Cert IV TAA - Course
Unit TAAASS403B
Develop assessment
tools
(information sourced
from NTIS website
http://www.ntis.gov.au/)
Description
This unit specifies the
competence required to
develop assessment tools.
Employability Skills
This unit contains
employability skills.
Application Of Unit
An assessment tool is
used to guide the collection
of quality evidence in the
assessment process. It
includes the instruments for
collecting evidence, based
on the selected assessment
methods and the procedures
to be followed in conducting
the assessment.
The development of
effective and relevant
assessment tools requires
interpreting the benchmarks
for assessment to determine
the evidence needed to
demonstrate competency. It
also involves analysing the
assessment context to ensure
the tools will be
appropriate and relevant,
identifying or confirming
assessment methods which
most effectively address the
evidence requirements, then
designing and developing the
assessment tool
documentation.
The availability of
well-designed assessment
tools is essential for
assessment. Both this unit
and TAAASS404B Participate
in assessment validation
address reviewing assessment
tools as an outcome. This
review can occur as part of
assessment tool development.
It can also occur as part of
a validation exercise which
may be carried out before
and after use of the
assessment tool.
The achievement of this
unit includes interpretation
of competency standards,
(where competency standards
are used as the benchmarks
for assessment). TAADES401B
Use Training Packages to
meet client needs addresses
this skill in depth.
The competence specified
in this unit is typically
required by assessors,
learning resource/product
developers, and training
and/or assessment
consultants.
Unit Sector
Assessment
Performance criteria
|
Element |
|
Performance
criteria |
| 1. |
Determine the
focus of the
assessment tool |
|
|
1.1 |
The
target group
of
candidates
and the
purpose/s
and
context/s
of
assessment
are
identified/clarified
|
|
1.2 |
The relevant
benchmarks
for
assessment
are accessed
and
interpreted
to establish
the
evidence
required to
demonstrate
competency
|
|
1.3 |
Where competency
standards
form the
assessment
benchmark/s,
all
component
parts of the
competency
standards
are
interpreted
and, where
relevant,
these
standards
are
contextualised
to meet
organisational/legal/ethical
requirements,
in
accordance
with
contextualisation
guidelines
|
|
1.4 |
Other
related
documentation
is
identified
to inform
assessment
tool
development
|
|
| 2. |
Determine
assessment tool
needs |
|
|
2.1 |
Assessment
methods
are selected
which will
support the
collection
of defined
evidence,
taking into
account the
context in
which the
assessment
will take
place and
meeting the
principles
of
assessment
|
|
2.2 |
Nominated
assessment
methods
enable
candidates
to show or
support
their claim
for
recognition
of current
competency
|
|
2.3 |
Different
instruments
for the
selected
assessment
methods are
considered
and options
for
assessment
activities
are
generated
using
critical
thinking
skills
|
|
| 3. |
Design and
develop assessment
tools |
|
|
3.1 |
Specific
instruments
are
developed to
address the
evidence to
be collected
based on
devising
assessment
activities
which:
|
3.1.1 |
meet
the
competency
standards
|
|
3.1.2 |
reflect
the
principles
of
assessment
|
|
3.1.3 |
incorporate
principles
of
access
and
equity
|
|
3.1.4 |
meet
the
rules
of
evidence
|
|
3.1.5 |
provide
choice,
where
appropriate
|
|
3.1.6 |
are
sequenced
to
reflect
competency
development
in a
learning
and
assessment
pathway
|
|
3.1.7 |
are
user-friendly
|
|
3.1.8 |
reflect
the
assessment
environment
|
|
3.1.9 |
are
practicable
|
|
|
3.2 |
Assessment
instruments
are
developed
using
appropriate:
|
3.2.1 |
style
and
format
|
|
3.2.2 |
language,
literacy
and
numeracy
|
|
3.2.3 |
sensitivity
to
audience
diversity
|
|
3.2.4 |
visual
and
aural
representation
|
|
3.2.5 |
media
|
|
|
3.3 |
Clear and
specific
procedures
instructing
the assessor
and/or
