It is no secret that the TAE40122 Certificate IV in Training and Assessment is disliked by many people.
Every six months over the past 2 years I have conducted a poll to find out if people were enjoying their Certificate IV in Training and Assessment.
The following graph shows the most recent poll result and the results from previous polls.
And here is an analysis of the most recent poll compared with previous polls.
The result from November 2023 shows that 50% of people studying for their Certificate IV in Training and Assessment were enjoying it and 50% were not enjoying it, or only sometimes enjoying it. This is when most people were doing the TAE40116 qualification.
The results in July 2024 and November 2024 shows a massive decrease in satisfaction and massive increase in dissatisfaction. This is the year when the TAE40122 qualification began to be implemented by most RTOs.
The two results for 2025 shows an increasing satisfaction and subsequent decreasing dissatisfaction. I have assumed this is because RTOs have been improving the way they deliver the TAE40122 qualification. The November 2025 result shows 33% are satisfied. However, this is not a good result since two thirds of people are dissatisfied.
Does it matter if people enjoy doing their Certificate IV in Training and Assessment? Yes, it matters. If people are not enjoying it, then they become dissatisfied, and some get confused, frustrated, experience self-doubt, and the barriers to learning are increased.
Sadly, if you are not enjoying your Certificate IV in Training and Assessment, you are not alone.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
I conducted a LinkedIn poll during May 2025 asking, “Does your RTO expect trainers to participate in assessment validation?”
Here are the results:
The result of this poll means that the TAE40122 Certificate IV in Training and Assessment qualification should include a core unit about participating in assessment validation – and it does. The relevant unit of competency covering assessment validation is TAEASS413 Participate in assessment validation. This unit requires a person to not only participate in assessment validation but also participate in pre-assessment validation.
‘Assessment validation’ is different from ‘pre-assessment validation’. This raises another question, “Do RTOs expect trainers to participate in pre-assessment validation?” Let’s explore this topic a little before answering the question.
What is pre-assessment validation?
Over the past few years, the term ‘pre-assessment validation’ has been introduced to describe the review of an assessment tool prior to implementation. This review activity has been around for much longer than the term ‘pre-assessment validation’.
In 2015, ASAQ published a guide to the development of assessment tools. This guide was structured around a 3-step process:
ASQA’s guidelines states that the quality checking should occur before implementing the assessment tool. This quality check has recently become known as ‘pre-assessment validation’.
The elements of the TAEASS512 Design and develop assessment tools unit of competency is consistent with the 3-step process published by ASQA, and it includes ‘undertake a systematic review of the assessment tool [before implementing it]’ as a performance criteria.
Currently, the Australian VET system is using three different ways to describe the same activity that should be conducted before an assessment tool is implemented:
‘Pre-assessment validation’ is the review of an assessment tool prior to implementation. This includes checking for:
Relevance to the current workplace and industry requirements
Compliance with the principles of assessment
Compliance with the rules of evidence
Usability of the assessment tool.
What’s the difference between pre-assessment validation and assessment validation?
‘Pre-assessment validation’ is not the same thing as ‘assessment validation’. In an attempt to avoid confusion, it is useful to refer to ‘assessment validation’ as ‘post-assessment validation’. Using the prefix ‘pre’ or ‘post’ helps to identify these two different activities as being different.
The TAEASS413 Participate in assessment validation unit of competency describes the following:
Pre-assessment validation is the validation of an assessment tool before it is first used.
Post-assessment validation is the validation of the assessment tool, practices and judgements after it has been used to conduct assessments.
Most RTOs expect their trainers to participate in post-assessment validation (93% of poll respondents). However, it is highly unlikely that trainers will participate in pre-assessment validation. Pre-assessment validation is an activity conducted when developing an assessment tool or purchasing an assessment tool.
Developing an assessment tool
The person developing an assessment tool should conduct a pre-assessment validation. The committee with the responsibility for developing the TAE40122 qualification said that most trainers would not be involved in developing assessment tools. This was the reason for removing the ‘design and develop assessment tools’ unit of competency as a core unit for the Certificate IV in Training and Assessment.
Very few trainers will be the developers of assessment tools or have the responsibility for the RTO’s compliance. Therefore, it is highly unlikely that trainers will participate in pre-assessment validation when assessment tools are developed by the RTO.
