Application
This unit describes the skills and knowledge required to design and to develop assessment tools used to guide the collection of quality evidence, including their application in formative, summative and recognition of prior learning (RPL) assessment.
It applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and 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. Determine the focus of the assessment tool | 1.1 Identify a target group of candidates, purposes of the assessment tool, and the contexts in which the tool will be used 1.2 Access relevant benchmarks for assessment and interpret them to establish evidence required to demonstrate competence 1.3 Identify, access and interpret industry requirements and relevant contextualisation guidelines 1.4 Identify other related documentation to inform assessment tool development |
2. Design the assessment tool | 2.1 Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place, and meeting the principles of assessment 2.2 Enable candidates to show or support their claim for recognition of current competency through selected assessment methods 2.3 Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence 2.4 Consider how the assessment instruments will be administered |
3. Develop the assessment tool | 3.1 Develop specific assessment instruments that support the collection of evidence that meets the rules of evidence 3.2 Define and document clear and specific procedures instructing assessor and candidate on the administration and use of assessment instruments 3.3 Consider the requirements of assessment system policies and procedures, and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process |
4. Review and trial the assessment tool | 4.1 Check draft assessment tools against evaluation criteria and amend as required 4.2 Trial assessment tools to validate content and applicability 4.3 Collect and document feedback from relevant people involved in trialling 4.4 Make amendments to the final tool based on the analysis of feedback 4.5 Appropriately format, and file, finalised assessment tool according to 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:
developing at least three assessment tools that support different assessment methods, and address at least one unit of competency each. Each assessment tool must:
include the instruments for collecting evidence, reflecting the principles of assessment and the rules of evidence, and related instructions to the assessor/s and candidates
show how the contextual needs of different environments are addressed
reporting on the trial and review of each assessment tool, including proposed changes.
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:
the principles of assessment and how they are applied when developing assessment tools
the rules of evidence and how they have been incorporated in the tools developed
different assessment contexts and their relationship to developing assessment tools
the dimensions of competency and how they are incorporated in the development of assessment tools
the contextualisation of units of competency and contextualisation guidelines
the components of training packages relevant to the development of assessment tools
different assessment methods, their purposes and uses
evaluation methods appropriate to the trial and review of assessment tools
the principles of reasonable adjustment
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
sources of WHS information.
Assessment Conditions
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to relevant organisational policies and procedures in relation to the assessment system.
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, 1.3, 1.4, 2.1, 2.3, 2.4, 3.3, 4.1, 4.3 | Accesses, and interprets, procedural and compliance information, and assessment documentation |
Writing | 3.1, 3.2, 4.1, 4.3, 4.4, 4.5 | Prepares assessment tools and documentation that incorporates language and format appropriate to the audience Amends tools in response to feedback |
Oral Communication | 2.2, 4.2, 4.3 | Participates in communication in order to clarify the purpose and requirements of assessment tools, and to trial assessments |
Navigate the world of work | 1.3, 3.3, 4.5 | Recognises, and follows, explicit and implicit protocols, policies and procedures, and meets expectations associated with own role Identifies, confirms and takes responsibility for adherence to organisational, legal and ethical requirements |
Interact with others | 4.3 | Actively seeks to clarify the perspectives and experiences of others as part of the work role |
Get the work done | 1.1-1.4, 2.1-2.4, 3.1-3.3 4.1-4.4 | Uses systematic, analytical processes in complex, non-routine situations, gathering information, and identifying and evaluating options against agreed criteria Organises work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes Seeks new ideas and opportunities, drawing on the diverse perspectives of others to gain insights into current practice and ideas for change |
Sectors
Assessment