Unit of competency Outline
Date retreived
23/07/2026 4:44 AM AWST
23/07/2026 4:44 AM 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.
Analyse, implement and evaluate e-assessment
Analyse, implement and evaluate e-assessment
Unit of competency
National Code
TAEASS801A
TAEASS801A
State Code
WE627
WE627
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/09/2014
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
15/09/2014
Nominal Hours
55
Description
This unit describes the performance outcomes, skills and knowledge required to analyse a range of technology-enabled assessment (e-assessment) options that are available for the design, delivery and administration of required assessment activities in an educational work group. It develops the advanced theoretical and technical knowledge required to evaluate e-assessment processes in that work group to ensure that they are fair, flexible, valid and reliable.The unit provides guidelines for generating e-assessment strategies for diagnostic, formative and summative assessments.
Notes
Elements and Performance Criteria
1. Analyse the learning context
- 1.1 Develop an understanding of the learners, their needs and the learning context
- 1.2 Review current assessment practice
- 1.3 Identify existing assessment resources
2. Plan to deliver e-assessment
- 2.1 Research types and suitability of e-assessment technologies for the required assessment
- 2.2 Identify the requirements for e-assessment
- 2.3 Plan online support for e-assessment
- 2.4 Ensure staff have the required skills and knowledge for e-assessment
- 2.5 Plan the scope of an e-assessment testing schedule
- 2.6 Source resources required to deliver the planned e-assessment
- 2.7 Assess and develop risk-management strategies for delivery of e-assessment
3. Design e-assessment tasks and processes
- 3.1 Select e-assessment appropriate for the learning context
- 3.2 Draft e-assessment resources
- 3.3 Design learner support materials for the planned tasks and resources
- 3.4 Identify tasks suitable for recognition of prior learning (RPL) options
4. Develop e-assessment tasks and processes
- 4.1 Prepare e-assessment tasks and processes
- 4.2 Prepare assessor resources for delivery
- 4.3 Trial e-assessment tasks and processes
- 4.4 Revise e-assessment resources based on trial feedback
- 4.5 Ensure the authenticity of the e-assessment tasks
5. Deliver e-assessment for learners
- 5.1 Clearly inform learners of assessment criteria
- 5.2 Manage the tasks associated with e-assessment
6. Evaluate the e-assessment process
- 6.1 Validate e-assessment tasks and processes
- 6.2 Evaluate e-assessment software and associated tools
- 6.3 Modify e-assessment processes as required to reflect evaluation
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.
Understanding learners and their needs may include:
ensuring authentic learner engagement
familiarity with e-assessment processes
understanding different learning styles, including:
activist learners
audio learners
kinaesthetic learners
pragmatic learners
reflective learners
self-directed learners
tactile learners
theoretical learners
visual learners.
E-assessment may include:
all online - no face-to-face assessment
blended - combination of online and face-to-face assessments
asynchronous e-assessment
synchronous e-assessment
automated electronic marking and recording of results
cloud-based e-assessment
computer-aided assessment
computer-based e-assessment
computerised adaptive testing
computerised classification testing
digital stories
electronic marking
e-portfolios, including video and audio files
instructor-led group e-assessment
online communication tools
online discussion forums
online peer assessment
online quizzes
on-screen testing
recorded interviews and discussions
self-directed e-assessment
simulations and demonstrations
social networks
video conference based assessment
web or virtual room based assessment
web-based e-assessment
web-based questions.
Required skills and knowledge may include:
ability to ensure adequate technical support for e-assessment processes
ability to understand and manage security measures required for authentic e-assessment
awareness of workplace and regulatory requirements
familiarity with and skilled use of e-assessment systems and delivery platforms
understanding of the principles of fair, flexible, valid and reliable assessment.
Authenticity may involve:
developing e-assessment tasks that are fair, flexible, valid and reliable
ensuring candidates understand and are able to participate fully in e-assessment processes
ensuring e-assessment evidence is appropriate for the given context
informing candidates of relevant e-assessment learning criteria
providing a range of e-assessments that support continuous competency development
allowing candidates to question e-assessment results and, if necessary, be reassessed.
Validating may include:
checking that e-assessment tools have produced valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether course requirements have been met
making recommendations for future improvement to e-assessment tools and processes
setting up and conducting quality review processes.
Understanding learners and their needs may include:
ensuring authentic learner engagement
familiarity with e-assessment processes
understanding different learning styles, including:
activist learners
audio learners
kinaesthetic learners
pragmatic learners
reflective learners
self-directed learners
tactile learners
theoretical learners
visual learners.
E-assessment may include:
all online - no face-to-face assessment
blended - combination of online and face-to-face assessments
asynchronous e-assessment
synchronous e-assessment
automated electronic marking and recording of results
cloud-based e-assessment
computer-aided assessment
computer-based e-assessment
computerised adaptive testing
computerised classification testing
digital stories
electronic marking
e-portfolios, including video and audio files
instructor-led group e-assessment
online communication tools
online discussion forums
online peer assessment
online quizzes
on-screen testing
recorded interviews and discussions
self-directed e-assessment
simulations and demonstrations
social networks
video conference based assessment
web or virtual room based assessment
web-based e-assessment
web-based questions.
Required skills and knowledge may include:
ability to ensure adequate technical support for e-assessment processes
ability to understand and manage security measures required for authentic e-assessment
awareness of workplace and regulatory requirements
familiarity with and skilled use of e-assessment systems and delivery platforms
understanding of the principles of fair, flexible, valid and reliable assessment.
Authenticity may involve:
developing e-assessment tasks that are fair, flexible, valid and reliable
ensuring candidates understand and are able to participate fully in e-assessment processes
ensuring e-assessment evidence is appropriate for the given context
informing candidates of relevant e-assessment learning criteria
providing a range of e-assessments that support continuous competency development
allowing candidates to question e-assessment results and, if necessary, be reassessed.
Validating may include:
checking that e-assessment tools have produced valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether course requirements have been met
making recommendations for future improvement to e-assessment tools and processes
setting up and conducting quality review processes.
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 following is essential:
knowledge of effective assessment principles
construction of pedagogically sound contextually relevant e-assessment strategies and practices
research on theory and practice in relation to e-assessment, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations
access to required e-assessment facilities and resources.
Method of assessment
A range of e-assessment methods should be used to assess practical skills and knowledge. Effective e-assessment methods should achieve one of more of the following criteria:
e-journal entries
direct questioning
review of a portfolio
blog.
Guidance information for assessment
Holistic assessment with other units in this qualification:
TAEDEL801A Evaluate, implement and use ICT-based educational platforms
TAEDEL802A Use e-learning with social media
TAELED703A Implement improved learning practice
TAELED802A Investigate the application of ICT content knowledge.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
knowledge of effective assessment principles
construction of pedagogically sound contextually relevant e-assessment strategies and practices
research on theory and practice in relation to e-assessment, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations
access to required e-assessment facilities and resources.
Method of assessment
A range of e-assessment methods should be used to assess practical skills and knowledge. Effective e-assessment methods should achieve one of more of the following criteria:
e-journal entries
direct questioning
review of a portfolio
blog.
Guidance information for assessment
Holistic assessment with other units in this qualification:
TAEDEL801A Evaluate, implement and use ICT-based educational platforms
TAEDEL802A Use e-learning with social media
TAELED703A Implement improved learning practice
TAELED802A Investigate the application of ICT content knowledge.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWY82 | TAEASS801 | Analyse, implement and evaluate e-assessment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J268 | TAE80312 | Graduate Certificate In Digital Education | Qualification |