1. Determine focus of assessment
   • Candidate/s are identified/confirmed and the purpose/s and context of assessment are established/ confirmed with relevant people in accordance with legal/organisational/ethical requirements
   • The assessment strategy is accessed and used to guide the development of the assessment plan, where applicable
   • The benchmarks for assessment are identified/confirmed and accessed
2. Prepare the assessment plan
   • The assessment benchmarks are interpreted to determine the evidence and types of evidence needed to demonstrate competency in accordance with the rules of evidence
   • Where competency standards are used as benchmarks, all component parts of the competency standards, are addressed in defining and documenting the evidence to be collected
   • Any related documentation to support planning the assessment process is accessed and interpreted
   • Assessment methods and assessment tools are selected/confirmed which address the evidence to be collected in accordance with the principles of assessment
   • Specific material and physical resources required to collect evidence are identified and documented
   • Roles and responsibilities of all people involved in the assessment process are clarified, agreed and documented
   • Timelines and time periods for evidence collection are determined and all information to be included in the assessment plan is documented
   • The assessment plan is confirmed with relevant personnel
3. Contextualise and review assessment plan
   • Characteristics of the candidate/s and any allowances for reasonable adjustments and/or specific needs are identified/clarified with relevant people and documented
   • Where required, competency standards are contextualised, to reflect the operating environment in which assessment will occur, in accordance with contextualisation guidelines
   • Selected assessment methods and assessment tools are examined and adjusted, where required, to ensure continuing applicability taking into account: - any contextualisation of competency standards, - reasonable adjustment/s, where identified, - integration of assessment activities, where appropriate and practical, - capacity to support application for recognition of current competence
   • Adjusted assessment tools are reviewed to ensure the specifications of the competency standards are still addressed
   • The assessment plan is updated, as needed, to reflect ongoing contextualisation needs, any changes in organisational resource requirements or changes in response to the conduct of assessment
   • Assessment plan/s are stored and retrieved in accordance with assessment system policies and procedures and legal/organisational/ethical requirements
4. Organise assessment arrangements
   • Identified material and physical resource requirements are arranged in accordance with assessment system policies and procedures and legal/organisational/ethical requirements
   • Any specialist support required for assessment is organised and arranged in accordance with organisational/ethical/legal requirements, where required
   • Roles and responsibilities of all people involved in the assessment process are organised
   • Effective communication strategies are established to encourage regular communication flow and feedback with relevant people involved in the assessment process
   • Assessment record keeping and reporting arrangements are confirmed

Not applicable

The Evidence Guide provides advice to inform and support appropriate assessment of this unit It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competence The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency

Assessment must reflect the endorsed Assessment Guidelines of the TAA Training and Assessment Training Package

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment

To demonstrate competence against this unit candidates must be able to provide evidence that they have developed an assessment plan and organised the material resources and personnel to support the assessment process

The evidence provided must describe how the purpose of assessment was identified contain structured plans that detail the selectionconfirmation of assessment methods and tools and assessment environments include appropriate communication strategies with relevant people regarding the assessment process outline resource requirements and special assistance required throughout the assessment process and include recording and reporting requirements

Evidence Requirements

Required knowledge includes

competencybased assessment work focused criterion referenced standardsbased evidencebased

the different purposes of assessment and different assessment contexts

how to read and interpret the identified competency standards as the benchmarks for assessment

how to contextualise competency standards within relevant guidelines

the four principles of assessment and how they guide the assessment process

what is evidence and different types of evidence

the four rules of evidence and how they guide evidence collection

different types of assessment methods including suitability for collecting various types of evidence

assessment tools and their purpose different types of tools relevance of different tools for specific evidence gathering opportunities

different resource requirements for assessment and associated costs

where to source other relevant assessment information and how to incorporate this into the plan

the principles of inclusivity and strategies for reasonable adjustment without compromise to the competency standards

sources and types of specialist support to candidates

methodologies suitable for reviewing assessment tools

the assessment system policies and procedures established by the industry andor organisation

risks and requirements associated with different assessment applications in various contexts including

capacities of assessors at higher AQF levels

when linked to licensing

legal implications of assessing competence

the relevant organisationallegalethical requirements impacting on the planning and organisation of assessment as set out in the Range Statement of the relevant competency standards

other relevant policy legislation codes of practice and national standards including national Commonwealth and stateterritory legislation for example

copyright and privacy laws in terms of electronic technology

security of information

plagiarism

licensing requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

OHS responsibilities associated with planning and organising assessment such as

hazards commonly found and preferred risk controls for the specific assessment environment

