TAE50111 Holistic Assessment Materials

Holistic Assessment Materials for
TAE50111
Diploma in Vocational Education and
Training (VET)
TAEPDD501A Maintain and enhance
professional practice
TAEDEL502A Provide advanced
facilitation practice
TAEASS501A Provide advanced
assessment practice
Holistic Assessment Materials
TAE50111 Diploma of
Vocational Education and Training
1st Edition 2011
TAEPDD501A Maintain and enhance professional practice

TAEDEL502A Provide advanced facilitation practice
TAEASS501A Provide advanced assessment practice
Part of a suite of support materials for the

TAE10 Training and Education Training Package
These materials were developed by Innovation & Business Skills Australia in association
with the Commonwealth Government through the Department of Industry, Innovation,
Science, Research and Tertiary Education (DIISRTE).
Acknowledgement
Innovation and Business Industry Skills Council (IBSA) would like to acknowledge Precision
Consultancy for their assistance with the development of this resource.
Copyright Statement
2011 Commonwealth of Australia
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Commonwealth of Australia. Adapted and/or modified materials must have the Innovation and
Business Skills Australia logo removed from the work, and the following attribution made:
This is a modified document based on materials prepared by Innovation and Business Skills
Australia Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.
Disclaimer
While care has been taken in the preparation of this material, DIISRTE and the original developer do not warrant that
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DIISRTE and the original developer do not accept any liability for any damage or loss (including indirect and
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Published by: Innovation and Business Industry First published: September 2011
Skills Council Ltd
1st edition version: 2
Level 11
176 Wellington Pde Release date: August 2012
East Melbourne VIC 3002 Printed by: Fineline Printing
Phone: +61 3 9815 7000 130 Browns Road
Fax: +61 3 9815 7001 Noble Park VIC 3174
Email: reception@ibsa.org.au
www.ibsa.org.au
ISBN: 978-1-922043-41-2
Stock code: CP-TAE50111HOL1 Spiral bound
CP-TAE50111HOL1S Shrink-wrapped
Table of contents
Welcome
Getting Started ................................................................................................................1

About the assessment tasks .....................................................................................1
The practice environment ..........................................................................................3
Undertaking the assessment tasks...........................................................................3
Gaps in your skills and knowledge ............................................................................3
How you will be assessed ..........................................................................................4
Your portfolio of assessment .....................................................................................4
The assessors role ....................................................................................................5
About the Diploma of Vocational Education and Training (TAE50111) .......................6

Assessment evidence requirements .........................................................................6
Assessment Tasks
Assessment Task 1: Reflect on current facilitation and assessment practice ......9
Assessment Task 2: Plan a program of professional development activities ..... 13
Assessment Task 3: Participate in professional development activities............. 17
Assessment Task 4: Demonstrate advanced facilitation and assessment
practice .................................................................................................................... 19
Assessment Task 5: Lead others in professional development........................... 23
Appendices
Appendix 1: Checklist of assessment tasks .......................................................... 29
Appendix 2: Evidence record .................................................................................. 30
Appendix 3: Your current facilitation and assessment practice........................... 31
Appendix 4: Third-party observation checklist (facilitation of group learning) .... 33
Appendix 5: Feedback on facilitation process....................................................... 35
Appendix 6: Third-party observation checklist (assessment of candidates) ....... 36
Appendix 7: Feedback on assessment process .................................................... 38
Appendix 8: Program of professional development activities .............................. 39
Appendix 9: Record of participation in professional development ...................... 40
Appendix 10: Evaluation questionnaire ................................................................. 41
Appendix 11: Assessment validation checklist Principles of assessment ....... 43
Appendix 12: Assessment validation checklist Rules of evidence ................... 45
Appendix 13: Assessment validation report .......................................................... 47
Appendix 14: Facilitation discussion report .......................................................... 48
Candidate declaration
Your trainer/assessor is required to discuss the following matters with you. Tick the
relevant box once the matter has been explained to you and you have acknowledged that
you understand the advice provided by your trainer/assessor.
purpose and outcomes of the assessment process
relevant unit/s of competency
recognition of prior learning
appeals process
confidentiality and security of information
special needs/additional information
signing of candidate declaration.
Candidates name Phone no.
Assessors name Phone no.
Assessment site
Assessment date/s Time/s
Date assessment arrangement was notified to the participant
Notification method
In signing this form the candidate acknowledges that the assessment process has been
fully explained to them and they understand and agree to the assessment process as
described above.
It is proposed that the assessment outlined will take place at times and locations
mutually agreed between the candidate and the assessor.
Comments:
Candidates signature: Date:
Assessors signature: Date:

Welcome
Assessment Materials
Getting Started
This holistic assessment covers the following three core units of competency from the
TAE50111 Diploma of Vocational Education and Training (VET):
TAEASS501A Provide advanced assessment practice.
The Diploma of VET has been designed as a qualification to provide competencies in the
core practitioner skills at a higher level than that provided by the Certificate IV in Training
and Assessment. It focuses on the individual practitioner taking responsibility for
maintaining and enhancing their own professional practice in other words, continually
seeking to improve their own skills as a practitioner.
A functional analysis of the role of more advanced VET practitioners shows that the skills
which have the greater effect on students in VET relate to the facilitation of the learning
process and the decision making process in assessment. This assessment tool combines
a focus on those two key skills as part of maintaining and enhancing professional
practice.
Assessing these units holistically fulfils the purpose of the Diploma of VET by determining
professional development needs, addressing these needs and providing advanced VET
practice. The assessments reflect real training and assessment work roles and
environments in the VET sector and in registered training organisations (RTOs).
Note that these assessments relate to three core units only. Completion of the Diploma of
VET requires evidence of competence for ten units from the qualification. A further three
core units and four elective units will need to be completed separately from the units this
holistic assessment addresses.
About the assessment tasks

