TAE50116 TAE50216
TAE50116 TAE50216
114300228600Diploma of Vocational Education and Training and Training Design and Development.
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Diploma of Vocational Education and Training and Training Design and Development.
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TAEASS501 - Provide advanced assessment practice
Assessor Summary
Instructions to Candidate: The following tables show the overall assessment decision summary. The benchmarks against which your submission is reviewed are located HYPERLINK l "_heading=h.3j2qqm3" here, at the end of the document.
HINT: You are strongly encouraged to make reference to this as you prepare your submission.
Instructions to Assessor: Review the candidates submission, recording summary information in the Assessor Decision Summary table below, after completing the Assessment Benchmarks.Attempts 1 Satisfactory / Not Yet Satisfactory / Incomplete Tasks requiring attention 2 Satisfactory / Not Yet Satisfactory / Incomplete 3 Satisfactory / Not Yet Satisfactory / Incomplete Overall: Satisfactory / Not Yet Satisfactory
Task S NYS INC
Step 1: Conducting Assessment: Document and describe the assessment of 20 candidates for 50 Units of Competency TAEASS501 Observer Checklist Part 1 is completed YES NO
Google Meeting is held with Fortress Learning Assessor to review Assessment Evidence YES NO
Step 2: Leading assessment: Establish professional development needs of group or team of 3 assessors, and implement approaches to build their skill and experience TAEASS501 Observer Checklist Part 2 is completed YES NO
Google Meeting is held with Fortress Learning Assessor to review Assessment Evidence YES NO
Step 3: Leading Assessment: Participate in assessment validation and/or moderation with the assessor group TAEASS501 Observer Checklist Part 3 is completed YES NO
Google Meeting is held with Fortress Learning Assessor to review Assessment Evidence YES NO
If TAEASS501 Observation Checklist Part 1, 2 and/or 3 completed by a Third Party, authenticity and qualifications of Observer confirmed YES NO
Step 4: Reflect on and critically review assessment processes, approaches taken in assessments, and propose changes to improve both assessment processes and assessment outcomes. Comments: Assessor Name: Signature: Date:
Lets get started: THE STEPS IN DETAIL
Step 1 Conducting Assessment: Document and describe the assessment of 20 candidates for 50 Units of Competency
What do I need to do?
Describe the circumstances where you assessed at least 20 individual candidates from a total of at least 50 units of competency from training packages or accredited courses.
What do I need to include?
A written narrative of your experience as an Assessor documenting the qualifications that you deliver and assess.
Evidence of your assessment of at least 20 candidates across 50 Units of Competency from an endorsed training package qualification (such as a Cert II or Cert III).
Evidence of at least 3 entire completed student portfolios containing all completed assessment tasks that allowed for awarding of overall competency in a single or cluster of units. Each student assessment should include:
All assessment records including an overall record of the decision of C/NYC made by you as the assessor
An assessment plan
All assessment instruments completed by the student.
These 3 sample student assessments will need to be for different units of competency. Note: personal identification information can be removed prior to submission of students assessment for privacy reasons.
Feedback (both progressive and final feedback) that you provided to your students and that they provided to you.
The Assessment Tools used in the assessment of each student, including:
Mapping documents
Assessor instructions
Any policies or processes that guide your organisations assessment system.
Observation of your skill in conducting assessment:
You will be required to be observed conducting the assessment of 20 students across 50 units of Competency. This will happen within your own workplace and may occur over the course of one or two terms or semesters.
Ask a supervisor from your workplace to complete the HYPERLINK l "_TAEASS501_Observer_Checklist_4" TAEASS501 Observer Checklist Part 1.
Your observer must hold the relevant Qualification outlined in the Observer Checklist or meet one of the other suitability requirements as stipulated in the Observer Checklist.
Before the observation begins, give the observer a copy of the Observer Checklist and ensure your Observer has reviewed all of your assessment documentation being used to assess your students.
Ask your observer to write comments on the Observer Checklist (dont just tick boxes).
Is there a template I can use to help me do this?
Yes.
Conducting Assessment 20 Candidates 50 Units Template
TAEASS501 Observer Checklist Part 1 Template
Ctrl-Click the links to take you to the Templates in the Appendix section of this document.
What do I need to submit?
Conducting Assessment 20 Candidates 50 Units Template
TAEASS501 Observer Checklist Part 1 Template
Evidence of your assessment of at least 20 candidates across 50 Units of Competency from an endorsed training package qualification
Evidence of at least 3 entire completed student portfolios containing all completed assessment tasks
Step 2 Leading assessment: Establish professional development needs of group or team of 3 assessors, and implement approaches to build their skill and experience
What do I need to do?
Identify the professional development needs of a group of at least 3 assessors. Describe how they have implemented the professional development activities and outcomes into their own practice.
What do I need to include?
Background information about your group of 3 assessors.
Description of how you identified the professional development needs of your assessor group. Professional Development needs may include:
Interviewing assessors to find gaps in knowledge of assessment or workplace skills related to assessment.
Holding 1/1 meetings with assessors to discuss own areas of professional development needs.
Training sessions leading to gaps identified in knowledge and or skills for assessment.
Documentation that you used to identify the groups professional needs such as Training Needs Analysis forms, Surveys, emailed communication or minutes of meetings.
