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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 |