This holistic assessment is designed to reflect a process of professional development in
the workplace by asking you to:
reflect on your facilitation and assessment practice and vocational competency to
identify areas for improvement
develop a professional development plan which aims to improve your facilitation
and assessment practice and maintain vocational currency
participate in professional development activities
demonstrate your own advanced facilitation and assessment practices
lead the professional development of others.
The diagram below represents this cycle of continuous improvement represented by the
holistic assessment.
TAE50111 Diploma of Vocational Education and Training

2011 Commonwealth of Australia Page 1 of 49
Getting Started
REFLECT
on your current
professional
practice.
LEAD PLAN
peers in a professional
professional development
development. program.
DEMONSTRATE
PARTICIPATE
advanced
in professional
facilitation and
practice activities.
assessment.
Each stage of the cycle of continuous improvement is addressed by an individual

assessment task that builds on the previous task.
Reflect on your current professional practice to identify areas for

1 improvement, development and professional goals.
Use your reflections from Assessment Task 1 to plan a program of

2 professional activities to address areas for improvement and development.
Participate in the professional development activities as planned in

3 Assessment Task 2, and reflect on how these contribute to your practice.
Demonstrate your advanced practice as a result of your participation in

4 professional development in Assessment Task 3.
Lead others in their professional development .

5
Just as the process of professional development should be seen as an ongoing cycle, the
assessment tasks are represented here as being a continuing process. The Diploma of
VET recognises that, as an advanced practitioner in VET, you should always be aiming to:
engage and support the learning and assessment experiences of participants
in VET
develop the professional practice of other VET practitioners
expand on your own interests and needs through a stimulating and rewarding
professional practice.

Page 2 of 49 1st edition version: 2
The practice environment

Throughout this holistic assessment, the term practice environment has been used. This
is a term used to describe a training organisation you will be using to demonstrate your
skills and knowledge. It may be a registered training organisation (RTO) where you are
currently working, an enterprise where you conduct training, or an organisation that will
allow you to practise your skills without being formally employed.
Where no workplace is available, a simulated workplace will be provided by the assessor
which will enable all the critical aspects for evidence to be assessed in a manner
equivalent to a workplace.
These holistic assessment activities have been designed specifically for you to apply to
your training and assessment work. Where possible, your assessment activities should be
based on the organisational processes, procedures, documentation and quality
management systems used in your practice environment. For example, you may already
have access to professional development documents that address areas for development
in your professional practice.
In general, any issues or concerns you have with a suitable practice environment to carry
out these assessment tasks should be discussed with your assessor.
Your assessor may contextualise some or all of these assessments to better suit your
learning needs.
Undertaking the assessment tasks

The assessment tasks have been designed to be completed in the order they are
presented in this document, however, some assessment tasks can be commenced as
others are being completed. This will be explained further in the instructions for each
individual assessment task.
The tasks have been designed to take you through the process of reviewing your current
practice, identifying and planning to address areas of concern or interest, and then
implementing this plan to demonstrate advanced facilitation and assessment practice,
and improve your overall professional practice.
Gaps in your skills and knowledge

If you are undertaking the Diploma of VET, you will most likely have a Certificate IV in
Training and Assessment, an equivalent Certificate or some units of competency relating
to facilitation of learning and/or assessment. The terms used throughout this holistic
assessment task will be familiar from your previous learning and your current practice in
vocational education and training.
However, if you are unfamiliar with any terms in the assessment tasks and require further
clarity, draw on your existing networks of other VET practitioners for guidance and
discussion. Also, discuss any issues with the assessment tasks with your facilitator
and/or assessor.

Getting Started
Glossary
A glossary of terms is included on the Learner Resources website at
<http://www.ibsa.org.au/products-and-services/tae10-learner-resources.aspx>.
Use the glossary to clarify the meaning of terms used in this holistic assessment if
necessary.
How you will be assessed

The individual tasks in this holistic assessment reflect a process of continuous
improvement for your professional development. The tasks and their requirements are
set out in this document and you will be asked to a present a portfolio of evidence that
reflects your completion of the task.
In addition to addressing the assessment and evidence requirements of units of
competency, assessments must address skills and knowledge requirements in relation to
Employability Skills. Through the assessment, you will provide evidence of the knowledge,
skills and attributes you will need to demonstrate Employability Skills as they relate to the
TAE50111 Diploma of VET qualification.
Completing the assessment tasks and gathering evidence to present to your assessor
should be undertaken over a period of time, in order to show the depth of skills and
knowledge appropriate to a Diploma level qualification and an experienced VET
practitioner.
It is assumed that you already have gained the knowledge and skills required for these
units in TAE50111 Diploma of VET through:
undertaking group-based, distance or online training
experience in your own practice environment
a combination of the above.
Your portfolio of assessment

The overall aim of these units and this holistic assessment is to improve and advance
your professional practice in facilitation and assessment and your vocational competency,
and to lead others in their development. When putting together your portfolio of evidence,
consider how each piece of evidence reflects this process of improvement.
There is no set format for this portfolio. Some pro forma have been attached as
appendices; you can use these when indicated, or you can use others that you design or
you may have some pro forma and documents your practice environment uses.
Appendix 2 is an evidence record that can assist with organising your evidence and
keeping track of how it relates to each assessment task. The following are some
examples of evidence you might produce to demonstrate your involvement in different
activities to complete the assessment tasks:
third party observation reports of facilitation and assessment
feedback from learners

lesson plans
timetabling and attendance
video or audio recordings and photographs
assessment records
learning and assessment materials developed by you, or used in your practice
journal entries or diaries
records of communication (electronic, paper-based)
qualification or certification records for vocations or professions
certificate of membership to industry or professional bodies
notes and materials from professional development workshops
records of placements or visits at industry or professional work placements
meeting agendas and minutes from professional development activities with peers.
If you have any concerns about what you can include in your portfolio, speak with your
assessor.
The assessors role

Your assessor will:
negotiate assessment activities with you and provide guidance for planning
answer any questions you might have about the assessment
inform you of any variations to the assessments which may be required if you are a
distance-based learner
assess your competency as required by the units of competency, by making
judgements about the evidence presented in line with the rules of evidence:
validity, authenticity, currency and sufficiency
give you feedback on the outcomes of the assessment process, both formative (as
you go through the assessment processes) and summative (your final assessment
whether you are competent or not yet competent)
counsel you on the outcomes of the assessment including advising you of your right
of appeal if you disagree with the assessment decision
help you to address the occupational health and safety (OHS) requirements of the
assessment setting and units of competency, as appropriate.