Description of advice provided to group regarding their professional development needs.
Description of how you organized the implementation of the professional development activities. Advice can include:
Researching and providing PD opportunities to attend outside of the workplace.
Researching and providing PD opportunities within the workplace.
Organising for assessors to attend validation or moderation sessions (this may also be included for Step 3).
Evidence of professional development implementation, such as:
Scheduled webinars
Emailed communication outlining possible PD activities each assessor could undertake
Completing the table below to document the scheduled activities.
Description of the how the planning, preparation and organising and implementation of the PD activities help to improve your own assessment practice.
Observation of implementing professional development activities of the assessor group:
You will be required to be observed implementing PD activities with your network of assessors.
Ask a supervisor from your workplace to complete the TAEASS501 Observer Checklist Part 2 This can be the same supervisor who completed Observer Checklist Part 1.
Your observer must hold the relevant Qualification outlined in the initial observer checklist details page or meet one of the other suitability requirements as stipulated on the Observer Checklist document.
Before the observation begins, give the observer a copy of the Observer Checklist.
Ask your observer to write comments on the Observer Checklist (dont just tick boxes).
Is there a template I can use to help me do this?
Yes.
Leading Assessment: Establish professional development needs of group or team of 3 assessors
HYPERLINK l "_TAEASS501_Observer_Checklist_5" TAEASS501 Observer Checklist Part 2
Ctrl-Click the links to take you to these Templates in the Appendix section of this document.
What do I need to submit?
Completed Leading Assessment: Establish professional development needs of group or team of 3 assessors Template
Completed TAEASS501 Observer Checklist Part 2Documentation used to identify professional development needs of assessor group such as Training Needs Analysis forms, Surveys, emailed communication or minutes of meetings.
Evidence of professional development implementation such as scheduled webinars or emailed communication outlining possible PD activities each assessor could undertake.
Step 3 Leading Assessment: Participate in assessment validation and/or moderation with the assessor group
What do I need to do?
Participate, contribute and lead other assessors in validation and/or moderation activities in the workplace.
What do I need to include?
Describe how you led the assessment practices (moderation and/or validation) and led discussions on assessment practice with your group of 3 assessors.
Describe the applications of technology you use/have used to improve or assist with quality assessment and what research you have undertaken and analyze to inform these choices.
Describe how you ensured that the role of appeals processes is incorporated into assessment correctly.
Describe how you monitored the processes and activities of the group in a systematic way.
Describe how you proposed and implemented improvements to assessment approaches based on the validation or assessment meeting findings.
To lead validation and discussion, you will need to:
Organise a time for assessment moderation meetings or validation sessions.
Establish the context and purpose of the assessment validation and/or moderation and clearly instruct the team of assessors.
Clearly explain the validation/moderation process.
Outline the resources to use and timeframes for completion.
Provide clear boundaries and expectations (ensure the assessors understand their own role in the validation/moderation process).
Lead the assessors through the validation/moderation demonstrating high standards of ethical practice.
Lead discussions with peers around assessment practice, particularly in regards to learners with complex needs, such as LLN core skill gaps.
Conclude the validation/moderation sessions with clear next steps and by making a final judgment on the validation/moderation decision.
You can use the provided Leading Validation and Leading Assessment Discussion with Peers templates or provide evidence of your own workplace documents.
Observation of leading assessment processes:
You will be required to be observed leading assessment activities with your network of assessors.
Ask a supervisor from your workplace to complete the TAEASS501 Observer Checklist Part 3. This can be the same supervisor who completed Observer Checklist Part 1 and 2.
Your observer must hold the relevant Qualification outlined in the Observer Checklist or meet one of the other suitability requirements as stipulated on the Observer Checklist.
Before the observation begins, give the observer a copy of the Observer Checklist.
Ask your observer to write comments on the Observer Checklist (dont just tick boxes).
What do I need to submit?
Completed Leading Assessment: Participate in assessment validation and/or moderation with the assessor group Template
Completed Leading Validation and Leading Assessment Discussion with Peers templates or evidence of own workplace documents.
Completed TAEASS501 Observer Checklist Part 3 Template
Links to the research article/ theories researched.
Ctrl-Click the links to take you to the Templates in the Appendix section of this document.
Step 4 Reflect on and critically review assessment processes
What do I need to do?
Reflect on and critically review assessment processes and approaches taken in these assessments. Then, propose changes to improve both assessment processes and assessment outcomes.
Your reflections will include:
A description of how will you assist in demonstrating the improvements arising from the recommendations you have outlined in your leading of assessment validation.
A description of how the leading of assessment moderation and discussion in both your organisations assessment processes and assessment outcomes extended your own assessment practice.
A description of how you will document critical reviews of the processes and approaches your organisation has to assessment.
Identify and reflect on ways to improve the manner in which assessment is undertaken, both for yourself and others.
Discuss how you will assist in demonstrating the improvements arising from the recommendations you have outlined in the leading of assessment validation.
Is there a template that I can use to do this?
Yes, Reflect upon the assessment validation/moderation process questionsCtrl-Click the link to take you to the Template in the Appendix section of this document.
What do I need to submit?
