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Performance Evidence
undertaking the assessment of at least 20 individual candidates, against at least one unit of competency assessing against a total of at least 50 units of competency from training packages or accredited courses. This total may be made up of combinations of candidates and units that add up to 50. accurately documenting the outcomes of all assessments undertakenleading the assessment of a group or team of assessors, consisting of at least three individuals, and demonstrating how that leadership has led to improved processes and outcomescritically reviewing the assessment processes, and the approaches taken in these assessments, and proposing changes to improve both processes and outcomes.
Knowledge Evidence
competency-based assessment, including:vocational education and training as a competency-based systemcompetency standards as the basis of qualificationsthe principles of competency-based assessmentassessment which is criterion referenced as distinct from norm-referenced assessmentreporting of competency-based assessmentthe interpretation of units of competency and other related assessment information, to determine the evidence needed to demonstrate competency, including:the dimensions of competencyall components of a national training package system requirements for assessmentthe importance of reflective practice in the quality improvement of own workthe organisation's assessment system policies and proceduresdifferent assessment methods, purposes and applicationsappeals mechanisms within the organisationdifferent types of assessment tools, what tools work for what types of evidence, what the characteristics are of well-constructed assessment tools the principles of assessment and how they guide assessment, validation, and appeals processesassessment strategies, assessment plans and their components applications of technology to improve or assist in quality assessmentthe roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment processstrategies that ensure that the assessment process is transparent and crediblelegal, organisational and ethical responsibilities associated with the assessment system, including:maintaining client privacy and confidentialityproviding accurate informationduty of care under common lawcompliance with system requirementscopyright and privacy laws, as they apply to learning and assessment.