OHS procedures to be observed in the assessment process

safe use and maintenance of relevant equipment

sources of OHS information

Required skills and attributes include

cognitive interpretation skills to

accurately interpret competency standards and other assessment documentation

identify opportunities for integrated competency assessment

contextualise competency standards to the operating assessment environment

sort information

observation skills to

assess the effectiveness of the organisations assessment operations

identify where improvement to the assessment process can be made

technology skills to

use appropriate equipment and software to communicate effectively with others

research and evaluation skills to

obtain competency standards and other assessment information assessment tools and other relevant assessment resources

research candidate characteristics and any reasonable adjustment needs

identify and confirm required material and physical resources

evaluate feedback and determine and implement improvements to processes

make recommendations

planning skills relating to formulation of the assessment plan

organisational skills relating to organising resources required

literacy skills to

read and interpret relevant information to design and facilitate assessment and recognition processes

prepare required documentation and information for those involved in assessment processes

communication skills to

discuss assessment processes with clients and assessors

establish professional relationships and networks

sensitivity to access and equity considerations and candidate diversity

capacity to promote and implement equity fairness validity reliability and flexibility in planning an assessment process

Products that could be used as evidence include

assessment plans

modifiedadjusted assessment tools to allow for specific needs

contextualised competency standards

documentation of consultations with clients and other stakeholders regarding the assessment purpose and context

Processes that could be used as evidence include

how competency standards and other documents were interpreted

how assessment activities were scheduled

how resources were identified and obtained

how communication systems were used to include relevant stakeholders in the planning process

how assistance was sought from individuals providing specialist support

Resource implications for assessment include

access to relevant Training Packages

access to assessment materials and tools

access to other relevant assessment information

access to suitable assessment venueequipment

workplace documentation

costtime considerations

personnel requirements

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Requirements and Key Competencies

a range of appropriate assessment methodsevidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible Where no workplace is available a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include

evidence of planning and organising the assessment process on a minimum of two occasions The evidence collected must

address the provision of documented assessment plans

cover a range of assessment events

cater for a number of candidates

relate to different competency standards or accredited curricula

address recognition assessment

involve the contextualisation of competency standards and the selected assessment tools where required

incorporate consideration of reasonable adjustment strategies

include organisational arrangements

Integrated assessment means that

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA Training and Assessment Training Package Suggested units include but are not limited to

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAAASSA Assess competence

TAAASS402A Assess competence

TAAASSA Develop assessment tools

TAAASS403A Develop assessment tools

TAAASSA Participate in assessment validation

TAAASS404A Participate in assessment validation

TAADESA Use Training Packages to meet client needs

TAADES401A Use Training Packages to meet client needs.

The Evidence Guide provides advice to inform and support appropriate assessment of this unit It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competence The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency

Assessment must reflect the endorsed Assessment Guidelines of the TAA Training and Assessment Training Package

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment

To demonstrate competence against this unit candidates must be able to provide evidence that they have developed an assessment plan and organised the material resources and personnel to support the assessment process

The evidence provided must describe how the purpose of assessment was identified contain structured plans that detail the selectionconfirmation of assessment methods and tools and assessment environments include appropriate communication strategies with relevant people regarding the assessment process outline resource requirements and special assistance required throughout the assessment process and include recording and reporting requirements

