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Contents
About this guide 1
Section 1: Competency standard 3
1.1 Elements of competency and performance criteria 4
1.2 Range statement 6
1.3 Required skills and knowledge 8
1.4 Evidence guide 13
1.5 Employability skills 16
1.6 Skill sets 19
1.7 Recognition of prior learning (RPL) 20
Section 2: Training requirements 21
2.1 Training and assessment strategy 22
2.2 Delivery plans 24
3.1 Solutions to the final assessment 36
3.2 Evidence of competency 49
3.3 Assessment mapping 51
3.4 Assessment records 59
Appendix: Sample assessment records 75
Glossary 99
References 103

About this guide
This guide is for trainers and assessors of unit TAEASS403A Participate in assessment
validation from the TAE10 Training and Education Training Package. It complements
the corresponding Aspire learner workbook.
As a trainer, you must develop and use training and assessment strategies that embrace
the learner’s needs, educational background, preferred learning style and meet the
requirements of the training package.
This guide provides ideas on how you can encourage and support learners through the
training and assessment process. It is designed to optimise the learner’s experience of
TAEASS403A Participate in assessment validation and record details of their competency.
The guide is divided into six sections:
Section 1:
Section 2:
Section 3:
Appendix:
Glossary
References
Competency standard
Training requirements
Assessment resources
Sample assessment records
How to use Aspire’s learner workbooks
Aspire’s learner workbooks are structured to meet the requirements of the unit of
competency. The learner workbook’s preliminary pages include:
information on the unit of competency
learning outcomes required for Certificate IV learners, including the required skills
and knowledge for the competency
components of the workbook and how to work through it
assessment information
employability skills information
how to develop an evidence portfolio
additional learning resources.
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Section 1:
Competency standard
The TAE10 Training and Education Training Package was developed by the Innovation
and Business Skills Australia Industry Skills Council in consultation with industry
stakeholders including individuals and organisations within the vocational education and
training sector, employers, unions, peak bodies, professional associations, regulatory
bodies, registered training organisations (RTOs) and other relevant parties. The training
package specifies the skills and knowledge required for training and education in the
vocational education and training environment.
Individual units of competency are nationally agreed statements that describe work
outcomes and can stand alone when applied in the workplace.
This section outlines the requirements of the unit of competency for TAEASS403A
Participate in assessment validation.
Section one contains the following information:
1.1 Elements of competency and performance criteria
1.2 Range statement
1.3 Required skills and knowledge
1.4 Evidence guide
1.5 Employability skills
1.6 Skill sets
1.7 Recognition of prior learning (RPL)
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1.5 Employability skills
The Employability Skills Framework (2002) developed by the Australian Chamber of
Commerce and Industry and the Business Council of Australia lists the employability
skills. They are:
communication
teamwork
planning and organising
initiative and enterprise
problem-solving
self-management
technology
learning.
Training packages now have employability skills embedded into each unit of competency.
As the trainer, you should understand the range of employability skills and how you can
assist the learner to develop them. Make sure all learners are familiar with employability
skills. It is your job to know where they are embedded.
You should explain the importance of having these skills to the learner and that these
skills will develop as the learner goes about their daily work or when they practise the
activities in the workbook. Help the learner to read the employability skills section at the
front of the Aspire workbook.
Identify how the learner can demonstrate they have acquired the skills. Encourage the
learner to think about employability skills each time they complete a chapter in the Aspire
workbook. Ask them to complete the employability skills table after the final assessment.
Learners should document what they did to develop each employability skill. They may
describe some work or task they completed. For example, they may describe or
demonstrate how they created their work area or tell you how they solved a problem.
Employability skills summary for TAE40110 Certificate IV in
Training and Assessment
The following table contains a summary of the employability skills required by industry
for this qualification. The employability skills facets described here are broad industry
requirements that may vary depending on qualification packaging options.
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2.1 Training and assessment strategy
Training organisations must develop a training and assessment strategy for all their
training programs. The training and assessment approach adopted by RTOs must accord
with the learner’s needs, current workplace contexts and the requirements of the training
package.
