Elements and Performance Criteria

Element

Performance Criteria

1

Clarify role and responsibilities in the assessment process

1.1

Purpose of assessment is discussed and confirmed with relevant people using appropriate communications and interpersonal skills

1.2

Benchmark/s for assessment are discussed and confirmed with qualified assessor

1.3

The assessment plan is accessed, read and clarified with qualified assessor

1.4

Specific responsibilities in gathering evidence and types of evidence to be gathered are discussed and agreed with qualified assessor

2

Confirm organisational arrangements for evidence gathering

2.1

Nominated assessment methods and assessment tools to be used in collecting evidence are clarified with the qualified assessor to ensure the instruments to collect evidence and the procedures to be followed are clear

2.2

The assessment context including candidate's characteristics and any need for reasonable adjustments are discussed and confirmed with relevant people

2.3

Resource requirements are confirmed and arranged in consultation with relevant people

2.4

Documentation setting out relevant assessment system policies and procedures, legal/ organisational/ethical requirements and any other relevant advice on assessment is accessed and confirmed with relevant people

3

Collect evidence in accordance with the assessment plan

3.1

The assessment process is explained to the candidate, including the different responsibilities of the parties involved, and any candidate issues/concerns are referred to the qualified assessor prior to undertaking assessment activities

3.2

Assessment tools are used to gather quality evidence using appropriate communication and interpersonal skills with the candidate and other relevant people

3.3

Evidence is collected within available time and resources, in accordance with organisational/ legal/ethical requirements

3.4

Evidence gathering assessment activities are reviewed against the principles of assessment and collected evidence is examined to determine whether it meets the rules of evidence

3.5

Limitations and issues in collecting quality evidence are identified and assistance is sought from qualified assessor/s, where required

4

Record and report findings

4.1

Evidence is documented and recorded in accordance with assessment system policies and procedures

4.2

Evidence is organised in a format suitable for analysis and provided to the qualified assessor in accordance with assessment system policies and procedures

4.3

Feedback is actively sought from the qualified assessor on whether the evidence gathering activities meet the principles of assessment and the collected evidence meets the rules of evidence

4.4

Areas for improvement in collecting evidence are documented for future assessment activities

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.

Overview of Assessment

To demonstrate competence against this unit, candidates must be able to provide evidence that they have gathered appropriate and relevant assessment evidence using a variety of assessment methods and employing existing assessment tools in accordance with an assessment plan.

This evidence must show the methods used to collect evidence; completed evidence gathering tools; how evidence was collated in a suitable format for assessment; how the selected tools were used to collect evidence; and how organisational procedures regarding evidence collection, recording and reporting were followed.

Evidence Requirements

Required knowledge includes:

what is competency-based assessment, including criterion referenced, competency standards as the benchmarks for assessment, competency-based reporting

the principles of assessment, being validity, reliability, fairness and flexibility

the rules of quality evidence, in that evidence must be valid, authentic, sufficient and current

the different purposes of assessment

the diversity of assessment contexts

what is evidence and different types of evidence

how evidence is gathered - what are assessment methods and different types of methods

what is an assessment tool

what is an assessment plan

practical knowledge of the potential barriers and processes relating to evidence gathering procedures and assessment processes

the organisational assessment system policies and procedures relevant to this unit of competency

technical/subject area being assessed

cultural sensitivity and equity considerations

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

licensing requirements

recording information and confidentiality requirements

equal employment opportunity, disability, discrimination

OHS relating to the work role, and OHS considerations to be included in collecting evidence, including:

hazard identification and risk control measures

requirements for reporting hazards and incidents

emergency procedures

procedures for use of relevant personal protective equipment

safe use of relevant equipment

sources of OHS information

role of key workplace personnel

responsibilities of learners and employees

Required skills and attributes include:

observation skills to observe candidate performance

cognitive and interpretation skills to:

ensure collection of valid and reliable evidence

identify gaps/issues in evidence collection

confirm appropriate assessment tools and methods to be used

organisation skills to:

use required resources

carry out the evidence collection

time management skills

to schedule assessment events/activities

work with candidate on suitable times

using assessment methods and tools

literacy skills to:

