Course Content
Develop, conduct and validate assessments
Covering the requirements of the TAEASS411 and TAEASS413
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.
TAE40122 Assessment Cluster
About Lesson

Criteria-referenced assessment measures an individual’s performance against specific, predefined criteria or standards, focusing on mastery of objectives. It offers customised feedback, aligns with learning goals, and is valuable in education and professional evaluations.

Norm-referenced assessment compares an individual’s performance to that of a larger group, establishing relative rankings. It does not emphasise mastery of specific objectives but rather how a person’s performance compares to peers. This approach is often used in standardised tests for relative comparisons in education and employment contexts.

Principles of Assessment:

First, assessment must be valid, meaning it accurately measures the intended learning outcomes. Second, it should be reliable, consistently producing similar results for the same competency. Third, assessment should be fair, ensuring equitable opportunities for all learners. Fourth is flexible; catering to diverse needs and contexts. Additionally, assessment should be transparent, with clear criteria and feedback. 

Rules of Evidence:

The four rules of evidence, often applied in vocational education and training in Australia, are validity (the assessment measures what it’s intended to), sufficiency (adequate evidence), authenticity (evidence is genuine), and currency (assessment reflects current competence standards). These rules ensure accurate and reliable assessment outcomes.