RTOs must comply with the AQTF standards, which means they must:
■ meet the requirements of the training package including language, literacy and
numeracy requirements
■ document information according to AQTF audit requirements
■ meet the needs of particular target groups
■ provide learning pathways
■ seek input from industry and other relevant stakeholders.
Structuring a training program
The following checklist outlines the type of information you may wish to include in your
training and assessment strategy.
Details of the training organisation including contact person
The unit/s of competency to be delivered in the program of study
Pathways
The learner or target group
Delivery mode/s
Training resources including facilities required for delivery and assessment, and
other infrastructure requirements
Methods of assessment and evidence gathering
Program duration and delivery schedule
Session locations including workplace assessment information
Delivery and assessment staff
Assessment validation process
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2.2 Delivery plans
The following delivery plans can be used to deliver TAEASS403A Participate in
assessment validation. These plans, including the time allocations, are suggestions only.
You may need to add to them, change them or substitute your own activities according to
the interest level, experience of the learners and the specific situation.
Remember; it is your responsibility as the trainer to use the most appropriate strategies
for your learners. In some situations you may choose face-to-face delivery, while in other
circumstances online delivery may be more appropriate.
Topic: Preparing for validation
Suggested time allocation: 12 hours
Suggested resources:
Recommended reading
Slide-presentation software
Slide nos: 2–28
Recommended reading
Aspire workbook TAEASS403A Participate in
assessment validation
Chapter 1: Preparing for validation
AQTF Essential conditions and standards for initial
registration
AQTF Essential conditions and standards for
continuing registration
Terminology checklist
Validation
Moderation
Competency-based training
Recognition of prior learning
Validation approach
Sampling
Compliance
Continuous improvement
Benchmarking criteria
Criterion-referenced assessment
Evidence-based assessment
Norm-referenced assessment
Formative assessment
Summative assessment
Evidence guide
Assessment guidelines
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that other panel members consider unreasonable or impractical. For example, the industry
representative may not agree with the provisions for reasonable adjustment or may believe that the
attempts by the RTO to write instructions at an appropriate LLN level for candidates has ‘dumbeddown’
the assessment so that it does not accurately reflect workplace practices.
Learners should use their journal to critically reflect on their contribution to the discussion of validation
findings. The following questions may be used to focus their reflective statement:
−
−
−
−
−
What outcomes were achieved
What recommendations are the panel making
How will these recommendations contribute to the quality of assessment processes
What conflict, challenges or issues were encountered in the discussion
How were these addressed
Learners should complete learning tasks 7 and 8 before they undertake the journaling activity.
Learners may refer to their critical reflection as they undertake learning in section 3.3. Qualified
assessors are expected to make a commitment to ongoing professional development and continuous
improvement of their work practices. Journaling, regular critical reflection, the use of a critical friend,
mentoring and participating in communities of practices and membership of professional associations
are potential sources of professional development. Learners will find in section 3.3 a detailed
explanation of how the conduct of validation processes may also contribute to improvements in their
assessment practice.
Facilitate a brainstorming session where participants list potential changes to assessment practices for
individual assessors that could be identified during validation. Learners should reflect on whether any
of the listed issues are applicable to their performance in the various validation activities they have
undertaken as they have progressed through the workbook.
You could also have learners prepare a mind map of the various sources of information and
guidance that they could refer to when developing strategies for improving their practice.
Learning task 9 is designed to synthesise learning in the workbook by asking learners to formalise
their commitment to participation in quality processes and validation activities by preparing a
professional development plan. It would be beneficial to learners if they were to obtain feedback on
their professional development plan before adding it to their assessment portfolio. You should check
the professional development plan to ensure that they have suggested future actions to improve their
assessment practice.
Revision tasks
Learning activities 7–9
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3.1 Solutions to the final assessment
Part A
Trainers should observe learners demonstrating the required skills and record their
observations in the assessment record provided in section 3.4.
Part B
Answers may vary.
