Overview

TASC has reviewed the 10 Standards for Providers to develop the Quality Assurance (QA) Framework – Standards for Providers. The review and development of the Framework has been based on:

  • feedback to improve consistency and transparency in Quality Assurances processes
  • supporting providers and teachers to meet the education regulation requirements of senior secondary education
  • ensuring a consistent approach to the delivery and assessment of TASC‑accredited senior secondary courses
  • articulating what providers are responsible for when delivering TASC accredited courses
  • improving quality assurance, monitoring and compliance practices.

As Tasmania’s senior secondary education regulator, TASC will check provider compliance with the Standards through scheduled QA activities.

The QA Framework has 7 standards and replaces the previous 10 Provider Standards. The QA Framework aims to deliver a clearer, comprehensive and transparent approach to the Standards for Providers.

How the revised Standards map to the former 10 Provider Standards

The revised Standards consolidate and streamline the previous requirements while maintaining the same core expectations for quality teaching, learning and assessment.

New Standard for Providers (Framework) Description Mapped to Previous TASC Standards for Providers
1. Teaching and Learning Delivering quality learning experiences aligned to course requirements. Standards 1 & 2
2. Assessment Validity and Reliability Ensuring consistent, fair and standards‑aligned assessment practices. Standards 3, 4, 5
3. Academic Integrity and Ethical Assessment Upholding ethical assessment and academic integrity practices. Standards 7 & 8
4. Student Attainment Monitoring and supporting student progress towards successful TCE completion. Aligned to concepts from current standards
5. Assessment Review and Appeal Providing clear and fair processes for reviewing and resolving assessment issues. Standards 6 & 8
6. Governance and Compliance Meeting regulatory obligations through accurate reporting and active participation. Standards 9 & 10
7. Continuous Improvement Using evidence and feedback to refine practice and strengthen course delivery quality. New – based on foundational QA principles and jurisdictional approaches

 

What the Framework means for Providers

The Standards outline the responsibilities providers must meet to:

  • deliver TASC accredited courses in accordance with published requirements
  • ensure fair, valid and consistent assessment practices
  • uphold academic integrity
  • monitor and support student learning and attainment
  • engage with TASC’s QA processes
  • maintain high‑quality governance, compliance and record‑keeping
  • continually improve delivery and assessment practices.

The QA Framework gives providers a clearer structure for planning, documentation, monitoring and reporting.

 

Standards for Providers – Provider Checklist

This checklist is a working draft and will continue to be refined as TASC engages with providers throughout 2026. Feedback from schools and teachers will help shape future iterations so that the checklist is practical, clear, and genuinely useful in supporting delivery of TASC‑accredited courses and ensuring strong alignment with the Standards for Providers.

Delivering quality learning experiences aligned to course requirements

Mapped from previous Standards 1 & 2
Covers full course delivery, access to required learning experiences, planning documentation, attendance monitoring, and moderation of teaching practice.

Standard 1 includes the following areas of focus:

  1. Access and resources
  2. Full course delivery
  3. Consistency and moderation
  4. Attendance tracking and intervention strategies

 

Provider and teacher responsibilities — summary table

Area Provider responsibilities Teacher responsibilities
Access and resources
  • Ensure adequate facilities, resources and specialist equipment for all courses on scope.
  • Implement processes to regularly check Access and Resource Requirements in TASC course documents.
  • Maintain systems to monitor whether course equipment, spaces and materials remain current and available.
  • Use available resources appropriately and ensure all equipment is compliant with WHS requirements.
  • Provide students with access to all required learning experiences as outlined in the course document.
Full course delivery
  • Require use of the current TASC course document for all planning and delivery.
  • Ensure each course has a complete scope and sequence and an assessment matrix.
  • Deliver full course content according to the scope and sequence.
  • Use TASC course documents to:
    • map content
    • plan assessment
    • identify work requirements
    • schedule tasks appropriately
  • Ensure students have sufficient opportunities to demonstrate achievement across all criteria and standards.
  • Provide learning activities clearly aligned to course intentions and required content.
  • Update planning documents as needed while keeping alignment with the course.
Consistency and moderation
  • Provide time and systems for teachers to review delivery and assessment practices.
  • Ensure internal moderation and comparability processes across classes of the same course.
  • Regularly review and update planning documents to maintain consistency with agreed scope and sequence.
  • Apply shared marking guides, task requirements and assessment criteria consistently.
Attendance tracking and intervention
  • Maintain whole-school policies and systems for:
    • recording attendance
    • managing unexplained absences
    • identifying students at risk
    • implementing support/intervention plans
  • Ensure teachers have access to accurate attendance information and clear escalation pathways.
  • Monitor student attendance and follow procedures for reporting unexplained or concerning absences.
  • Support students with prolonged absences through catch‑up opportunities and reasonable adjustments.
  • Engage with school intervention processes to help students stay on track with learning and assessment.

