9) This provides essential advice for assessment of the unit. It must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines.

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’s 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. It is recognised that, 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 every day work have a bearing on the decision as to how much and how detailed 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 shall 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 – UET12’. 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:

Develop engineering solutions for energy supply power transformer problems as described in 8) and including:

A

Understanding the extent of the transformer problems.

B

Forming effective strategies for solution development and implementation.

C

Obtaining transformer parameters, specifications and performance requirements appropriate to each problem.

D

Testing and solutions to transformer problems.

E

Documenting instruction for implementation of solutions that incorporate risk control measure to be followed.

F

Documenting justification of solutions implemented in accordance with professional standards.

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.

Note:
Successful completion of relevant vendor training may be used to contribute to evidence on which competency is deemed. In these cases the alignment of outcomes of vendor training with performance criteria and critical aspects of evidence shall be clearly identified.

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.

The resources used for assessment should reflect current industry practices in relation to developing engineering solutions for energy supply power transformer problems.

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 primarily intended 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:

UETTDRIS70A

Diagnose and rectify faults in electrical energy supply distribution system

OR

UETTDRIS72A

Diagnose and rectify faults in distributed generation systems

OR

UETTDRIS71A

Diagnose and rectify faults in electrical energy supply transmission system

AND

UEENEEG149A

Solve problems in complex polyphase power circuits

The critical aspects of occupational health and safety covered in Unit UEENEEE101A and other discipline specific occupational health and safety unit(s) shall be reassessed in relation to this unit.

8) 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 developing engineering solutions for energy supply power transformer problems.

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

KS01-TIS73A Power transformers diagnostics

Evidence shall show an understanding of power transformers to an extent indicated by the following aspects:

T1 Transformer construction and operating principles encompassing:

various types of lamination style and core construction used in single phase, three phase, double wound and auto transformers.

different winding styles/types used in transformers.

how input current is limited on no load and how power is transferred from primary to secondary when a load is connected.

using the transformation ratio to determine an unknown quantity of V, I, VA.

significance of nameplate data items.

operation of a transformer under load/no load conditions.

the reason any particular type of transformer is used in a specific application.

safety features specified in regulatory standards with respect to transformers.

safety features specified in regulatory standards with respect to isolating transformers.

basic insulation resistance, continuity and winding identification tests.

T2 Transformer parameters encompassing:

the percentage impedance of a transformer by test.

percentage impedance of a transformer by calculation.

the equivalent circuit of a transformer.

calculation of voltage regulation.

losses that occur in a transformer.

tests to determine losses.

efficiency and state typical values.

the all day efficiency of a transformer.

T3 Cooling methods encompassing:

methods of natural and forced cooling.

properties of transformer oil.

tests performed on transformer oil.

auxiliary equipment

the purpose and operation of the types of auxiliary equipment used on transformers - bushings, explosion vents, surge diverters, tap changers, conservator, breathers and desiccants, gas relays, temperature indicators.

T4 Instrument transformers encompassing:

construction of current transformers.

uses and ratings of current transformers.

construction of voltage transformers.

uses and ratings of voltage transformers.

safety techniques when using instrument transformers.

T5 Transformer connections encompassing:

vector group of a transformer from a connection diagram.

connections of a three-phase transformer to create a particular vector group.

reasons for using the different vector groups.

purpose of tertiary windings.

consequences/effect of an incorrect connection.

T6 Parallel operation encompassing:

polarity markings for the windings of a transformer.

conditions/restrictions for parallel operation of transformers.

calculation of loading on transformers operating in parallel.

connection of transformers in parallel to supply a common load.

the consequences/effect of an incorrect connection.

T7 Harmonics in transformers encompassing:

how harmonics are generated in transformers.

problems caused by harmonics in transformers.

measurement of the harmonics in a transformer.

methods/equipment used to overcome harmonics in transformers.

T8 High voltage isolation encompassing:

the term high voltage.

procedures for isolating high voltage apparatus.

regulations with respect to access permits.

clearances to be observed with respect to high voltages up to 33 kV.

the term ‘step’ and ‘touch’ potential.

10) 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 shall be demonstrated in relation to developing engineering solution for at least four supply power transformer problems.

Note.

Typical transformer problems are those encountered in meeting performance requirements and compliance standards, revising a transformer operating parameters and dealing with transformer malfunctions.

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.