Application
This unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.
It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for the assessment | 1.1 Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people 1.2 Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected 1.3 Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required 1.4 Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel 1.5 Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment 1.6 Arrange identified material and physical resource requirements 1.7 Identify any specialist support requirements for the assessment, and organise if necessary |
2. Gather quality evidence | 2.1 Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence 2.2 Apply the principles of assessment and rules of evidence in gathering quality evidence |
3. Support the candidate | 3.1 Discuss and guide candidates in gathering their own evidence to support the recognition of prior learning (RPL) 3.2 Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback 3.3 Make decisions on reasonable adjustments with the candidate, based on the candidate’s needs and characteristics 3.4 Access specialist support, if required, in accordance with the assessment plan 3.5 Address any workplace health and safety (WHS) risk to a person or equipment immediately |
4. Make the assessment decision | 4.1 Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence 4.2 Use judgement to infer whether competence has been demonstrated, based on the available evidence 4.3 Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan 4.4 Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required |
5. Record and report the assessment decision | 5.1 Record assessment outcomes promptly and accurately 5.2 Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions 5.3 Inform other relevant parties of the assessment decision, according to confidentiality conventions |
6. Review the assessment process | 6.1 Review the assessment process in consultation with candidates and other relevant people to improve future practice 6.2 Document and record the review according to relevant assessment system policies and procedures |
Evidence of Performance
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
assessment of at least five candidates within the vocational education and training (VET) context against at least one endorsed or accredited unit of competency according to the organisation's assessment processes and practices.
using recognition of prior learning (RPL) processes in the assessment of at least one candidate (which may be one of the five candidates above)
making reasonable adjustments in the assessment of at least one candidate.
The assessments must be undertaken under the supervision of a qualified assessor and cover an entire unit of competency for each candidate, including:
the application of different assessment methods and instruments involving a range of activities and events
using two-way communication and feedback with the candidate
exercising judgement in making the assessment decision
recording and reporting assessment outcomes in accordance with the assessment system and organisational, legal and ethical requirements
reviewing the assessment process.
Evidence of Knowledge
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
competency-based assessment, including:
VET as a competency-based system
how competency based assessment differs from other types of assessment
competency standards as the basis of qualifications
structure and application of competency standards
the principles of assessment and how they are applied
the distinction between assessment tools and assessment instruments
the rules of evidence and how they are applied
the range of assessment purposes and assessment contexts, including RPL
different assessment methods, including suitability for gathering various types of evidence, suitability for the content of units, and resource requirements and associated costs
reasonable adjustments and when they are applicable
types and forms of evidence, including assessment instruments that are relevant to gathering different types of evidence used in competency-based assessment, including RPL
the training and assessment strategies, including policies and procedures established by the industry, organisation or training authority
RPL policies and procedures established by the organisation
cultural sensitivity and equity considerations in assessment activities
current legislative requirements relevant to the assessor and the assessment process
workplace health and safety (WHS) responsibilities associated with assessing competence, including:
requirements for reporting hazards and incidents
emergency procedures
procedures for the use of relevant personal protective equipment
the safe use and maintenance of relevant equipment
sources of WHS information.
Assessment Conditions
Gather evidence to demonstrate consistent performance in a real assessment environment. The assessment environment must include access to assessment tools and recording materials.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Reading | 1.1, 1.2, 2.1, 4.1 | Accesses and interprets procedural and compliance documentation relevant to the assessment process Examines and evaluates assessment evidence |
Writing | 1.1, 1.3, 1.5, 2.1, 3.1, 5.1, 5.2, 5.3, 6.2 | Completes workplace documentation accurately using appropriate language and following organisational requirements |
Oral Communication | 1.1, 1.4, 1.5, 3.1, 3.4, 4.4, 5.3, 6.1 | Communicates information and assessment process requirements clearly, using techniques appropriate to the audience and environment Interacts appropriately with candidates to build rapport and understanding, and obtain specific information to support the assessment process |
Navigate the world of work | 1.1, 3.5, 5.3 | Identifies, confirms and takes responsibility for adherence to legal and ethical requirements Recognises, and follows, explicit and implicit protocols and meets expectations associated with own role |
Interact with others | 1.1, 1.4, 1.5, 3.1, 3.2, 3.4, 5.3, 6.1 | Adjusts personal communication style in recognition of the values and experiences of others to build rapport Cooperates and collaborates with others and contributes to activities requiring joint responsibility and accountability |
Get the work done | 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 2.1, 2.2, 3.3, 3.4, 4.1, 4.2, 4.3, 6.1, 6.2 | Uses systematic, analytical processes in complex, non-routine situations, gathering information, and identifying and evaluating options against agreed criteria Organises work according to specific requirements taking some responsibility for decisions regarding the format of information With guidance, reviews the effectiveness of solutions in relation to the set goals |
Sectors
Assessment