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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. |
An assessment/ RPL plan is the overall planning document for the assessment process and may include: | the purpose and aims of the assessment, including RPLthe context of assessmentidentified personnelrelevant competency standards and other assessment documentationrelationship with RPL policy and proceduresevidence planidentified assessment methods and assessment toolspossibilities for clustering units of competency for assessment purposesidentified OHS hazards, including assessed risks and control strategiesmaterial/physical resources required |
organisational arrangements for conducting assessment OHS 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 |
Assessment system policies and procedures may include: | candidate selectionrational and purpose of competency-based assessmentassessment records/data management/information managementrecognition of prior learningrecognition of credit transfer arrangementsassessors - needs, qualifications, maintaining currencyassessment reporting procedures assessment appealscandidate grievances/complaintsvalidationevaluation/internal auditcosts/resourcing access and equity/reasonable adjustmentpartnership arrangements links with human resource or industrial relations systems links with overall quality management system |
Organisational/legal/ethical requirements may include: | assessment system policies and proceduresRecognition of prior learning policies and proceduresreporting, recording and retrieval systems for assessmentlicensing/legal ramifications of assessing competencerequirements of training and/or assessment organisations relating to assessment and validationquality assurance systemsbusiness and performance planscollaborative/partnership arrangementspolicies, procedures and programs |
defined resource parametersmutual recognition arrangements industrial relations systems and processes, awards/enterprise agreementsAustralian Quality Training Framework (AQTF2007) Essential Standards for Registrationregistration scopehuman resources policies/procedureslegal requirements including anti-discrimination, equal employment, job role/responsibilities/conditionsrelevant industry codes of practiceconfidentiality and privacy requirements of information relating to completed assessmentsOHS considerations, including:ensuring OHS requirements are adhered to during the assessment processidentifying and reporting OHS hazards and concerns to relevant personnel |
Relevant people may include: | the candidate/sother assessorsthe client, company or organisationteam leaders, managers, supervisorstrainers/facilitatorsRTO coordinatorstechnical/subject expertstraining and assessment coordinatorsindustry regulatorsemployee and employer representativesmembers of professional associationsCommonwealth department official/Centrelink staff/caseworkerAustralian Apprenticeship Centre (AAC) personnel |
Benchmark/s for assessment/ RPL 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 |
Assessment tools contain both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include: | 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 conditions |
Reasonable adjustment must not compromise the integrity of the competency standard and may include: | adjustments to the assessment process taking into account candidate's language, literacy, numeracy requirementsprovision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendanceuse 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/videotapeadjustments to the physical environment or venuerevising proposed assessment methods/toolsconsiderations relating to age and/or gender,considerations relating to cultural beliefs, traditional practices, religious observances |
Assessment methods are the particular techniques used to gather different types of evidence and may include: | direct observation, for example: real work/real time activities at the workplacework activities in a simulated workplace environmentstructured activities, for example: simulation exercises/role-playsprojectspresentationsactivity sheetsquestioning, for example: written questions, e.g. on a computerinterviewsself-assessment |
| verbal questioningquestionnairesoral/written examinations (for higher AQF levels)portfolios, for example: collections of work samples by the candidateproduct with supporting documentationhistorical evidencejournal/log bookinformation about life experiencereview of products, for example: products as a result of a projectwork samples/productsthird party feedback, for example: testimonials/reports from employers/supervisorsevidence of trainingauthenticated prior achievementsinterview with employer, supervisor, peer |
Principles of assessment guide the assessment process and must address: | validityreliabilityflexibilityfairness |
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is: | validsufficientauthenticcurrent |
Quality evidence addresses the rules of evidence and must: | encompass the Performance Criteria to demonstrate achievement of the outcomes (Elements) reflect the skills, knowledge and attributes defined in the relevant units of competencyshow application of the skills in the context described in the Range Statementdemonstrate competence over a period of timedemonstrate repeatable competencebe the work of the candidatebe able to be verifieddemonstrate current skills/knowledge of the candidatenot inflate the language, literacy and numeracy requirements beyond those required in the performance of the competency |
Guided means to explain to the candidate: | what is recognition of prior learningwhat is assessmentwhat are assessment toolshow to use these toolsthe rules of evidence that must be met by the evidence they provide |
Recognition of prior learning is defined as: | an assessment process that assesses an individual's non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to and/or partial or total completion of a qualification. |