About the Diploma of Vocational Education and Training (TAE50111)
About the Diploma of Vocational

Education and Training (TAE50111)
These assessment tasks allow you to provide evidence that demonstrates your
competency in the following three core units of competency from Diploma of VET:
Assessment evidence requirements

This assessment involves you undertaking your own course of professional development,
including initial assessment of your VET practice and vocational currency, developing and
implementing a plan of activities to maintain and improve your practice and influence the
practice of others, and reflect on the overall process of professional development.
The critical aspects of evidence for the units of competency covered in this holistic
assessment task include some specific requirements for evidence. These are:
TAEPDD501A Maintain and Collect, document and discuss with peers evidence of
enhance professional practice feedback from at least 10 hours of facilitation
practice and interviews with assessors covering at
least the assessment of 10 candidates.
TAEDEL502A Provide A minimum of 100 hours of group facilitation.

advanced facilitation practice
TAEASS501A Provide Undertake the assessment of at least 20 individual

advanced assessment practice candidates from a total of at least 50 units of
competency from training packages or accredited
courses.
Lead assessment among a group or team of
assessors, consisting of at least five individuals and
demonstrate how that leadership has lead to
improved processes and outcomes.
It is important that your portfolio of evidence demonstrates that you have achieved these
requirements. The assessment tasks will give information about how these critical
aspects are to be achieved. However, you should discuss with your assessor how you will
achieve these requirements. For example, the requirements have been spread across the
assessment tasks you may wish to discuss the spread with your assessor.

Assessment Tasks
Assessment Task 1: Reflect on current facilitation and

assessment practice
This Assessment Task addresses the aspects of reflection and self-evaluation of current
practice in the units of competency:
For details see the Assessment Mapping documents.
Instructions
The Diploma of Vocational Education and Training (VET) requires you to take responsibility
for your professional development. This Assessment Task asks you to gather evidence of,
and reflect on, your current professional practice in order to identify areas for
improvement to move into advanced levels of professional practice. It also invites you to
consider the direction and future goals of your professional practice.
Your current professional practice incorporates:
the responsibilities and accountabilities of your current work role
your VET practice (facilitation and assessment practice)
your vocational competency or subject area.
This Assessment Task is connected to Assessment Tasks 2 and 3 as follows:
Assessment
Reflect on your current Task 2 Participate in the
practice to identify planned professional
areas for development Plan a program of development activities.
and improvement. professional
development activities
that address identified
areas.
Assessment Assessment
Task 1 Task 3
The assessor may ask you to submit your portfolio of evidence for this assessment task
before moving onto Assessment Task 2.
Please note: Your facilitation of group learning and delivery of assessment tasks will
contribute to the required number of hours, candidates and units of competency required
by this cluster of competencies. Refer to the Critical Aspects of Evidence in the mapping
documents and the units themselves for the totals.

Assessment Task 1: Reflect on current facilitation and assessment practice
Procedure
Part A Your current work role and practice environment
1. Describe your current work role and practice environment. You could use the form
included in Appendix 3 to help you with this task. If you do not have a current work
environment, discuss a suitable practice environment with your assessor.
Part B Gather evidence of your current facilitation practice

1. Facilitate and provide evidence of 30 hours of group learning. Note that these
hours will contribute towards the overall requirement of facilitating a minimum of
100 hours of group learning.
2. Maintain a reflective journal recording how you dealt with the challenges of:
a. complex learning environments
b. learners with complex learning needs
c. developing learner independence
d. any other challenges, in your facilitation practice
e. your own assessment of how you responded to these challenges.
3. For at least ten of these hours, gather and consider how you need to respond
feedback from:
a. a range of peers and other VET practitioners who observed your facilitation
(Appendix 4 is a third party observation form that you can use)
b. learners in your practice (Appendix 5 is a sample feedback form for learners).
Part C Gather evidence of your current assessment practice

1. Assess at least ten candidates against a total of 20 units of competency
demonstrating a range of assessment methods. Provide evidence of this
assessment taking place.
Note: A total of 20 units of competency does not mean 20 different units of
competency. For example, you could assess ten candidates against two different
units of competency each, making a total of 20 units of competency. These
candidates and units of competency will contribute to the overall requirement of
assessing 20 candidates against a total of 50 units of competency.
2. Maintain a reflective journal recording how you dealt with the challenges of your
assessment, including any assessment decisions made.
3. Ask peers and/or other experienced VET practitioners to observe your assessment
practice and provide feedback (Appendix 6 contains a third party observation form
that you can use).
4. Gather feedback from the candidates on your assessment practice (Appendix 7 is a
sample feedback form for assessors) and consider how you need to respond to this
feedback.

Part D The currency of your vocational skills and knowledge

1. Gather evidence of your current level of skills and knowledge in your vocation or
subject area.
Part E Identify areas of improvement

1. Reflect on and analyse the information and evidence about your professional
practice gathered in Parts B, C and D. Responding to the following questions will
assist with this reflection.
a. How can I improve in the performance of the responsibilities and
accountabilities of my current work role?
b. What areas do I want to improve in my facilitation practice and why?
c. What areas do I want to improve in your assessment practice and why?
d. What areas do I need to improve in my vocational competency and why?
e. How do I want to develop and improve as a VET practitioner in general (e.g.
long-term goals)?
Specifications
You must:
facilitate and provide evidence of at least 30 hours of group learning after the
commencement of the Diploma of VET and obtain feedback from peers or other
VET practitioners and learners of at least ten hours of these 30
assess and provide evidence of at least ten candidates against a total of 20 units
of competency after the commencement of the Diploma of VET
gather feedback from peers of your assessment practice gather a range of
perspectives
gather feedback from your assessment candidates.
Your sample of practice should provide any evidence of:

your facilitation of group learning, including dates, learning groups, learning
materials, and session plans
your assessment of candidates, including assessment materials, assessment
records, assessment decisions
evidence of a range of perspectives of your practice.
Your assessor will be looking for evidence that you have:

considered your individual work role and responsibilities, and organisational
requirements, in considering your current professional practice
reflected on challenges in your facilitation and assessment practice and have
considered ways of addressing these challenges

Assessment Task 1: Reflect on current facilitation and assessment practice
communicated with others to obtain feedback on your practice and direction for
improvement
reviewed your own work practices to improve your own practice and identify gaps in
skills and/or knowledge.
Adjustments for distance-based learners

No changes to the assessment task are required.

