The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Assessment process is:
the series of steps in the assessment cycle
Purpose of assessment may be:
recognise current existing competency of candidate/s
determine if competency has been achieved following learning
establish candidate/s progress towards achievement of competence
determine language, literacy, numeracy needs of candidates/s
certify competence through a Statement of Attainment
establish progress towards a qualification
determine training gaps of candidate/s
measure work performance
classify employees/support career progression
meet organisational requirements for work - operate equipment/develop new skills
licensing or regulatory requirements
Relevant people must include:
qualified assessor/s
candidate/s
Relevant people may include:
managers
supervisors
technical/subject experts
training coordinators
industry regulators
employee and employer representatives
Appropriate communication and interpersonal skills may include:
engaging in two-way interaction
providing constructive feedback
using active listening
using appropriate questioning to clarify and confirm instructions for evidence gathering
accurately interpreting non-verbal and verbal messages
providing clear advice
using language that the candidate uses and which is appropriate to the assessment context and work encompassed by the competency standards
using language and concepts appropriate to cultural and background of the candidate
Benchmark/s for assessment refers to:
the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications.
An assessment plan is the overall planning document for the assessment process, may include:
the purpose and aims of the assessment
the context of assessment
relevant benchmark/s for assessment to be used as the benchmarks for assessment
other assessment information/documenation identified as relevant
identified personnel
identified assessment methods and assessment tools
possibilities for clustering units of competency for assessment purposes
identified OHS hazards, including assessed risks and control strategies
material and/or physical resources required
organisational arrangements for conducting assessment
OHS reporting requirements
any special assessment needs, e.g. personal protective equipment requirements
outline of assessment milestones, time lines and target dates
candidate self-assessment procedures
connections to relevant organisational plans, polices and procedures
Evidence is:
information/materials/products which support a candidate's claim of demonstrated competency
Types of evidence may be:
direct e.g. observation of work activities under real/simulated work conditions, examples of work products
indirect, e.g. third party reports from a range of sources
supplementary e.g. question and answer, work records, training records, portfolios
candidate gathered evidence
assessor gathered evidence
current/recent/historical
combination of above
Assessment methods are the particular techniques used to gather different types of evidence and may include:
conducting real work/real time activities (for example, direct observation and third party reports)
carrying out structured activities (for example, simulation exercises, demonstration and activity sheets)
questioning (for example, computer, oral and written questions)
collecting portfolios/evidence compiled by the candidate
obtaining historical evidence regarding prior learning
Assessment tools contain:
the instruments to be used for gathering evidence such as:
- a profile of acceptable performance measures
- templates/proformas
- specific questions or activities
- evidence/observation checklists
- checklists for the evaluation of work samples
- candidate self-assessment materials
the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment condition
Assessment context may include:
the environment in which the assessment will be carried out
opportunities for collecting evidence in a number of situations
the purpose of the assessment
who carries out the assessment
relationship between units of competency and candidate's workplace
auspicing and partnership arrangements
period of time that assessment takes place
apportionment of costs/fees
quality assurance mechanisms
privacy and confidentiality approaches
Candidate's characteristics may include:
level of work experience
level and experiences of previous learning and assessment
motivation for assessment - personal and/or organisational
English language, literacy and/or numeracy levels/needs
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessment
differences in learning progress
religious and spiritual observances
cultural background images/perceptions
age
gender
Reasonable adjustments may include:
taking into account candidate's language, literacy, numeracy requirements
providing of personal support services (for example: reader, interpreter, attendant carer, scribe)
using of adaptive technology or special equipment
