As TASC reviews Quality Assurance (QA) in our role as an education regulator we will:

  • work with schools on compliance with the Standards for Providers
  • make the Standards for Providers clearer, easier to understand and provide support for schools.

In 2026 the QA focus and processes will focus on the Provider level and be as follows:

  • The policies and processes that schools have in place to meet the Standards for Providers.
    • TASC will require all registered providers to submit their policies and procedures that detail how they meet the requirements in the Standards for Providers
    • Provider audits will be undertaken with selected schools. TASC will get in touch with those schools via TRACS with information and dates.

Please Note: There will be no subject specific audits in 2026 as we focus on the above and below. That is, in 2026, there will not be any QA Meetings nor any desktop audits associated with individual subjects.

To prepare for 2027, where our focus will be on Senior Secondary accredited course delivery, TASC will:

  • Provide resources to support teachers focused on planning a course delivery scope and sequence.
    • The focus will be on how to do this to meet compliance requirements for Standard for Provider: Teaching and Learning.
    • This requirement is in alignment with the previous Standards for Providers, and is articulated in every senior secondary TASC accredited course document.

2026 Timeline

 

To be confirmed

Desktop audits

Purpose: Desktop audits examine submitted documentation to confirm alignment with TASC requirements and assessment standards.

What schools can expect:

  • Conducted off-site using existing documentation.
  • Focus on requirements in meeting the Standards for Providers.
    • For schools this will include review of specified policies, procedures or other documented evidence.
    • For teachers this will look at documented evidence of course delivery and assessment.
  • May be routine (cyclical) or targeted (risk-based).
  • No face-to-face interactions, these are managed through TRACS.
  • Active participation in audits and timely responses is a requirement of the Standards and school registration.
  • Outcomes communicated as:
    • confirmation of compliance or non-compliance
    • recommendations for improvement
    • actions (where necessary), with clear timelines to meet compliance requirements.

 

Provider Audits (onsite or desktop)

Purpose: Provider audits examine how the Standards for Providers are implemented at a whole-school level.

Provider audit formats can be either a:

  • desktop provider audit: document-focused
  • on-site provider audit: includes professional conversations at the school site.

What schools can expect:

  • Advance notice and details as to which specific Standards will be audited.
  • Focus on systems, not individual teachers.
  • Opportunity to explain context and practice.
  • Findings discussed and disclosed in a final report, with a timeline to address any actions that result from the audit.
  • Active participation in audits and timely responses are a requirement of the Standards and school registration.

Typical focus areas:

  • Policies and procedures related to the Standards for Providers.
  • Management of assessment and resulting.
  • Internal moderation processes.
  • Mechanisms in place for continuous improvement based on TASC feedback through QA processes.

 

Workshops

Purpose: Workshops are intended to be educative and build shared understanding of standards and reduce the need for corrective QA. Depending on the focus, these may be offered as:

  • face-to-face or online
  • regional (south, north and north-west) or statewide.

What teachers can expect:

  • No evaluation of individual schools or teachers.
  • Use of anonymised examples for training purposes.
  • Practical interpretation of the Standards.
  • Opportunity for questions and discussion.
  • To improve future assessment confidence.
  • Attendance is strongly recommended, but not linked to risk or compliance.

 

Meetings

Purpose: To support comparability and consistency of judgments in assessment of TASC -accredited courses across schools and Tasmania.

What teachers can expect:

  • Professional conversations between teachers and TASC officers.
  • Use of anonymous shared sample work.
  • Focus on understanding standards, not making judgments of others’ findings.
  • Recognition of professional expertise.
  • Building collective understanding and confidence in sharing professional judgements against course standards.
  • Active participation in meetings is a requirement of the Standards and school registration.

 

Compliance check-ins

Purpose: These check-ins are designed as either early, informal engagement to clarify requirements, or to address emerging issues.

What schools can expect:

  • Short, focused interactions that should be follow up on previous QA feedback through TRACS tasks. These may involve follow up in-person depending on the nature of the check-in.
  • Clarification and may be linked to audit findings or involvement in other QA processes.
  • Opportunity to resolve compliance issues before escalation.
  • Active participation in compliance check-ins is a requirement of the Standards and school registration.