Assessment Task 2: Plan a program of professional

This assessment task relates to the professional development aspects of the following
units of competency:
For details see the assessment mapping documents.
Instructions
The Diploma of VET seeks to develop experienced practitioners in their roles as
facilitators and assessors. Part of this development involves understanding and planning
to undertake activities that will achieve your development needs and professional goals.
Assessment Task 2 requires you to create a professional development plan that
addresses observations and areas for improvement identified in Assessment Task 1.
The process of developing a professional development plan may already be familiar to
you; it may already be a requirement of your practice environment. Your professional
development plan is a living document that should be reviewed regularly and adjusted to
meet the changing demands of your professional practice, vocational competency and
your practice environment. It should also be a document that, through the process of self-
reflection and assessment, helps you to achieve identified goals for your professional
practice.
For this Assessment Task, you will be required to prepare a professional development
plan which incorporates activities that allow you to:
improve your facilitation and assessment practice (a VET currency plan)
improve your vocational competency (a vocational currency plan).
You should consider, refer to and address your work responsibilities and accountabilities,
and any organisational or legal requirements relevant to your practice in preparing your
plan.
In addition to addressing the challenges and areas for improvement identified in
Assessment Task 1, your professional development plan must include:
research into developments and trends in facilitation and assessment practice
the use of technology to create and/or maintain professional networks to discuss

facilitation and assessment practice.

Assessment Task 2: Plan a program of professional development activities
You should include a range of other activities. Activities to maintain and improve
facilitation and assessor practice may include:
aligning organisational requirements and priorities with your own professional
development goals
creating support networks or communities of practice around facilitation and
assessment (or particular areas within) to discuss and address challenging issues
attending workshops, conferences and other professional events relating to the VET
system and facilitation and assessment practice
attending internal staff continuous improvement processes, such as validation and
moderation processes
observing other VET practitioners in their facilitation and assessment practice to
develop new approaches to your own practice
having peers and other VET practitioners observe you in your facilitation and
assessment practice (your observed practice can contribute to your total
requirements of demonstrated practice see Assessment Task 4)
delivery of professional development to peers in areas of interest or expertise
leading assessment and validation activities
influencing the practice of peers through your own practice (e.g. modelling
innovative and inclusive practices in facilitation and assessment).
Activities that could develop currency in vocational knowledge and skills include:
mentoring from an industry expert
maintaining registration with industry and professional bodies
complying with continuing professional development requirements for industry and

professional bodies
attending courses run by professional or industry bodies in your vocational area
involvement in industry partnerships between industry and professional

organisations and an RTO or other training workplace
arranging work placements in or visits to industry, business or professions and
relevant organisations
conducting dual facilitation and assessment with industry or professional contacts
involvement in activities with Industry Skills Councils (ISC)
developing and maintaining a network of industry or professional contacts to

comment on facilitation and assessment practices and materials
self-directed learning in your area of vocational competence, including e-learning.
In Assessment Task 3, you will be implementing your professional development plan, so

in developing your plan it is important to consider what timeframes and resources are
required to achieve the desired outcomes of your plan.

Procedure
1. Research a range of professional development activities that will address:
a. your VET practice
b. your vocational currency needs.
2. Create a professional development plan that:
a. addresses challenges identified in your facilitation and assessment practice
in Assessment Task 1, including:
i. complex learning environments
ii. learners with complex needs
iii. developing learner independence.
b. improves your facilitation and assessment practice
c. maintains your vocational competency and/or subject expertise
d. takes into account your work responsibilities and accountabilities
e. recognises any organisational and legal requirements for your professional
practice.
3. Assess any barriers or difficulties in implementing these activities and consider how
these can be dealt with. Document this in your professional development plan.
4. Ask others in your practice environment to comment on and contribute to the
development of your professional development plan. Document any input provided.
5. Gain approval for implementation of your professional development plan from your
supervisor or manager and your course facilitator or assessor.
Specifications
Your professional development plan must be a written document. Evidence of the plan
must clearly show how the professional development activities within the plan:
improve on and advance your current facilitation and assessment practices (your
VET currency plan)
improve and maintain your vocational currency or subject expertise (your vocational
currency plan).
In Appendix 8 there is a template of a program of professional development that you can

use or you may choose to develop your own plan. Your practice environment (RTO or other
training workplace) may already have such documents that you are familiar with and have
used before.
When detailing the activities in your professional development plan, you should include
details of:
what the activity involves
when the activity will (or is anticipated to) take place
where the activity is to be undertaken
resources involved (e.g. people, materials, venues, time)

Assessment Task 2: Plan a program of professional development activities
what the activity relates to (your VET currency plan, your vocational currency plan or
how you influence and lead others)
any expected barriers or issues with the professional development activity
expected outcomes of participating in these professional development activities.
Your assessor will be looking for evidence of:

consultation with others regarding your professional development and the creation
of your professional development plan
self-evaluation skills in assessing your own skills and knowledge to determine
development needs
consideration of how your plan will address these needs and improve your current
VET practice and vocational currency
reflection skills to evaluate your work practices to improve performance and
understanding
consideration of organisational goals and objectives, processes, procedures and
opportunities relating to professional development
time management to organise participation in professional development around
your practice.