 

Provider Checklist – Standards for Providers – Standard 1

 

Ensuring consistent, fair and standards-aligned assessment practices

Mapped from previous Standards 3, 4 & 5
Focuses on valid assessment tools, consistent judgements, assessment matrices, assessment records, moderation and comparability, and student access to final ratings and appeal processes.

Standard 2 includes the following areas of focus:

  1. Valid, fair and equitable assessment tools
  2. Assessment matrix
  3. Teacher rationale for determining final student ratings
  4. Assessment records
  5. Comparability and moderation
  6. Advising students of final internal ratings
  7. Right to request a review of final internal ratings

 

Provider and teacher responsibilities — summary table

Area Provider responsibilities Teacher responsibilities
Valid, fair and equitable assessment tools
  • Maintain policies outlining required features of assessment tasks (criteria alignment, performance indicators, weightings, inclusion of all Work Requirements).
  • Ensure a range of assessment methods is used (e.g., observations, assignments, tests, presentations, reports).
  • Develop assessment tasks that:
    • identify the criterion/criteria and elements being assessed
    • outline performance expectations
    • include weightings where applicable
    • allow demonstration of the full achievement range
    • address all Work Requirements
  • Use a balanced set of course‑appropriate assessment methods.
  • Ensure tasks meet course intent and allow achievement of the highest standard.
Assessment matrix
  • Ensure an assessment matrix is completed for every course, mapping all tasks, Work Requirements, criteria and weightings (where applicable).
  • Require matrices to be maintained in line with current TASC course documents.
  • Create and maintain a detailed assessment matrix showing:
    • tasks and Work Requirements
    • mapping to criteria and elements
    • opportunities for improvement over time
    • balanced frequency of criteria assessment
  • Use the matrix to guide planning, sequencing and consistent judgement.
Teacher rationale for determining final student ratings
  • Maintain a policy requiring teachers to document how final ratings are determined.
  • Ensure rationales consider consistency of achievement, weighting (where applicable) and evidence across the year.
  • Use a clear, evidence‑based rationale for final criterion ratings, considering:
    • task weightings (where applicable)
    • student consistency and progression across the year
    • balance of evidence and professional judgement
  • Ensure the rationale aligns with course documents and the assessment matrix.
Assessment records
  • Require centralised, secure, accurate school‑wide systems for maintaining assessment records accessible to authorised staff.
  • Maintain comprehensive assessment records including:
    • student name
    • date of assessment judgement
    • task name
    • criterion/criteria and elements assessed
    • weightings (if applicable)
    • level of achievement
  • Keep records up to date and stored according to provider procedures.
Comparability and moderation
  • Support teacher participation in internal moderation, network moderation (if relevant), and statewide Moderation Days.
  • Ensure teachers engage in ongoing professional learning and participate in TASC quality assurance activities, including external marking where applicable.
  • Maintain systems to review and act on TASC feedback (audit reports, external ratings data, etc.).
  • Participate in internal moderation, network moderation (where applicable), and statewide Moderation Days.
  • Apply assessment tasks, criteria and marking guides consistently with colleagues.
  • Use TASC feedback (audit reports, ratings data) to refine judgments and practice.
Advising students of final internal ratings
  • Maintain a documented process for notifying students of final internal ratings before reporting to TASC.
  • Ensure notifications include:
    • each criterion and rating
    • process for requesting a review
    • acknowledgement method for teacher and student
  • Store signed final internal ratings in the central system.
  • Provide students with final internal ratings within school timelines.
  • Communicate ratings clearly and accurately, including review processes.
  • Provide copies to students and ensure copies are stored in the school system.
Right to request a review of final internal ratings
  • Ensure students are informed of their review rights and how to initiate a request.
  • Inform students of their right to request a review.

