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.
Purposes of assessment/ RPL may include: | recognising current existing competence of candidatesdetermining if competence has been achieved following learningestablishing candidate progress towards achievement of competencedetermining language, literacy and numeracy needs of candidatescertifying competence through a qualification or Statement of Attainmentlicensing or regulatory requirements. |
Context of assessment/ RPL may include: | environment in which the assessment/RPL will be carried out, including real or simulated workplaceopportunities for collecting evidence in a number of situationsrelationships between competency standards and:evidence to support RPLwork activities in the candidate’s workplacelearning activitieswho carries out the assessment/RPL. |
Organisational, legal and ethical requirements may include: | assessment system policies and proceduresassessment strategy requirementsreporting, recording and retrieval systems for assessment, including RPLquality assurance systemsbusiness and performance plansaccess and equity policies and procedurescollaborative and partnership arrangementsdefined resource parametersmutual recognition arrangementsindustrial relations systems and processes, awards, and enterprise agreementsAustralian Quality Training Frameworkregistration scopehuman resources policies and procedureslegal requirements, including:anti-discriminationequal employment opportunityjob role, responsibilities and 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. |
Benchmarks for assessment/RPL may include: | criterion against which the candidate is assessed or prior learning recognised, which may be:competency standard/unit of competencyassessment criteria of course curriculaperformance specifications of an enterprise or industryproduct specifications. |
Types of evidence may include: | directindirectsupplementary. |
Rules of evidence ensure that evidence collected is: | validsufficientauthentic current. |
Assessment methods are the particular techniques used to gather 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 and role-playsprojectspresentations activity sheetsquestioning, for example:written questions, e.g. on a computer interviewsself-assessmentverbal questioningquestionnairesoral or written examinations (applicable at higher AQF levels)portfolios of evidence, for example:collection of work samples compiled by candidate product with supporting documentation historical evidencejournal or log bookinformation about life experiencereview of products, for example: testimonials and reports from employers and supervisorsevidence of trainingauthenticated prior achievementsinterview with employer, supervisor, or peer. |
Assessment plan may include: | overall planning document describing:what is to be assessedwhen assessment is to take placewhere assessment is to take placehow assessment is to take place. |
Simple assessment instruments may include: | instruments developed by an assessor as part of formative or summative assessment activities, including:profiles of acceptable performance measurestemplates and proformasspecific questions or activitiesevidence and observation checklistschecklists for the evaluation of work samplesrecognition portfolioscandidate self-assessment materialsinstruments developed elsewhere that have been modified by the assessor for use with a particular client group. |
Available assessment instruments may include: | commercially available instrumentsthose created by others inside the registered training organisation. |
Map assessment means: | showing a clear relationship between the evidence and the requirements of the unit. |