Assessment Task 3: Participate in professional

This Assessment Task relates primarily to the professional development aspects of the
following units of competency:
TAEPDD501A Maintain and enhance your professional practice
Instructions
This assessment task requires you to carry out the activities that form the professional
development plan you created in Assessment Task 2.
Procedure
1. Participate in professional development activities as outlined in Assessment Task 2
relating to:
a. your facilitation and assessment practice
b. currency in your vocational or subject area.
2. Keep records and evidence of all activities and reflect on the professional
development you are undergoing. Appendix 9 is a template for a record of
participation in professional development. This will contribute to Assessment
Task 4.
Specifications
You must provide a portfolio of evidence that demonstrates you have undertaken the
activities set out in your professional development plan. Evidence could include:
statements of attendance at and materials from professional development
activities for vocational competence and/or facilitation and assessment practice
minutes of meetings with peers, senior VET practitioners, supervisors, industry and
professional contacts and other relevant persons
self-directed learning including records, notes, diagrams or other records of
readings undertaken and statements of attainment of e-learning courses
third party observation reports of your facilitation and assessment practice
feedback from learners and assessment candidates of their experiences of your

facilitation practice
observation records and notes taken when observing facilitation and assessment
practices of peers and senior VET practitioners.

Assessment Task 3: Participate in professional development activities
Where a planned activity did not take place, explain why and the steps that were taken to
undertake alternative activities to meet the identified needs. Similarly, where you
undertake any additional activities not included at Assessment Task 2, you should
document these additions, including how they contribute to or improve your professional
development.
communication skills to maintain professional networks and discuss new practices,
skills and knowledge
time management to undertake professional activities and carry out work role
commitments
research skills to direct learning to gain new knowledge and keep up to date with
emerging information and practices
literacy skills allows appropriate recording of professional activities
reflective skills to consider the relationship between professional development

activities and your practices
that you understand and can apply main branches of learning theory
that you understand and can apply the principles of assessment to guide
assessment, validation, and appeals processes.


Assessment Task 4: Demonstrate advanced facilitation

and assessment practice
This Assessment Task relates primarily to the demonstration of advanced practice in the
following units of competency:
Instructions
This Assessment Task requires you to demonstrate how your participation in professional
development activities has improved your facilitation and assessment practice to achieve
advanced facilitation and assessment practices.
You will need to incorporate and demonstrate new knowledge, skills and practices gained
through your professional development in the following activities:
facilitate (and provide evidence of) at least 70 hours of group learning
assess (and provide evidence of) at least ten candidates against a total of 30 units
of competency.
Your facilitation and assessment practice will also need to be observed, and feedback
gathered from peers or VET practitioners and learners and candidates for assessment.
You will then need to write a reflective piece that details the improvements you have
made to your facilitation and assessment practice and your vocational skills and
knowledge as a result of your professional development as planned in Assessment Task 2
and implemented in Assessment Task 3.
You may find that you are completing and gathering evidence for Assessment Task 3
(participate in professional development) when you start this assessment task, or you
may have included actual facilitation and assessment as part of your professional
development plan. If this is the case, ensure you clearly indicate which evidence relates
to which assessment task, or part of an assessment task. Appendix 2 has an evidence
record that can assist with this.

Assessment Task 4: Demonstrate advanced facilitation and assessment practice
Procedure
Part A Demonstrate advanced practice
1. Facilitate at least 70 hours of group learning. Ensure that you:
a. incorporate any new knowledge, skills and techniques gained through your
professional development that:
i. addresses the constraints of complex learning environments
ii. addresses the characteristics and barriers to learning for learners with
complex needs.
b. demonstrate appropriate professional techniques and strategies for
facilitation that enhances learner independence and the learners experience
c. apply ethical and inclusive practices
d. are observed by peers and/or senior VET practitioners to provide feedback
e. gather feedback from your learners.
2. Assess at least ten candidates against a total of at least 30 units of competency.
Ensure that you:
a. incorporate any new knowledge, skills and techniques gained through your
b. use a range of assessment methods and tools that:
i. demonstrate appropriate professional techniques and strategies for
facilitation
ii. apply ethical and inclusive practices
iii. provide evidence of your assessment, including assessment records,
decisions made, materials used.
c. are observed by peers and/or senior VET practitioners to provide feedback
d. gather feedback from your candidates.
Part B Reflect on your practice

Write a reflective piece that discusses your facilitation and assessment practice as a
result of professional development.
As a guide, you should reflect back on the information in response to the questions in
Part E of Assessment Task 1 and your record of professional development for Assessment
Task 3. Answering the following questions will assist with this part of the
Assessment Task.
1. Did I improve in the performance of responsibilities and accountabilities of my work
role?
2. How did my facilitation practice improve?
3. How did my assessment practice improve?
4. How did my vocational competency improve?
5. Overall, how did my professional practice improve?

Specifications
You must:
facilitate at least 70 hours of facilitation of group learning (to contribute to a
minimum of 100 hours of facilitation)
assess at least ten candidates against a total of at least 30 units of competency
from training packages or accredited courses (to contribute to at least 20
candidates assessed against a total of at least 50 units of competency)
submit a reflective piece that details how your professional development plan and
implementation improved your facilitation and assessment practice.

the professional development you have undertaken has been implemented into
your facilitation and assessment practice
reflective and self evaluation skills in considering your own practice as a result of
communication skills in facilitating learning and assessing candidates
literacy skills to understand and interpret Training Packages and accredited course
information and incorporate new practices
demonstration of ethical and inclusive practices in your facilitation and assessment
procedures, including compliance with any legal requirements
understanding and demonstration of assessment principles, including transparent
assessment and decision making processes
addressing challenges raised by complex learning environments, learners with
complex needs and ways to encourage and achieve learner independence.