candidate on
the
administration
and use of
the
instruments
are defined
and
documented
|
|
3.4 |
Relevant
assessment
systempolicy
and
procedures
requirements
are
considered
and
addressed
including
storage and
retrieval
needs,
review and
evaluation,
version
control
procedures
|
|
| 4. |
Review and trial
assessment tools |
|
|
4.1 |
Draft
assessment
tools are
checked
against
evaluation
criteria
and amended,
where
necessary
|
|
4.2 |
Draft
assessment
tools are
trialled
to validate
content and
applicability
|
|
4.3 |
Feedback
from
relevant
people
involved in
trialling is
collected
and
documented
|
|
4.4 |
Amendments
to the final
tools are
made based
on analysis
of feedback,
where
required
|
|
4.5 |
Revised
assessment
tools are
appropriately
formatted
and filed in
accordance
with
assessment
system
policies and
procedures
and
organisational/legal/ethical
requirements
|
|
Skills and Knowledge
Required skills:
Required skills and
attributes include:
-
analysis and
interpretation skills
to:
-
critical thinking
skills to translate the
interpreted competency
standards and other
relevant assessment
information into
meaningful assessment
instruments
-
design skills to
order to develop
different assessment
tool designs
-
research and
evaluation skills to:
-
literacy and
communication skills to:
-
editing and
proofreading skills to:
-
balancing different
needs and demands
-
attributes,
including:
-
unpack and
interpret competency
standards
-
analyse work
functions
-
review/evaluate
the assessment tools
-
evaluate units of
competency to
determine
appropriate evidence
requirements
-
evaluate
different
environments, target
group needs and
special
circumstances for
assessment
-
evaluate
assessment tools on
the basis of trials
and feedback
-
read and
interpret relevant
information to
determine evidence
requirements
-
give clear and
precise
information/instructions
-
receive and
interpret feedback
on assessment tools
-
prepare required
documentation using
clear and
comprehensible
language; using a
layout appropriate
to the audience and
competency standard
as it is applied in
the workplace
-
modify and
validate assessment
tools
-
capacity to think
logically and
clearly in order to
develop tools
-
willingness to
encourage, accept
and utilise feedback
Required knowledge:
Required knowledge
includes:
-
competency-based
assessment including:
-
what is an assessment
only pathway and a
learning and assessment
pathway
-
the principles of
assessment and how these
principles are applied
in developing assessment
tools
-
what is evidence,
different types of
evidence and rules of
evidence
-
what are the
different purposes of
assessment
-
different assessment
contexts and
relationship with
developing assessment
tools
-
how to interpret
competency standards,
including components of
competency and
dimensions of competency
-
what is the meaning
of contextualisation of
competency standards and
what are
contextualisation
guidelines
-
what are Assessment
Guidelines of Training
Package/s and what
information in
Guidelines is relevant
to developing assessment
tools
-
different assessment
methods, their purposes
and uses
-
what are assessment
tools including:
-
different assessment
tool design for
different purposes
including:
-
what is recognition
of current competency -
designing an assessment
tool for recognition of
current competency
-
evaluation
methodologies
appropriate to the trial
and review of assessment
system tools
-
principles of
reasonable adjustment
-
relevant workplace
information including:
-
relevant policy,
legislation, codes of
practice and national
standards including
Commonwealth and
state/territory
legislation for example:
-
relevant OHS
legislation, codes of
practice, standards and
guidelines that need to
be reflected in the
assessment tool design
and content
-
vocational
education and
training as a
competency-based
system
-
assessment is
criterion
referenced/distinction
to norm referenced
assessment
-
criteria used in
national VET is
endorsed or
