Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Review the assessment procedure(s) | 1.1 | Appropriate personnel are given the opportunity to review the assessment outcomes and procedure using agreed evaluation criteria |
1.2 | The review process established by the enterprise, industry or registered training organisation is followed | ||
1.3 | The assessment procedure(s) is reviewed at a specified site in cooperation with person(s) being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under legislation | ||
1.4 | Review activities are documented, findings are substantiated and the review approach evaluated. | ||
2 | Check consistency of assessment decision | 2.1 | Evidence from a range of assessments is checked for consistency across the dimensions of competency |
2.2 | Evidence is checked against the key competencies | ||
2.3 | Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
3 | Report review findings | 3.1 | Recommendations are made to appropriate personnel for modifications to the assessment procedure(s) in light of the review outcomes |
3.2 | Records are evaluated to determine whether the needs of appropriate personnel have been met | ||
3.3 | Effective contributions are made to system-wide reviews of the assessment process and feedback procedures and are reviewed |
Required Skills
Not applicable.
Evidence Required
Critical aspects of evidence
Assessment requires evidence of the following products to be collected:
Documented process for the review of the assessment procedure(s)
A report on the review of the operations and outcomes of the assessment procedure(s) including substantiation of findings and any recommendations for modifications.
Assessment requires evidence of the following processes to be provided:
How the review process for evaluating the assessments in the enterprise, industry or organisation was implemented
Why particular review/evaluation methodologies were chosen
How cooperation and input from the person(s) assessed and appropriate personnel was sought as part of the review.
Interdependent assessment of units:
This unit of competency may be assessed in conjunction with other units that form part of a job role.
Required knowledge and skills
Knowledge of the review process established by the industry, enterprise or training organisation
Knowledge of evaluation methodologies relevant to the assessment context
Relevant standards of performance including industry or enterprise competency standards and assessment guidelines
Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements
Knowledge of relevant organisational policies and procedures of the workplace and/or job roll
Understanding of the assessment principles of reliability, validity, fairness, flexibility, authenticity, sufficiency and consistency
Skills in the application of various assessment methods/tools in a relevant workplace context
Planning own work including predicting consequences and identifying improvements
Language, literacy and numeracy skills required to:
read and interpret review procedures
participate in discussions and listen strategically to evaluate information critically
gather, select and organise findings from a number of sources
document findings in summary form, graphs or tables
present findings in a short report to relevant personnel
make recommendations based on findings
determine cost effectiveness
Communication skills appropriate to the culture of the workplace and the individual(s).
Resource implications:
Access to relevant competencies, sources of information on assessment methods, assessment tools, assessment procedures and assessment review mechanisms.
Access to assessment decisions, relevant workplace equipment, appropriate personnel.
Consistency in performance
Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.
Context for assessment
Assessment may occur on the job or in a simulated workplace. The candidate assessor should use competencies relevant to their technical expertise.
Critical aspects of evidence
Assessment requires evidence of the following products to be collected:
Documented process for the review of the assessment procedure(s)
A report on the review of the operations and outcomes of the assessment procedure(s) including substantiation of findings and any recommendations for modifications.
Assessment requires evidence of the following processes to be provided:
How the review process for evaluating the assessments in the enterprise, industry or organisation was implemented
Why particular review/evaluation methodologies were chosen
How cooperation and input from the person(s) assessed and appropriate personnel was sought as part of the review.
Interdependent assessment of units:
This unit of competency may be assessed in conjunction with other units that form part of a job role.
Required knowledge and skills
Knowledge of the review process established by the industry, enterprise or training organisation
Knowledge of evaluation methodologies relevant to the assessment context
Relevant standards of performance including industry or enterprise competency standards and assessment guidelines
Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements
Knowledge of relevant organisational policies and procedures of the workplace and/or job roll
Understanding of the assessment principles of reliability, validity, fairness, flexibility, authenticity, sufficiency and consistency
Skills in the application of various assessment methods/tools in a relevant workplace context
Planning own work including predicting consequences and identifying improvements
Language, literacy and numeracy skills required to:
read and interpret review procedures
participate in discussions and listen strategically to evaluate information critically
gather, select and organise findings from a number of sources
document findings in summary form, graphs or tables
present findings in a short report to relevant personnel
make recommendations based on findings
determine cost effectiveness
Communication skills appropriate to the culture of the workplace and the individual(s).