Purchasing an assessment tool
An RTO may purchase an assessment tool rather than develop it. The person with the authority to purchase assessment tools will usually check the assessment tool before it is purchased. (If they don’t, they should!)
Very few trainers will have the authority to purchase assessment tools or have the responsibility for the RTO’s compliance. Therefore, it is highly unlikely that trainers will participate in pre-assessment validation when assessment tools are being purchased by the RTO.
In conclusion
I wish we weren’t using the term ‘pre-assessment validation’ because it gets confused with ‘assessment validation’. To avoid some of the confusion, it is best to refer ‘assessment validation’ as ‘post-assessment validation’.
In this article, I have shown that trainers are highly likely to participate in ‘post-assessment validation’, but highly unlikely to participate in ‘pre-assessment validation’.
I think the committee responsible for the TAE40122 Certificate IV in Training and Assessment qualification got it wrong. Very few trainers will participate in pre-assessment validation, and it should not have been included within a core unit for the qualification. There are many things wrong with the TAE40122 qualification. This article has only addressed one of those things.
Let’s hope that a future committee with the responsibility for updating the TAE40122 Certificate IV in Training and Assessment will not make the mistakes made by the previous committee. I had predicted that the previous committee would make mistakes, and it did. It did not want to listen to me. Maybe it should’ve. There is no timeline for reviewing and updating the Certificate IV in Training and Assessment qualification. However, the qualification or credential designed for trainers working in the Australian VET sector has been updated every 6 years: 1992, 1998, 2004, 2010, 2016, and 2022. If this pattern continues, the next Certificate IV in Training and Assessment qualification is due in 2028. Usually, it takes about 2 years to gain project approval, obtain project funding, review, design, and develop the qualification and associated units of competency.
We will unpack a unit of competency as a starting point for various activities, such as:
Designing and developing competency-based assessment
Designing and developing competency-based training
Preparing for assessment validation.
The unpacking of a unit of competency will be slightly different depending on what activity we are doing. In this article, I will focus on unpacking units of competency when we are preparing to conduct assessment validation.
Unpacking units of competency when preparing for assessment validation
‘Unpacking’ means reading, analysing, and understanding the contents of a unit of competency. Here is a 4-step process that can be used to unpack a unit of competency when preparing for assessment validation:
Step 1. Read the Application statement
Step 2. Check the Performance Evidence
Step 3. Check the Assessment Conditions
Step 4. Quick review of the Elements and Performance Criteria.
Step 1. Read the Application statement
The Application statement is often a summary of the elements of competency. This can give us a quick overview of the unit of competency. Also, other useful contextual information may be found in the Application statement.
Example 1. BSBCMM411 Make presentations
In the following example, the Application statement uses the elements of competency to give an overview of the unit of competency.
Example 2. CHCECE037 Support children to connect with the natural environment
In the following example, the Application statement includes three relevant pieces of information about this unit of competency.
Nowhere else in the unit does it refer to the curriculum planning process. This is the first important piece of contextual information. A second piece of contextual information refers to the early childcare educator performing work under the guidance of others. And a third piece of contextual information refers to performing work in accordance with relevant legislation and industry standards. Early childcare and education is a highly regulated industry.
Step 2. Check the Performance Evidence
The Performance Evidence will consist of essential evidence of performance that must be gathered. You can use the following questions to identify relevant evidence requirements.
Is the quantity of performance evidence specified?
Is the type of performance evidence specified?
Are Foundation Skills accessible items?
Example 3. BSBCMM411 Make presentations
In the following example, a quantity of performance evidence is specified. It requires evidence that at least two presentations. Also, the presentations must be different.
Therefore, during the assessment validation we will be checking that there is performance evidence of at least two presentations is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation). And checking that the presentations are different.
Example 4. CHCECE037 Support children to connect with the natural environment
In the following example, a quantity and type of performance evidence is specified. It requires performance evidence to be gathered on three occasions. At least one of those occasions must involve Aboriginal and/or Torres Strait Islander peoples’ use of the natural environment. Also, at least one occasion must be indoors and at least one occasion must be outdoors.
Therefore, during the assessment validation we will be checking that the specified quantity and type of performance evidence is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).
