Course Title: Participate in assessment validation

Part B: Course Detail

Teaching Period: Term1 2021

Course Code: TCHE5919C

Course Title: Participate in assessment validation

Important Information:

This unit of competency forms part of the Assessment Cluster of units within the Certificate IV Training and Assessment (TAE40116) qualification, it is holistically delivered and assessed with the other three ASS units in this cluster.

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C4377 - Certificate IV in Training and Assessment

Course Contact: Mark Mossuto

Course Contact Phone: +61 3 99254929

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Office Administrator:

Raja Manchikanti

Tel: +61 3 9925 4933

Nominal Hours: 35

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.

Pre-requisites and Co-requisites


Course Description

This unit describes the skills and knowledge required to participate in an assessment validation process. It applies to assessors and workplace supervisors with assessment validation responsibilities participating in, but not necessarily leading, the process.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEASS403 Participate in assessment validation


1. Prepare for validation

Performance Criteria:

1.1 Discuss and confirm the purpose, context and scope of the validation process within relevant assessment system policies and procedures

1.2 Arrange materials for validation activities

1.3 Check all documents used in the validation process for accuracy and version control

1.4 Analyse relevant units of competency and agree on the evidence needed to demonstrate competence


2. Participate in the validation of assessment tools

Performance Criteria:

2.1 Demonstrate active and appropriate participation in validation sessions and activities using agreed communication methods and modes

2.2 Apply principles of assessment and rules of evidence during validation sessions and activities

2.3 Check that context and conditions of assessment include clear instructions for assessor and candidate and relate directly to the assessment conditions of the relevant unit

2.4 Check that tasks to be administered to the candidate include clear and concise instructions and an outline of evidence requirements

2.5 Check that assessment decision-making rules and benchmarks, are clear and enable consistent outcomes

2.6 Check that recording mechanisms are clear and allow for sufficient information to be recorded

2.7 Review and use assessment maps to assist in determining validity of assessment instruments 


3. Contribute to validation outcomes

Performance Criteria:

3.1 Discuss validation findings to support improvements in the quality of assessment in a collective environment

3.2 Discuss, agree and record recommendations to improve assessment practice

Learning Outcomes

The learning outcomes for this course are based on the participant's previous completion of TAEASS403B and additional training and assessment will enable the participant to demonstrate the following outcomes:

  • actively participate in a minimum of three validation sessions that address the critical aspects of validation
  • clearly identify the purpose for each validation, and the legal and ethical responsibilities of assessors
  • collate and present documentation for each validation in a logical manner
  • communicate and liaise with relevant people
  • provide feedback and interpret documentation in validation sessions
  • record their contribution to validation findings.

Details of Learning Activities

In the Assessment cluster, you will participate in online learning activities such as: analysis of case studies and scenarios, role plays, developing learning programs, group discussions and working in pairs. Other activities will include: online research, and reading articles provided by your trainer.

  At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:   • Simulations of training and assessment work environments • Work based projects completed within your own workplace.   Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.

Teaching Schedule

The Assessment Cluster is delivered online over seven (7) weeks, these are full day online workshops.  Each online workshop there are 3 components to the schedule:

1 Online activities pre workshop

In the online activities you can familiarise yourself with concepts which you will be using in practice during the upcoming workshop day.  Activities include watching video's, critical reading and quizzes.

2. Online full day workshop

A online workshop day runs from 9:00am – 5:00pm Workshops focus on in‐depth case studies in which you will actively complete workplace based tasks related to the role of an assessor.  Activities include discussion, collaboration in pairs and small groups, research, document preparation, peer and self evaluation. 

3. Online Webinars after the all sessions have concluded

You can take take part in a webinar to ask questions, seek clarification to any aspect of the content.  The facilitator and participants discuss issues or questions that arose in the online workshop or from readings in the Participant Manual, online activities or from their own practice. Some questions will be on notice; others will be raised in the webinar. Participants are encouraged to contextualise the program content to their practice.


Online Week 1 Introduction to competency‐based assessment

  • Welcome and Introduction
  • Introduction to the program design and requirements
  • What do we already know about VET activity? What is quality assessment?
  • Competency‐based assessment, training packages, and competency standards


Online Week 2  Plan an RPL assessment process and assess competence

  • What are RPL and Training and Assessment pathways?
  • What does it mean to be competent?

Case Study 1: Assess competence (RPL) and moderate the assessment decision. In this case study participants assess the competence of Candice Candidate and then moderate the assessment decision. Candice is applying for recognition of the unit BSBWOR203 Work effectively with others.

