Course Title: Provide advanced assessment practice

Part A: Course Overview

Program: C5353 Diploma of Vocational Education and Training

Course Title: Provide advanced assessment practice

Portfolio: Vocational Education

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Important Information:

In order to successfully undertake assessment of this unit you need access to a workplace.

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE5912C	City Campus	TAFE	360T Education	Distance / Correspondence or Face-to-Face or Internet or Workplace	Term2 2019
TCHE5912C	City Campus	TAFE	375T Vocational Design and Social Context	Distance / Correspondence or Face-to-Face or Internet or Workplace	Term2 2020

Course Contact: Jeremy Glover

Course Contact Phone: +61 3 99251485

Course Contact Email: jeremy.glover@rmit.edu.au

Course Description

This unit describes the skills and knowledge required to lead assessment processes as a part of a continuous improvement strategy among a group of assessors within a Registered Training Organisation (RTO).

 

It applies to experienced assessors who provide leadership, or guidance to others, who conduct assessments for an RTO.

Pre-requisite Courses and Assumed Knowledge and Capabilities

None

National Competency Codes and Titles

National Element Code & Title:	TAEASS501 Provide advanced assessment practice
Elements:	1. Develop and extend assessment expertise 2. Practise assessment 3. Lead and influence other assessors 4. Evaluate and improve assessment approaches

Learning Outcomes

Performance Evidence

The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:

• undertaking the assessment of at least 20 individual candidates, against at least one unit of competency
• assessing against a total of at least 50 units of competency from training packages or accredited courses. This total may be made up of combinations of candidates and units that add up to 50.
• accurately documenting the outcomes of all assessments undertaken
• leading the assessment of a group or team of assessors, consisting of at least three individuals, and demonstrating how that leadership has led to improved processes and outcomes

critically reviewing the assessment processes, and the approaches taken in these assessments, and proposing changes to improve both processes and outcomes.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

• competency-based assessment, including:

• vocational education and training as a competency-based system
• 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

• the interpretation of units of competency and other related assessment information, to determine the evidence needed to demonstrate competency, including:

• the dimensions of competency
• all components of a national training package

• system requirements for assessment
• the importance of reflective practice in the quality improvement of own work
• the organisation's assessment system policies and procedures
• different assessment methods, purposes and applications
• appeals mechanisms within the organisation
• different types of assessment tools, what tools work for what types of evidence, what the characteristics are of well-constructed assessment tools
• the principles of assessment and how they guide assessment, validation, and appeals processes
• assessment strategies, assessment plans and their components
• applications of technology to improve or assist in quality assessment
• the roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment process
• strategies that ensure that the assessment process is transparent and credible
• legal, organisational and ethical responsibilities associated with the assessment system, including:

• maintaining client privacy and confidentiality
• providing accurate information
• duty of care under common law
• compliance with system requirements
• copyright and privacy laws, as they apply to learning and assessment.

Overview of Assessment

During the program you will complete assessment tasks which are listed, in detail, at the beginning of the course. These tasks may include but not limited to:

• Workplace based projects
• Online assessment (eg discussion forum, blog, wiki, quiz)
• Professional conversation
• Third-party reports

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.