accredited
competency standards
defining
specifications for
performance of
work/work functions
and skills/knowledge
-
reporting of
competency-based
assessment
-
competency
standards as the
basis of
qualifications
-
the principles of
competency-based
assessment
-
the structure and
application of
competency standards
-
what do they
comprise
-
different types
of assessment
instruments and
procedures
-
relationship to
assessment methods
-
how tools support
the assessment
process
-
styles
-
format
-
media
-
presentation
-
organisational
policies and
procedures
-
workplace tasks
and activities
-
standard
operating procedures
-
procedures for
use of relevant
personal protective
equipment
-
copyright and
privacy laws in
terms of electronic
technology
-
security of
information
-
plagiarism
-
Training
Packages/competency
standards/other
relevant assessment
documentation
-
licensing
requirements
-
considerations of
access and equity
-
industry/workplace
requirements
-
duty of care
under common law
-
recording
information and
confidentiality
requirements
-
anti-discrimination
including equal
opportunity, racial
vilification and
disability
discrimination
-
workplace
relations
-
industrial
awards/enterprise
agreements
Range statement
|
|
|
|
|
Assessment
tools contain:
|
|
-
the
instruments to
be used for
gathering
evidence such
as:
-
a profile
of
acceptable
performance
measures
-
templates/proformas
-
specific
questions or
activities
-
evidence/observation
checklists
-
checklists
for the
evaluation
of work
samples
-
candidate
self-assessment
materials
-
the
procedures,
information and
instructions for
the
assessor/candidate
relating to the
use of
assessment
instruments and
the conditions
for assessment
|
|
Target group
of candidates
may be:
|
|
-
broadly based
or specifically
targeted
-
drawn from
range of
backgrounds
-
defined
industry or
organisation
-
trade- or
profession-based
-
defined by
training
arrangement,
e.g.
apprenticeship
-
defined by
specific needs
-
defined by
funding body
requirements
such as
apprentice/trainee,
unemployed,
English language
learner
|
|
Purpose/s of
assessment may
be to:
|
|
-
recognise
current existing
competence of
candidate/s
-
determine if
competence has
been achieved
following
learning
-
establish
candidate/s
progress towards
achievement of
competence
-
determine
language,
literacy,
numeracy needs
of candidates/s
-
certify
competence
through a
Statement of
Attainment
-
establish
progress towards
a qualification
-
determine
training gaps of
candidate/s
-
measure work
performance
-
classify
employees/support
career
progression
|
|
Context/s of
assessment may
include:
|
|
-
the
environment in
which the
assessment will
be carried out,
including real
work/simulation
-
opportunities
for collecting
evidence in a
number of
situations
-
who carries
out the
assessment
-
relationships
between
competency
standards and
work activities
in the
candidate's
workplace
-
relationships
between
competency
standards and
learning
activities
-
assessment
under
partnership
arrangements
-
the period of
time during
which the
assessment takes
place
-
apportionment
of costs/fees,
if applicable
-
quality
assurance
mechanisms
-
individual
unit or
integrated
approaches to
competency
assessment
|
|
Benchmark/s
for assessment
refers to:
|
|
-
the criterion
against which
the candidate is
assessed which,
may be a
competency
standard/unit of
competency,
assessment
criteria of
course
curricula,
performance
specifications,
product
specifications
|
|
Evidence :
|
|
|
|
All component
parts of the
competency standards
include:
|
|
-
Elements
-
Performance
Criteria
-
Employability
Skills
-
Range
Statement
including:
-
contextualisation
-
link to
knowledge
and
enterprise
requirements
-
focus of
assessment
-
underpinning
language,
literacy and
numeracy
requirements
-
areas of
contextualisation
-
any links
to knowledge
and
enterprise
requirements
-
range of
contexts/conditions
to be met in
assessment
-
Evidence
Guide
requirements,
including:
-
underpinning/required
