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TAEASS505 Current

Application

This unit specifies the skills and knowledge required to provide leadership in assessment and to coordinate assessment validation and appeals processes.
It applies to those involved in extending own and others’ expertise in assessment practice, guiding and leading assessors, monitoring assessment practice and who have responsibility for assessment validation and appeals processes.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

What You'll Learn

1.

  • 1.1 Access, read and analyse current research on assessment and incorporate into own practice
  • 1.2 Source and access opportunities to extend assessment experience and expertise and incorporate new knowledge and skill into own assessment practice

2.

  • 2.1 Develop and confirm assessment strategies in assessment only pathways
  • 2.3 Confirm and document system and organisational requirements relating to the competence of assessors
  • 2.4 Initiate and develop, where required, partnership arrangements setting out identified roles, responsibilities and services to be provided
  • 2.5 Establish and maintain strategies for communication and networking with and between assessors
  • 2.6 Use leadership skills to provide clear direction, advice and support to assessors
  • 2.7 Identify professional development needs and opportunities for assessors and make recommendations to relevant personnel

3.

  • 3.1 Monitor how effectively client/candidate needs are being met
  • 3.3 Monitor how the principles of assessment are being applied in assessment practice
  • 3.4 Monitor assessors’ application of assessment methods and assessment tools
  • 3.5 Monitor how the rules of evidence are being applied in gathering evidence
  • 3.6 Monitor whether assessment is being conducted in accord with the policies and procedures of the organisation’s assessment system
  • 3.7 Monitor whether organisational/legal/ethical requirements are being met
  • 3.8 Apply individual facilitation techniques to guide and support assessors as they work and to improve assessment practice

4.

  • 4.1 Access and interpret assessment system policies and procedures relating to validation, and initiate validation in line with organisational/legal/ethical requirements
  • 4.3 Consider and determine approaches to validation
  • 4.4 Determine and/or confirm participants in validation, and organise materials and resources needed for validation activities
  • 4.5 Provide guidance and leadership to direct and support participants throughout the validation process
  • 4.6 Finalise and process validation documentation in accordance with assessment system/legal/organisational procedures and present to relevant people, within an agreed timeframe
  • 4.7 Identify recommendations from validation processes and forward to the appropriate authority

5.

  • 5.1 Access and interpret assessment system policies and procedures for assessment appeals
  • 5.3 Interview relevant parties to the appeal and use negotiation skills to achieve resolution prior to formal appeal, where appropriate
  • 5.4 Constitute appeal panel and set a timetable to hear unresolved claims
  • 5.5 Provide guidance and leadership to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance
  • 5.6 Check all documentation relevant to the appeal process for accuracy and completeness
  • 5.7 Confirm and record panel decision in accordance with organisational policy and procedures and communicate outcomes to the parties

Assessment Requirements

Performance Evidence

Evidence of the ability to:
• demonstrate continuing development of own assessment expertise
• provide leadership, direction and support to other assessors
• monitor the work of at least two other assessors involved in carrying out assessments
• take responsibility for initiating, organising and facilitating three assessment validation and appeals processes.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:
• explain competency based assessment including:
• vocational education and training as a competency based system
• the criterion used in national VET; endorsed or accredited competency standards defining specifications for performance of work and work functions which include skills and knowledge
• competency standards as the basis of qualifications
• the principles of competency based assessment
• assessment which is criterion referenced as distinct from norm-referenced assessment
• reporting of competency based assessment
• describe how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competency
• summarise system requirements for assessment
• outline different assessment methods, purposes and applications
• outline different types of assessment tools, what tools work for what types of evidence, what are well-constructed assessment tools and why
• explain principles of assessment and how they guide assessment, validation, appeals processes
• describe assessment strategies and assessment plans and what are the components
• describe applications of technology to improve or assist in quality assessment
• explain roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment process
• outline strategies which ensure the assessment process is transparent

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the assessment field of work and include access to [special purpose tools, equipment and materials.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Foundation Skills

  • {'skill': 'Learning', 'description': '1.1, 1.2'}
  • {'skill': 'Reading', 'description': '1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.6, 4.7, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7'}
  • {'skill': 'Writing', 'description': '1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 4.6, 4.7, 5.4, 5.6, 5.7'}
  • {'skill': 'Oral communication', 'description': '1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.4, 4.5, 4.6, 5.3, 5.5, 5.7'}
  • {'skill': 'Numeracy', 'description': '5.4, 2.7'}
  • {'skill': 'Navigate the world of work', 'description': '3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.6, 5.7'}
  • {'skill': 'Interact with others', 'description': '2.4, 2.5, 2.6, 3.8, 4.5, 5.3, 5.5'}
  • {'skill': 'Get the work done', 'description': '2.1, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.7, 5.4'}

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Last updated from training.gov.au: 07 April 2026