  • Explore structure of a unit of competency and of assessment requirements.
  • Plan assessment activities and processes
  • Explore assessment plans and instruments

Case Study 2: Plan assessment activities and processes (RPL)

  • This case study builds on Case Study 1 the RPL assessment of Candice Candidate (To be finalised in workshop day 3).


Online Week 3 Plan assessment (training and assessment pathway)

  • Finalise Case Study 2 ‐ Develop assessment instruments –develop a portfolio checklist. Check the instrument, review and reflect finalise the plan and the instrument.
  • Commence Case Study 3:  Plan assessment (training and assessment pathway)
  • In case study 3, the participants plan assessment activities and processes for the unit BSBCMM401 Make a Presentation in a case study.


Online Week 4 Communication and interviewing skills for assessment

You will familiarise yourself with the background to the assessment of a candidate Kelly, and develop an assessment  plan for him. This includes two meetings with the candidate: a briefing meeting  about Recognition of Prior Learning processes and a subsequent meeting to discuss evidence provided by the candidate and communication of a decision. 

  • Exercise Dos and Don’ts of communication in interviews. Question scenarios.
  • Practice scenario engaging in two way communication with an RPL candidate in a meeting. Documenting evidence and reporting results.


Online Week 5 Prepare for assessment and assess competence

  • Participants to conduct meeting 2 with Kelly.  
  • Judge Kelly’s evidence, ask questions, make the assessment decision and give feedback to the candidate
  • Practice of the meeting in class before assessment by TAE Coordinator in break‐out room.
  • Record and report the assessment decision and then review the assessment process


Online Week 6 Design and Develop assessment tools

Participants collaborate in small groups on Case Study 4: Plan, develop and validate an assessment tool based on a unit of competency.  This involves developing instructions to candidates, guidance to assessors, development of assessment tasks or instruments,  mapping to the unit of competency’s requirements  and documenting feedback and decisions.  The unit for the assessment tool may be decided by each group or provided by the facilitator,


Online Week 7 Participate in validation of assessment tools

Participants collaborate in teams on Case study 5 to validate the assessment tools they designed in Case Study 4. They bring two copies of each assessment tool to day 7 workshop for validation.

You will participate in an assessment validation in context, check the tool against the principles of assessment, the rules of evidence and the requirements of the unit of competency.

You will suggest improvements, reflect on the validation process and finalise documentation.

Learning Resources

Prescribed Texts


Other Resources

Electronic resources can be found in the Assessment Cluster Canvas LMS 

Overview of Assessment

The unit TAEASS403 Participate in assessment validation is holistically assessed with 3 other units within the TAE40116 qualification namely TAEASS502 Design and develop assessment tools, TAEASS402 Assess competence and TAEASS401 Plan assessment activities and process.


Assessment of these 4 units consists of: 

  • ASS Task 1:  Prepare for assessment and assess competence
  • ASS Task 2:  Plan assessment activities and processes on two (2) occasions
  • ASS Task 3:  Plan, design and develop three (3) assessment tools
  • ASS Task 4:  Participate in validation of three (3) assessment tools
  • ASS Task 5:  Assess competence on Five (5) occasions
  • ASS Task 6:  Short-answer knowledge questions

Assessment Tasks

There is a strong emphasis in your assessment tasks on the practical aspects of assessing in your workplace or in a simulated online environment.  You will be assessed on your demonstrable skills, knowledge and performance in relation to assessing candidates for accredited units of competency in the national Vocational Education and Training system.

You will be provided with a range of templates on Canvas which you can use to develop and organise your evidence.  These include templates for the following:

  • Assessment Plan
  • Competency matrix for mapping your assessment of a unit of competency
  • Various assessment instrument types such as Observation checklist, folio of evidence and knowledge questions
  • Assessment brief
  • Assessment record and feedback


Assessment Task 1 - Assess competence of a candidate in the unit: BSBCMM401 Make a presentation

In preparation, you will need to contextualise and modify the assessment activities and instruments to meet client needs.

You will complete this task during your TAE training.

Your TAE trainer will supervise you throughout all stages of this task and will pay particular attention to:

     –  your ability to customise assessment processes and instruments to meet candidate needs

     –  the interpersonal skills you use as you work with the candidate

Your TAE trainer will give you a separate ASS Task 1 Handout which contains information and resources needed to complete this task.


Assessment Task 2 - Plan assessment activities and processes (twice)

On two (2) separate occasions:

You must plan for two different types of assessment plans – the first will be a training and assessment pathway for a whole unit of competency and its assessment requirements then develop one selected assessment instrument to support that assessment plan.  The second assessment plan must address a Recognition of Prior Learning (RPL) assessment pathway along with a selected assessment instrument that will support that plan.

