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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Prepare for assessment
  2. Gather quality evidence
  3. Support the candidate
  4. Make the assessment decision
  5. Record and report the assessment decision
  6. Review the assessment process

Required Skills

Required skills

analysis and interpretation skills to

break down competency standards

interpret assessment tools and other assessment information including those used in RPL

identify candidate needs

make judgements based on assessment of available evidence

observation skills to

recognise candidates prior learning

determine candidates performance

identify when candidate may need assistance during the assessment processes

research and evaluation skills to

access required human and material resources for assessment

access assessment system policies and procedures

access RPL policies and procedures

evaluate evidence

evaluate assessment process

cognitive skills to

weigh up the evidence and make a judgement

consider and recommend reasonable adjustments

decisionmaking skills to

recognise a candidates prior learning

make a decision on a candidates competence

literacy skills to

read and interpret relevant information to conduct assessment

prepare required documentation and records or reports of assessment outcomes in required format

communication and interpersonal skills to

explain the assessment including RPL process

give clear and precise instructions

ask effective questions

provide clarification

discuss process with other relevant people

give appropriate feedback

discuss assessment outcome

use language appropriate to candidate and assessment environment

establish a working relationship with candidate

Required knowledge

competencybased assessment including

vocational education and training as a competencybased system

criterionreferenced assessment as distinct from normreferenced assessment

competency standards as the basis of qualifications

structure and application of competency standards

principles of assessment and how they are applied

rules of evidence and how they are applied

range of assessment purposes and assessment contexts including RPL

different assessment methods including suitability for gathering various types of evidence suitability for content of units and resource requirements and associated costs

reasonable adjustments and when they are applicable

types and forms of evidence including assessment tools that are relevant to gathering different types of evidence used in competencybased assessment including RPL

potential barriers and processes relating to assessment tools and methods

assessment system including policies and procedures established by the industry organisation or training authority

RPL policies and procedures established by the organisation

cultural sensitivity and equity considerations

relevant policy legislation codes of practice and national standards including commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector such as

copyright and privacy laws in terms of electronic technology

security of information

plagiarism

training packages and competency standards

licensing requirements

industry and workplace requirements

duty of care under common law

recording information and confidentiality requirements

antidiscrimination including equal employment opportunity racial vilification and disability discrimination

workplace relations

industrial awards and enterprise agreements

OHS responsibilities associated with assessing competence such as

requirements for reporting hazards and incidents

emergency procedures

procedures for use of relevant personal protective equipment

safe use and maintenance of relevant equipment

sources of OHS information

Evidence Required

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of assessment

Assessment must address the scope of this unit and reflect all components of the unit Arange of appropriate assessment methods and evidencegathering techniques must be used to determine competency A judgement of competency 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

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to

assess competence of a number of candidates within the vocational education and training context against different units of competency or accredited curricula following the relevant assessment plan

assess at least one candidate for RPL

consider reasonable adjustment and the reasons for decisions in at least one assessment

cover an entire unit of competency and show

the application of different assessment methods and tools involving a range of assessment activities and events

twoway communication and feedback

how judgement was exercised in making the assessment decision

how and when assessment outcomes were recorded and reported

assessment records and reports completed in accordance with assessment system and organisational legal and ethical requirements

how the assessment process was reviewed

Context of and specific resources for assessment

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

Method of assessment

Guidance information for assessment

For further information about assessment of this and other TAE units refer to relevant implementation guidance published on the IBSA website wwwibsaorgau


Range Statement

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 plan may include:

overall planning, describing:

what is to be assessed

when assessment is to take place

where assessment is to take place

how assessment is to take place.

Benchmarks for assessment:

refer to a criterion against which the candidate is assessed

may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.

Assessment tools may include:

both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods

instruments to be used for gathering evidence, such as:

profile of acceptable performance measures

templates and proformas

specific questions or activities

evidence and observation checklists

checklists for evaluating work samples

candidate self-assessment materials

procedures, information and instructions for the assessor and candidate relating to the use of assessment instruments and assessment conditions.

Specialist support may include:

assistance by third party, such as carer or interpreter

support from specialist educator

provision of developed online assessment activities

support for remote or isolated candidates and assessors

support from subject matter or safety experts

advice from regulatory authorities

assessment teams and panels

support from lead assessors

advice from policy development experts.

Assessment methods include:

particular techniques used to gather different types of evidence, such as:

direct observation

structured activities

oral or written questioning

portfolios of evidence

review of products

third-party feedback.

Individual differences may include:

English language, literacy and numeracy barriers

physical impairment or disability

intellectual impairment or disability

medical condition that may impact on assessment, such as arthritis, epilepsy, diabetes and asthma

learning difficulties

mental or psychological disability

religious and spiritual observances

cultural images and perceptions

age

gender.

Feedback may include:

ensuring assessment/RPL process is understood

ensuring candidate concerns are addressed

enabling questions and answers

confirming outcomes

identifying further evidence to be provided

discussing action plans

confirming gap training needed

providing information regarding available appeal processes

suggesting improvements in evidence gathering and presentation.

Consultation may involve:

moderation with other assessors, or training and assessment coordinators

discussions with client, team leaders, managers, RPL coordinators, supervisors, coaches and mentors

technical and subject experts

English language, literacy and numeracy experts.