Assessment Task 4: Demonstrate advanced facilitation and assessment practice

Assessment Task 5: Lead others in professional

development
This Assessment Task relates primarily to the leadership and influence aspects in the
following unit of competency:
Instructions
This assessment task requires you to lead your peers in the development of their
professional practice.
This assessment task does not require that you take on formal leadership responsibilities
(e.g. as a manager or supervisor) in your work role, or assume that you already have these
responsibilities. Rather, it requires you to demonstrate an informal role in leadership and
practice by encouraging, driving and influencing your peers on their professional
development.
If you do have formal leadership responsibilities as part of your work role, elements of
these responsibilities may be incorporated into this assessment task. You should discuss
this with your assessor. Remember that activities contributing to this assessment task
must have been conducted after your commencement of the Diploma of VET.
You may find that you commence this Assessment Task as you are completing
Assessment Task 3 (Participate in professional development) and Assessment Task 4
(Demonstrate advanced professional practice). Also, there is some overlap between this
Assessment Task and Assessment Task 4. For example, you may invite some peers
whose professional development you are leading to observe your demonstration of
advanced facilitation and assessment practice. When providing evidence of your work, be
clear about which evidence corresponds with which assessment task. Appendix 2 has an
evidence record that can assist with this process.
Procedure
Part A Facilitation practice
1. Form a professional development network with a group of facilitators.
2. Observe and provide feedback to your peers about their individual facilitation
practices for at least ten hours of facilitation. Appendix 9 has an observation and
feedback record for facilitators.
3. Establish and lead the facilitation of meetings with peers to discuss and encourage
their comment on their facilitation practice, addressing complex learning
environments, learners with complex needs and how to develop learner
independence.
4. Report on and implement the outcomes of these meetings.

Assessment Task 5: Lead others in professional development
5. Provide direction for and/or deliver professional development activities to your peer
facilitators to improve their facilitation practice.
6. Model high standards of facilitation practice and invite your peer assessors to
observe and comment on your practice.
7. Provide a portfolio of evidence that demonstrates your leadership of the
professional development of this group and your influence on their practices.
Part B Assessment practice

1. Select a group of at least five peer assessors to form a professional network.
2. Observe and provide constructive feedback to your peers about their individual
assessment practices of at least ten assessment candidates. Appendix 7 has an
observation and feedback form for assessors.
3. Lead a discussion with peers around their assessment decisions and practices.
4. Establish and lead the facilitation of meetings to review of assessment processes
and identify and develop areas for improvement.
5. Report on and implement the outcomes of these meetings.
6. Provide direction for and/or deliver professional development activities to improve
the assessment approaches of your peer assessors.
7. Model high standards of assessment practice and invite your peer assessors to
observe and comment on your practice.
8. Provide a portfolio of evidence that demonstrates your leadership of the
professional development this group and your influence on their practices.
The important thing is that your evidence demonstrates your leadership and influence of
others in their professional development.
You may wish to choose a range of ways to provide leadership and influence to your peers
in their professional development. Whatever the method, your assessor will be looking for
evidence of:
your leadership in the professional development of others
your observation of and feedback to peers in their facilitation and assessment

practice
leading discussion groups about facilitation and assessment practice
communication and interpersonal skills that demonstrate awareness and sensitivity

of the development and other relevant needs of peers, including cultural awareness
communication skills to discuss, lead and address the needs of the group of peers
and individuals
direction and advice on professional development
guidance on assessment principles, inclusive learning practices and ethical and

legal practices relevant to your practice
problem solving skills to address difficulties arising for individuals, conflict between
peers, in work teams, and/or between peers and learners and candidates for
assessment.



Appendices
Appendix 1: Checklist of assessment tasks
Assessment Task Due date Completed
Assessment Task 1 Reflect on current facilitation and

assessment practice
Assessment Task 2 Plan a program of professional

Assessment Task 3 Participate in professional

Assessment Task 4 Demonstrate advanced

professional practice
Assessment Task 5 Lead others in professional

development

Appendices
Appendix 2: Evidence record

This record can be used to keep track of your evidence portfolio and how each piece of evidence relates to each assessment task. The
information in italics is a guide, and should be replaced with your own content. Add as much detail as necessary to identify each piece of
evidence.
Relevant to Relevant to Relevant to Relevant to Relevant to

Number Evidence submitted
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
1 Summary of and Contributes to

feedback forms from evidence of 6 hours of
10 learners, group facilitation of group
learning facilitated on learning and evidence
1/4/20XX. of feedback from
learners.
2 Plan of professional Sets out a plan of

development professional
activities. development
activities for
implementation in
Assessment Task 3.
3 Email conversations Demonstrates

between candidate consultation with
and Jo Bloggs. supervisor re
suitability of
professional
development
activities.
4 Appointments with Demonstrates

previous minutes of leadership of peers
previous meetings. for professional
development.

Appendix 3: Your current facilitation and assessment

practice
Complete this template as part of your evidence for Assessment Task 1.
Your details
Name
Your vocational
qualifications and
experience
Your VET
qualifications and
experience
Your role and practice environment
What is your practice

environment?
An actual training
organisation (name
and details) or a
simulated
environment (provide
details).

Appendices
What is your current

work role/title?
What personal
responsibilities or
accountabilities do
you have as part of
your work role?
What vocational
Education and
Training (VET)
qualification do you
train and assess
others in? Provide the
codes and titles.
Is it a Training
Package qualification
or an accredited
course?
What specific units of

competency or
modules do you
deliver and assess?
Provide the codes
and titles.
What specific units of

competency or
modules have you
delivered in the past,
and when? Provide
the codes and titles.

Appendix 4: Third-party observation checklist

(facilitation of group learning)
Provide this template to peers and other practitioners to observe your facilitation
(Assessment Task 1 and 4) and/or use it in observing the facilitation of your peers
(Assessment Task 5).
If you have similar forms developed for your practice environment, you should use those.
Your name:
Observers name:
Number of learners in Date:

group:
Time and duration of

actual delivery:
Location of training:
Unit/s of competency
addressed in training:
Did the candidate: Comments Yes No
Use a range of delivery

methods and training aids

to optimise learner
experiences?
Use interpersonal skills to

maintain appropriate

relationships?
Observe learner cues and

change approaches,

where necessary, to
maintain momentum?
Use language and

terminology appropriate to

the industry and language,
literacy and numeracy
(LLN) levels of the
learners?

Appendices
Use learning materials

appropriate for the

learners?
Provide and work to a

session plan?