Completed Reflect upon the assessment validation/moderation process questions
APPENDIX
Step 1
Conducting Assessment: Document and describe the assessment of 20 candidates for 50 Units of Competency
1. Write a detailed report of your experience as an Assessor, documenting the qualifications that you deliver and assess. Be sure to include the following.
1a. Describe how you have assessed (and provide evidence of assessing) at least 20 candidates against a total of not less than 50 units of competency using a range of assessment methods and tools.
The 20 individual candidates must be enrolled vocational learners.
Each candidate must be assessed against at least one unit of competency.
50 units does not mean 50 different units of competency. The total may be made up of combinations units that add up to 50. (For example, 20 candidates, each assessed across the same three units of competency, will provide 20 x 3 = 60 units, thus exceeding the minimum requirement).
Important: You are required to have your assessment of candidates observed in the workplace by a supervisor.
Observation Instructions:
You will be required to be observed conducting the assessment of 20 students across 50 units of Competency. This will happen within your own workplace and may occur over the course of one or two terms or semesters.
Ask a supervisor from your workplace to complete the TAEASS501 Observer Checklist Part 1Your observer must hold the relevant Qualification outlined in the Observer Checklist or meet one of the other suitability requirements as stipulated on the Observer Checklist.
Before the observation begins, give the observer a copy of the Observer Checklist and ensure your Observer has reviewed all of your assessment documentation being used to assess your students.
Ask your observer to write comments on the Observer Checklist (dont just tick boxes).
If you are unable to have your assessment observed in your workplace by an Observer, please contact your Fortress Learning Assessor for alternative options.
Enter your response here.
Evidence provided to support the assessment:
File Name/Document name What does this evidence include?
Example: Overall Assessor Summaries - CPC32620 - Certificate III in Roof Plumbing One overarching Canvas Report detailing the competency awarded to 20 students in my Semesters 1 cohort. All awarded the units: CPCPCM3024 , CPCPRF3022, CPCCCM20121b. For three different assessment tools that you used to assess your 20 candidates, describe the context in which they were used, which methods/instruments you assessed and explain why those instruments were suitable for the context.
Assessment Tool (insert code and title of Unit) What assessment Methods and Instruments were used? How are the contextual needs of different assessment environments addressed?
(For example how would you assess with this Tool in class, online or in the workplace?) How did you investigate the possible Assessment Methods and different types of Assessment Tools you could use for these assessments?
(For example, why were the assessment tasks the right tasks to sue based on the assessment requirements and conditions?)
Assessment Tool 1 (insert code and title of Unit) Assessment Tool 2
(insert code and title of Unit) Assessment Tool 3
(insert code and title of Unit) 1c. Collate 3 complete Student Portfolios for submission. Use the following table to guide the organisation of your folders and files. Ensure that you submit 3 different and complete student portfolios of work (include: all of the assessment tasks that student completed to be awarded cometency in a single or cluster of units, the candidate instructions and assessor marking guides, mapping documents and student assessment plans).
Unit Folder Name All Instruments and Instructions Marking Guides and Instructions Assessment Matrix (Mapping) against a Unit of Competency Assessment Plans Feedback Forms/Surveys
1. 2. 3. 1d. How did you document the outcomes of these assessments? Explain the process your organisation follows to record assessment results for individual assessment tasks and how these are recorded and stored.
Enter your response here.
1e. Explain how you collect the feedback that you receive from your students. Outline the organisational process you follow to respond to and record student feedback received.
If you have not already submitted it as part of Question 3, please submit a range of feedback forms/surveys/emailed feedback for at least 10 different students.
Enter your response here.
1f. How do you reflect on your own practice in assessment? Which research have you read and analyzed to assist with this?
Please include links to articles read, video links to videos watched etc.
Enter your response here.
1g. What feedback have you gathered from other assessors and managers about the quality of your own assessment practice?
(Explain any moderation, development or validation activities you have been involved for which you have received feedback. Provide the names of the assessors and/or managers if different from those you will lead assessment with in Step 2.)
Enter your response here.
Step 2Leading Assessment: Establish professional development needs of group or team of 3 assessors
2. Form a professional network of at least 3 assessors (including yourself) and identify the professional development needs of the assessor group. Answer the questions 2a -2d below.
2a. Provide some background about your group of 3 assessors in the table below.
Name of Assessor Contact Details Job role Further comments for context
1. 2. 3. 2b. Describe how you identified the professional development needs of your assessor group.
Professional Development needs may include:
Interviewing assessors to find gaps in knowledge of assessment or workplace skills related to assessment
Holding 1/1 meetings with assessors to discuss own areas of professional development needs
Training sessions leading to gaps identified in knowledge and or skills for assessment
Important: You are required to have your forming of a professional network nd implementation of PD activities for the group observed in the workplace.
Observation Instructions:
You will be required to be observed implementing PD activities with your network of assessors.
Ask a supervisor from your workplace to complete the TAEASS501 Observer Checklist Part 2. This can be the same supervisor who completed Observer Checklist Part 1.
Your observer must hold the relevant Qualification outlined in the initial observer checklist details page or meet one of the other suitability requirements as stipulated on the Observer Checklist document.
Before the observation begins, give the observer a copy of the Observer Checklist.
Ask your observer to write comments on the Observer Checklist (dont just tick boxes).