flexible assessment sessions to allow for fatigue or administering of medication
format of assessment materials (for example, in braille, first language, use of audiotape/videotape)
making adjustments to the physical environment
revising of proposed assessment methods/tools
considering age and gender
considering cultural beliefs, traditional practices and religious observances
arranging for a member of the community to accompany the candidate
Resource requirements may include:
resources specific to evidence gathering activities
access to assessors
access to policy and procedures
access to subject/technical experts
OHS requirements
plant, equipment, technology
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Legal/organisational/ethical requirements may include:
assessment system polices and procedures
assessment strategy requirements
quality assurance systems
reporting, recording and retrieval systems for assessment
business and performance plans
access and equity policies and procedures
collaborative/partnership arrangements
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF) standards on assessment
registration scope
human resources policies/procedures
legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions
relevant industry codes of practice
confidentiality and privacy requirements
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying and reporting OHS hazards and concerns to relevant personnel
Relevant advice on assessment may include:
guidance on the principles of assessment and how they are applied
information on the rules of evidence and how these are applied
assessment materials (for example, guidelines and evidence gathering workbooks)
information from Training Package Assessment Guidelines
AQTF standards relating to assessment
OHS standards/guidelines
advice/information from other assessors
course guidelines and parameters
candidate self-assessments
individual unit or integrated approaches to competency assessment
Principles of assessment are:
validity
reliability
flexibility
fairness
To meet the rules of evidence, evidence must be:
valid, for example:
- address the elements and Performance Criteria
- reflect the skills and knowledge described in the relevant units of competency
- show application in the context described in the Range Statement
- demonstrate that performance, skills and knowledge are applied in real/simulated workplace situations
current, for example:
- demonstrate the candidate's current skills and knowledge
- comply with current standards
sufficient, for example:
- demonstrate competence over a period of time
- demonstrate repeatable competence
- not inflate the language, literacy and numeracy requirements beyond those required in performing the work task/function
authentic, for example:
- be the work of the candidate
- be corroborated/verified
Limitations and issues may relate to:
relationship between main job and responsibilities in evidence gathering activities
ability to meet the candidate's needs
access to candidate and/or relevant people
levels of understanding of organisation's quality processes
own level of vocational competence
own understanding of competency-based assessment
need to meet legal responsibilities
risk management and OHS issues which impact on the capacity to collect evidence
confirmation of relevant unpaid or volunteer experience
examples of work products
simulation activities
projects/assignments
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Assessment process is:
the series of steps in the assessment cycle
Purpose of assessment may be:
recognise current existing competency of candidate/s
determine if competency has been achieved following learning
establish candidate/s progress towards achievement of competence
determine language, literacy, numeracy needs of candidates/s
certify competence through a Statement of Attainment
establish progress towards a qualification
determine training gaps of candidate/s
measure work performance
classify employees/support career progression
meet organisational requirements for work - operate equipment/develop new skills
licensing or regulatory requirements
Relevant people must include:
qualified assessor/s
candidate/s
Relevant people may include:
managers
supervisors
technical/subject experts
training coordinators
industry regulators
employee and employer representatives
Appropriate communication and interpersonal skills may include:
engaging in two-way interaction
providing constructive feedback
using active listening
using appropriate questioning to clarify and confirm instructions for evidence gathering
accurately interpreting non-verbal and verbal messages
providing clear advice
using language that the candidate uses and which is appropriate to the assessment context and work encompassed by the competency standards
using language and concepts appropriate to cultural and background of the candidate
Benchmark/s for assessment refers to:
the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications.
