1. Develop and extend assessment expertise
   • Access, read and analyse current research on assessment and incorporate into own practice
   • Source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice
2. Lead assessment activities
   • Assessment strategies are developed and confirmed in assessment-only pathways
   • Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed
   • AQTF and organisational requirements relating to the competence of assessors are confirmed and documented
   • Where required, partnership arrangements are initiated and developed, setting out identified roles, responsibilities and services to be provided
   • Strategies for communication and networking are established and maintained with and between assessors
   • Leadership skills are used to provide clear direction, advice and support to assessors
   • Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel
3. Monitor assessment practice
   • Assessment practice of assessors is systematically monitored in relation to:
4. how client/candidate needs are being met
5. how effectively and accurately the designated competency standards are being interpreted by assessors as the benchmarks for assessment
6. how the principles of assessment are being applied in assessment practice
7. assessors’ application of assessment methods and assessment tools
8. how the rules of evidence are being applied in gathering evidence
9. whether assessment is being conducted in accord with the policies and procedures of the organisation’s assessment system
10. whether organisational/legal/ethical requirements are being met
    • Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice
11. Coordinate assessment validation activities
    • Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements
    • Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities
    • Approaches to validation are considered and determined
    • Participants in validation are determined and/or confirmed, and materials and resources needed for validation activities are organised
    • Guidance and leadership is provided to direct and support participants throughout the validation process
    • Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe
    • Recommendations from validation processes are identified and forwarded to the appropriate authority
12. Manage assessment appeals
    • Assessment system policies and procedures for assessment appeals are accessed and interpreted
    • Documented appeal claims are accessed, read and interpreted
    • Relevant parties to the appeal are interviewed and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate
    • Appeal panel is constituted and a timetable is set to hear unresolved claims
    • Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance
    • All documentation relevant to the appeal process is checked for accuracy and completeness
    • Panel decision is confirmed and recorded in accordance with organisational policy and procedures and outcomes are communicated to the parties

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

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.