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.
A range of assessment methods may include: | observationportfoliospractical and theoretical testsproduct development reviewsimulations such as:hypotheticalsproblem-based exercisessimulated 'real world' scenariosstructured aural/written questioning techniques, such as invitation, exploration, confirmation, investigation and reflectionstructured activities such as role-plays, presentations, completion of assessment activity sheetsthird party feedbackworkplace projects. |
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. |
Ethical and compliance practices may include: | access and equity principles and practiceAQTF standards relating to assessment and registrationassessment specifications of training packagesAustralian Qualifications Framework (AQF) Guidelinescertification procedures and requirementsclauses defining assessment operations in award and enterprise agreements and relevant industrial arrangementscollaborative or partnership arrangementsconfidentiality and privacy requirementsdefined resource parametersenvironmental issuesequal opportunity requirementsethical standardsindustrial relations and anti-discriminationmaintaining and retrieving assessment informationOHS policies, procedures and programsquality and continuous improvement processes and standardsrecording and reporting assessment resultsstate or territory registering body requirements. |
Approaches may include: | attending forums, conferences, workshopsnetworking through assessor networks, communities of practice and membership of representative organisationsparticipating in projectsprofessional and staff development activities. |
Assessment processes may include: | access and equity processesassessment appeals proceduresassessment records, data and information managementassessment reporting procedurescandidate grievances or complaints procedurescandidate selectionevaluationinternal auditinglinks with human resource or industrial relations systemslinks with overall quality management systempartnership arrangementsrationale and purpose of competency-based assessmentreasonable adjustmentrecognition of current competency, recognition of prior learning, credit arrangementsresourcingvalidation processes. |