 

Provider Checklist – Standards for Providers – Standard 2

 

Upholding ethical assessment and academic integrity practices

Mapped from previous Standards 7 & 8
Strengthens expectations around teaching academic integrity, managing authenticity of student work, plagiarism procedures, folio endorsements and record‑keeping of integrity breaches.

Standard 3 includes the following areas of focus:

  1. Explicit instruction on academic integrity
  2. Management of plagiarism and verification of student work
  3. Student declarations
  4. Folio specific declarations and endorsement processes

 

Provider and Teacher Responsibilities — Summary Table

Area Provider responsibilities Teacher responsibilities
Explicit instruction on academic integrity
  • Maintain policies requiring explicit teaching of academic integrity across senior secondary programs.
  • Ensure teacher‑developed materials model best practice and emphasise authentic work.
  • Provide professional learning and support on academic integrity expectations.
  • Teach students the meaning and importance of authenticity and academic integrity, including correct referencing and ethical source use.
  • Use materials that model ethical practice (accurate citation, original work).
  • Reinforce academic integrity expectations throughout teaching, learning and assessment.
Management of plagiarism and verification of student work
  • Maintain whole‑school procedures for identifying and managing suspected or confirmed breaches.
  • Ensure consistent processes for verifying authenticity of student work.
  • Provide guidance for managing breaches and determining appropriate consequences.
  • Verify authenticity of student submissions using school processes.
  • Follow provider procedures when concerns arise.
  • Document concerns, evidence and communications according to school and TASC requirements.
Student declarations
  • Ensure all senior secondary students complete the annual Student Declaration, with exemption processes where required.
  • Ensure students understand what they are affirming when signing the Student Declaration.
Folio‑specific declarations and endorsement processes
  • Maintain processes ensuring:
    • students and families understand External Assessment Rules
    • teachers can confidently endorse authenticity
    • alternative arrangements exist when the supervising teacher is unavailable
    • students are promptly notified if authenticity cannot be endorsed
    • students can request a review of a non‑endorsement decision
  • Maintain secure systems for storing breach records, accessible to relevant senior staff and compliant with TASC requirements.
  • Clearly communicate External Assessment Rules to students and families, including Rule #3 about authenticity.
  • Monitor progress on student folios/project work to verify authenticity.
  • Endorse folios when confident work is the student’s own.
  • Follow school processes if endorsement cannot be given and inform students of their right to review.
  • Keep accurate documentation of concerns, evidence and communications.

 

Provider Checklist – Standards for Providers – Standard 3

 

Monitoring and supporting student progress towards successful TCE completion

New – draws on concepts from several previous Standards
Introduces clearer expectations for monitoring student progress, including support for students completing courses over multiple years, repeating units, or at risk of not completing the TCE.

Standard 4 includes the following areas of focus:

  1. Tracking student progress
  2. Tracking intervention and support strategies

 