What areas of
improvement would you
recommend the candidate
address?
Suggested professional
development activities to
improve facilitation
practice
Other comments
Your signature: Date:
Observers signature: Date:

Appendix 5: Feedback on facilitation process

You can use this template to gather feedback from learners in your facilitation group for
discussion with peers and other VET practitioners about your facilitation practice
(Assessment Task 1 and 4). You can also provide it to peers as a way of gathering
feedback on their facilitation practice and to initiate and lead discussion
Name of facilitator: ......................................................................................................................
Date and location of learning:.....................................................................................................
Unit of Competency or subject area covered in this session: ...................................................
......................................................................................................................................................
Do you agree with the following statements? Yes No
I felt comfortable and supported in the learning environment.
I understood how this session and the topics covered related to the
course or training program overall.
The facilitator presented information clearly and in a logical order.
The facilitator used a range of learning activities.
I found the process interesting and interactive.
I felt encouraged to ask questions and contribute my own thoughts

about the learning.
I was given constructive feedback about my performance.
Overall comments about the session:
......................................................................................................................................................
......................................................................................................................................................
Overall comments about the facilitator:
......................................................................................................................................................
......................................................................................................................................................
Ideas for how this session, or future sessions could, be improved:
......................................................................................................................................................
......................................................................................................................................................

Appendices
Appendix 6: Third-party observation checklist

(assessment of candidates)
Provide this template to peers and/or senior practitioners to observe your assessment of
candidates (Assessment Task 1 and 4), and/or use it in observing the assessment
practice of your peers (Assessment Task 5).
Your name (candidate):
Observers name:
Person being assessed: Date:
Time and duration of actual

assessment:
Permission gained from the

person being assessed to be
observed:
Location of assessment:
Unit/s of competency
addressed to be assessed:
Assessment task being

observed:
Did the candidate: Comments Yes No
Explain the assessment process

clearly to the person being
assessed and checked for
understanding?
Use assessment methods

appropriate to the performance
criteria being assessed?
Use interpersonal skills

appropriate for the assessment
process?
Use language and terminology

appropriate to the industry and
LLN levels of the learners?

Demonstrate support for the

person being assessed?
Advise of review and appeals

processes?
Discuss any special needs of the

person being assessed and took
these into consideration in the
assessment task?
What areas of improvement

would you recommend the
candidate address?
Suggested professional
development activities to
improve assessment practice:
Other comments:
Your signature: Date:
Observers signature: Date:

Appendices
Appendix 7: Feedback on assessment process

Use this template to gather feedback from candidates you assess and for discussion with
peers other VET practitioners about your assessment practice (Assessment Task 1 and 4).
You can also provide it to peers when leading assessment discussion with as a way of
gathering feedback on their assessment practice (Assessment Task 5). If you have similar
forms developed for your practice environment, you should use those.
Name of assessor: .......................................................................................................................
Date and location of assessment: ..............................................................................................
Assessment tasks completed: ....................................................................................................
Do you agree with the following statements? Yes No
The assessor gave me enough information about the assessment

process, including appeals processes
I understood how the assessment task related to the training course.
The assessor asked if I had any special needs and took these into
consideration.
I understood how the evidence gathered showed I could perform to

the standard required.
I felt comfortable with the assessment process and supported by the

assessor.
I was treated fairly by the assessor.
I received the result of my assessment in a reasonable amount of

time.
I was given constructive feedback about my performance.
Overall comments about the assessment process: ..................................................................
......................................................................................................................................................
Overall comments about the assessor: ......................................................................................
......................................................................................................................................................
How could the process be improved? ........................................................................................
......................................................................................................................................................
......................................................................................................................................................
Thank you for your feedback.

Appendix 8: Program of professional development activities

Use this template to record your program of professional development activities (Assessment Task 2).
Name of candidate:
Professional Details of activity Expected date of Area of Expected Resources Relationship to Comment from
development participation in professional impact on required (time current work role others on activity
activity the activity practice to be area to be from work; cost, responsibilities and and impact
developed developed staff involvement, practice (peers, senior
(facilitation, industry environment practitioners,
assessment, professionals, supervisors, etc.)
vocational etc.)
currency, etc.)
Plan of professional development activities reviewed by:
Manager/supervisor signature: Name: Date:
Facilitator/assessor signature: Name: Date:

Appendices
Appendix 9: Record of participation in professional

development
You can use this template to record your participation in professional development
activities (Assessment Task 3) and to record your reflections on these activities and how
you anticipate they will improve your professional practice and your vocational
competency.
Information in italics is for guidance and should be deleted.
Name of candidate
e.g. name, venue, details of the activity undertaken

Professional development
activity
Date of participation
e.g. specific facilitation techniques, assessment processes, vocational

What identified area of competency
improvement did this
activity relate to and how?
e.g. new knowledge, skills, techniques or approaches

What did you gain from this
activity?
Were there any unexpected

benefits from this activity?
How do you think this

activity will improve your
current professional
practice?
e.g. trial new assessment methods or document or test new facilitation

How do you plan to techniques or learning activities
implement what you
gained from this activity?
e.g. shortcomings, changes, ideas for development in other areas

Any other reflections on
your participation in this
activity?

Appendix 10: Evaluation questionnaire

This template may be used to lead discussion with peer facilitators in discussing the
facilitation practice and learning materials, namely learning plans, and can be used as
evidence of your leadership of discussion and professional development (Assessment
Task 5).
If you have similar forms already developed for your practice environment, you should
use these.
Learners Yes No
Are learners clearly identified?
Are all learners needs included?

If not, what other needs should be included?
Planning Yes No
Are the chosen units of competency or other specifications appropriate

for the learners and their needs?

Does the content and structure address all aspects of the units?
Does the learning sequence provide effective and manageable blocks of
learning?

Does the plan cater for the needs of the learners?
Are the activities interesting and relevant?
Will the activities motivate the learners?
Will you be able to contextualise the activities to suit your learner needs?
Assessment tasks Yes No
Will the suggested assessment tasks adequately assess the

requirements of the units of competency?
Will you be able to contextualise the suggested assessment tasks to suit
your learners needs?

