List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Determine the assessment approach | 1.1 Identify the candidate and confirm the purposes and context of the assessment with relevant people according to legal, organisational and ethical requirements 1.2 Identify and access applicable industry or workplace standards for the assessment, and any specific assessment requirements |
2. Prepare the assessment plan | 2.1 Analyse units of competency and assessment requirements to identify evidence needed to demonstrate competence, according to the rules of evidence 2.2 Select assessment methods and instruments to support the collection of defined evidence, taking into account the context in which the assessment will take place 2.3 Develop the assessment plan and gain approval from relevant stakeholders |
3. Identify modification and contextualisation requirements | 3.1 Use information from the candidate and, where relevant, the candidate's workplace to identify contextualisation needs 3.2 Check advice provided by the training package or course developer relevant to identified contextualisation needs 3.3 Analyse existing assessment tools and record amendments required to address identified contextualisation needs 3.4 Determine opportunities for integrated assessment activities and record any changes required to assessment tools |
4. Develop the assessment instruments | 4.1 Analyse available assessment instruments for their suitability for use, and identify any required modifications 4.2 Develop assessment instruments to meet the required standard and specific workplace/candidate needs 4.3 Map assessment instruments against the unit or course requirements 4.4 Write clear instructions for the candidate and assessor regarding the use of assessment instruments 4.5 Check and confirm that draft assessment instruments meet required standards and specific workplace/candidate needs and record outcomes of checks |
The candidate must demonstrate the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
planning and organising the assessment process on a minimum of five separate occasions
planning and organising two Recognition of Prior Learning (RPL) assessments (which may be two of the five assessment processes above.)
The evidence requirements for each occasion must include:
a documented assessment plan
a different endorsed or accredited unit of competency (or clusters of units of competency) for each of the five occasions
contextualisation of the unit(s) of competency and the selected assessment tools, where required
incorporation of reasonable adjustment strategies
development of suitable assessment instruments for each of the five occasions
following organisational arrangements.
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
obligations of an assessor under applicable legislation and/or standards
the major features of a unit of competency, and how they are to be addressed in assessment activities and processes
interpreting competency standards as the minimum standard for assessment
guidelines for contextualising units of competency
different purposes of assessment and different assessment contexts, including RPL
the purpose and features of evidence, and different types of evidence, used in competency-based assessments, including RPL
the principles of assessment, and how they guide the assessment process
the rules of evidence and how they guide the assessment process
different assessment methods, including their suitability for collecting various types of evidence
the components of assessment tools
different types of assessment instruments and their purpose and relevance for specific evidence-gathering opportunities.
Gather evidence to demonstrate consistent performance in conditions that are safe and which are typical of those experienced in the training and assessment environment. This includes access to the units of competency used in assessment planning activities.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.