TAEASS403 Participate in assessment validation Assignment

Assessment task 1 – Short-answer questions

1. Instructions

This assessment task requires you to answer a series of questions related to this topic.  Each of your responses should be at least one-to-two sentences in length unless otherwise indicated. 

1.1 Decision-making rules

To achieve a satisfactory result, you must answer all questions correctly, and the answers must include the number of examples stated in the question.

1.2 Context of assessment

This assessment task may be completed in a classroom, workplace, or independent learning environment.  Submissions must be made in written form unless reasonable adjustments are approved by the RTO manager.  Submissions may be handwritten or in soft copy.

Assessment task 2 – Assessment validation meeting

1. Instructions

This assessment task involves you collaborating with others to organise and participate in three validation sessions.  To start you need to meet with your fellow ‘assessors’ to prepare for your first team validation.  (In Task 3 you will then document a total of three validation sessions where you participated in the validation of assessment tools.)  

Specifically, you must:

1. Prepare for the assessment validation by asking two or more classmates to participate with you in a team for the purpose of exchanging ideas and to select the tool/s that your validation sessions will review.  These may include:

• The assessment tool provided in Appendix 1 at the rear of this workbook, 
• Assessment tools created as part of your TAEASS502 assessment activities, or
• Assessment tools from your own RTO.

If you are undertaking this unit via distance learning you may connect with fellow students via our closed FaceBook page, or hold a simulated meeting with colleagues, friends, or family members.

For each validation session you must:

• Cover one assessment tool which must be based on a unit of competency.
• Be undertaken separately, and the subsequent reports on the outcomes of the validation sessions must also be documented individually (as outlined in Task 3).

NOTE – although you will need to plan, prepare, and participate in a total of three sessions with your validation team, this assessor-witnessed meeting (as outlined below) only needs to address the planning of one of your validation sessions.

2. Hold a planning meeting with your team to discuss how you will organise and prioritise work to ensure that the aims of the validation session can be met. You must:

• Discuss and confirm the purpose, context, method, and scope of the validation process within relevant assessment system policies and procedures,
• Discuss and confirm the validation approaches,
• Exchange ideas and information,
• Articulate opinions and reach agreement on the approach, and
• Communicate effectively. 

This meeting must be observed by a qualified assessor.  If undertaking this meeting in a class environment, then your trainer will directly witness your meeting.  If you are not undertaking this meeting in a class environment, then you must either:

• Record the video of your sessions and provide a copy of (or a link to) the video with your workbook submission; or
• Have your sessions observed by another qualified assessor in your workplace who possess either: 
  • The TAE50111 Diploma of Vocational Education and Training; or 
  • The TAE50116 Diploma of Vocational Education and Training; or 
  • The TAE50211 Diploma of Training Design and Development; or 
  • The TAE50216 Diploma of Training Design and Development; or 
  • A higher-level qualification in adult education.  

If this option is selected, you must provide a copy of the assessor’s testamur with this workbook and the assessor must complete both the assessment checklist in section 3.3 and the statutory declaration in section 3.4.

1.1 Decision-making rules

To achieve a satisfactory result, you must hold at least one validation coordination meeting and then participate in and document three validation sessions, in accordance with the criteria outlined in the instructions above.  

Additionally, your assessor will be looking to see that you can: 

• Discuss and confirm the purpose, context, and scope of the validation process within relevant assessment system policies and procedures.
• Arrange materials for validation activities.
• Check all documents used in the validation process for accuracy and version control.
• Analyse units of competency and agree on the evidence needed to demonstrate competence.
• Demonstrate a solid grasp of the concepts and requirements underpinning the assessment validation activities.
• Participate as an active participant (i.e., asking questions, making observations, and communicating with others to confirm approaches).
• Exchange ideas and information, articulate opinions and reach agreement, and use suitable tone, style, and language.
• Collaborate with the team and contribute to activities requiring joint responsibility and accountability – including at least two of the following techniques: 
  • Look for common ground: Find shared values, consider shared personal experiences, pay attention to and give feedback, be yourself and expect the same of others, be willing to accept differences in perceptions and opinions.
  • Learn about others: Consider their perspectives and needs, appeal to the highest motives, let others express themselves freely.
  • Critique results, not people: Do not waste time on personal hostility, make other people feel good, and avoid criticism and put downs.
  • Give and get respect: Show respect for others' opinions, be considerate and friendly, put yourself in the other person's shoes, be responsive to emotions, speak with confidence but remain tactful.
  • Proceed slowly: Present one idea at a time, check for understanding and acceptance of each idea before moving on to the next. Speak in an organized and logical sequence.
• Be explicit and clear: Share your ideas and feelings, pay attention to nonverbal communication, speak clearly, make eye contact, and select words that have meaning for your listeners.
• Organise and prioritise the validation sessions with a sense of what is achievable within the timeframe. 
• Use analytical processes in non-routine situations (i.e., gather information, and identify and evaluate options against agreed criteria).

1.2 Context of assessment

This assessment task may be completed in a classroom, workplace, or independent learning environment.  Submissions must be made in written form unless reasonable adjustments are approved by the RTO manager.  Submissions may be handwritten or in soft copy.

2. Meeting details

Record the details of the validation planning meeting you held.

Task 3 – Validation records

1. Instructions

Following on from Task 2, you must now undertake the actual validation sessions with your team and compile your validation reports.

1.1 Decision-making rules

To achieve a satisfactory result, you must

• Actively participate in the assessment validation process and apply the principles of assessment and rules of evidence.
• Document your validation outcomes using the report templates in sections 4.2 through 4.4:
  • You must provide one report per validation session.
  • Your reports must be thorough and identify potential issues and recommendations with each of the selected tools.  
  • You must demonstrate an ability to generate sophisticated and relevant validation comments and feedback, consistent with the example validation reports in your learner’s guide and in resources PT-TAEASS403-RES1 and PT-TAEASS403-RES2, which are provided in your student portal. 
• Complete the reflection questions in section 0.
• Submit your portfolio of evidence and summary report in accordance with the specifications below. Your assessor may ask some follow-up questions about the portfolio before they make the assessment decision.?

1.2 Context of assessment

This assessment task may be completed in a classroom, workplace, or independent learning environment.  Submissions must be made in written form unless reasonable adjustments are approved by the RTO manager.  Submissions may be handwritten or in soft copy.

2. Validation report