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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. |
An assessment/ RPL plan is the overall planning document for the assessment process and may include: | the purpose and aims of the assessment, including RPL the context of assessment identified personnel relevant competency standards and other assessment documentation relationship with RPL policy and procedures evidence plan 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/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 |
Assessment system policies and procedures may include: | candidate selection rational and purpose of competency-based assessment assessment records/data management/information management recognition of prior learning recognition of credit transfer 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 |
Organisational/legal/ethical requirements may include: | assessment system policies and procedures Recognition of prior learning policies and procedures reporting, recording and retrieval systems for assessment licensing/legal ramifications of assessing competence requirements of training and/or assessment organisations relating to assessment and validation quality assurance systems business and performance plans collaborative/partnership arrangements policies, procedures and programs |
defined resource parameters mutual recognition arrangements industrial relations systems and processes, awards/enterprise agreements Australian Quality Training Framework (AQTF2007) Essential Standards for Registration 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 of information relating to completed assessments OHS considerations, including: ensuring OHS requirements are adhered to during the assessment process identifying and reporting OHS hazards and concerns to relevant personnel |
Relevant people may include: | the candidate/s other assessors the client, company or organisation team leaders, managers, supervisors trainers/facilitators RTO coordinators technical/subject experts training and assessment coordinators industry regulators employee and employer representatives members of professional associations Commonwealth department official/Centrelink staff/caseworker Australian Apprenticeship Centre (AAC) personnel |
Benchmark/s for assessment/ RPL 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 |
Assessment tools contain both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include: | 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 conditions |
Reasonable adjustment must not compromise the integrity of the competency standard 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 |
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 activities, for example: simulation exercises/role-plays projects 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, peer |
Principles of assessment guide the assessment process and must address: | validity reliability flexibility fairness |
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is: | valid sufficient authentic current |
Quality evidence addresses the rules of evidence and must: | encompass the Performance Criteria to demonstrate achievement of the outcomes (Elements) reflect the skills, knowledge and attributes defined in the relevant units of competency show application of the skills in the context described in the Range Statement demonstrate competence over a period of time demonstrate repeatable competence be the work of the candidate be able to be verified demonstrate current skills/knowledge of the candidate not inflate the language, literacy and numeracy requirements beyond those required in the performance of the competency |
Guided means to explain to the candidate: | what is recognition of prior learning what is assessment what are assessment tools how to use these tools the rules of evidence that must be met by the evidence they provide |
Recognition of prior learning is defined as: | an assessment process that assesses an individual's non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to and/or partial or total completion of a qualification. |
Communication skills may include: | providing constructive and supportive feedback using active listening using appropriate questioning to clarify and confirm instructions for evidence gathering accurately interpreting verbal messages assisting candidates to paraphrase advice/instructions to the assessor making clear and concrete presentations of options/advice |
Interpersonal skills may include: | accurately interpreting non-verbal messages engaging in two-way interaction using language appropriate to candidate, assessment context and work performance addressed by competency standards using language and concepts appropriate to cultural differences using culturally inclusive and sensitive techniques |
Individual differences may include: | English language, literacy and numeracy barriers physical impairment or disability involving hearing, vision, voice, mobility intellectual impairment or disability medical conditions such as arthritis, epilepsy, diabetes and asthma that are not obvious but may impact on assessment learning difficulties psychiatric or psychological disability religious and spiritual observances cultural images/perceptions |
age gender |
Feedback may include: | ensuring assessment/RPL process is understood ensuring candidate concerns are addressed enabling question and answer confirming outcomes identifying further evidence to be provided discussing action plans confirming gap training needed information regarding available appeal processes suggesting improvements in evidence gathering and presentation |
Specialist support may include: | assistance by third party - carer, interpreter support from specialist educator 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 |
Addressed may include: | stopping the assessment until the OHS risk is rectified stopping the assessment until the equipment is fixed or replaced |
Limitations may relate to: | job role and responsibilities meeting candidate needs assessment panels training and/or assessment organisation's quality processes personal competency level organisational, industry and national training requirements personal level of knowledge of competency-based assessment legal responsibilities |
All component parts of the competency standards refers to: | Elements Performance Criteria |
Range Statement/range of variables, including: contextualisation link to knowledge and enterprise requirements focus of assessment underpinning language, literacy and numeracy requirements Evidence Guide requirements, including: underpinning/required knowledge underpinning/required skills and attributes underpinning language, literacy and numeracy requirements 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: | Assessment Guidelines of the relevant Training Package/s the assessment criteria of accredited modules evidence to be collected as set out in assessment plans definition and interpretation of evidence in developed assessment tools RPL policies and procedures any requirements of OHS, legislation, codes of practice, standards, guidelines indicators and levels of competence of the National Reporting System organisational requirements for work performance product specifications integrated competency assessment tool |
Judgement is a two-step process and means: | the decision made by the assessor on whether the evidence provided meets the principles of assessment and rules of evidence the decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent |
An action plan is required when the decision of not yet competent is recorded and may include: | gap training, further learning additional practice opportunities additional assessment opportunities/evidence gathering opportunities individual facilitation, where relevant referral to specialist support |
An assessment report may include: | personal details of candidate details of assessment/s, date, time, venue details of assessor's summary of evidence considered and copies of assessment papers feedback to and from the candidate justification of decision summary of candidate's action plan other critical information including appeals and outcomes sign-off by assessor and candidate electronic/paper reports to funding bodies |
Recommendations may include: | recommendations for RPL recommendation to support training and/or assessment in new areas of competency recommendations in the action plan reassessment appeal implications |
Other relevant parties may include: | Centrelink personnel Department of Immigration and Multicultural Indigenous Affairs (DIMIA) parties nominated by the candidate parties to be informed because of contractual obligations |
Criteria may include: | following the assessment plan confirming and addressing organisational, ethical and legal requirements where appropriate, including OHS providing appropriate information regarding the assessment process to the candidate and explaining all steps, using effective communication and interpersonal skills demonstrated application of the rules of evidence and principles of assessment in gathering quality evidence demonstrated support and guidance to the candidate throughout the assessment process |
| using assessment methods and tools appropriately to gather, organise and document evidence applying reasonable adjustments where required/ appropriate, in consultation with relevant people providing clear and constructive feedback to the candidate regarding the assessment decision reviewing range of own decisions for consistency |
Consultation may involve: | moderation with other assessors, training and assessment coordinators discussions with the client, team leaders, managers, RPL Coordinators, supervisors, coaches, mentors technical/subject experts English language, literacy and numeracy experts |