knowledge
-
underpinning/required
skills and
attributes
-
underpinning
language,
literacy and
numeracy
requirements
-
critical
aspects of
evidence to
be
considered/quality
evidence
requirements
-
concurrent
assessment
and
interdependence
of units
-
assessment
methods/resources/context
-
dimensions of
competency, for
example:
|
|
Contextualised
means:
|
|
|
|
Organisational/legal/ethical
requirements may
include:
|
|
-
assessment
system policies
and procedures
-
industrial
relations
systems and
processes,
awards/enterprise
agreements
-
licensing/legal
ramifications of
assessing
competence
-
reporting,
recording and
retrieval
systems for
assessment
-
requirements
of training
and/or
assessment
organisations
relating to
assessment and
validation
-
quality
assurance
systems
-
business and
performance
plans
-
access and
equity policies
and procedures
-
collaborative/partnership
arrangements
-
defined
resource
parameters
-
mutual
recognition
arrangements
-
Australian
Quality Training
Framework (AQTF)
Standards for
Registered
Training
Organisations,
in particular
Standard 8, RTO
Assessment
-
registration
scope
-
human
resource
policies/procedures
and legal
requirements
including
anti-discrimination,
equal
employment, job
role/responsibilities/conditions
-
relevant
industry codes
of practice
-
confidentiality
and privacy
requirements of
information
relating to
completed
assessments
-
OHS
considerations,
including:
-
ensuring
assessment
methods and
tools
incorporate
appropriate
measures to
maintain the
health,
safety and
welfare of
candidates
-
ensuring
OHS
requirements
and
specified
benchmarks
are
accounted
for within
evidence
requirements
and
assessment
materials
-
identifying
hazards and
relevant
risk control
procedures
associated
with the
assessment
environment
|
|
Contextualisation
guidelines
relate to:
|
|
|
|
Related
documentation
may include:
|
|
-
requirements
set out in the
Assessment
Guidelines of
the relevant
Training
Package/s
-
information
from the
competency
standards about
the resources
required for
assessment, the
assessment
context,
appropriate
assessment
methods
-
assessment
activities
identified in
accredited
modules derived
from the
relevant
competency
standards
-
assessment
activities in
Support
Materials
related to the
relevant
competency
standards
-
any
requirements of
OHS,
legislation,
codes of
practice,
standards and
guidelines
-
indicators
and levels of
competence of
the National
Reporting System
-
organisational
requirements for
demonstration of
work performance
-
product
specifications
|
|
Assessment
methods are the
particular
techniques used to
gather evidence and
may include:
|
|
-
direct
observation, for
example:
-
structured
activities, for
example:
-
questioning,
for example:
-
portfolios,
for example:
-
collections
of work
samples
compiled by
the
candidate
-
product
with
supporting
documentation
-
historical
evidence
-
journal/log
book
-
information
about life
experience
-
review of
products, for
example:
-
third party
feedback, for
example:
-
testimonials/reports
from
employers/supervisors
-
evidence
of training
-
authenticated
prior
achievements
-
interview
with
employer,
supervisor,
peer
|
|
Principles of
assessment guide
the assessment
process and must
address:
|
|
-
validity
-
reliability
-
flexibility
-
fairness
|
|
Recognition of
current
competency means:
|
|
-
the process
of assessment
and formal
recognition by
an assessor of
competence
currently held
by a candidate
which has been
gained through
any combination
of formal,
informal
training and
education, work
experience or
real life
experiences
|
|
Instruments
are the documented
questions/assessment
activities developed
to support the
selected assessment
method/s used to
collect the evidence
of candidate
competence and may
include:
|
|
-
oral and
written
questions
-
observation/demonstration
checklists
-
projects,
case studies,
scenarios
-
candidate
self-assessment
guides
-
recognition
portfolios
-
workplace
portfolios
-
simulation
activities
