The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Research protocols and procedures

Organisations preferred format and style for documenting research findings

Ethical and legal obligations of self and organisation to undertake particular research topics

Key people in the organisation and their responsibilities for research projects

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work, independently within a designated timeframe for the research project

Work within ethical frameworks underpinning research within an education setting

Analyse collected data

Use computers for data entry and retrieval, produce documents and reports

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Analyse and present information

Write notes, business letters and research reports

Use computers for work processing and data entry

Work collaboratively with a team

Manage timeframes

Listen, question and clarify

Read, understand, interpret written documents associated with the task

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Research brief may include:

Oral instructions to conduct an investigation

Formal written directive defining the scope of the topic to be investigated

Outcomes of meetings that provide direction and purpose of an investigation

Education organisation may include:

Public and private schools

Registered training organisations

Community education settings

Special schools

Research question or topic may refer to:

Specific and explicated statements describing the purpose of the investigation

Research strategies are:

Activities that the researcher will use to conduct the investigation into the identified topic

Sources of information may include:

Other research in progress or completed

Recently published information

Unpublished information

Student requirements

Internet

Libraries and research bodies

Individuals

Reference texts

Questionnaire survey

Interviews

Experts

Other stakeholders

A project plan is:

A formal, approved document used to guide both the project execution and project control.

Ethical and legislative practices may include:

Code of conduct

Respect for persons, law, and government systems

Economy and efficiency

Integrity

Diligence

Openness and honesty

Accountability

Impartiality

Reliability

Confidentiality

Risk management strategies may include:

Identification of risks

Assessing level of risk

Addressing the risks with alternative actions

Reporting risks

Recording processes and data management may include:

Note taking

Audio and visual recording

Anecdotal comment

Computer data base

Filing systems

Research methods and activities may include:

Case study

Focus groups

Appreciative study

Interview

Surveys

Action research

Resources may include:

Human

Physical

Monetary

Design specifications

Reference material

Internet and telecommunications access

Personnel and clients

Policies and procedures are:

Documents developed by the education system, school or a sector of the school which provide policy and procedural direction

These may include:

Education system policies and procedures

School policies and procedures

Government legislation and regulation

Statutory body requirements

Academic standards are:

Appropriate formats for reports

Documentation standards

Referencing standards