Resource implications:
Access to relevant competencies, sources of information on assessment methods, assessment tools, assessment procedures and assessment review mechanisms.
Access to assessment decisions, relevant workplace equipment, appropriate personnel.
Consistency in performance
Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.
Context for assessment
Assessment may occur on the job or in a simulated workplace. The candidate assessor should use competencies relevant to their technical expertise.
Range Statement
Assessment system may be developed by:
the industry
the enterprise
the Registered Training Organisation
a combination of the above.
The assessment system should specify the following:
the purpose of assessment
competencies required of assessors
record keeping procedures and policies
any allowable adjustments to the assessment method which may be made for the person being assessed who have special needs
the appeal/review mechanisms and procedures
the review and evaluation of the assessment process
the linkages between assessment and training qualifications/awards, employee classification, remuneration, progression
relevant policies
quality assurance mechanisms
apportionment of costs/fees (if applicable)
marketing/promotion of assessment
verification arrangements
auspicing arrangements, if applicable
partnership arrangements, if applicable.
Specific assessment context may be determined by:
purpose of the assessment such as
to gain a particular qualification or a licence
to determine employee classification
to identify training needs or progress
to recognise prior learning/current competencies
location of the assessment such as
on the job or off the job
combination of both
Assessment Guidelines of Training Package or other assessment requirements
features of assessment system.
Evaluation criteria in review process should include:
number of persons being assessed
duration of the assessment procedure
organisational constraints within which assessors must operate
occupational health and safety factors
relationship of the assessor to other appropriate personnel in the assessment process
frequency of assessment procedure
budgetary restraints
information needs of government and other regulatory bodies
support needs and professional development needs of assessors
characteristics of persons being assessed
human resource management implications
consistency of assessment decisions
levels of flexibility in the assessment procedure
fairness of the assessment procedure
efficiency and effectiveness of the assessment procedure
competencies achieved by the person(s) being assessed
difficulties encountered during the planning and conduct of the assessment
motivation of the person(s) being assessed
location and resource suitability
reliability, validity, fairness and flexibility of the assessment tool(s)
relevance of assessment to specified context
grievances/challenges to the assessment decision by the person(s) being assessed or their supervisor/manager/employer
ease of administration
access and equity considerations
practicability.
Characteristics of persons being assessed may include:
language, literacy and numeracy needs
cultural and language background
educational background or general knowledge
gender
age
physical ability
previous experience with the topic
experience in training and assessment
level of confidence, nervousness or anxiety
work organisation or roster.
Appropriate personnel may include:
assessors
person(s) being assessed
employee/union representatives
consultative committees
users of assessment information such as training providers, employers, human resource departments
State/Territory Training/Recognition Authorities
training and assessment coordinators
relevant managers/supervisor/team leaders
technical specialists.
Assessment procedure:
The assessment procedure is developed (and endorsed) by person(s) responsible for the implementation of the assessment process in:
the industry
the enterprise
the training organisation
a combination of the above.
The assessment procedure should specify the following:
recording procedure
appeal/review mechanism
assessment methods to be used
instructions/materials to be provided to the person(s) being assessed
criteria for making decisions of competent, or not yet competent
number of assessors
assessment tools
evidence required
location of assessment
timing of assessment
assessment group size
allowable adjustments to the assessment procedure depending on characteristics of person(s) being assessed.
Assessment methods may include a combination of:
work samples and or simulations
direct observation of performance, products, practical tasks, projects and simulation exercises
review of logbooks and portfolios
questioning
consideration of third party reports and authenticated prior achievements
written, oral or computer managed questioning
These methods may be used in combination in order to provide sufficient evidence to make a judgement.
Assessment tools may include:
specific instructions to be given relating to the performance of practical tasks or processes or simulation exercises
specific instructions to be given in relations to the production projects and exercises
sets of oral/written/computer based questions to be asked
performance checklists
log books
marking guides
descriptions of competent performance
A number of these tools may be used in combination in order to provide enough evidence to make judgments.
Allowable adjustments may include:
provision of personal support services (eg Auslan interpreter, reader, interpreter, attendant carer, scribe)
use of adaptive technology or special equipment (eg work processor or lifting gear)
design of shorter assessment sessions to allow for fatigue or medication
use of large print version of any papers.