If you are unable to have your implementation of PD activities observed in your workplace by an Observer, please contact your Fortress Learning Assessor for alternative options.
Submit any documentation that you used to find this out, such as: Training Needs Analysis forms, Surveys, emailed communication or minutes of meetings.
Enter your response here.
2c. What advice did you provide to your group of 3 assessors regarding their professional development needs and how did you organise for the professional development activities to occur?
Advice can include:
Researching and providing PD opportunities to attend outside of the workplace
Researching and providing PD opportunities within the workplace
Organising for assessors to attend validation or moderation sessions (this may also be included for Step 3)
Submit evidence of professional development implementation such as scheduled webinars or emailed communication outlining possible PD activities each assessor could undertake. You can complete the table below to document the scheduled activities.
Enter your response here.
Professional Development Activity
(provide the links to webinar/training session/article or activity) Names of Assessors who took part in this activity Date of participation How will this PD activity extend the assessors own practice?
2d. How did the planning, preparation and organising and implementation of the PD activities help to improve your assessment practice?
Enter your response here.
Step 3
Leading Assessment: Participate in assessment validation and/or moderation with the assessor group
Now its time to participate, contribute and lead other assessors in validation and/or moderation activities in the workplace.
You can use the Leading Validation Templates to document your moderation or validation meetings
You can use the Leading Assessment discussion with Peers Templates to document your discussions with the assessor group
You will also answer Questions 3a 3f below.
To lead validation and discussion, you will need to:
Organise a time for assessment moderation meetings or validation sessions
Establish the context and purpose of the assessment validation and/or moderation and clearly instruct the team of assessors
Clearly explain the validation/ moderation process
Outline the resources to use and timeframes for completion
Provide clear boundaries and expectations (ensure the assessors understand their own role in the validation/moderation process)
Lead the assessors through the validation/moderation demonstrating high stars of ethical practice
Lead discussions with peers around assessment practice particularly in regards to learners with complex needs such as LLN core skill gaps
Conclude the validation/moderation sessions with clear next steps and by making a final judgment on the validation/moderation decision
Important: You are required to have your leading of assessment validation/moderation and discussions of assessment observed in the workplace by a supervisors who will complete TAEASS501 Observer Checklist Part 3Observation Instructions:
You will be required to be observed leading assessment activities with your network of assessors.
Ask a supervisor from your workplace to complete the TAEASS501 Observer Checklist Part 3. This can be the same supervisor who completed Observer Checklist Parts 1 and 2
Your observer must hold the relevant Qualification outlined in the initial observer checklist details page or meet one of the other suitability requirements as stipulated on the Observer Checklist document.
Before the observation begins, give the observer a copy of the Observer Checklist.
Ask your observer to write comments on the Observer Checklist (dont just tick boxes).
If you are unable to have your leading of assessment activities observed in your workplace by an Observer, please contact your Fortress Learning Assessor for alternative options.
3. Answer the following questions to describe your leading of other assessors.
3a. Describe how you led the assessment practices (moderation and/or validation) and discussions on assessment practice with your group of 3 assessors.
Enter your response here.
3b. What applications of technology do you use/have you used to improve or assist with quality assessment and what research have you undertaken and analyzed to inform these choices? Provide links to the research article/theories researched.
Technology to assist with quality assessment Research conducted or analysed to inform these choice Links to research articles/theories
3c. How do you ensure that the role of appeals processes is incorporated into assessment correctly?
Enter your response here.
3d. How do you ensure that there is consistent interpretation of units of competency among your assessor group?
Enter your response here.
3e. How do you monitor the processes and activities of the group in a systematic way?
Enter your response here.
3f. Describe how you propose and implement improvements to assessment approaches based on the validation or assessment meeting findings?
Enter your response here.
Leading Validation Templates
Validation Cover page
Purpose of validation
Include an explanation of how the assessment methods used (to design and create this assessment tool) supported the actual evidence collected against the Principles of Assessment and Rules of Evidence. Relevant competency standard/s (if applicable) List of resources needed
Including, but not limited to:
Completed tools and associated candidate scripts that form the basis of the validation
Benchmarks/criteria for the validation (i.e. a validation checklist or other document that specifies the validation criteria)
Copies of the relevant Unit/s of Competency
Post-Assessment Validation Checklists Validation date/s Validation time/s Validation duration Validation location Validation approach Face-to-face meeting
Telephone or online chat
Other:
Validation moderator ( This will be you) Other participants ( this will be your group of 3 assessors)
Validation Checklist
General Information
Training product being validated: Validation Date: Unit/s of Competency: Name of students work/Student ID validated: Statistical Sampling
You can use this calculator to work out your sample size: https://www.asqa.gov.au/resources/fact-sheets/conducting-validationPopulation Size
(Total number of assessments) Sample Size Accept/Reject Criteria
NOTE: Validation assessors are not to be directly involved in the training or assessment of the course.
Name of participants in validation session Role Date Signature
As a validator, you are to review the evidence and assess the following:
Review of the Assessment Tool
List all of the assessment methods used in the overall assessment process.
(E.g. direct observation, simulation, oral questions, written questions, work product portfolio, case study, etc.) Assessment instruments
Unit of Competence
Marking guide
Unit mapping
Other (samples of completed student assessments)
Rules of evidence Confirmed Not confirmed Comment
Is it VALID?