Communication skills may include: | providing constructive and supportive feedbackusing active listeningusing appropriate questioning to clarify and confirm instructions for evidence gatheringaccurately interpreting verbal messagesassisting candidates to paraphrase advice/instructions to the assessormaking clear and concrete presentations of options/advice |
Interpersonal skills may include: | accurately interpreting non-verbal messagesengaging in two-way interactionusing language appropriate to candidate, assessment context and work performance addressed by competency standardsusing language and concepts appropriate to cultural differencesusing culturally inclusive and sensitive techniques |
Individual differences may include: | English language, literacy and numeracy barriersphysical impairment or disability involving hearing, vision, voice, mobilityintellectual impairment or disabilitymedical conditions such as arthritis, epilepsy, diabetes and asthma that are not obvious but may impact on assessmentlearning difficultiespsychiatric or psychological disabilityreligious and spiritual observancescultural images/perceptions |
agegender |
Feedback may include: | ensuring assessment/RPL process is understoodensuring candidate concerns are addressedenabling question and answerconfirming outcomesidentifying further evidence to be provideddiscussing action plansconfirming gap training neededinformation regarding available appeal processessuggesting improvements in evidence gathering and presentation |
Specialist support may include: | assistance by third party - carer, interpretersupport from specialist educatordevelopment of online assessment activitiessupport for remote or isolated candidates and/or assessorssupport from subject matter or safety expertsadvice from regulatory authoritiesassessment teams/panelssupport from lead assessorsadvice from policy development experts |
Addressed may include: | stopping the assessment until the OHS risk is rectifiedstopping the assessment until the equipment is fixed or replaced |
Limitations may relate to: | job role and responsibilitiesmeeting candidate needsassessment panelstraining and/or assessment organisation's quality processespersonal competency levelorganisational, industry and national training requirementspersonal level of knowledge of competency-based assessmentlegal responsibilities |
All component parts of the competency standards refers to: | ElementsPerformance Criteria |
Range Statement/range of variables, including: contextualisationlink to knowledge and enterprise requirementsfocus of assessmentunderpinning language, literacy and numeracy requirementsEvidence Guide requirements, including: underpinning/required knowledgeunderpinning/required skills and attributesunderpinning language, literacy and numeracy requirementscritical aspects of evidence to be considered/quality evidence requirementsconcurrent assessment and interdependence of unitsassessment methods/resources/contextdimensions of competency, which include: task skillstask management skillscontingency management skillsjob role/environment skills |
Related documentation may include: | Assessment Guidelines of the relevant Training Package/sthe assessment criteria of accredited modulesevidence to be collected as set out in assessment plansdefinition and interpretation of evidence in developed assessment toolsRPL policies and proceduresany requirements of OHS, legislation, codes of practice, standards, guidelinesindicators and levels of competence of the National Reporting Systemorganisational requirements for work performanceproduct specificationsintegrated competency assessment tool |
Judgement is a two-step process and means: | the decision made by the assessor on whether the evidence provided meets the principles of assessment and rules of evidencethe decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent |
An action plan is required when the decision of not yet competent is recorded and may include: | gap training, further learningadditional practice opportunitiesadditional assessment opportunities/evidence gathering opportunitiesindividual facilitation, where relevantreferral to specialist support |
An assessment report may include: | personal details of candidatedetails of assessment/s, date, time, venuedetails of assessor's summary of evidence considered and copies of assessment papersfeedback to and from the candidatejustification of decisionsummary of candidate's action planother critical information including appeals and outcomessign-off by assessor and candidateelectronic/paper reports to funding bodies |
Recommendations may include: | recommendations for RPLrecommendation to support training and/or assessment in new areas of competencyrecommendations in the action planreassessmentappeal implications |
Other relevant parties may include: | Centrelink personnelDepartment of Immigration and Multicultural Indigenous Affairs (DIMIA)parties nominated by the candidateparties to be informed because of contractual obligations |
Criteria may include: | following the assessment planconfirming and addressing organisational, ethical and legal requirements where appropriate, including OHSproviding appropriate information regarding the assessment process to the candidate and explaining all steps, using effective communication and interpersonal skillsdemonstrated application of the rules of evidence and principles of assessment in gathering quality evidencedemonstrated support and guidance to the candidate throughout the assessment process |
| using assessment methods and tools appropriately to gather, organise and document evidenceapplying reasonable adjustments where required/ appropriate, in consultation with relevant peopleproviding clear and constructive feedback to the candidate regarding the assessment decisionreviewing range of own decisions for consistency |
Consultation may involve: | moderation with other assessors, training and assessment coordinatorsdiscussions with the client, team leaders, managers, RPL Coordinators, supervisors, coaches, mentorstechnical/subject expertsEnglish language, literacy and numeracy experts |