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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. |
Opportunities include: | networking through assessor networks, communities of practice and membership of representative organisations professional and staff development activities attending forums, conferences, workshops participating in projects |
A range of assessment methods includes: | simulations such as hypotheticals, problem-based exercises and simulated 'real world' scenarios structured aural/written questioning techniques, such as invitation, exploration, confirmation, investigation and reflection practical and theoretical tests workplace projects structured activities such as role-plays, presentations, completion of assessment activity sheets portfolios observation third party feedback product review |
Cognitive skills may include: | analysis skills synthesis skills interpretative skills planning skills evaluation skills problem solving skills critical thinking skills knowledge transfer skills |
Issues may include: | issues and concerns raised by assessors issues and concerns raised by candidates issues and concerns raised by others impacted by the assessment process assessment system policy and procedure issues organisational/legal/ethical issues |
Ethical standards include: | following assessment system organisational policies and procedures ensuring privacy/confidentiality demonstrating inclusiveness following AQTF standards relating to assessment ensuring assessment is guided by the principles of assessment and the rules of evidence using Code of Practice for Assessors duty of care under common law security of information confidentiality and privacy requirements |
Reflection may include: | asking critical questions about own ability, for example: what worked what did not work how the session could be improved reviewing records and journals critically evaluating personal performance |
Assessment strategies are documented frameworks to guide and structure assessment arrangements for a vocational education and training qualification and may include: | the identification and interpretation of competency standards for assessment purposes the identification and interpretation of related assessment documentation for assessment purposes application of Training Package Assessment Guidelines arrangements for recognition of existing competence (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating own 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, team assessment and partnership arrangements (where relevant) nominated quality assurance mechanisms identified risk management strategies |
Relevant persons may include: | assessors in own organisation and on site assessors in own organisation operating in different site/s assessors of another organisation which is in partnership with own organisation personnel of own/another organisation who provide vocational/subject matter expertise and who work with the assessor/s in team assessments other personnel who assist the assessor in collecting evidence of candidate/s competence other personnel impacted by the assessment process |
Partnership arrangements refers to: | collaborative arrangements between a Registered Training Organisation (RTO) and other organisations including other RTOs which enable the partners to share for mutual benefit their resources, effort, time, costs, responsibility and expertise in the provision of training and/or assessment services. These arrangements are regulated by the AQTF Standards for Registered Training Organisations which requires a written agreement between the RTO and each organisation that provides training and/or assessment services on behalf of the RTO. |
Leadership skills may include: | techniques for initiating action and directing decision making strategies for presenting a confident, assured and unhesitant manner in response to challenging situations strategies for not accepting unreasonable expectations maintaining ethical practice and beliefs in the face of opposition modelling behavioural and personal presentation standards time management strategies for acknowledging and respecting the attitudes and beliefs of others techniques for promoting active and genuine participation |
Client/candidate needs may include: | clear information and advice on the assessment process contextualisation of assessment benchmarks and assessment tools to the assessment environment timeliness and recognition of readiness for assessment assessment tools that support integrated assessment advice, support and guidance from assessor/s on participation and role in the assessment process reasonable adjustment needs cultural sensitivity |
Principles of assessment guide the assessment process and must address: | validity reliability flexibility fairness |
Assessment methods are the particular techniques used to gather 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, for example, on a computer interviews self-assessment verbal questioning questionnaires oral or written examinations (applicable at higher AQF levels) portfolios, for example: collections of work samples compiled 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 |
Assessment tools contain both the instruments 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 the conditions for assessment |
Rule of evidence include: | validity of evidence sufficiency of evidence currency of evidence authenticity of evidence |
Assessment system policies and procedures may include but are not limited to: | 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 |
Organisational/legal/ethical requirements may relate to: | AQTF standards in assessment/registration Assessment specifications of Training Packages state or territory registering body requirements clauses defining assessment operations in award and enterprise agreements and relevant industrial arrangements |
confidentiality and privacy requirements relevant legislation from all levels of government that affect training and/or assessment operations occupational health and safety (OHS) environmental issues equal opportunity requirements industrial relations and anti-discrimination relevant industry codes of practice reporting procedures for assessment results certification procedures/requirements AQF Guidelines recording and reporting assessment results maintaining and retrieving assessment information quality assurance and/or procedures manuals goals, objectives, plans, systems and processes organisational policies/guidelines access and equity principles and practice ethical standards collaborative/partnership arrangements OHS policies, procedures and programs quality and continuous improvement processes and standards defined resource parameters |
Individual facilitation techniques include coaching, mentoring, tutoring matching individuals one on one and may be used to: | identify any gaps in assessor skills/competence explain legal/organisational/policy requirements clarify assessment issues provide encouragement and direction provide feedback/advice/guidance promote safety in assessment problem solve |
Validation is: | a process involving assessors working in collaboration to review, compare and evaluate their assessment process and their assessment outcomes, in relation to the same units of competency |
Purpose, focus and context of validation activities may be: | part of organisational quality assurance arrangements to address an identified area of risk in assessment practice and quality to demonstrate compliance with the AQTF Standards for Registered Training Organisations (RTOs) |
to provide evidence for external audit to provide evidence for internal audit to improve assessment practices to evaluate the quality of assessment tools to provide professional development to increase assessor confidence to determine whether different assessors using the same tools collect the same types and levels of evidence to determine whether different assessors interpret the same evidence similarly to determine whether assessment decisions reflect the rules of evidence |
Approaches to validation may include: | analysing and reviewing assessment tools analysing and reviewing collected evidence analysing and reviewing assessment decisions/records of assessment outcomes examining assessment records examining assessment systems discussing the assessment process, issues and difficulties in interpretation holding interviews with each other or with management, trainers/facilitators, candidates analysing client feedback observing assessment conduct using validation tools reviewing and interpreting Assessment Guidelines examining assessor qualifications analysing appeals processes recording evidence of validation processes and outcomes |
Materials and resources for validation may include: | relevant documented assessment strategy samples of assessment materials/tools copies of relevant competency standards, modules, Training Package Assessment Guidelines and course assessment requirements copies of organisational policies and procedures on validation copies of relevant AQTF standards copies of assessment records (in accord with confidentiality requirements) copies of client/candidate feedback |
determining time/availability for validation sessions technology requirements meeting room/space for conduct of validation copies of occupational health and safety policy, procedures and programs copy of quality and continuous improvement policies copy of equity policy and procedures |
Validation documentation may include: | report of validation process recommendations from validation process copies of materials/resources used in validation process version control documentation |
Assessment appeals: | is a process whereby the candidate, or other interested party, may dispute the assessment decision and seeks a formal review of the decision |
Documentation relevant to the appeals process may include: | candidate's claim for appeal documented information given to the candidate outlining assessment system, process and requirements records of assessor/meetings with the candidate, discussions and agreements on assessment process completed self-assessment tools completed assessment tools signed by assessor and/or other persons involved in collecting evidence supplementary documentation used as evidence by the candidate records of assessment outcomes assessor/candidate feedback reports records of appeal hearings records of appeal outcomes |
Panel decision may include: | confirmation of original assessment decision change in decision based on evidence presented reassessment of the candidate |