Does the Assessment Tool relate to a Unit of Competence? Are the tasks etc. mapped to the Unit correctly? Do/will all the assessment tasks meet the Units requirements? Does/will the evidence show the student performed all the tasks as required? Did/will the student perform tasks to the level required in the workplace? Did/will the student perform tasks in a simulated workplace environment?
If so, was the simulation realistic to the workplace? Does/will the evidence show that by completing the assessment, the student understands what they are doing? Will grading be applied to the assessment and will it be done following determination of competency? Are the assessment activities at an appropriate level of difficulty (AQF level) and appropriate for the Units requirements? If assessments tasks were/are undertaken as a group, is it clear which individuals were/will be assessed? Will evidence be demonstrated over a period of time? Is it SUFFICIENT?
Does the Assessment Tool show competence in a range of contexts? Does the Assessment Tool allow for recording of consistent competency over a period of time, using more than one task /source of evidence? Do the responses relate to the marking guide? Is the Assessment Tool sufficient to support the decision made? Is it CURRENT?
Is the evidence benchmarked against current industry standards? Was a third-party testimonial used?
Is the testimonial current?
Was it easy for the third-party to understand?
Does it comply with ASQA guidelines? Does the Assessment Tool show that it complies with the current legislative standards? Will the Evidence from the Assessment Tool show recent application of skills? Principles of Assessment Confirmed Not confirmed Comment
Is it RELIABLE?
Will the evidence provided allow for clear and consistent decisions regardless of the assessor who assesses the candidate? And if answering yes, How? Are assessors provided with clear information of the assessment requirements? Is it FLEXIBLE?
Are boundaries and limitations set? Does the Assessment Tool allow for assessment of competencies already held by the learner? Does the Assessment Tool allow for a range of assessment methods to be used? Does the Assessment Tool suit the purpose and context of the Assessment and the learners needs? Is it FAIR?
Were students provided with clear information about what was expected of them? Did the assessment demand more than the qualification or course requires? Were students provided with objective assessment feedback? If questions were asked, did the assessor record the responses or make notation of verbal assessment? Were reasonable adjustments made? If so, did they compromise the assessment? If reasonable adjustment was done, is it noted on the assessment? If reasonable adjustment was not done, does the Assessment Tool allow for it to be applied? Were appeals against assessment decisions allowed? NOTE: Any actions MUST be completed within 30 days of the finding.
Validation Facilitators Signatures: Position: Date Post-Assessment Validation was completed:
Validation Findings Summary
Summary of agreed validation findings
NOTE: Any actions MUST be completed within 30 days of the finding.
# Recommendation Responsibility Due Date
1. 2. Validation Facilitators Signatures: Position: Date Pre-Assessment Validation was completed:
Leading Assessment Discussion with Peers Template
Date conducted: Assessors: 1.
2.
3.
Complex assessment environments (How did you make sure the assessments were fair?) Challenges:
Suggested approaches/improvements:
Learners with complex needs (How did/do you address this in assessment?) Challenges:
Suggested approaches/improvements:
Assessment strategies/techniques
(What strategies do you use to promote, improve and develop learner independence?) Challenges:
Suggested approaches/improvements:
Other areas of discussion:
Assessment decisions made? Are they always consistent?
Reasonable adjustments made to assessment Is this always documented? Challenges:
Suggested approaches/improvements:
Summary of outcomes: How did you demonstrate leadership? Recommendations for improvements:
Actions to be taken: Person responsible: By date:
(insert more rows as required) Follow-up meeting to be held on date: Step 4
Reflect upon the assessment validation/moderation process questions
4. Reflect on the assessments you led with your group and answer the questions below.
4a. How did these validations/moderations/meetings/processes extend your own practice?
Enter your response here.
4b. In future, how will you document critical reviews of the processes and approaches your organisation has to assessment?
Enter your response here.
4c. How have you identified and reflected on ways to improve the manner in which assessment is undertaken both for yourself and others?
Enter your response here.
4d. How will you be involved in implementing any of the recommendations arising from your validation?
Enter your response here.
TAEASS501 Observer Checklist Part 1
Dear Observer,
Thank you agreeing to act as your colleagues observer for this assessment. Your colleague will be referred to as the candidate throughout this document.
You are required to have experience and qualifications in the areas of training and assessment, or have experience evaluating and giving feedback on staff performance.
It is a requirement that observers meet one of the following:
Hold the TAE50111/50211/50116 or TAE50216 Diploma of VET/TDD
Or, a higher level Adult Education Qualification
Or, be able to demonstrate equivalent competence.
Your task:
You are asked to observe the candidate delivering a training session to a learner group and to document the quality of the candidates delivery and facilitation skills by completing the checklist that begins on the next page.
Please:
Before you observe the candidate, read through:
The Observer Checklist (starts on the next page)
The session plan that the candidate has prepared for the session youll observe (the candidate should give you a copy of the session plan)
Discuss any queries about the Observer Checklist and the session plan with the candidate. If the candidate cannot answer your questions about the observer checklist, contact Fortress Learning on 1300 141 994 or via administration@fortresslearning.com.au. Well be happy to help.