Provider and teacher responsibilities — summary table

Area Provider responsibilities Teacher responsibilities
Tracking student progress
  • Maintain systems to track student progress across full course loads, including (where applicable):
    • concurrent enrolments in the same course
    • students repeating a course in a different academic year
    • students undertaking packaged or bundled courses (each course individually registered with TASC)
    • students completing a course over two academic years
  • Ensure centralised storage of required documentation for two‑year course completions, including:
    • attendance and assessment records from year one
    • annotated scope and sequence documents showing content delivered and tasks completed
    • copies of summative assessments, marks/grades and relevant teacher comments
  • Provide processes ensuring accuracy and timeliness of progress‑tracking information accessible to teachers and leaders.
  • Monitor progress of all students enrolled in their course, including those (where applicable):
    • studying concurrently across classes
    • repeating the course
    • completing the course over multiple years
  • Maintain and submit required documentation for students completing courses over two years, including annotated planning documents and copies of relevant assessments.
  • Inform leaders when a student shows risk of non‑completion or course withdrawal.
  • Ensure bundled/packaged course components are delivered and assessed as separate TASC courses.
Tracking intervention and support strategies
  • Maintain whole‑school systems to identify students at risk of not completing a TASC course or achieving satisfactory progress toward TCE attainment.
  • Provide staff with clear processes for referring students to support services and escalating concerns.
  • Implement school intervention processes for students at risk, including:
    • documenting concerns
    • providing adjusted timelines or catch‑up opportunities (where appropriate)
    • referring students to relevant support staff or programs
  • Communicate with families — as required by provider procedures — regarding attendance, progress or assessment concerns.

 

Provider Checklist – Standards for Providers – Standard 4

 

Providing clear and fair processes for reviewing and resolving assessment issues

Mapped from previous Standards 6 & 8
Clarifies timelines, communication requirements and dispute resolution processes for internal assessment reviews, folio endorsement disputes and exam rule breaches.

Standard 5 includes the following areas of focus:

  1. Assessment dispute resolution
  2. Refusal to endorse externally assessed folios
  3. Breaches of Exam Rules

 

Provider and teacher responsibilities — summary table

Area Provider responsibilities Teacher responsibilities
Assessment dispute resolution
  • Maintain a fair, transparent review process with clear timelines and communication protocols.
  • Maintain documented procedures for internal assessment reviews, including:
    • timelines aligned with TASC reporting deadlines
    • communication protocols for notifying students and families
    • expectations for evidence gathering and review processes
  • Ensure staff and students are aware of review and appeal procedures through induction, policy documents and communication channels.
  • Define how reviews are conducted, who is responsible, what evidence may be considered, and how outcomes are communicated.
  • Ensure formal processes exist for advising students of review outcomes and outlining appeals pathways.
  • Ensure students understand internal review processes and timelines.
  • Support students during the review by explaining what evidence is considered and what the review involves.
  • Communicate review outcomes clearly and follow school procedures for documentation and storage.
Refusal to endorse externally assessed folios
  • Maintain clear procedures for endorsing folio authenticity and managing non‑endorsement.
  • Ensure teachers:
    • have sufficient knowledge of each student’s work to reasonably endorse authenticity
    • monitor folio progress in line with school expectations
  • Provide alternative arrangements when the supervising teacher is unavailable to complete endorsement.
  • Ensure students are formally notified when authenticity cannot be endorsed and are informed of their right to request a review.
  • Monitor students’ folio or project work over time to verify authenticity.
  • Endorse authenticity only when confident the work is the student’s own, based on school procedures.
  • Follow provider processes if endorsement cannot be given.
Breaches of Exam Rules
  • Maintain procedures outlining how students are supported if an Exam Rule breach occurs.
  • Ensure staff understand their roles in supporting students through Exam Rule‑related investigations.
  • Follow school and TASC protocols when a suspected breach occurs.
  • Communicate supportively and clearly with the student about next steps.

 

Provider Checklist – Standards for Providers – Standard 5

 

Meeting regulatory obligations through accurate reporting and active participation

Mapped from previous Standards 9 & 10
Covers annual provider registration, scope of delivery, TLO responsibilities, participation in QA processes, accurate reporting, record‑keeping, and submission of final results and external folios.

Standard 6 includes the following areas of focus:

  1. School registration
  2. Registered scope of courses
  3. Participation in QA activities
  4. Accurate reporting of enrolments, student movement and scope
  5. Secure and accurate record‑keeping
  6. Applications for Pre‑Year 11 enrolments, TCEA and Reasonable Adjustments
  7. Submission of final internal ratings and folios, including verification requirements
  8. External assessment and Exam Centre processes

 