Appendices
General Yes No
Does the program plan identify risks and contingencies?

Is the timeframe suitable for the content?
What are the strengths of the learning plan?
What are the weaknesses of the learning plan?
Do you have any other comments?

Appendix 11: Assessment validation checklist

Principles of assessment
This template may be used to lead peer discussions of assessment practices and at a
validation meeting about an assessment strategy, process, plan, tools or instruments
Unit/s of competency: ................................................................................................................
Component of task, tool or Yes/No Comments

strategy
Documents are complete and

current version is being used?
Mapping to unit/s of
competency has been
completed.
Target group has been

identified.
FAIRNESS
Instructions are clear and

conditions are clearly identified.
The process is open and

transparent, taking into account
relevant characteristics and
needs of the candidates.
RELIABILITY
The strategy, process, tools

and/or instruments are clear so
that other assessors would
make the same decision.
Evidence guides or assessment

checklists are available to
assist in decision-making.
The strategy and tools allow for

the collection of sufficient
evidence.

Appendices
Component of task, tool or Yes/No Comments

strategy
FLEXIBILITY
The activities outlined in the

strategy are suitable for a
variety of assessment contexts
and client circumstances and
needs.
VALIDITY
The activities address the

evidence requirements of the
unit of competency or
benchmark.
MEETING THE RULES OF EVIDENCE
The activities, tools and

instruments allow for collection
of evidence that is:
valid
sufficient
current
authentic.
Comments and suggested actions
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

Appendix 12: Assessment validation checklist Rules

of evidence
Use this template to lead discussions with peer/s (group or individual) to determine
whether the evidence collected for a particular unit of competency meets the
requirements, in accordance with the rules of evidence.
This template can also be modified to include the details of a particular candidate to
discuss a peers assessment decisions for that candidate (Assessment Task 5).
Unit of competency: ....................................................................................................................
Description of evidence provided: .............................................................................................
......................................................................................................................................................
Date: ............................................................................................................................................
Evidence criteria Yes/No Comments
VALIDITY
Is the evidence provided

relevant to the unit of
competency or other
specification?
Have a variety of assessment

strategies been used?
Are skills and knowledge

assessed in an integrated way?
SUFFICIENCY
Is the evidence provided

sufficient for a judgement of
competent?

Appendices
Evidence criteria Yes/No Comments
What additional evidence is

required?
AUTHENTICITY
Can you verify that the

evidence provided is the work
of the candidate?
CURRENCY
Is the candidate able to

demonstrate the ability to
currently meet performance
specifications of the unit of
competency?
CONSISTENCY
Is the evidence consistent with

that from other assessments?
Can any inconsistencies

between this evidence and
other evidence about the
candidate be explained?
Comments about the evidence and suggested actions:
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

Appendix 13: Assessment validation report

This template can be used when leading validation activities with a group of peers
Validation of:
Date conducted:
Participants:
Summary of
outcomes:
Recommendations for
improvements:
Actions to be taken: Person responsible: By date:
Follow-up meeting to
be held on:

Appendices
Appendix 14: Facilitation discussion report

Use this template to document your role in leading discussions with peers around
facilitation practice (Assessment Task 5).
If you have similar forms developed for your practice environment, you should use these.
Date conducted:
Participants:
Complex environments: Challenges:
Suggested approaches/improvements:
Learners with complex Challenges

needs:
Suggested approaches/improvement
Developing learner Challenges:

independence:

Other areas of Challenges:

discussion:
Summary of outcomes:
How did you

demonstrate leadership?
Recommendations for
improvements:
Actions to be taken: Person responsible: By date:
Follow-up meeting to be
held on:


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Getting Started ................................................................................................................1

About the Diploma of Vocational Education and Training (TAE50111) .......................6

Candidates name Phone no.

Assessors name Phone no.

Assessment date/s Time/s

Date assessment arrangement was notified to the participant

Candidates signature: Date:

Assessors signature: Date:

TAEDEL502A Provide advanced facilitation practice

TAEASS501A Provide advanced assessment practice.

About the assessment tasks

demonstrate your own advanced facilitation and assessment practices

lead the professional development of others.

TAE50111 Diploma of Vocational Education and Training

Each stage of the cycle of continuous improvement is addressed by an individual

Reflect on your current professional practice to identify areas for

Use your reflections from Assessment Task 1 to plan a program of

Participate in the professional development activities as planned in

Demonstrate your advanced practice as a result of your participation in

Lead others in their professional development .

TAE50111 Diploma of Vocational Education and Training

The practice environment

Undertaking the assessment tasks

Gaps in your skills and knowledge

TAE50111 Diploma of Vocational Education and Training

How you will be assessed

experience in your own practice environment

a combination of the above.

Your portfolio of assessment

feedback from learners

TAE50111 Diploma of Vocational Education and Training

timetabling and attendance

video or audio recordings and photographs

learning and assessment materials developed by you, or used in your practice

journal entries or diaries

records of communication (electronic, paper-based)

qualification or certification records for vocations or professions

certificate of membership to industry or professional bodies

notes and materials from professional development workshops

records of placements or visits at industry or professional work placements

The assessors role

answer any questions you might have about the assessment

TAE50111 Diploma of Vocational Education and Training

About the Diploma of Vocational

TAEDEL502A Provide advanced facilitation practice

TAEASS501A Provide advanced assessment practice.

Assessment evidence requirements

TAEDEL502A Provide A minimum of 100 hours of group facilitation.

TAEASS501A Provide Undertake the assessment of at least 20 individual

TAE50111 Diploma of Vocational Education and Training

Assessment Task 1: Reflect on current facilitation and

TAEDEL502A Provide advanced facilitation practice

TAEASS501A Provide advanced assessment practice.

For details see the Assessment Mapping documents.

your VET practice (facilitation and assessment practice)

your vocational competency or subject area.

This Assessment Task is connected to Assessment Tasks 2 and 3 as follows:

TAE50111 Diploma of Vocational Education and Training

Part B Gather evidence of your current facilitation practice

Part C Gather evidence of your current assessment practice