Make specific, written comments about the candidates performance, as well as ticking the boxes. These comments are valuable evidence of the candidates competencywhere they are not provided, the candidates assessor may contact you directly to get more information about the candidates performance.
Complete all parts of the checklist, including signing the Observer Declaration on the last page of the checklist.
Return the completed checklist to the candidate after observing the session.
Candidates name Observers name Observers experience/ qualifications in training and assessment and/or evaluation of staff performance Observers relationship with the candidate(e.g. supervisor) Observers telephone and email contact details Dates of assessments observed (these dates must include student assessment of at least 20 candidates against 50 Units and may cover an entire semester or term)
Please add more rows or remove rows as required Assessment Dates/Times and Units assessed
Date (observation of assessment commenced) Date (observation of assessment concluded) Unit Code and Title:
Date competency was awarded:
Location of assessment observation ( include all locations if some assessments were observed off site or in the workplace) Observers Declaration
I declare that the information provided by me in this Observer Checklist is an accurate and true reflection of how the above named candidate facilitated the session that I observed.
Observers signature: Date: Observer to complete shaded areas:
Key: Y=Yes S=Somewhat (if you choose Somewhat, please explain why in the comments section) N=No Y S No Comments
Please provide detailed comments using unit titles and codes as applicable
Preparation and set-up
For ALL assessments of 20 students, did the candidate set-up the environment, equipment and other resources so that access, equity and safety are ensured? Assessment Plan and Arrangements
Prior to assessment of 20 candidates across 50 Units of Competency Was the assessment plan complete? Did the assessment plan show at least 2 3 methods of assessment? Did the assessment methods reflected in the plan seem appropriate for the type of assessment? Would an assessor seeing this plan for the first time know everything they need to know to administer this assessment? Did the candidate have all of the necessary material and physical requirements arranged? Did the candidate determine opportunities for integrated assessment activities, and document any changes to the assessment instruments where required? Did the candidate determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel? Did the candidate access and interpret procedural and compliance documentation relevant to the assessment process? Assessment Instruments
Are the requirements for satisfactory completion clearly documented and appropriate for this assessment? Are the assessment criteria clear and appropriate for this assessment? Would an assessor seeing this plan for the first time know exactly how the assessment is to be administered, when, where and using what resources? Briefing the candidate: Did the assessor:
Confirm the purpose of the assessment? Confirm the competency standards to be assessed? Confirm the candidates understanding of how competency based assessments work? Discuss the assessment procedure - what the candidate must do, how long it should take, and which part of the assessment theyll be doing? Discuss requirements for a competent result overall and for a satisfactory result on the task to be completed today? Discuss what will happen if the result is C (competent) and what will happen if the result is NYC (not yet competent)? Discuss one application of reasonable adjustments and/or specialist support that the candidate applied to at least ONE of their learners? Discuss the candidates right to appeal the assessment decision if needed? Discuss confidentiality and confirm who will be notified of the assessment results? Get or discuss the need for the candidate to provide written consent to be assessed? Provide information in a clear, concise way? Encourage questions and ensure the candidates understanding of the assessment requirements? Establish a supportive assessment environment? If required, relevant Specialist Support was accessed in accordance with the Assessment Plan. Gathering evidence: Did the assessor:
Gather evidence the way they said they would in the brief? Demonstrate effective interpersonal skills throughout the assessment, including:
Providing clear instructions and checking for understanding where necessary
Making decisions on reasonable adjustments with the candidate, based on the candidates needs/characteristics?
Cooperating with other assessors or relevant personnel as necessary where joint responsibility in the assessment process was held?
Provide adequate opportunities for the candidate to give evidence and demonstrate a satisfactory performance? Document evidence gathered accurately and in a timely manner (i.e. didnt wait until the end of the assessment to document the evidence, and documented the evidence quickly/efficiently enough to be able to see/hear more evidence as it came in)? Address immediately any OHS risk to person or equipment? Judging evidence, making a decision and giving feedback. Did the assessor:
Make an appropriate decision on competency using the principles of assessment and rules of evidence to guide them? Make an appropriate decision as to whether the task was completed to a satisfactory or not satisfactory standard, and document this promptly and accurately? Share the assessment decision with the candidate? Give specific feedback that supported the result, including:
Things that were particularly well done; and/or
Gaps in performance? Clarify next steps with candidate - e.g.
a. If not yet satisfactory result:
Suggested strategies to prepare for second assessment attempt (e.g. further training; further practice; counselling to address confidence issues, etc.)
Arranged another opportunity to be assessed?
b. If satisfactory result:
Clarifed the next steps in the assessment process? Encourage questions and comments to ensure that the candidate fully understood the assessment result, reasons for the result, and what happens next? Interacting with others: Did the assessor:
Adjust their style of communication to build rapport, such as through responding to individuals differences? Demonstrate non-verbal strategies to keep the Candidate at ease, without being misleading about the candidates progress? Documenting the evidence of assessment. Did the assessor
Complete the required assessment documentation for 20 students across 50 units of competency in accordance with the assessment system and organisational, legal and ethical requirements as outlined in the Assessment Plan? Submit Overall assessment summaries for 20 students across 50 units of competency Submit 3 completed student portfolios of work containing assessment tasks that student completed to be awarded cometency in a single or cluster of units, the canddiate instructions and assessor marking guides, mapping documents and student assessment plans Submit a range of feedback forms/surveys and collected feedback regarding assessment General observer comments about how the assessments were conducted:
TAEASS501 Observer Checklist Part 2
The following Observers Declaration is only required to be completed if using a different Observer for each Observation Checklist.