An assessment plan is the overall planning document for the assessment process, may include:
the purpose and aims of the assessment
the context of assessment
relevant benchmark/s for assessment to be used as the benchmarks for assessment
other assessment information/documenation identified as relevant
identified personnel
identified assessment methods and assessment tools
possibilities for clustering units of competency for assessment purposes
identified OHS hazards, including assessed risks and control strategies
material and/or physical resources required
organisational arrangements for conducting assessment
OHS reporting requirements
any special assessment needs, e.g. personal protective equipment requirements
outline of assessment milestones, time lines and target dates
candidate self-assessment procedures
connections to relevant organisational plans, polices and procedures
Evidence is:
information/materials/products which support a candidate's claim of demonstrated competency
Types of evidence may be:
direct e.g. observation of work activities under real/simulated work conditions, examples of work products
indirect, e.g. third party reports from a range of sources
supplementary e.g. question and answer, work records, training records, portfolios
candidate gathered evidence
assessor gathered evidence
current/recent/historical
combination of above
Assessment methods are the particular techniques used to gather different types of evidence and may include:
conducting real work/real time activities (for example, direct observation and third party reports)
carrying out structured activities (for example, simulation exercises, demonstration and activity sheets)
questioning (for example, computer, oral and written questions)
collecting portfolios/evidence compiled by the candidate
obtaining historical evidence regarding prior learning
Assessment tools contain:
the instruments to be used for gathering evidence such as:
- a profile of acceptable performance measures
- templates/proformas
- specific questions or activities
- evidence/observation checklists
- checklists for the evaluation of work samples
- candidate self-assessment materials
the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment condition
Assessment context may include:
the environment in which the assessment will be carried out
opportunities for collecting evidence in a number of situations
the purpose of the assessment
who carries out the assessment
relationship between units of competency and candidate's workplace
auspicing and partnership arrangements
period of time that assessment takes place
apportionment of costs/fees
quality assurance mechanisms
privacy and confidentiality approaches
Candidate's characteristics may include:
level of work experience
level and experiences of previous learning and assessment
motivation for assessment - personal and/or organisational
English language, literacy and/or numeracy levels/needs
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessment
differences in learning progress
religious and spiritual observances
cultural background images/perceptions
age
gender
Reasonable adjustments may include:
taking into account candidate's language, literacy, numeracy requirements
providing of personal support services (for example: reader, interpreter, attendant carer, scribe)
using of adaptive technology or special equipment
flexible assessment sessions to allow for fatigue or administering of medication
format of assessment materials (for example, in braille, first language, use of audiotape/videotape)
making adjustments to the physical environment
revising of proposed assessment methods/tools
considering age and gender
considering cultural beliefs, traditional practices and religious observances
arranging for a member of the community to accompany the candidate
Resource requirements may include:
resources specific to evidence gathering activities
access to assessors
access to policy and procedures
access to subject/technical experts
OHS requirements
plant, equipment, technology
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Legal/organisational/ethical requirements may include:
assessment system polices and procedures
assessment strategy requirements
quality assurance systems
reporting, recording and retrieval systems for assessment
business and performance plans
access and equity policies and procedures
collaborative/partnership arrangements
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF) standards on assessment
registration scope
human resources policies/procedures
legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions
relevant industry codes of practice
confidentiality and privacy requirements
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying and reporting OHS hazards and concerns to relevant personnel
Relevant advice on assessment may include:
guidance on the principles of assessment and how they are applied
information on the rules of evidence and how these are applied
assessment materials (for example, guidelines and evidence gathering workbooks)
information from Training Package Assessment Guidelines
AQTF standards relating to assessment
OHS standards/guidelines
advice/information from other assessors
course guidelines and parameters
candidate self-assessments
individual unit or integrated approaches to competency assessment
Principles of assessment are:
validity
reliability
flexibility
fairness
To meet the rules of evidence, evidence must be:
valid, for example:
- address the elements and Performance Criteria
- reflect the skills and knowledge described in the relevant units of competency
- show application in the context described in the Range Statement
- demonstrate that performance, skills and knowledge are applied in real/simulated workplace situations
current, for example:
- demonstrate the candidate's current skills and knowledge
- comply with current standards
sufficient, for example:
- demonstrate competence over a period of time
- demonstrate repeatable competence
- not inflate the language, literacy and numeracy requirements beyond those required in performing the work task/function
authentic, for example:
- be the work of the candidate
- be corroborated/verified
Limitations and issues may relate to:
relationship between main job and responsibilities in evidence gathering activities
ability to meet the candidate's needs
access to candidate and/or relevant people
levels of understanding of organisation's quality processes
own level of vocational competence
own understanding of competency-based assessment
need to meet legal responsibilities
risk management and OHS issues which impact on the capacity to collect evidence
confirmation of relevant unpaid or volunteer experience
examples of work products
simulation activities
projects/assignments