Assessment environment and resources to be considered
time
location
personnel
finances/costs
equipment
materials
OHS requirements
enterprise/industry standard operating procedures.
Assessment system may be developed by:
the industry
the enterprise
the Registered Training Organisation
a combination of the above.
The assessment system should specify the following:
the purpose of assessment
competencies required of assessors
record keeping procedures and policies
any allowable adjustments to the assessment method which may be made for the person being assessed who have special needs
the appeal/review mechanisms and procedures
the review and evaluation of the assessment process
the linkages between assessment and training qualifications/awards, employee classification, remuneration, progression
relevant policies
quality assurance mechanisms
apportionment of costs/fees (if applicable)
marketing/promotion of assessment
verification arrangements
auspicing arrangements, if applicable
partnership arrangements, if applicable.
Specific assessment context may be determined by:
purpose of the assessment such as
to gain a particular qualification or a licence
to determine employee classification
to identify training needs or progress
to recognise prior learning/current competencies
location of the assessment such as
on the job or off the job
combination of both
Assessment Guidelines of Training Package or other assessment requirements
features of assessment system.
Evaluation criteria in review process should include:
number of persons being assessed
duration of the assessment procedure
organisational constraints within which assessors must operate
occupational health and safety factors
relationship of the assessor to other appropriate personnel in the assessment process
frequency of assessment procedure
budgetary restraints
information needs of government and other regulatory bodies
support needs and professional development needs of assessors
characteristics of persons being assessed
human resource management implications
consistency of assessment decisions
levels of flexibility in the assessment procedure
fairness of the assessment procedure
efficiency and effectiveness of the assessment procedure
competencies achieved by the person(s) being assessed
difficulties encountered during the planning and conduct of the assessment
motivation of the person(s) being assessed
location and resource suitability
reliability, validity, fairness and flexibility of the assessment tool(s)
relevance of assessment to specified context
grievances/challenges to the assessment decision by the person(s) being assessed or their supervisor/manager/employer
ease of administration
access and equity considerations
practicability.
Characteristics of persons being assessed may include:
language, literacy and numeracy needs
cultural and language background
educational background or general knowledge
gender
age
physical ability
previous experience with the topic
experience in training and assessment
level of confidence, nervousness or anxiety
work organisation or roster.
Appropriate personnel may include:
assessors
person(s) being assessed
employee/union representatives
consultative committees
users of assessment information such as training providers, employers, human resource departments
State/Territory Training/Recognition Authorities
training and assessment coordinators
relevant managers/supervisor/team leaders
technical specialists.
Assessment procedure:
The assessment procedure is developed (and endorsed) by person(s) responsible for the implementation of the assessment process in:
the industry
the enterprise
the training organisation
a combination of the above.
The assessment procedure should specify the following:
recording procedure
appeal/review mechanism
assessment methods to be used
instructions/materials to be provided to the person(s) being assessed
criteria for making decisions of competent, or not yet competent
number of assessors
assessment tools
evidence required
location of assessment
timing of assessment
assessment group size
allowable adjustments to the assessment procedure depending on characteristics of person(s) being assessed.
Assessment methods may include a combination of:
work samples and or simulations
direct observation of performance, products, practical tasks, projects and simulation exercises
review of logbooks and portfolios
questioning
consideration of third party reports and authenticated prior achievements
written, oral or computer managed questioning
These methods may be used in combination in order to provide sufficient evidence to make a judgement.
Assessment tools may include:
specific instructions to be given relating to the performance of practical tasks or processes or simulation exercises
specific instructions to be given in relations to the production projects and exercises
sets of oral/written/computer based questions to be asked
performance checklists
log books
marking guides
descriptions of competent performance
A number of these tools may be used in combination in order to provide enough evidence to make judgments.
Allowable adjustments may include:
provision of personal support services (eg Auslan interpreter, reader, interpreter, attendant carer, scribe)
use of adaptive technology or special equipment (eg work processor or lifting gear)
design of shorter assessment sessions to allow for fatigue or medication
use of large print version of any papers.
Assessment environment and resources to be considered
time
location
personnel
finances/costs
equipment
materials
OHS requirements
enterprise/industry standard operating procedures.
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.