Provider and teacher responsibilities — summary table

Area Provider responsibilities Teacher responsibilities
School registration
  • Register annually with TASC as a senior secondary course provider.
  • Nominate a TASC Liaison Officer (TLO) and ensure they fulfil all TASC‑defined responsibilities.
  • Ensure TLO attendance at mandatory forums and engagement with TRACS communications.
  • Maintain systems to track TASC deadlines and distribute updates to relevant staff.
  • Apply TASC Standards for Providers consistently across policies, procedures and practice.
  • Provide professional learning for teachers, especially those new to TASC courses.
  • Engage with information shared by the TLO and follow required procedures.
  • Implement TASC requirements in teaching and assessment practice.
  • Participate in professional learning as required.
Registered scope of courses
  • Register the school’s annual scope and submit required Scope & Sequence documents (when implementation begins).
  • Request scope amendments when courses need to be added or removed.
  • Ensure the registered scope accurately reflects actual delivery.
  • Deliver courses in alignment with the school’s registered scope.
  • Provide updated course documentation when required for annual submission (when implementation begins).
Participation in QA activities
  • Ensure participation in required QA activities, including:
    • QA meetings and workshops
    • TASC audits
  • Attend required QA meetings and workshops and participate in TASC QA processes.
  • Apply QA feedback to improve teaching and assessment.
Accurate reporting of enrolments, student movement and scope
  • Provide accurate enrolment data and maintain valid enrolments for all courses on scope.
  • Manage student movement, ensuring early intervention where needed.
  • Seek TASC approval for course changes after movement closure, providing required evidence.
  • Monitor class enrolments and alert leaders to discrepancies or needed changes.
  • Communicate concerns about student suitability or progress early.
Secure and accurate record keeping
  • Ensure all records associated with the Standards for Providers are securely stored in a centralised system accessible to senior staff.
  • Maintain archives in line with TASC requirements.
  • Store assessment, attendance and review records according to school procedures.
  • Submit required documents for central storage and archiving.
Applications for Pre‑Year 11 enrolments, TCEA and Reasonable Adjustments
  • Submit all applications by TASC deadlines.
  • Maintain clear processes outlining required evidence for each application type.
  • Ensure students and families understand the purpose and requirements of these applications.
  • Provide required evidence and documentation to support applications.
  • Follow school processes to identify students needing adjustments or TCEA pathways.
Submission of final internal ratings and folios, including verification requirements
  • Ensure all final internal ratings and external folios are submitted by TASC deadlines.
  • Maintain processes for verifying final internal ratings.
  • Seek TASC approval for post‑verification changes.
  • Submit external folios and enter ratings accurately and on time.
  • Participate in verification processes.
External assessment and Exam Centre processes
  • Meet all requirements for External Exam Centre conduct where applicable.
  • Support staff participation in external assessment roles (marking, setting, critiquing) as required under the provider MoU.
  • Participate in external assessment activities (exam setting, marking, etc.) if desired.

 

Provider Checklist – Standards for Providers – Standard 6

 

Using evidence and feedback to refine practice and strengthen course delivery quality

New – aligned to quality assurance best practice
Introduces expectations for annual self‑review against the Standards, use of TASC feedback, and documentation of improvement actions to strengthen course delivery and assessment quality.

 

Provider and teacher responsibilities — summary table

Area Provider responsibilities Teacher responsibilities
Self-review and continuous improvement
  • Maintain a formal, documented annual self‑review process against the Standards for Providers.
  • Ensure the review is led by the TLO or another senior leader and evaluates:
    • school policies and procedures
    • delivery and assessment practices
    • alignment with the Standards for Providers
  • Use review findings to inform planning and quality assurance processes for the following year.
  • Maintain systems for reviewing and acting on TASC Quality Assurance feedback.
  • Track improvement actions, monitor effectiveness and verify completion.
  • Support staff professional learning in areas identified through TASC feedback and data analysis.
  • Maintain records showing how TASC and internal review feedback has shaped course planning and delivery.
  • Engage with self‑review processes by providing evidence, reflections and feedback on planning, delivery and assessment.
  • Participate in discussions or meetings related to review findings and improvement priorities.
  • Review TASC feedback to refine planning and assessment.
  • Adjust delivery and assessment practices in response to internal vs external rating trends, especially where discrepancies indicate a need for calibration.

 

Provider Checklist – Standards for Providers – Standard 7