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

Leading assessment practices in an RTO will require you to have a deeper understanding of vocational assessment than most. The TAE cert IV will have provided you with a solid knowledge of regulatory concepts such as the principles of assessment and rules of evidence, along with the definitions of some common assessment vocabulary like RPL and RCC, competency-based assessment and assessment moderation. So, whilst this unit requires you to demonstrate knowledge of all of these underpinning knowledge requirements, we will be focusing mainly on the steps you need to take to become an assessment expert, and to lead others in assessment practices.

Let’s start with how you might go about increasing your knowledge of competency based assessment. Having this deeper understanding gives you the confidence to provide guidance and assistance to others, and to make clearer decisions about assessment issues when the time comes. So let’s explore the internet and use technology to find out more.

Firstly, we want to locate information from trusted sources. This means recognising the difference between someone’s opinion, and researched facts. It also means applying your own sense to information shared on social media posts, blogs or commercial websites, to see if the information is more or less likely to be correct or at the very least… useful.

My recommendations here are to use four key sources:

  1. Google Scholar – by using this as your search engine, your eliminating commercial websites and only looking at peer reviewed research papers.
  2. State library – your state library website will have access to university journals from around the world. You may just need to pick up a library card to gain free access.
  3. .gov & .org websites. Specifically state and federal education and training-related departments and organisations like ACER and NCVER.
  4. GPT 4 with the scholar plugin. At the time of recording, this feature provides access to over 200 Million peer reviewed papers and can be a great place to get started.

Note: Plugins were phased out shortly after this lesson was created and replaced with individual GPTs. You can now simply search for Scholar GPT through the Explore GPT’s function in ChatGPT.