Course Content
Prepare to develop an assessment tool
1.1 Clarify tool purpose, target group and context of assessment 1.2 Analyse target group characteristics and identify their needs relevant to assessment tool design and development 1.3 Access and analyse nationally recognised units of competency to identify what is required to demonstrate competence 1.4 Analyse available assessment instruments for their suitability for use, and identify required modifications
Plan and design an assessment tool
2.1 Review own skills and knowledge required to develop the assessment tool and identify gaps in subject matter expertise, industry relevance and industry currency 2.2 Address identified gaps according to organisational procedures 2.3 Determine steps and estimate time needed for the design and development of assessment tool 3. Design assessment tool 3.1 Review and select assessment methods appropriate to purpose, target group, required evidence collection and assessment context 3.2 Check and confirm that combination of assessment methods meets unit of competency requirements and supports principles of assessment and rules of evidence 3.3 Identify instruments required to collect evidence using selected assessment methods and according to organisational requirements
Develop an assessment tool
4.1 Record the context and conditions for assessment 4.2 Develop tasks to be administered to candidates 4.3 Develop outline of evidence to be gathered from candidate 4.4 Develop instruments to be used to collect evidence from candidate in line with universal design principles and according to legislative and regulatory requirements 4.5 Develop criteria to be used to make judgements about whether competence has been achieved 4.6 Develop administration, recording and reporting requirements 4.7 Develop instructions for assessor and for candidate 4.8 Map assessment tool to the nationally recognised training product 4.9 Document draft assessment tool according to organisational procedures
Finalise the assessment tools
5.1 Undertake a systematic review of the assessment tool according to organisational procedures 5.2 Trial assessment tool to validate its content and applicability 5.3 Collect and document feedback on assessment tool and amend tool as required 5.4 Finalise and store assessment tool according to organisational procedures
TAEASS512 – Design and develop assessment tools
About Lesson

Let’s walk through the steps involved in creating an assessment tool, keeping in mind universal design principles and legislative/regulatory requirements:

Record the Context and Conditions for Assessment:

  • Identify the Unit of Competency: Specify the specific unit of competency from the relevant training package this assessment tool targets.
  • Assessment Environment: Describe the physical setting where the assessment will take place. This could be a workshop, a computer lab, or an online platform. Consider accessibility needs and ensure the environment is free from distractions.
  • Resources: List any resources that will be available to candidates during the assessment. This could include specific tools, equipment, materials, or reference guides (with accessibility options if necessary).
  • Time Constraints: Specify the allocated time for completing the assessment tasks.
  • Reasonable Adjustments: Outline any reasonable adjustments that may be offered to cater to diverse learning needs or disabilities (e.g., extended time, use of assistive technology).

Develop Tasks to be Administered to Candidates:

  • Link to Learning Objectives and Performance Criteria: Ensure the assessment tasks directly address the learning objectives and performance criteria outlined in the chosen unit of competency.
  • Focus on Competency Demonstration: Design tasks that require candidates to demonstrate the specific knowledge, skills, and application of those skills in a realistic scenario relevant to the workplace.
  • Variety and Challenge: Consider incorporating a variety of tasks to cater to different learning styles and assess a broader range of skills. Maintain an appropriate level of challenge to accurately gauge competency.
  • Clear Instructions: Provide clear, concise, and unambiguous instructions for each task. Use plain language and avoid jargon.

Develop Outline of Evidence to be Gathered from Candidate:

  • Align with Assessment Tasks: Map the evidence you expect to collect to the specific assessment tasks.
  • Types of Evidence: Outline the type of evidence each task will generate (e.g., written responses, observations of practical skills, project outputs).
  • Quality Criteria: Define the criteria for judging the quality of the evidence. This could include accuracy, completeness, following procedures, or effective communication.

Develop Instruments to be Used to Collect Evidence from Candidate in Line with Universal Design Principles and Legislative/Regulatory Requirements:

  • Universal Design Principles: Ensure the assessment instruments (tools used to collect evidence) are accessible to a diverse range of learners.
    • This might involve offering alternative formats for instructions (e.g., audio), using clear visuals, and allowing for use of assistive technology.
  • Legislative Requirements: Adhere to relevant legislative and regulatory requirements for assessment in your jurisdiction. This might include the Disability Standards for Education 2005 (Cth) and the National Vocational Education and Training Regulator Act 2011 (Cth).


  • Pilot test your assessment tool with a representative group of trainees to identify any areas for improvement before full implementation.
  • Maintain clear documentation of the assessment tool development process, including rationale and justification for choices made.


Once you’ve completed these steps, move on to the next lesson to complete the process.