Each plan must cover a different unit of competency

  • Units of competency selected as the basis for this task must be different from the units of competency selected as the basis for ASS Task 3
  • One of the two plans must support an RPL assessment pathway

The instrument you modify or develop to support each plan:

     –  must reflect at least one assessment method that forms part of the assessment plan

     –  must cover some (not all) of the assessment requirements for the unit—e.g. if your assessment plan for the unit includes direct observation, verbal questions and a third-party report, you may choose to develop the observation instrument, OR the verbal questioning instrument, OR the third-party report questionnaire—you don’t need to develop all instruments needed for the assessment you have planned.


Assessment Task 3 - Plan, design and develop three (3) assessment tools

On three (3) separate occasions:

    a. Plan one competency-based assessment that covers one complete unit of competency and its assessment requirements, then

    b. Design and develop an assessment tool that supports your assessment plan

Each plan/tool must cover a different unit of competency

  • Units of competency selected for this task must be different from the two units of competency selected as the basis for ASS Task 2
  • One of the plans/tools must support an RPL assessment pathway

Each assessment tool you develop must include:

     –  Information and instructions for candidates

     –  Additional information / instructions / marking guide for assessors

Instruments that:

     -  reflect different assessment methods

     -  collectively cover the entire unit and its assessment requirements

     –  Provision to record details of the assessment and the results

     –  A competency map or equivalent that clearly shows how the assessment instruments collectively cover the entire unit and its assessment requirements

  • You must conduct a pilot (‘dry run’) of each draft assessment tool, prepare a report on the trial, then create the final version of the assessment tool, incorporating improvements identified in the trial.
  • A suitable referee must verify foundation skills you use to plan, design, develop, trial and finalise each assessment tool.


Assessment Task 4 - Participate in validation of three (3) assessment tools

Participate in validation of three (3) assessment tools and contribute actively to the validation activities and outcomes

  • You may work with others to validate assessment tools you have developed, or that someone else has developed
  • You may organise the validation sessions yourself, or you may participate in validation sessions organised by someone else
  • The assessment tool you validate on each occasion must cover at least one (1) entire unit of competency and its assessment requirements
  • All validation activities must include a competency mapping exercise whose purpose is to check if the assessment tool covers the entire unit and its assessment requirements. 

You may:

    – check a completed competency map that is provided, or

    – in the validation session, create a competency map

Your mapping exercise must cover the unit’s elements, performance criteria, foundation skills, performance evidence, knowledge evidence, and (as applicable) assessment conditions.

  • At least two people, including you, must participate in each validation.
  • A suitable referee must verify foundation skills you use when participating in each validation.


Assessment Task 5 - Assess competence on five (5) occasions

Assess competence on five (5) occasions

  • Each assessment must cover an entire unit of competency and its assessment requirements
  • You may assess a different candidate on each occasion or you may assess them as a group
  • At least one assessment must be recognition of prior learning (RPL)
  • You must make a reasonable adjustment in the assessment of at least one candidate (preferred), or describe a reasonable adjustment you could have made
  • You must conduct each assessment under supervision of a qualified assessor who RMIT has approved for the purposes of this task.


Assessment Task 6 - Short answer Knowledge questions

You are required to respond in your own words (150-200 words) to 10 questions about assessment. The topics cover key concepts in assessment in VET: Competency-based assessment, principles of assessment, dimensions of competency, Recognition of Prior Learning, inclusive assessment practice, rules of evidence, Workplace Health and Safety, training packages and their uses, assessment instruments and tools and assessment validation.


Submission deadline: all of the above assessment tasks need to be submitted by midnight April 30 2021


It is a requirement of the Certificate IV Training and Assessment (TAE40116) program that all assessment tasks are to be submitted electronically through the Assessment Canvas LMS portal.
For Assessment tasks 1 to 6, please submit each task as a single ‘PDF’ file, see your student instructions for further details.


*Please add your name and student number into the footer of your submitted document.

*Please note, that no ‘Hard Copy’ portfolios will be accepted.


RMIT Electronic Submission of work for assessment:

In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the assessment declaration. (URL: )

Assessment Matrix

A detailed assessment matrix is provided in Canvas.

Other Information

Adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course.

These include, but are not limited to:
   • Conserving natural resources
   • Using recycled materials wherever possible
   • Minimising pollution
   • Applying energy savings measures
   • Reducing waste

Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.”

Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension; for further information see

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment.

For further information about special consideration see

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For further information see

Course Overview: Access Course Overview