-
definition of
relevant
workplace
documents
-
a profile of
acceptable
performance
measures
-
templates/proformas
-
evidence/observation
checklists
-
checklists
for the
evaluation of
work samples
|
|
Rules of
evidence are
closely related to
the assessment
principles and
provide guidance on
the collection of
evidence to ensure
that it is:
|
|
-
valid
-
sufficient
-
authentic
-
current
|
|
Procedures
guide the
application of the
assessment
instruments and
may include:
|
|
-
instructions
for the
candidates
-
instructions
for
administering
the assessment
tool, including
resources needed
to conduct
assessment and
the context for
the use of the
tools
-
guidance for
the development
or review of
decision making
process
-
guidance on
reasonable
adjustments
-
specified
variations or
restrictions on
the tools
-
rules for
verifying
assessment
decisions
-
OHS
requirements,
for example,
identified
hazards in the
assessment
environment and
appropriate
controls and
reporting
mechanisms
-
information
on access and
equity
considerations
|
|
Assessment
system policies and
procedures may
include:
|
|
-
candidate
selection
-
rational and
purpose of
competency-based
assessment
-
assessment
records/data
management/information
management
-
recognition
of current
competency/recognition
of prior
learning/credit
arrangements
-
assessors -
needs,
qualifications,
maintaining
currency
-
assessment
reporting
procedures
-
assessment
appeals
-
candidate
grievances/complaints
-
validation
-
evaluation/internal
audit
-
costs/resourcing
-
access and
equity/reasonable
adjustment
-
partnership
arrangements
-
links with
human resource
or industrial
relations
systems
-
links with
overall quality
management
system
|
|
Evaluation
criteria may
include:
|
|
-
effectiveness
and relevance to
the competency
standards
-
whether the
assessment tool
meets the
principles of
assessment
-
whether the
assessment tool
meets the rules
of evidence
-
whether the
assessment tool
is appropriate
to selected
assessment
methods
-
whether the
assessment tool
is appropriate
to the target
group/assessment
context
-
whether the
assessment tool
provides
guidance on
reasonable
adjustments
-
whether the
assessment tool
addresses
organisational/legal/ethical
requirements
including OHS
requirements
-
whether the
assessment tool
enables the
candidate to
demonstrate
current
competency
-
level of
engagement and
direct
participation of
candidates
-
appropriateness
of language and
literacy used
for intended
audience
-
clarity
-
simplicity/ease
of
use/practicability
-
inclusivity/avoidance
of bias
-
guidance on
reasonable
adjustments
-
cost
effectiveness
|
|
Trialled
may involve:
|
|
-
expert review
by individuals
with expertise
in assessment
and the relevant
Training
Package/
accredited
course or
relevant
benchmark
-
field or
pilot testing
with groups of
assessors and
candidates
-
review of OHS
considerations
-
peer review
by assessors in
the relevant
industry
-
workshopping
with assessors
and other key
stakeholders in
the relevant
industry sector
|
|
Feedback
may relate to:
|
|
-
reliability,
flexibility,
validity and
fairness
-
relevance to
workplace
context
-
content
accuracy
-
ease of use
-
cost/time
effectiveness
for candidates
and assessors
-
language,
literacy and
numeracy
requirements in
terms of the
relevant
competencies
|
|
Relevant
people may
include:
|
|
-
managers
-
supervisors
-
technical and
subject experts,
including OHS,
English
language,
literacy and
numeracy
specialists
-
training and
assessment
coordinators
-
industry
regulators
-
union and
employer
representatives
-
members of
professional
associations
-
state/territory
registering body
|
Evidence guide
|
|
|
|
| Overview of
assessment |
|
To demonstrate
competence against
this unit candidates
must be able to
provide evidence
that they have
developed assessment
tools that support
different assessment
methods and which
address at least
three units of
competency packaged
at different
Australian
Qualifications
Framework (AQF)
levels.