Observers Declaration
I declare that the information provided by me in this Observer Checklist is an accurate and true reflection of how the above named candidate facilitated the session that I observed.
Observers signature: Observer contact details Observer Qualification Date: Observer to complete shaded areas:
Key: Y=Yes S=Somewhat (if you choose Somewhat, please explain why in the comments section) N=No Y S No Comments
Please provide detailed comments using unit titles and codes as applicable
Section A: Leading Assessment: Establishing the professional development needs of the assessor group
Did the candidate: Establish the professional development needs of the assessor group by conducting interviews/ meetings. Needs analysis with the assessors to find gaps in their training needs? Organise participation in PD activities and follow up to ensure that assessors reflected on activities to extend their own assessment practice Lead the planning and implementation of professional development activities Document the PD activities undertaken by the assessor group and discuss how the PD activities extended both their own and their assessors practice? General observer comments about how the PD was implemented:
TAEASS501 Observer Checklist Part 3
The following Observers Declaration is only required to be completed if using a different Observer for each Observation Checklist.
Observers Declaration
I declare that the information provided by me in this Observer Checklist is an accurate and true reflection of how the above named candidate facilitated the session that I observed.
Observers signature: Observer contact details Observer Qualification Date: Observer to complete shaded areas:
Key: Y=Yes S=Somewhat (if you choose Somewhat, please explain why in the comments section) N=No Y S No Comments
Please provide detailed comments using unit titles and codes as applicable
Section A: Leading Assessment: Establishing the professional development needs of the assessor group
Did the candidate: Lead a group of at least 3 other assessors through a validation and/or moderation process by: Organising a time for assessment moderation meetings or validation sessions Establishing the context and purpose of the assessment validation and/or moderation and clearly instruct the team of assessors Clearly explaining the validation/ moderation process Outlining the resources to use and timeframes for completion Providing clear boundaries and expectations
(ensuring the assessors understood their own role in the validation/moderation process) Leading the assessors through the validation/moderation influencing other assessors through demonstration of high standards of ethical practice such as ensuring that:
Assessment methods and tools are:
valid, reliable, fair and flexible
regularly validated and improved;
comply with unit of competency requirements (one or more if clustered), including employability skills, required skills and knowledge, and assessment conditions
comply with contextualisation requirements and reflect the LLN requirements of the unit(s) of competency
provide evidence gatherers with clear instructions about the application of the tools and assessment methods, including advice on reasonable adjustment
provide learners with information about the context and purpose of the assessment and the assessment process
provide learners with clear guidance as to the benchmarks that must be achieved in order to be judged competent
provide information and support to all learners, including RPL learners
provide information and support for online or distance assessment
Reflect the four dimensions of competency (where relevant); and provide information about feedback and guidance to learners.
Assessment judgements are:
regularly moderated and validated
involve the evaluation of valid, sufficient, current and authentic evidence to enable professional judgements to be made about whether competence has been achieved
reflect the requirements of the unit of competency, including any prerequisite and co-requisite units of competency
reflect achievement of relevant employability skills
provide learners with constructive feedback and guidance Lead discussions with peers around assessment practice particularly in regards to learners with complex needs such as LLN core skill gaps Systematically monitoring the assessment processes and activities of the assessor group (conducting regular reviews of the moderation process, checking that validation or moderation outcomes were correct, assisting assessors when they did not understand part of the validation and guiding assessors in making decisions during moderation and validation) General observer comments about how assessment was led:
FEEDBACK ABOUT THE UNIT
At Fortress Learning, we are dedicated to improving our services for you Please complete the unit feedback prior to submission for our continued improvement.
Name: On a scale of 1-5 how would you rate: Strongly Disagree Disagree Neither Agree Strongly Agree
I understood what I had to do. 1 2 3 4 5
I knew how to do it. 1 2 3 4 5
I consider the level of difficulty of the tasks to be appropriate for Diploma level assessment. 1 2 3 4 5
I found the trainer responded in a timely, knowledgeable, helpful manner. 1 2 3 4 5
Is there anything else you would like to share?
Thank you; we appreciate your feedback.
Assessment Benchmarks
Outcomes S NYS INC
Did the candidate provide a portfolio of evidence that includes:
Details surrounding ASCF levels of training benchmark identified
Details surrounding support provided to 2 learners or 2 groups of le Details surrounding 5 learners with identified LLN support needs?
Sample resources that have been amended to meet the LLN needs?
Details of professional learning related to LLN practice and support of others professional learning? Performance Indicators S NYS INC
Step 1: Conducting Assessment: Document and describe the assessment of 20 candidates for 50 Units of Competency. Did the candidate? Did the candidate describe and provide evidence of assessing at least 20 candidates against a total of not less than 50 units of competency using a range of assessment methods and tools? Were the 20 individual candidates enrolled vocational learners? Was each candidate assessed against at least one or more units of competency allowing for 50 Units of Competency in total to be assessed?
