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.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:

recognise the importance of critical material properties and quantities

recognise potential situations requiring action and then implement appropriate action.

Consistent performance should be demonstrated. For example, look to see that:

production standards are met consistently

tools are handled correctly

tools are correctly cleaned and stored

faulty tools are identified and handed in for repair.

Assessment method and context

Assessment will occur while using industrial power tools and will be undertaken in a work like environment.

Competence in this unit may be assessed:

on a processing plant, allowing for operation under all normal and a range of abnormal conditions

in a situation allowing for the generation of evidence of the ability to respond to problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

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

Application of knowledge of the materials, equipment and process sufficient to recognise out of specification products, process problems and materials faults.

Knowledge of oranisation procedures and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards.

Knowledge of and skills in the operation of equipment and main components sufficient for consistent production of quality products including:

impact of incorrect or faulty materials or tools

production workflow sequences and materials demand

focus of operation of work systems and equipment

correct selection and use of equipment, materials

processes and procedures

hazards of the materials and process and appropriate hazard control procedures

distinguish between causes of faults such as wrong materials, incorrect quantity of materials, contaminated materials, blunt or worn tools, tool or power failures.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret typical product specifications, job sheets and material labels as provided to operators.

Writing is required to the level of completing workplace forms.

Basic numeracy is also required, eg to determine that 20 components having 2 attachments each means that 40 attachments are required.

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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency applies to operators working either independently or as part of a work team.

Procedures

All operations are performed in accordance with procedures.

Procedures means all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes use of equipment and tools such as:

work stands

portable air or power operated drills, grinders, cutters or saws

impact wrenches

hoists/lifting equipment not requiring any special permits or licences

bolts, screws, rivets, etc

vices, clamps and braces

relevant personal protective equipment.

Hazards

Typical hazards include:

frayed cables/hoses

dusts/swarf

metal and other shavings

manual handling hazards

equipment failures.

Problems

'Respond to routine problems' means 'apply known solutions to a limited range of predictable problems'. Typical process and product problems may include:

tool malfunctions

damaged leads or hoses

incorrect tool selected

worn or blunt tools/tool bits

damaged tools

non-supply of components or fittings

incorrect supply of components or fittings

material failures

out-of-specification products.

Variables

Key variables to be monitored include:

tool speeds

tool mass

operating mediums

condition of tools

useability

cleanliness.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist