The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Purpose/s of assessment may include:
recognise current existing competence of candidate/s
determine if competence 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
Context of assessment may include:
the environment in which the assessment will be carried out, including real work/simulation
opportunities for collecting evidence in a number of situations
who carries out the assessment
relationships between competency standards and work activities in the candidate's workplace
relationships between competency standards and learning activities
auspicing and partnership arrangements
the period of time during which the assessment takes place
apportionment of costs/fees, if applicable
quality assurance mechanisms
individual unit or integrated approaches to competency assessment
Relevant people must include:
the candidate/s
the assessor/s responsible for conducting the assessment/s, which may be self or other assessors
Relevant people may include:
the client, company or organisation
team leaders, managers, supervisors
delivery personnel
technical/subject experts
training and assessment coordinators
industry regulators
employee and employer representatives
members of professional associationsCommonwealth department official/Centrelink personnel/caseworker
New Apprenticeship Centre (NAC) personnel
Legal/organisational/ethical requirements may include:
assessment system policies and procedures
assessment strategy requirement
reporting, recording and retrieval systems for assessment
quality assurance systems
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
The assessment strategy is a documented framework to guide and structure assessment arrangements for a vocational education and training qualification. In a learning and assessment pathway it is addressed as part of the learning strategy. In an assessment only pathway it is a separate document.
The assessment strategy may encompass:
the identification of the competency standards forming the qualification and
interpretation of the packaging rules of the qualification, where part of a Training Package
interpretation of the competency standards as the benchmarks for assessment
application of Training Package Assessment Guidelines, where part of a Training Package
arrangements for recognition of existing competence (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence
determination of assessment methods for identified competency standards
selection of assessment tools for identified competency standards
organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant)
nominated quality assurance mechanisms
identified risk management strategies
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
Evidence is:
material collected which, when matched against the specifications in the competency standards, provides proof of competency achievement
Types of evidence may include:
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
The rules of evidence guide the evidence collection process to ensure evidence is:
valid, for example:
- address the elements and Performance Criteria
- reflect the skills and knowledge described in the relevant unit/s of competency
- show application in the context described in the Range Statement
- demonstrate 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
authentic, for example:
- be the work of the candidate
- be corroborated/verified
All component parts of the competency standards refers to:
Elements
Performance Criteria
Range Statement including advice on :
- range of contexts/conditions to be met in assessment
- aspects of the Performance Criteria that can be contextualised
- information which adds definition to support assessment
- links to knowledge and skills
- underpinning language, literacy and numeracy requirements
Evidence Guide requirements, including:
- underpinning/required knowledge
- underpinning/required skills and attributes
- underpinning language, literacy and numeracy requirements
- Key Competencies/generic skills
- critical aspects of evidence to be considered/quality evidence requirements
- concurrent assessment and interdependence of units
- assessment methods/resources/context
dimensions of competency, which include:
- task skills
- task management skills
- contingency management skills
- job role/environment skills
Related documentation may include:
requirements set out in the Assessment Guidelines of the relevant Training Package/s
information from the competency standards about the resources required for assessment, the assessment context, appropriate assessment methods
assessment activities identified in accredited modules derived from the relevant competency standards
assessment activities in Support Materials related to the relevant competency standards
any requirements of OHS, legislation, codes of practice, standards and guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for demonstration of work performance
product specifications
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example:
- real work/real time activities at the workplace
- work activities in a simulated workplace environment
structured assessment activities, for example:
- simulation exercises/role-plays
- projects
- assignments
- presentations
- activity sheets
questioning, for example:
- written questions, e.g. on a computer
- interviews
- self-assessment
- verbal questioning questionnaires
- oral/written examinations (for higher AQF levels
portfolios, for example:
- collections of work samples by the candidate
- product with supporting documentation
- historical evidence
- journal/log book
- information about life experience
review of products, for example:
- products as a result of a project
- work samples/products
third party feedback, for example:
- testimonials/reports from employers/supervisors
- evidence of training
- authenticated prior achievements
- interview with employer, supervisor, peers
Assessment tools contain:
the instruments developed from the selected assessment methods 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 conditions
Selected/confirmed means:
selected on the basis that they are suitable and effective in collecting the evidence in light of the purpose and context
confirmed in accordance with the assessment strategy, where appropriate
Principles of assessment are:
validity
reliability
flexibility
fairness
Material and physical resources may include:
documents required for the assessors and candidates, including competency standards and assessment tools
plant and equipment
technology
personal protective equipment
venues for assessment
adaptive technologies
physical adjustments to assessment environment
Assessment plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment
the context of assessment
relevant competency standards to be used as the benchmarks for assessment
other assessment information/documenation 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
Relevant personnel may include:
self in such contexts as one-person/small training and/or assessment organisation
lead assessor
training and/or assessment supervisor/coordinator
training and/or assessment manager
Characteristics of the candidate/s may include:
level of work experience
level and experiences of previous learning and assessment
motivation for assessment - personal/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
psychiatric or psychological disability
religious and spiritual observances
cultural background images/perceptions
age
gender
Reasonable adjustments and/or specific needs must not compromise the integrity of the competency standards and may include:
adjustments to the assessment process taking into account candidate's language, literacy, numeracy requirements
provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance
use 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
adjustments to the physical environment or venue
revising proposed assessment methods/tools
considerations relating to age and/or gender,
considerations relating to cultural beliefs, traditional practices, religious observances
Contextualised means:
to change the wording of some component parts of the competency standard to reflect the immediate operating environment
Contextualisation guidelines relate to:
ANTA Guidelines on Training Package Contextualisation
relevant Training Package contextualisation guidelines
Recognition of current competence is defined as:
the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences
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
Specialist support may include:
assistance by third party - carer, interpreter
development of online assessment activities
support for remote or isolated candidates and/or assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams/panels
support from lead assessors
advice from policy development experts
Communication strategies may include:
interviews (face-to-face or telephone)
email, memos and correspondence
meetings
video conferencing/e-based learning
focus groups
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Purpose/s of assessment may include:
recognise current existing competence of candidate/s
determine if competence 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
Context of assessment may include:
the environment in which the assessment will be carried out, including real work/simulation
opportunities for collecting evidence in a number of situations
who carries out the assessment
relationships between competency standards and work activities in the candidate's workplace
relationships between competency standards and learning activities
auspicing and partnership arrangements
the period of time during which the assessment takes place
apportionment of costs/fees, if applicable
quality assurance mechanisms
individual unit or integrated approaches to competency assessment
Relevant people must include:
the candidate/s
the assessor/s responsible for conducting the assessment/s, which may be self or other assessors
Relevant people may include:
the client, company or organisation
team leaders, managers, supervisors
delivery personnel
technical/subject experts
training and assessment coordinators
industry regulators
employee and employer representatives
members of professional associationsCommonwealth department official/Centrelink personnel/caseworker
New Apprenticeship Centre (NAC) personnel
Legal/organisational/ethical requirements may include:
assessment system policies and procedures
assessment strategy requirement
reporting, recording and retrieval systems for assessment
quality assurance systems
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
The assessment strategy is a documented framework to guide and structure assessment arrangements for a vocational education and training qualification. In a learning and assessment pathway it is addressed as part of the learning strategy. In an assessment only pathway it is a separate document.
The assessment strategy may encompass:
the identification of the competency standards forming the qualification and
interpretation of the packaging rules of the qualification, where part of a Training Package
interpretation of the competency standards as the benchmarks for assessment
application of Training Package Assessment Guidelines, where part of a Training Package
arrangements for recognition of existing competence (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence
determination of assessment methods for identified competency standards
selection of assessment tools for identified competency standards
organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant)
nominated quality assurance mechanisms
identified risk management strategies
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
Evidence is:
material collected which, when matched against the specifications in the competency standards, provides proof of competency achievement
Types of evidence may include:
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
The rules of evidence guide the evidence collection process to ensure evidence is:
valid, for example:
- address the elements and Performance Criteria
- reflect the skills and knowledge described in the relevant unit/s of competency
- show application in the context described in the Range Statement
- demonstrate 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
authentic, for example:
- be the work of the candidate
- be corroborated/verified
All component parts of the competency standards refers to:
Elements
Performance Criteria
Range Statement including advice on :
- range of contexts/conditions to be met in assessment
- aspects of the Performance Criteria that can be contextualised
- information which adds definition to support assessment
- links to knowledge and skills
- underpinning language, literacy and numeracy requirements
Evidence Guide requirements, including:
- underpinning/required knowledge
- underpinning/required skills and attributes
- underpinning language, literacy and numeracy requirements
- Key Competencies/generic skills
- critical aspects of evidence to be considered/quality evidence requirements
- concurrent assessment and interdependence of units
- assessment methods/resources/context
dimensions of competency, which include:
- task skills
- task management skills
- contingency management skills
- job role/environment skills
Related documentation may include:
requirements set out in the Assessment Guidelines of the relevant Training Package/s
information from the competency standards about the resources required for assessment, the assessment context, appropriate assessment methods
assessment activities identified in accredited modules derived from the relevant competency standards
assessment activities in Support Materials related to the relevant competency standards
any requirements of OHS, legislation, codes of practice, standards and guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for demonstration of work performance
product specifications
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example:
- real work/real time activities at the workplace
- work activities in a simulated workplace environment
structured assessment activities, for example:
- simulation exercises/role-plays
- projects
- assignments
- presentations
- activity sheets
questioning, for example:
- written questions, e.g. on a computer
- interviews
- self-assessment
- verbal questioning questionnaires
- oral/written examinations (for higher AQF levels
portfolios, for example:
- collections of work samples by the candidate
- product with supporting documentation
- historical evidence
- journal/log book
- information about life experience
review of products, for example:
- products as a result of a project
- work samples/products
third party feedback, for example:
- testimonials/reports from employers/supervisors
- evidence of training
- authenticated prior achievements
- interview with employer, supervisor, peers
Assessment tools contain:
the instruments developed from the selected assessment methods 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 conditions
Selected/confirmed means:
selected on the basis that they are suitable and effective in collecting the evidence in light of the purpose and context
confirmed in accordance with the assessment strategy, where appropriate
Principles of assessment are:
validity
reliability
flexibility
fairness
Material and physical resources may include:
documents required for the assessors and candidates, including competency standards and assessment tools
plant and equipment
technology
personal protective equipment
venues for assessment
adaptive technologies
physical adjustments to assessment environment
Assessment plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment
the context of assessment
relevant competency standards to be used as the benchmarks for assessment
other assessment information/documenation 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
Relevant personnel may include:
self in such contexts as one-person/small training and/or assessment organisation
lead assessor
training and/or assessment supervisor/coordinator
training and/or assessment manager
Characteristics of the candidate/s may include:
level of work experience
level and experiences of previous learning and assessment
motivation for assessment - personal/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
psychiatric or psychological disability
religious and spiritual observances
cultural background images/perceptions
age
gender
Reasonable adjustments and/or specific needs must not compromise the integrity of the competency standards and may include:
adjustments to the assessment process taking into account candidate's language, literacy, numeracy requirements
provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance
use 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
adjustments to the physical environment or venue
revising proposed assessment methods/tools
considerations relating to age and/or gender,
considerations relating to cultural beliefs, traditional practices, religious observances
Contextualised means:
to change the wording of some component parts of the competency standard to reflect the immediate operating environment
Contextualisation guidelines relate to:
ANTA Guidelines on Training Package Contextualisation
relevant Training Package contextualisation guidelines
Recognition of current competence is defined as:
the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences
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
Specialist support may include:
assistance by third party - carer, interpreter
development of online assessment activities
support for remote or isolated candidates and/or assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams/panels
support from lead assessors
advice from policy development experts
Communication strategies may include:
interviews (face-to-face or telephone)
email, memos and correspondence
meetings
video conferencing/e-based learning
focus groups