These tools must
include the
instruments for
collecting evidence
reflecting the
principles of
assessment and the
rules of evidence
and the related
instructions to
assessor/s and
candidates. They
must also show how
the contextual needs
of different
environments were
addressed. Evidence
must also include a
report on the trial
and review of the
assessment tools,
including any
proposed changes.
|
| Products that
could be used as
evidence include: |
|
-
a plan for
developing the
assessment tools
-
draft
assessment tools
including
instruments and
related
procedures
-
documents
demonstrating
version control
-
reports on
the trialling of
the assessment
tools, including
any proposed
changes
-
identified
amendments
addressing
trial/review
outcomes
-
final
assessment tools
|
| Processes
that could be used
as evidence include: |
|
-
how
competency
standards and
other documents
were interpreted
-
how the
target group was
identified
-
why certain
instruments were
developed
-
how the
assessment tools
meet the
components of
competency for
the target group
and why
-
how the
assessment tools
were reviewed
|
| Resource
implications for
assessment include: |
|
-
access to
competency
standards and
other relevant
assessment
documentation
-
access to
workplace
documentation
-
access to
environment and
resource needs
-
cost/time
considerations
-
access to
assessors,
candidates and
appropriate
assessment
contexts for
trial/review
|
| The
collection of
quality evidence
requires that: |
|
-
assessment
must address the
scope of this
unit and reflect
all components
of the unit i.e.
the Elements,
Performance
Criteria, Range
Statement,
Evidence Guide,
Employability
Skills
-
a range of
appropriate
assessment
methods/evidence
gathering
techniques is
used to
determine
competency
-
evidence must
be gathered in
the workplace
whenever
possible. Where
no workplace is
available, a
simulated
workplace must
be provided
-
the evidence
collected must
relate to a
number of
performances
assessed at
different points
in time and in a
learning and
assessment
pathway these
must be
separated by
further learning
and practice
-
assessment
meets the rules
of evidence
-
a judgement
of competence
should only be
made when the
assessor is
confident that
the required
outcomes of the
unit have been
achieved and
that consistent
performance has
been
demonstrated
|
| Specific
evidence
requirements must
include: |
|
-
evidence of
the development
and trialling of
new assessment
tools that
support a range
of different
assessment
methods
-
the tools
must address at
least three
units of
competency or
accredited
curricula,
packaged in
qualifications
at different AQF
levels
-
the processes
used to trial
and review the
tools, including
feedback
obtained from
relevant
personnel
-
documentation
setting out the
specific
instruments and
procedures that
have been
developed
|
| Integrated
assessment means
that: |
|
|
|
The whole
competency standard
refers to:
|
|
|
Evidence guide
|
|
|
|
| Overview of
assessment |
|
To demonstrate
competency against
this unit candidates
must be able to
provide evidence
that they can
source, analyse,
interpret and use a
Training Package and
an accredited course
to contextualise or
adapt competency
standards for an
industry,
organisation or
individual.
|
| Products that
could be used as
evidence include: |
|
|
| Processes
that could be used
as evidence include: |
|
-
how different
components of
the Training
Package and/or
accredited
courses were
analysed
-
how different
parts of the
competency
standards were
analysed
-
how the
Training
Package/s and/or
accredited
courses were
used to meet the
needs of a
particular
industry or
organisation
-
how Training
Package/s and/or
accredited
courses operate
in vocational
education and
training
|
| Resource
implications for
assessment include: |
|
|
| The
collection of
quality evidence
requires that: |
|
-
assessment
must address the
scope of this
unit and reflect
all components
of the unit i.e.
the Elements,
Performance
Criteria, Range
Statement,
Evidence Guide,
Employability
Skills
-
a range of
appropriate
assessment
methods/evidence
gathering
techniques is
used to
determine
competency
-
evidence must
be gathered in
the workplace
wherever
possible. Where
no workplace is
available, a
simulated
workplace must
be provided
-
the evidence
collected must
relate to a
number of
performances
assessed at
different points
in time and in a
learning and
assessment
pathway these
must be
separated by
further learning
and practice
-
assessment
meets the rules
of evidence
-
a judgement
of competency
should only be
made when the
assessor is
confident that
the required
outcomes of the
unit have been
achieved and
that consistent
performance has
been
demonstrated
|
| Specific
evidence
requirements must
include: |
|
|
| Integrated
assessment means
that: |
|
|
|
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