Evidence Requirements

Required knowledge includes

competencybased assessment work focused criterion referenced standardsbased evidencebased

the different purposes of assessment and different assessment contexts

how to read and interpret the identified competency standards as the benchmarks for assessment

how to contextualise competency standards within relevant guidelines

the four principles of assessment and how they guide the assessment process

what is evidence and different types of evidence

the four rules of evidence and how they guide evidence collection

different types of assessment methods including suitability for collecting various types of evidence

assessment tools and their purpose different types of tools relevance of different tools for specific evidence gathering opportunities

different resource requirements for assessment and associated costs

where to source other relevant assessment information and how to incorporate this into the plan

the principles of inclusivity and strategies for reasonable adjustment without compromise to the competency standards

sources and types of specialist support to candidates

methodologies suitable for reviewing assessment tools

the assessment system policies and procedures established by the industry andor organisation

risks and requirements associated with different assessment applications in various contexts including

capacities of assessors at higher AQF levels

when linked to licensing

legal implications of assessing competence

the relevant organisationallegalethical requirements impacting on the planning and organisation of assessment as set out in the Range Statement of the relevant competency standards

other relevant policy legislation codes of practice and national standards including national Commonwealth and stateterritory legislation for example

copyright and privacy laws in terms of electronic technology

security of information

plagiarism

licensing requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

OHS responsibilities associated with planning and organising assessment such as

hazards commonly found and preferred risk controls for the specific assessment environment

OHS procedures to be observed in the assessment process

safe use and maintenance of relevant equipment

sources of OHS information

Required skills and attributes include

cognitive interpretation skills to

accurately interpret competency standards and other assessment documentation

identify opportunities for integrated competency assessment

contextualise competency standards to the operating assessment environment

sort information

observation skills to

assess the effectiveness of the organisations assessment operations

identify where improvement to the assessment process can be made

technology skills to

use appropriate equipment and software to communicate effectively with others

research and evaluation skills to

obtain competency standards and other assessment information assessment tools and other relevant assessment resources

research candidate characteristics and any reasonable adjustment needs

identify and confirm required material and physical resources

evaluate feedback and determine and implement improvements to processes

make recommendations

planning skills relating to formulation of the assessment plan

organisational skills relating to organising resources required

literacy skills to

read and interpret relevant information to design and facilitate assessment and recognition processes

prepare required documentation and information for those involved in assessment processes

communication skills to

discuss assessment processes with clients and assessors

establish professional relationships and networks

sensitivity to access and equity considerations and candidate diversity

capacity to promote and implement equity fairness validity reliability and flexibility in planning an assessment process

Products that could be used as evidence include

assessment plans

modifiedadjusted assessment tools to allow for specific needs

contextualised competency standards

documentation of consultations with clients and other stakeholders regarding the assessment purpose and context

Processes that could be used as evidence include

how competency standards and other documents were interpreted

how assessment activities were scheduled

how resources were identified and obtained

how communication systems were used to include relevant stakeholders in the planning process

how assistance was sought from individuals providing specialist support

Resource implications for assessment include

access to relevant Training Packages

access to assessment materials and tools

access to other relevant assessment information

access to suitable assessment venueequipment

workplace documentation

costtime considerations

personnel requirements

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Requirements and Key Competencies

a range of appropriate assessment methodsevidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible Where no workplace is available a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include

evidence of planning and organising the assessment process on a minimum of two occasions The evidence collected must

address the provision of documented assessment plans

cover a range of assessment events

cater for a number of candidates

relate to different competency standards or accredited curricula

address recognition assessment

involve the contextualisation of competency standards and the selected assessment tools where required

incorporate consideration of reasonable adjustment strategies

include organisational arrangements

Integrated assessment means that

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA Training and Assessment Training Package Suggested units include but are not limited to

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAAASSA Assess competence

TAAASS402A Assess competence

TAAASSA Develop assessment tools

TAAASS403A Develop assessment tools

TAAASSA Participate in assessment validation

TAAASS404A Participate in assessment validation

TAADESA Use Training Packages to meet client needs

TAADES401A Use Training Packages to meet client needs.

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.