read and interpret relevant information

prepare required documentation and collate evidence in required format

communication skills to:

discuss evidence gathering processes with practitioners

discuss evidence gathering processes with candidate/s

establish a working relationship with assessor and candidate/s

provide constructive and supportive feedback

ask appropriate questions to clarify and confirm instructions for evidence gathering

provide clear and concrete options and/or advice

attributes including:

willingness to contribute positively to the assessment process

capacity to encourage, accept and use feedback

capacity to work sensitively and ethically when gathering information

Products that could be used as evidence include:

completed assessment tools/templates/checklists

documentation/records of the evidence gathered

feedback from the candidate, qualified assessor, supervisor

Processes that could be used as evidence include:

how benchmarks and other documents were interpreted, and why

how evidence gathering activities were scheduled

how the rules of evidence were used to collect and review evidence, and why

Resource implications for assessment include:

access to qualified assessor

access to candidates for assessment purposes

access to supervisor or other relevant people

access to benchmarks and other assessment documentation

assessment materials and tools

workplace documentation

support for candidate's specific requirements

time considerations

The collection of quality evidence requires that:

assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills

a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include:

a minimum of three evidence gathering activities, carried out with different candidate/s in each activity

the examination of gathered evidence in complying with the rules of evidence

a summary of evidence findings using business technology

feedback sought from others involved in the assessment process

Integrated assessment means that:

this unit can be assessed alone or with TAADEL301C Provide training through instruction and demonstration of work skills.

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.

Assessment process is:

the series of steps in the assessment cycle

Purpose of assessment may be:

recognise current existing competency of candidate/s

determine if competency has been achieved following learning

establish candidate/s progress towards achievement of competence

determine language, literacy, numeracy needs of candidates/s

certify competence through a Statement of Attainment

establish progress towards a qualification

determine training gaps of candidate/s

measure work performance

classify employees/support career progression

meet organisational requirements for work - operate equipment/develop new skills

licensing or regulatory requirements

Relevant people must include:

qualified assessor/s

candidate/s

Relevant people may include:

managers

supervisors

technical/subject experts

training coordinators

industry regulators

employee and employer representatives

Appropriate communication and interpersonal skills may include:

engaging in two-way interaction

providing constructive feedback

using active listening

using appropriate questioning to clarify and confirm instructions for evidence gathering

accurately interpreting non-verbal and verbal messages

providing clear advice

using language that the candidate uses and which is appropriate to the assessment context and work encompassed by the competency standards

using language and concepts appropriate to cultural and background of the candidate

Benchmark/s for assessment refers to:

the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications

An assessment plan is the overall planning document for the assessment process, may include:

the purpose and aims of the assessment

the context of assessment

relevant benchmark/s for assessment to be used as the benchmarks for assessment

other assessment information/documentation identified as relevant

identified personnel

identified assessment methods and assessment tools

possibilities for clustering units of competency for assessment purposes

identified OHS hazards, including assessed risks and control strategies

material and/or physical resources required

organisational arrangements for conducting assessment

OHS reporting requirements

any special assessment needs, e.g. personal protective equipment requirements

outline of assessment milestones, time lines and target dates

candidate self-assessment procedures

connections to relevant organisational plans, polices and procedures

Evidence is:

information/materials/products which support a candidate's claim of demonstrated competency

Types of evidence may be:

direct e.g. observation of work activities under real/simulated work conditions, examples of work products

indirect, e.g. third party reports from a range of sources

supplementary e.g. question and answer, work records, training records, portfolios

candidate gathered evidence

assessor gathered evidence

current/recent/historical

combination of above

Assessment methods are the particular techniques used to gather different types of evidence and may include:

conducting real work/real time activities (for example, direct observation and third party reports)

carrying out structured activities (for example, simulation exercises, demonstration and activity sheets)

questioning (for example, computer, oral and written questions)

collecting portfolios/evidence compiled by the candidate

obtaining historical evidence regarding prior learning

Assessment tools contain:

the instruments to be used for gathering evidence such as:

a profile of acceptable performance measures

templates/proformas

specific questions or activities

evidence/observation checklists

checklists for the evaluation of work samples

candidate self-assessment materials

the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment condition

Assessment context may include:

the environment in which the assessment will be carried out

opportunities for collecting evidence in a number of situations

the purpose of the assessment

who carries out the assessment

relationship between units of competency and candidate's workplace

auspicing and partnership arrangements

period of time that assessment takes place

apportionment of costs/fees

quality assurance mechanisms

privacy and confidentiality approaches

Candidate's characteristics may include:

level of work experience

level and experiences of previous learning and assessment

motivation for assessment - personal and/or organisational

English language, literacy and/or numeracy levels/needs

physical impairment or disability involving hearing, vision, voice, mobility

intellectual impairment or disability

medical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessment

differences in learning progress

religious and spiritual observances

cultural background images/perceptions

age

gender

Reasonable adjustments may include:

taking into account candidate's language, literacy, numeracy requirements

providing of personal support services (for example: reader, interpreter, attendant carer, scribe)

using of adaptive technology or special equipment

flexible assessment sessions to allow for fatigue or administering of medication

format of assessment materials (for example, in Braille, first language, use of audiotape/videotape)

making adjustments to the physical environment

revising of proposed assessment methods/tools

considering age and gender

considering cultural beliefs, traditional practices and religious observances

arranging for a member of the community to accompany the candidate

Resource requirements may include:

resources specific to evidence gathering activities

access to assessors

access to policy and procedures

access to subject/technical experts

OHS requirements

plant, equipment, technology

Assessment system policies and procedures may include:

candidate selection

rational and purpose of competency-based assessment

assessment records/data management/information management

recognition of current competency/recognition of prior learning/credit arrangements

assessors - needs, qualifications, maintaining currency

assessment reporting procedures

assessment appeals

candidate grievances/complaints

validation

evaluation/internal audit

costs/resourcing

access and equity/reasonable adjustment

partnership arrangements

links with human resource or industrial relations systems

links with overall quality management system

Legal/organisational/ethical requirements may include:

assessment system polices and procedures

assessment strategy requirements

quality assurance systems

reporting, recording and retrieval systems for assessment

business and performance plans

access and equity policies and procedures

collaborative/partnership arrangements

defined resource parameters

mutual recognition arrangements

industrial relations systems and processes, awards/enterprise agreements

Australian Quality Training Framework (AQTF) standards on assessment

registration scope

human resources policies/procedures

legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions

relevant industry codes of practice

confidentiality and privacy requirements

OHS considerations, including:

ensuring OHS requirements are adhered to during the assessment process

identifying and reporting OHS hazards and concerns to relevant personnel

Relevant advice on assessment may include:

guidance on the principles of assessment and how they are applied

information on the rules of evidence and how these are applied

assessment materials (for example, guidelines and evidence gathering workbooks)

information from Training Package Assessment Guidelines

AQTF standards relating to assessment

OHS standards/guidelines

advice/information from other assessors

course guidelines and parameters

candidate self-assessments

individual unit or integrated approaches to competency assessment

Principles of assessment are:

validity

reliability

flexibility

fairness

To meet the rules of evidence, evidence must be:

valid, for example:

address the elements and Performance Criteria

reflect the skills and knowledge described in the relevant units of competency

show application in the context described in the Range Statement

demonstrate that performance, skills and knowledge are applied in real/simulated workplace situations

current, for example:

demonstrate the candidate's current skills and knowledge

comply with current standards

sufficient, for example:

demonstrate competence over a period of time

demonstrate repeatable competence

not inflate the language, literacy and numeracy requirements beyond those required in performing the work task/function

authentic, for example:

be the work of the candidate

be corroborated/verified

Limitations and issues may relate to:

relationship between main job and responsibilities in evidence gathering activities

ability to meet the candidate's needs

access to candidate and/or relevant people

levels of understanding of organisation's quality processes

own level of vocational competence

own understanding of competency-based assessment

need to meet legal responsibilities

risk management and OHS issues which impact on the capacity to collect evidence

confirmation of relevant unpaid or volunteer experience

examples of work products

simulation activities

projects/assignments