Unit of competency Outline
Date retreived
22/07/2026 6:44 AM AWST
22/07/2026 6:44 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.
Design and develop assessment tools
Design and develop assessment tools
Unit of competency
National Code
TAEASS502A
TAEASS502A
State Code
WA869
WA869
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
09/09/2010
Field of Education
070109 - Teacher Education: Vocational Education And Training
Original Release Date
09/09/2010
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to design and develop assessment tools, including tools used in formative, summative and recognition of prior learning (RPL) assessment.
Notes
Elements and Performance Criteria
1. Determine focus of the assessment tool
- 1.1. Identify target group of candidates, purposes of assessment tool, and contexts in which the tool will be used
- 1.2. Access relevant benchmarks for assessment and interpret them to establish evidence required to demonstrate competence
- 1.3. Identify, access and interpret organisational, legal and ethical requirements and relevant contextualisation guidelines
- 1.4. Identify other related documentation to inform assessment tool development
2. Design assessment tool
- 2.1. Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place and meeting the principles of assessment
- 2.2. Enable candidates to show or support their claim for recognition of current competency through selected assessment methods
- 2.3. Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence
- 2.4. Consider how the assessment instruments will be administered
3. Develop assessment tool
- 3.1. Develop specific assessment instruments that address the evidence to be collected
- 3.2. Define and document clear and specific procedures instructing assessor and candidate on the administration and use of the instruments
- 3.3. Consider requirements of assessment system policies and procedures and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process
4. Review and trial assessment tool
- 4.1. Check draft assessment tools against evaluation criteria and amend as required
- 4.2. Trial assessment tools to validate content and applicability
- 4.3. Collect and document feedback from relevant people involved in trialling
- 4.4. Make amendments to final tool based on analysis of feedback
- 4.5. Appropriately format and file finalised assessment tool according to assessment system policies and procedures and organisational, legal and ethical requirements
instruments to be used for gathering evidence, including:
profiles of acceptable performance measures
templates and proformas
specific questions or activities
evidence and observation checklists
checklists for the evaluation of work samples
recognition portfolios
candidate self-assessment materials
procedures, information and instructions for the assessor or candidate relating to the use of assessment instruments and the conditions for assessment.
environment in which the assessment/RPL will be carried out, including real or simulated workplace
opportunities for collecting evidence in a number of situations
relationships between competency standards and evidence to support RPL
who carries out the assessment/RPL
relationships between competency standards and work activities in the candidate's workplace
relationships between competency standards and learning activities.
refer to criteria against which the candidate is assessed which may be a unit of competency, assessment criteria of course curricula, performance specifications, or product specifications
where the benchmark is one or more units of competency the standards may be contextualised to reflect the immediate operating environment.
assessment system policies and procedures
industrial relations systems and processes, awards and enterprise agreements
licensing and legal ramifications of assessing competence
reporting, recording and retrieval systems for assessment
requirements of training, assessment and validation, including the AQTF Standards for Registered Training Organisations
human resource policies, procedures and legal requirements, including:
anti-discrimination
equal employment opportunity
job role, responsibilities and conditions
relevant industry codes of practice
confidentiality and privacy requirements of information relating to completed assessments
OHS considerations, including:
ensuring assessment methods and tools incorporate appropriate measures to maintain the health, safety and welfare of candidates
ensuring OHS requirements and specified benchmarks are accounted for within evidence requirements and assessment materials
identifying hazards and relevant risk control procedures associated with the assessment environment.
relevant training package or accredited course contextualisation guidelines.
requirements set out in the Assessment Guidelines of the relevant training packages
information from the competency standards about:
resources required for assessment
assessment context
appropriate assessment methods
assessment activities identified in accredited modules derived from the relevant competency standards
assessment activities in support materials related to the relevant competency standards
any requirements of OHS, legislation, codes of practice, standards and guidelines
indicators and levels of competence of the Australian Core Skills Framework
organisational requirements for demonstration of work performance
product specifications.
profiles of acceptable performance measures
templates and proformas
specific questions or activities
evidence and observation checklists
checklists for the evaluation of work samples
recognition portfolios
candidate self-assessment materials.
those that guide the application of the instruments, such as:
instructions for the candidates
instructions for administering the assessment tool, including resources needed to conduct assessment and the context for the use of tools
guidance for development or review of decision-making process
guidance on reasonable adjustments
specified variations or restrictions on the tools
rules for verifying assessment decisions
OHS requirements, for example, identified hazards in the assessment environment and appropriate controls and reporting mechanisms
information on access and equity considerations.
assessment records, and data and information management
recognition of current competency, RPL and credit arrangements
assessor needs, qualifications and maintenance of currency
assessment reporting procedures
assessment appeals
candidate grievances and complaints
validation
evaluation and internal audit
costs and resourcing
access and equity, and reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system.
effectiveness and relevance to the competency standards
whether assessment tool is appropriate to selected assessment methods
whether assessment tool is appropriate to target group and assessment context
appropriateness of language and literacy for intended audience.
Overview of assessment
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
develop assessment tools that support different assessment methods and address at least three units of competency packaged at different Australian Qualifications Framework (AQF) levels
develop assessment tools that:
include the instruments for collecting evidence, reflecting the principles of assessment and the rules of evidence, and the related instructions to assessor/s and candidates
show how the contextual needs of different environments are addressed
report on the trial and review of the assessment tools, including proposed changes.
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.
Assessment must ensure access to:
training products, such as training packages and accredited course documentation.
Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
develop assessment tools that support different assessment methods and address at least three units of competency packaged at different Australian Qualifications Framework (AQF) levels
develop assessment tools that:
include the instruments for collecting evidence, reflecting the principles of assessment and the rules of evidence, and the related instructions to assessor/s and candidates
show how the contextual needs of different environments are addressed
report on the trial and review of the assessment tools, including proposed changes.
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.
Assessment must ensure access to:
training products, such as training packages and accredited course documentation.
Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C9551 | TAAASS403B | Develop assessment tools | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| S7790 | TAEASS502B | Design and develop assessment tools | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W890 | AVI50510 | Diploma of Aviation (Flight Instructor) | Qualification |