Assessor note: 50 units does not mean 50 different units of competency. The total may be made up of combinations units that add up to 50. (For example, 20 candidates, each assessed across the same three units of competency, will provide 20 x 3 = 60 units, thus exceeding the minimum requirement). For three different assessment tools used to assess the 20 candidates, described the context in which they were used, which methods/instruments you assessed and explained why those instruments were suitable for the context. Did the candidate, collate 3 complete Student portfolios for submission including for the 3 different stduent portolfios.Unit assessments used: all of the assessment tasks that student completed to be awarded cometency in a single or cluster of units, the canddiate instructions and assessor marking guides, mapping documents and student assessment plans) Did the candidate, explain the process the training organisation follows to document the outcomes of these assessments and record assessment results for individual assessment tasks and describe how these are recorded and stored? Did the candidate, explain how feedback is collected and outline the organisational process followed to respond to and record student feedback received? Did the candidate, reflect on own practice in assessment and included links to articles read, video links to videos research that has been read and analyzed to assist with reflection? Did the candidate, describefeedback gathered from other assessors and management on the quality of own assessment practice?
( Description should include any moderation/ development or validation activities that led to feedback on assessment practice being given and candidate will also provide the names of the assessors/ management if different from those they go on to lead assessment with in Step 2) Did the candidate show evidence observation of skills by:
Holding an online F2F meeting with a Fortress Learning Assessor to directly observe required evidence? If yes, as the Fortress Learning Assessor completed the TAEASS501 Observer Checklist Part 1? If no to the zoom meeting, Observer has completed TAEASS501 Observer Checklist Part 1 document? Have the Observers TAE Qualifications been verified? Step 2: Leading assessment: Establish professional development needs of group or team of 3 assessors, and implement approaches to build their skill and experience Did the candidate, provide background information about the group of 3 assessors Did the candidate, describe how they identified the professional development needs of assessor group. Professional Development needs may include: Interviewing assessors to find gaps in knowledge of assessment or workplace skills related to assessment Holding 1/1 meetings with assessors to discuss own areas of professional development needs Training sessions leading to gaps identified in knowledge and or skills for assessment Did the candidate submit documentation used to find out professional development needs of the group such as Training Needs Analysis forms/ Surveys/ emailed communication or minutes from meetings? Did the candidate provide advice to group regarding their professional development needs Did the candidate organise implementation of the professional development activities Advice can include: Researching and providing PD opportunities to attend outside of the workplace Researching and providing PD opportunities within the workplace Organising for assessors to attend validation or moderation sessions ( this may also be included for Step 3) Did the candidate submit evidence of professional development implementation such as scheduled webinars or emailed communication outlining possible PD activities each assessor could undertake Did the candidate describe the planning, preparation and organising and implementation of the PD activities help to improve own assessment practice? Did the candidate provide evidence of observation of skills through
Holding an online F2F meeting with a Fortress Learning Assessor to directly observe required evidence? If yes, as the Fortress Learning Assessor completed the TAEASS501 Observer Checklist Part 2? If no to the zoom meeting, Observer has completed TAEASS501 Observer Checklist Part 2 document? Have the Observers TAE Qualifications been verified? Step 3: Leading Assessment: Participate in assessment validation and/or moderation with the assessor group Did the candidate describe how they led the assessment practices ( moderation and/or validation) and led discussions on assessment practice with group of 3 assessors including: Organising a time for assessment moderation meetings or validation sessions Establishing the context and purpose of the assessment validation and/or moderation and clearly instructing the team of assessors Clearly explaining the validation/ moderation process Outlining the resources to use and timeframes for completion Providing clear boundaries and expectations ( ensure the assessors understand their own role in the validation/moderation process) Leading the assessors through the validation/moderation demonstrating high standards of ethical practice Leading discussions with peers around assessment practice particularly in regards to learners with complex needs such as LLN core skill gaps Concluding the validation/moderation sessions with clear next steps and making a final judgment on the validation/moderation decision Submitting Leading Validation and Leading Assessment Discussion with Peers templates or providing evidence of own workplace documents related to assessment validation and/or moderation and discussion Did the candidate describe the applications of technology they use/have used to improve or assist with quality assessment and provide links to research undertaken and analyzed to inform these choices? Did the candidate describe how they ensured that the role of appeals processes is incorporated into assessment correctly? Did the candidate describe how they monitored the processes and activities of the group in a systematic way? Did the candidate describe how they proposed and implemented improvements to assessment approaches based on the validation or assessment meeting findings? Did the candidate provide evidence of observation of skills through
Holding an online F2F meeting with a Fortress Learning Assessor to directly observe required evidence? If yes, as the Fortress Learning Assessor completed the TAEASS501 Observer Checklist Part 3? If no to the zoom meeting, Observer has completed TAEASS501 Observer Checklist Part 3 document? Have the Observers TAE Qualifications been verified? Step 4: Reflect on and critically review assessment processes Did the candidate describe how they will assist in demonstrating the improvements arising from the recommendations outlined in the leading of assessment validation Did the candidate describe how the leading of assessment moderation and discussion in organisations assessment processes and assessment outcomes extended own assessment practice? Did the candidate describe how they will document critical reviews of the processes and approaches the organisation has to assessment? Did the candidate identify and reflect on ways to improve the manner in which assessment is undertaken both for themselves and others?
