Course Content
Develop your own assessment practice in VET
This section of the unit focuses on the continuous improvement of individual competency-based assessment practices within the Vocational Education and Training (VET) sector. It emphasizes the importance of engaging with current research to stay informed and relevant, actively seeking feedback to identify and understand areas for improvement in one's own assessment methods. Moreover, it encourages a reflective approach to reviewing personal assessment practices, identifying specific needs for capability development. Participation in professional development opportunities is highlighted as a key strategy to enhance and refine these capabilities, ensuring that assessment practices are both effective and aligned with current educational standards and methodologies.
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Support the development of other VET assessors
This segment of the unit centers on fostering a collaborative and supportive environment among Vocational Education and Training (VET) assessors. It underscores the importance of interaction between assessors to aid in the development of assessment practices, advocating for the sharing of advice and information to enhance collective knowledge. The unit also stresses the need to identify and address the professional development requirements of individual assessors and the group as a whole. It encourages the implementation of strategies and the pursuit of opportunities that contribute to building their skills, knowledge, and experience. Additionally, it highlights the significance of modelling ethical and compliant assessment practices, setting a standard for integrity and adherence to regulatory guidelines within the assessment community.
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Lead other assessors
This part of the unit focuses on the leadership role in guiding assessors within the Vocational Education and Training (VET) framework. It involves leading and challenging assessors to conduct assessments that align with organisational, legislative, and regulatory standards. This includes monitoring and providing support for necessary adjustments in assessment processes, activities, and tools to ensure they adhere to the principles of assessment and rules of evidence. Additionally, it emphasises the importance of ensuring that assessment outcomes are systematically collected and reported in accordance with established organisational procedures, maintaining a high standard of accuracy and compliance.
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Review your own leadership of assessment
This final section of the unit addresses the importance of self-evaluation and feedback in improving assessment practices within the Vocational Education and Training (VET) sector. It emphasizes the need to actively seek feedback from fellow assessors regarding the support processes, adhering to organizational procedures. This feedback serves as a critical tool for self-analysis, enabling assessors to reflect on their own practices and identify potential areas for improvement. This process of seeking input and conducting self-review is fundamental to continual professional development and enhancement of assessment quality and effectiveness.
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TAEASS511 – Lead assessment
About Lesson

When providing performance feedback, how effectively you communicate can mean the difference between a positive outcome and an awful outcome. As an experienced education professional, you’ve probably developed a high standard of communication skills already, so in this tutorial, we’ll focus on two techniques that you can adopt if you’d like to explore other approaches to feedback.

The two techniques that can be particularly effective are:

1.Constructive Feedback Model (e.g., SBI Model – Situation, Behaviour, Impact): This model is a structured way of delivering feedback that is clear and specific. It involves three components:

     o Situation: Begin by referencing the specific situation or context where the behaviour occurred. This sets the stage for the feedback and ensures clarity.

     o Behaviour: Describe the specific behaviour observed. It’s important to focus on observable behaviour rather than making assumptions about intentions or attitudes.

      o Impact: Explain the impact of the behaviour on the team, the learning environment, or the RTO’s goals. This helps the recipient understand the consequences of their actions and the importance of the feedback. Using the SBI model ensures that feedback is factual, objective, and focused on behaviours that can be changed or improved.

2. Two-Way Communication and Active Listening: This technique involves not just delivering feedback but also engaging in a dialogue. It’s important to:

o Encourage Response: After providing feedback, encourage the recipient to share their perspective. This can provide insights into their actions and any challenges they may be facing.

o Active Listening: Practice active listening when the recipient responds. This means paying full attention, acknowledging their points, and clarifying or asking questions if needed. Active listening shows respect for their viewpoint and helps in understanding their side of the story.

Two-way communication ensures that feedback is not just a one-sided conversation but a collaborative discussion where both parties can express their views and work towards improvement.

Both of these techniques help you to make the feedback process more effective, ensuring that it is not only informative but also respectful and conducive to professional growth.