Example 5. SITHCCC025 Prepare and present sandwiches
In the following example, it shows a very detailed specification relating to the quantity and type of performance evidence. Also, it includes other details such as completing the task within commercial time constraints.
Therefore, during the assessment validation we will be checking that the specified performance evidence is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).
Example 6. BSBCMM411 Make presentations
Some units of competency may specify that Foundation Skills are accessible items. In the following example, it states that performance evidence relating to elements, performance criteria and foundation skills must be gathered.
Therefore, during the assessment validation we will be checking that evidence of all specified Foundation Skills are planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation). This is in addition to checking that evidence of all Performance Criteria are planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).
Example 7. CHCECE037 Support children to connect with the natural environment
In the following example, it does not state that performance evidence relating to Foundation Skills must be gathered.
This is an example when there is no information about Foundation Skills being assessable items. We may need to check our RTO’s policies and procedures to determine if Foundation Skills are to be assessed.
Step 3. Check the Assessment Conditions
The Assessment Conditions may consist of relevant information to be checked during assessment validation. You can use the following questions to identify any relevant requirements.
Is the location for performing assessment tasks specified?
Is the access to equipment, materials, or other resources specified?
Is a method of assessment specified?
Do assessors need to satisfy any specified requirements?
Example 8. BSBCMM411 Make presentations
In the following example, the Assessment Conditions permit the performance specified by the unit of competency to occur in a workplace or simulated workplace. It is important to note that the simulated workplace must have conditions that are typical of those in a real workplace.
Example 9. CHCECE037 Support children to connect with the natural environment
In the following example, the Assessment Conditions states that the performance specified by the unit of competency must occur in a workplace. The workplace must be a regulated children’s education and care service, and it must be in Australia. Also, it should be noted that there must be children involved.
Therefore, during the assessment validation we will be checking that the assessment has occurred in a regulated children’s education and care service in Australia, and children were involved.
Example 10. SITHCCC025 Prepare and present sandwiches
In the following example, the Assessment Conditions permit the performance specified by the unit of competency to occur in a workplace or simulated workplace. It should be noted that the simulated workplace needs to be an industry-realistic kitchen, and it must be serving customers.
Therefore, during the assessment validation we will be checking that assessment has occurred in an operational commercial kitchen.
Example 11. SITHCCC025 Prepare and present sandwiches
In the following example, the Assessment Conditions has a very long list of items that must be available in the operational commercial kitchen for the assessment.
Therefore, during the assessment validation we will be checking that assessment has occurred in an operational commercial kitchen with access to all listed items of equipment, materials and other resources.
Example 12. CHCECE037 Support children to connect with the natural environment
In the following example, the unit of competency that specifies methods of gathering evidence.
Therefore, during the assessment validation we will be check that at least one occasion has been directly observed by the assessor. Also, we will check that observations and third-party reports are supplemented by other forms of evidence.
Example 13. SITHCCC025 Prepare and present sandwiches
In the following example, the Assessment Conditions specify additional requirements for assessors.
Therefore, during the assessment validation we will be checking that the assessors comply with the specified requirements to be an assessor.
Step 4. Quick review of the Elements and Performance Criteria
When preparing to conduct an assessment validation, I will not spend much time reading the Elements, Performance Criteria, Foundation Skills or Knowledge Evidence. This is because I will be spending a lot of time checking these in detail during the assessment validation.
However, it is worthwhile to quickly review the Elements and Performance Criteria. You may find something relevant without getting into the details. For example:
Is the unit describing the performance of one work task?
Is the unit describing the performance of more than one work task?
Is the unit describing a behavioural or interpersonal skill?
Is the unit primarily describing knowledge?
In conclusion
Effectively ‘unpacking’ a unit of competency is an essential activity in preparing for thorough and meaningful assessment validation. The outlined four-step approach provides a practical framework for this crucial preparatory work. By methodically reading the Application statement (Step 1), checking the Performance Evidence and Assessment Conditions through targeted questions (Steps 2 and 3), and conducting a preliminary review of the Elements and Performance Criteria (Step 4), assessment validators can gain a crucial understanding of the unit’s scope and requirements.
