Unit of competency Outline
Date retreived
21/07/2026 11:41 PM AWST
21/07/2026 11:41 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Lead and coordinate assessment systems and services
Lead and coordinate assessment systems and services
Unit of competency
National Code
TAEASS505A
TAEASS505A
State Code
S7793
S7793
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
29/10/2014
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
29/10/2014
Nominal Hours
50
Description
This unit specifies the competence required to provide leadership in assessment and to coordinate assessment validation and appeals processes.
Notes
Elements and Performance Criteria
1. Develop and extend assessment expertise
- 1.1 Access, read and analyse current research on assessment and incorporate into own practice
- 1.2 Source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice
2. Lead assessment activities
- 2.1 Assessment strategies are developed and confirmed in assessment-only pathways
- 2.2 Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed
- 2.3 AQTF and organisational requirements relating to the competence of assessors are confirmed and documented
- 2.4 Where required, partnership arrangements are initiated and developed, setting out identified roles, responsibilities and services to be provided
- 2.5 Strategies for communication and networking are established and maintained with and between assessors
- 2.6 Leadership skills are used to provide clear direction, advice and support to assessors
- 2.7 Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel
3. Monitor assessment practice
- 3.1 Assessment practice of assessors is systematically monitored in relation to:
- how client/candidate needs are being met
- how effectively and accurately the designated competency standards are being interpreted by assessors as the benchmarks for assessment
- how the principles of assessment are being applied in assessment practice
- assessors’ application of assessment methods and assessment tools
- how the rules of evidence are being applied in gathering evidence
- whether assessment is being conducted in accord with the policies and procedures of the organisation’s assessment system
- whether organisational/legal/ethical requirements are being met
- 3.2 Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice
4. Coordinate assessment validation activities
- 4.1 Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements
- 4.2 Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities
- 4.3 Approaches to validation are considered and determined
- 4.4 Participants in validation are determined and/or confirmed, and materials and resources needed for validation activities are organised
- 4.5 Guidance and leadership is provided to direct and support participants throughout the validation process
- 4.6 Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe
- 4.7 Recommendations from validation processes are identified and forwarded to the appropriate authority
5. Manage assessment appeals
- 5.1 Assessment system policies and procedures for assessment appeals are accessed and interpreted
- 5.2 Documented appeal claims are accessed, read and interpreted
- 5.3 Relevant parties to the appeal are interviewed and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate
- 5.4 Appeal panel is constituted and a timetable is set to hear unresolved claims
- 5.5 Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance
- 5.6 All documentation relevant to the appeal process is checked for accuracy and completeness
- 5.7 Panel decision is confirmed and recorded in accordance with organisational policy and procedures and outcomes are communicated to the parties
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Assessment methods may include:
simulations such as:
hypotheticals
problem-based exercises
simulated 'real world' scenarios
structured aural/written questioning techniques, such as invitation, exploration, confirmation, investigation and reflection
practical and theoretical tests
workplace projects
structured activities such as role plays, presentations, completion of assessment activity sheets
portfolios
observation
third party feedback
product development review.
Assessment tools include:
the learning or competency unit(s) to be assessed
the target group, context and conditions for the assessment
the tasks to be administered to the candidate
an outline of the evidence to be gathered from the candidate
the evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules)
the administration, recording and reporting requirements
the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Organisational/legal/ethical requirements may include:
AQTF standards relating to assessment and registration
assessment specifications of training packages
state or territory registering body requirements
clauses defining assessment operations in award and enterprise agreements and relevant industrial arrangements
confidentiality and privacy requirements
environmental issues
equal opportunity requirements
industrial relations and anti-discrimination
certification procedures and requirements
Australian Qualifications Framework (AQF) Guidelines
recording and reporting assessment results
maintaining and retrieving assessment information
access and equity principles and practice
ethical standards
collaborative or partnership arrangements
OHS policies, procedures and programs
quality and continuous improvement processes and standards
defined resource parameters.
Approaches to validation may include:
analysing and reviewing assessment tools
analysing and reviewing collected evidence
analysing and reviewing assessment decisions/records of assessment outcomes
examining assessment systems
observing assessment conduct
analysing client feedback.
Assessment methods may include:
simulations such as:
hypotheticals
problem-based exercises
simulated 'real world' scenarios
structured aural/written questioning techniques, such as invitation, exploration, confirmation, investigation and reflection
practical and theoretical tests
workplace projects
structured activities such as role plays, presentations, completion of assessment activity sheets
portfolios
observation
third party feedback
product development review.
Assessment tools include:
the learning or competency unit(s) to be assessed
the target group, context and conditions for the assessment
the tasks to be administered to the candidate
an outline of the evidence to be gathered from the candidate
the evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules)
the administration, recording and reporting requirements
the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Organisational/legal/ethical requirements may include:
AQTF standards relating to assessment and registration
assessment specifications of training packages
state or territory registering body requirements
clauses defining assessment operations in award and enterprise agreements and relevant industrial arrangements
confidentiality and privacy requirements
environmental issues
equal opportunity requirements
industrial relations and anti-discrimination
certification procedures and requirements
Australian Qualifications Framework (AQF) Guidelines
recording and reporting assessment results
maintaining and retrieving assessment information
access and equity principles and practice
ethical standards
collaborative or partnership arrangements
OHS policies, procedures and programs
quality and continuous improvement processes and standards
defined resource parameters.
Approaches to validation may include:
analysing and reviewing assessment tools
analysing and reviewing collected evidence
analysing and reviewing assessment decisions/records of assessment outcomes
examining assessment systems
observing assessment conduct
analysing client feedback.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
demonstrate continuing development of own assessment expertise
provide leadership, direction and support to other assessors, including role modelling good assessment practice
monitor the work of assessors and others involved in carrying out assessments
take responsibility for initiating, organising and facilitating assessment validation and appeals processes.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
demonstrate continuing development of own assessment expertise
provide leadership, direction and support to other assessors, including role modelling good assessment practice
monitor the work of assessors and others involved in carrying out assessments
take responsibility for initiating, organising and facilitating assessment validation and appeals processes.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C9553 | TAAASS501B | Lead and coordinate assessment systems and services | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWY87 | TAEASS505 | Lead and coordinate assessment systems and services | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J607 | TAE80113 | Graduate Diploma of Adult Language, Literacy and Numeracy Practice | Qualification |
| D672 | TAE70111 | Graduate Certificate In Adult Language, Literacy and Numeracy Practice | Qualification |