The following processes will be facilitated by TASC to ensure there is:
- a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
- community confidence in the integrity and meaning of the qualification.
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
- learner attendance records; and
- course delivery plans (the sequence of course delivery/tasks and when assessments take place):
- assessment instruments and rubrics (the ‘rules’ or marking guide used to judge achievement)
- class records of assessment
- examples of learner work that demonstrate the use of the marking guide
- samples of current learner's work, including that related to any work requirements articulated in the course document
- archived samples of individual learner's work sufficient to illustrate the borderline between that judged as an SA or PA award.
This process may also include interviews with past and present learners.
It will be scheduled by TASC using a risk-based approach.
Additionally, the Office of TASC may require each provider to submit bodies of learners’ work sufficient to allow an assessment against a nominated criterion or range of nominated criteria and the overall award to a review meeting organised by TASC. The work, while not necessarily fully resolved, will be assessed by the provider against the nominated assessment criterion/ia and the overall award. TASC will give each provider guidance regarding the selection of learners and the nominated criterion/ia.
Each body of learner work that providers submit to the meeting will include sufficient and appropriate material for judgements to be made about the learner’s standard of literacy skills.
The review meeting will give advice about the provider’s assessment standards. Providers are expected to act on this advice.
TASC may require providers to supply further samples of individual learners’ work to determine that standards have been applied appropriately when finalising learners’ results. The nature and scope of this requirement will be risk-based.