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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included. |
Assessment process is: | the series of steps in the assessment cycle |
Purpose of assessment may be: | recognise current existing competency of candidate/sdetermine if competency has been achieved following learningestablish candidate/s progress towards achievement of competencedetermine language, literacy, numeracy needs of candidates/scertify competence through a Statement of Attainment |
establish progress towards a qualification determine training gaps of candidate/smeasure work performanceclassify employees/support career progressionmeet organisational requirements for work - operate equipment/develop new skillslicensing or regulatory requirements |
Relevant people must include: | qualified assessor/scandidate/s |
Relevant people may include: | managerssupervisorstechnical/subject expertstraining coordinatorsindustry regulatorsemployee and employer representatives |
Appropriate communication and interpersonal skills may include: | engaging in two-way interactionproviding constructive feedbackusing active listeningusing appropriate questioning to clarify and confirm instructions for evidence gatheringaccurately interpreting non-verbal and verbal messagesproviding clear adviceusing language that the candidate uses and which is appropriate to the assessment context and work encompassed by the competency standardsusing 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 assessmentthe context of assessmentrelevant benchmark/s for assessment to be used as the benchmarks for assessmentother assessment information/documentation identified as relevantidentified personnelidentified assessment methods and assessment tools |
possibilities for clustering units of competency for assessment purposesidentified OHS hazards, including assessed risks and control strategiesmaterial and/or physical resources requiredorganisational arrangements for conducting assessmentOHS reporting requirementsany special assessment needs, e.g. personal protective equipment requirementsoutline of assessment milestones, time lines and target datescandidate self-assessment proceduresconnections 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 productsindirect, e.g. third party reports from a range of sourcessupplementary e.g. question and answer, work records, training records, portfolioscandidate gathered evidenceassessor gathered evidencecurrent/recent/historicalcombination 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 candidateobtaining historical evidence regarding prior learning |
Assessment tools contain: | the instruments to be used for gathering evidence such as: a profile of acceptable performance measurestemplates/proformasspecific questions or activitiesevidence/observation checklistschecklists for the evaluation of work samplescandidate self-assessment materialsthe 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 outopportunities for collecting evidence in a number of situationsthe purpose of the assessmentwho carries out the assessmentrelationship between units of competency and candidate's workplaceauspicing and partnership arrangementsperiod of time that assessment takes placeapportionment of costs/fees quality assurance mechanismsprivacy and confidentiality approaches |
Candidate's characteristics may include: | level of work experience level and experiences of previous learning and assessmentmotivation for assessment - personal and/or organisationalEnglish language, literacy and/or numeracy levels/needsphysical impairment or disability involving hearing, vision, voice, mobilityintellectual impairment or disabilitymedical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessmentdifferences in learning progressreligious and spiritual observancescultural background images/perceptionsagegender |
Reasonable adjustments may include: | taking into account candidate's language, literacy, numeracy requirementsproviding of personal support services (for example: reader, interpreter, attendant carer, scribe)using of adaptive technology or special equipmentflexible assessment sessions to allow for fatigue or administering of medicationformat of assessment materials (for example, in Braille, first language, use of audiotape/videotape)making adjustments to the physical environment revising of proposed assessment methods/toolsconsidering age and genderconsidering cultural beliefs, traditional practices and religious observancesarranging for a member of the community to accompany the candidate |
Resource requirements may include: | resources specific to evidence gathering activitiesaccess to assessorsaccess to policy and proceduresaccess to subject/technical expertsOHS requirementsplant, equipment, technology |
Assessment system policies and procedures may include: | candidate selectionrational and purpose of competency-based assessmentassessment records/data management/information managementrecognition of current competency/recognition of prior learning/credit arrangementsassessors - needs, qualifications, maintaining currencyassessment reporting procedures assessment appealscandidate grievances/complaintsvalidationevaluation/internal auditcosts/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 proceduresassessment strategy requirementsquality assurance systemsreporting, recording and retrieval systems for assessmentbusiness and performance plansaccess and equity policies and procedurescollaborative/partnership arrangementsdefined resource parametersmutual recognition arrangementsindustrial relations systems and processes, awards/enterprise agreementsAustralian Quality Training Framework (AQTF) standards on assessmentregistration scopehuman resources policies/procedureslegal requirements including anti-discrimination, equal employment, job role/responsibilities/conditionsrelevant industry codes of practiceconfidentiality and privacy requirementsOHS considerations, including: ensuring OHS requirements are adhered to during the assessment processidentifying 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 appliedinformation on the rules of evidence and how these are appliedassessment materials (for example, guidelines and evidence gathering workbooks)information from Training Package Assessment GuidelinesAQTF standards relating to assessmentOHS standards/guidelinesadvice/information from other assessorscourse guidelines and parameterscandidate self-assessmentsindividual unit or integrated approaches to competency assessment |
Principles of assessment are: | validityreliabilityflexibilityfairness |
To meet the rules of evidence, evidence must be: | valid, for example: address the elements and Performance Criteriareflect the skills and knowledge described in the relevant units of competencyshow application in the context described in the Range Statementdemonstrate that performance, skills and knowledge are applied in real/simulated workplace situationscurrent, for example: demonstrate the candidate's current skills and knowledgecomply with current standardssufficient, for example: demonstrate competence over a period of timedemonstrate repeatable competencenot inflate the language, literacy and numeracy requirements beyond those required in performing the work task/functionauthentic, for example: be the work of the candidatebe corroborated/verified |
Limitations and issues may relate to: | relationship between main job and responsibilities in evidence gathering activitiesability to meet the candidate's needsaccess to candidate and/or relevant peoplelevels of understanding of organisation's quality processesown level of vocational competenceown understanding of competency-based assessmentneed to meet legal responsibilitiesrisk management and OHS issues which impact on the capacity to collect evidenceconfirmation of relevant unpaid or volunteer experienceexamples of work products simulation activitiesprojects/assignments |