The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the assessment guidelines for this training package.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

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

It is essential that the design meets the requirements of the standard.

Assessment method and context

Assessment will occur using industrial PVC pipes and components and equipment and will be undertaken in a work-like environment.

Competence in this unit may be assessed:

using an appropriate, industrial equipment, situations and polymers

in a situation allowing for the generation of evidence of the ability to recognise, anticipate and respond to problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

This describes the essential skills and knowledge and their level required for this unit.

Knowledge and understanding of PVC materials and pipeline components in the forms of UPVC, MPVC and OPVC as described in national standards to recognise suitability for specific application, and to establish work instructions.

Knowledge of specific job requirements necessary to determine detailed work instructions, and to implement requirements to attain required quality outcomes.

Knowledge as a basis for solving processing and material problems including:

identify types of PVC materials and components being used

establish specific job needs

establish product selection

set up and maintain safe working environment

establish installation requirements

identify and rectify fault causes arising from application and component variability

establish completion test requirements

establish and maintain quality records.

Language, literacy and numeracy requirements

Read material which is sequenced for instructions, explanations, information or opinions.

Write short and simple messages about routine tasks or activities, or complete forms.

Use hands-on real-life materials and pictures/diagrams based on personal experience and prior knowledge.

Use several pieces of related mathematical information.

Read, write and speak whole numbers and money sums, recognise and interpret simple fractions, decimals and percentages, use simple data, grid references.

Use simple grammatical forms and vocabulary to give instructions, give explanations, ask questions and express viewpoints.

Clarify intended meaning by asking for repetition when listening, and varying speed and changing tone or emphasis when speaking.

Use strategies such as providing verbal and non-verbal feedback in order to show interest or attitude.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency unit includes the design of relevant elements of polyvinylchloride (PVC) pressure pipeline components in the form of UPVC, MPVC and OPVC. The end applications include pipelines used for transmission of gaseous, and water based fluids.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards. These may include:

AS/NZS 1477 UPVC

AS/NZS 4441OPVC

AS/NZS 4765 MPVC

AS/NZS 2566

AS/NZS 2032.

Tools and equipment

This competency includes use of equipment and tools such as:

measurement devices, including pressure gauges, timers, calipers and computer based monitors

calculators

comprehensive work instructions.

Hazards

Typical hazards include:

hazardous cleaning and chemical bonding fluids

pipe material handling

heavy stationary, and moving machinery

cutting and heating components.

Problems

'Anticipate and solve problems' means resolve a wide range of routine and non-routine problems, using product and process knowledge to develop solutions to problems which do not have a known solution/a solution recorded in the procedures.

Typical process and product problems may include:

variable material and components and pipes as supplied

variable field site conditions

limitations in available data on specific job requirements.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist