Google links for TAEASS301B - Contribute to assessment

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.

Purpose of assessment may be:	recognise current existing competency of candidates determine if competency has been achieved following learning establish candidate progress towards achievement of competence determine language, literacy and numeracy needs of candidate certify competence through a Statement of Attainment establish progress towards a qualification determine training gaps of candidate measure work performance classify employee and support career progression meet organisational requirements for work, such as operating equipment or developing new skills satisfy licensing or regulatory requirements.
Relevant people must include:	qualified assessors candidates.
Benchmarks for assessment:	refer to criteria against which candidate is assessed may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
Assessment plan must include:	purpose and aims of assessment context of assessment relevant benchmarks for assessment other assessment information and documentation identified as relevant.
Assessment system policies and procedures may include:	candidate selection rationale and purpose of competency-based assessment assessment records, data management and information management recognition of current competency, recognition of prior learning and credit arrangements.
Assessment tools include:	the learning or competency unit(s) to be assessed the target group, context and conditions for the assessment the tasks to be administered to the candidate an outline of the evidence to be gathered from the candidate the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules) the administration, recording and reporting requirements the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Assessment context may include:	environment in which assessment will be carried out relationship between units of competency and candidate’s workplace time period over which assessment takes place.
Reasonable adjustments may include:	taking into account candidate’s language, literacy and numeracy requirements providing personal support services, such as arranging for: member of the community to accompany the candidate reader interpreter attendant carer scribe using adaptive technology or special equipment providing flexible assessment sessions to allow for such things as fatigue or administering of medication format of assessment materials, such as: in Braille in first language use of audiotape or videotape making adjustments to the physical environment revising proposed assessment methods and instruments considering age and gender considering cultural beliefs, traditional practices and religious observances.
Resource requirements may include:	resources specific to evidence-gathering activities access to assessors access to policy and procedures access to subject and technical experts OHS requirements plant, equipment and technology.
Assessment instruments may include:	instruments developed by an assessor as part of formative or summative assessment activities, including: profiles of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for the evaluation of work samples recognition portfolios candidate self-assessment materials instruments developed elsewhere that have been modified by the assessor for use with a particular client group.

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TAEASS301B - Contribute to assessment

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement