9) 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..

The Evidence Guide forms an integral part of this Competency Standard Unit and shall be used in conjunction with all components parts of this unit and, performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry’s preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accord with Industry and, Regulatory policy in this regard.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Hence, sources of evidence need to be ‘rich’ in nature so as to minimise error in judgment.

Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its ‘richness’. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all prerequisites shall be met.

Evidence for competence in this unit shall be considered holistically. Each element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the “Assessment Guidelines – UEE11”. Evidence shall also comprise:

A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the performance criteria and range; and

Apply sustainable energy principles and practices as specified in the performance criteria and range; and

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements. and

Demonstrate an appropriate level of skills enabling employment; and

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures; and

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

Solving problems in electronic circuits as described in 8) and including:

Determining the operating parameters of an existing circuit.

Altering an existing circuit to comply with specified operating parameters.

Developing circuits to comply with a specified function and operating parameters.

Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items.

Context of and specific resources for assessment

9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this competency standard unit.

Resources required to assess this unit are listed above in Context of assessment’, which should also be used in the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment it must ensure that the conditions for assessment are authentic and as far as possible reproduce and replicate the workplace and is consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to in solving problems in electronic circuits.

Method of assessment

9.4)

This competency standard unit shall be assessed by methods given in Volume 1, Part 3 “Assessment Guidelines”.

Note:

Competent performance with inherent safe working practices is expected in the Industry to which this competency standard unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units

9.5)

There are no concurrent assessment recommendations for this unit.

The critical aspects of occupational health and safety covered in unit UEENEEE101A and other discipline specific occupational health and safety units shall be incorporated in relation to this unit.

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

Evidence shall show that knowledge has been acquired of safe working practices and solving problems in electronic circuits.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EH169A Electronics Circuit Principles

Evidence shall show an understanding of power supplies for electronics circuit principles, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1. Basic circuit configurations encompassing:

circuit configurations are single source a.c. and d.c. circuits,

series circuits,

parallel circuits

series-parallel circuits.

T2. The relationship between variable parameter in electrical /electronic circuits encompassing:

Variables parameters –

voltage,

current,

resistance

impedance,

inductance,

capacitance

reactance.

T3. Behaviour of electrical /electronic circuits for various values of voltage, current, resistance, impedance, inductance, capacitance and reactance and variable parameters encompassing:

single source circuits,

series circuit configurations,

parallel circuit configurations

series-parallel circuit configurations

T4. Types of voltage testers, multimeters, clamp meters, continuity testers and insulation resistance testers and their application.

T5. Features of testing/measuring devices - safety, user calibration and parameter and range settings.

T6. Connection of test/measuring devices into a circuit encompassing:

safety procedures

circuit arrangement of test/measuring devices

T7. Taking readings

T8. Storage, maintenance and care of test/measuring devices.

T9. Australian Standard quality assurance requirements for test equipment calibration certification.

10) This relates to the unit of competency as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This competency standard unit shall be demonstrated in relation to:

Single source parallel and series-parallel electronic circuits as they apply to operational circuit functions in relation to at least two of the following types of circuit problems and on at least two occasions:

Determining the operating parameters of an existing circuit

Altering an existing circuit to comply with specified operating parameters

Developing circuits to comply with a specified function and operating parameters

Generic terms are used throughout this Vocational Standard shall be regarded as part of the Range of Variables in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.