In short, taking the time to understand the unit first makes assessment validation clearer and more effective.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
In Australia, Google introduced an AI Overview in the later part of 2024. The overviews are designed to be concise, providing a snapshot of relevant information on the queried topic. The feature also includes prominent links to source content, ensuring that users can access more in-depth information directly from authoritative websites. [1]
Content publishers raised concerns about potential decline in their website traffic, worrying that users might opt for AI-generated summaries instead of clicking through to the original sources. To address this, Google responded by putting strategies in place to give greater prominence to links within AI Overviews, aiming to balance providing convenient summaries for users and supporting the needs of content creators. [1]
The following example shows the results of a Google search for ‘dimensions of competency’.
In the above example, my On Target Work Skills website has been used to generate the AI Overview. Can you spot my logo? I am glad that my website has been used; however, people may not visit my website if they find the AI Overview is sufficient.
Concerns have been raised regarding the AI Overview feature. Critics argue that relying on AI-generated summaries could spread inaccuracies or oversimplify complex topics. Additionally, there’s worry about the ethical considerations of AI aggregating content, particularly concerning its impact on intellectual property rights and the visibility of smaller content providers. [1]
What’s a Zero-Click search?
The AI Overview leads to what is known as a Zero-Click search. A Zero-Click search occurs when a web browser, such as Google, displays the response to a user’s query at the top of the page, that does not lead to a click. The ‘click’ represents the user visiting the website of the publisher of the content. [2]
The following is an example. I used Google to search ‘Zero-Click search’ and got the following response.
In the example above, the AI Overview quickly provided a concise summary. Also, the links to the source of the information were provided but I got what I need and didn’t ‘click’ on any links to find out more. In the above example, it stated that nearly 60% of Google searches end without a click in 2024.
I am a sole trader who has spent years developing my On Target Work Skills website, and I continue to regularly publish content. Traffic to my website is extremely important to my operations. Unfortunately, since the introduction of AI Overview my website traffic has nearly halved compared to my statistics from the past few years. Less people are visiting my website.
In conclusion
Have you visited my On Target Work Skills website lately? You may have recently found me and my website, or you may have known me for many years. I use my website to publish information about:
Certificate IV in Training and Assessment
Australia’s vocational education and training system.
You are cordially invited to visit my On Target Work Skills website, and use the search function to explore topics of interest to you.
Are you seeking particular TAE or VET information that you can’t find on my website? Let me know and I’ll see if I can help.
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
Many people undertaking the TAE40122 Certificate IV in Training and Assessment qualification find it difficult. Here are six reasons why.
1. High volume of learning
The Australian Qualifications Framework (AQF) indicates that a Certificate IV typically requires 600 to 2400 hours of learning. Even with prior experience, a significant time commitment is necessary. Training providers often recommend around 10 to 12 hours of study per week for a 6-month duration. And sometimes the duration is greater than 6 months.
2. In-depth knowledge requirements
The TAE40122 qualification demands a significant amount of knowledge, especially regarding the VET sector’s unique requirements and terminology. Furthermore, learning, navigating, and complying with the VET regulatory framework adds complexity.
3. Complex assessment tasks
Assessment instructions can be overly precise and detailed, paradoxically leading to confusion and making it difficult for learners to understand what is required. Also, the emphasis on simply completing assessment tasks can overshadow the importance of meaningful learning.
4. Emphasis on VET-specific skills
The qualification is heavily focused on the VET sector. Individuals without prior experience in this sector might find the specific terminology, regulations, and practices challenging to grasp.
5. Insufficient training and support
Some training providers may provide inadequate training, with brief or superficial sessions that don’t fully equip learners with the necessary knowledge and skills. Insufficient or non-existent support can leave learners feeling lost and struggling to understand requirements.
6. Repetitive content
The structure of the qualification, with multiple units having overlapping requirements, can lead to repetition in learning and assessment, which some learners find tedious and frustrating.
In conclusion
The TAE40122 Certificate IV in Training and Assessment demands a significant commitment to learning, a strong grasp of VET-specific knowledge and regulations, and the ability to effectively perform a range of training and assessment tasks. Many people did not know, or did not expect, the TAE40122 qualification to be difficult. They can be shocked by how difficult it is.
Many people find it difficult. Many people find it extremely time-consuming. And many people get confused and frustrated. Are you one of those people?
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
On Target Work Skills 