsement and that of your organisation. With such responsibility comes a legal duty of care to
ensure you follow the appropriate steps and comply with the national standards and industry and
organisational benchmarks. The steps used in assessing competence in the Vocational Education
and Training (VET) sector are outlined below:
1. Prepare for the assessment by reviewing the assessment plan.
2. Brief the candidate clearly and accurately.
3. Gather valid, sufficient, current and authentic evidence.
4. Make an assessment decision.
5. Give feedback to the candidate regarding the process and outcomes.
6. Document and report the assessment outcomes.
7. Review the assessment for improvement.
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Assessment question guidance
We go through the assessment questions with you to help you approach each question in the right way.
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