1. a) Purposes for the validation could include:
to review all aspects of the organisation’s assessment system
to ensure compliance with AQTF Essential Conditions and Standards for
Registration
to review assessment methods and tools used to gather evidence of
competency to check that assessment processes are valid, fair, flexible and
reliable
to check that the evidence gathered is valid, sufficient, current, authentic in
order to make a judgment on competence
to ensure that assessors working across multiple sites are applying consistent
standards and making reliable judgments.
b) A properly conducted validation process can benefit you as an assessor by:
helping improve assessment practice of individual assessors
ensuring continuous improvement
contributing to enhanced relationships with stakeholders.
2. The learner must have described the process that they follow to read and interpret a
competency standard in order to identify the required evidence and assessment
methods. Individual responses will vary. Check that in their response, the candidate
explains a process that involves understanding the application of the unit and
visualising competence; for example:
read and interpret the application of the unit
read the elements and performance criteria and consider how to integrate them
for assessment
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3.2 Evidence of competency
Evidence is information gathered that provides proof of competency. While evidence
must be sufficient, trainers and assessors must focus on quality evidence rather than the
quantity of evidence.
Rules of evidence
There are four rules of evidence that guide the collection of evidence. Evidence must be:
valid – it must cover the required skills and knowledge
sufficient – it must be enough to satisfy the competency
current – skills and knowledge must be up to date
authentic – it must be the learner’s own work and supporting documents must be
genuine.
Principles of assessment
High quality assessments must be:
■ fair – assessments are not discriminatory or disadvantage the candidate
■ flexible – assessments meet the candidate’s needs and include an appropriate range of
assessment methods
■ valid – assessments assess the unit/s of competency required skills and knowledge
■ reliable – there is a common interpretation of the assessments.
Types of evidence
Types of evidence that can be collected, sighted or validated include:
work records such as completed templates and proformas, checklists, prepared
assessment tools, learning programs
third-party reports from candidates, managers and/or supervisors
training records and other recognised qualifications
skills and knowledge assessments
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Gathering evidence
Evidence can be gathered through:
real work/real-time activities through observation and third-party reports
structured activities.
Evidence can also be gathered through:
■ formative assessments: where assessment is progressive throughout the learning
process and validated along the way by the trainer – also known as assessment for
learning
■ summative assessment: where assessment is an exercise or simulation at the end of
the learning process – also known as assessment of learning.
Evaluating evidence
The following steps may help you evaluate evidence.
Step 1: Evidence is gathered.
Step 2: Rules of evidence are applied –
evidence is valid, sufficient, current and authentic.
Step 3: Evidence meets the full requirements of the
unit/s of competency.
Step 4: The assessment process is valid, reliable, fair and
flexible.
Step 5: The trainer or assessor makes a straightforward and
informed judgment about the candidate and completes
assessment records.
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3.3 Assessment mapping
Methods of assessment mapped to the workbook
Assessment methods are the particular techniques used to gather different types of
evidence. The mix of evidence gathered to demonstrate competency is dependent on the
context of the assessment and the background of the candidate.
The following table outlines the different methods of assessment used in the Aspire
learner workbook TAEASS403A Participate in assessment validation.
Assessment method Learning activity Final assessment
Question/answer 8 Part B
Observation/demonstration 4, 7 Part A
Case study 6 Part C
Role-play
Training log, diary or journal 9
Portfolio, reports, work
samples
1, 2, 3, 5 Part D
Third-party reports
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Required knowledge checklist
Institution:
Candidate’s name:
Unit of competency: TAEASS403A Participate in assessment validation
Trainer/assessor:
Date:
Did the candidate show their knowledge of: Yes No N/A
How to interpret competency standards and other related
assessment information to determine the evidence needed to
demonstrate competence, including:
– criterion-referenced assessment as distinct from normreferenced
assessment
– various reasons for carrying out validation and the different
approaches to validation that may be appropriate before,
during and after assessment
– critical aspects of validation, including validation of
assessment processes, methods and products
– relevant OHS legislation, codes of practice, standards and
guidelines, impacting on assessment
– legal and ethical requirements of assessors, particularly in
relation to validation activities
Principles of assessment
Rules of evidence
In the assessment/s of the candidate’s required knowledge, did they demonstrate the four
dimensions of competency
Task skills
Task management skills
Contingency management skills
Job/role environment skills
The candidate’s performance was:
Not satisfactory Satisfactory
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