9) 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. .

The Evidence Guide forms an integral part of this Unit. It must be used in conjunction with all parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. In some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment.

Activities associated with normal everyday work influence decisions about how/how much the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all prerequisites must be met.

Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07 '. Evidence shall also comprise:

A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the performance criteria and range statement

Apply sustainable energy principles and practices as specified in the performance criteria and range statement

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

Select residential air conditioning system equipment and components as described in 8) and including:

A

Arranging pipe work to comply with regulatory and functional requirements.

B

Selecting appropriate type, size and quantity of pipe and tubing

C

Selecting air conditioning unitary equipment and components that meets load requirements

D

Selecting air distribution components and controls that meets load requirements

E

Selecting automatic control devices that meet functional and regulatory requirements.

F

Documenting pipe work arrangement, specification for items selected and reasons for the selections made

G

Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items

Context of and specific resources for assessment

9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.

These should be part of the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

Evidence should show demonstrated competency in selecting refrigerant pipe/tube, accessories and associated controls.

Method of assessment

9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'.

Note:
Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires assessment in a structured environment which is intended primarily for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units

9.5)

For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with unit:

UEENEED001B

Use basic computer applications'

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

Evidence shall show that knowledge has been acquired of safe working practices and selecting residential air conditioning system equipment and components.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EJ191A

Air conditioning system equipment and component selection

Evidence shall show an understanding of air conditioning system equipment, components and piping selection, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1 Residential Air Conditioning Unitary Equipment

Construction, operation, application and selection of:

room air conditioners

split systems – wall hang, cassettes and ducted

small package units

cooling only and reverse cycle

T2 Line sizing and design

quick selection tables

velocity tables

pressure drop in lines and fittings

oil migration stabilisation

effect of varying system capacity

oil traps

liquid migration

T3 Control Systems

Construction, operation, application and selection of:

cycling and safety controls

pressure-stats

thermostats,

de-ice controls

air conditioning automation systems

control strategies

T4 Air Distribution

Principles

factors affecting the design of ductwork systems

flexible ductwork systems

static, velocity and total pressure

Pressure loss

friction and dynamic

in ducts, friction charts

in fittings, loss co-efficients

diffuser pressure loss

System sizing

standard duct sizes and gauges

duct selection

fitting selection

air diffuser selection

balancing

8) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This unit must be demonstrated in relation to the selection of residential air conditioning equipment and components, pipe work, air distribution components and controls for two different air conditioning systems. These include the following; unitary air conditioning equipment and components, system controls, refrigerant and condensate pipe work and air distribution system and components.

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.