The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

plan and organise the assessment process on a minimum of two occasions

collect evidence that demonstrates:

documented assessment plans

having covered a range of assessment events

catering for a number of candidates

different competency standards or accredited curricula

an RPL assessment

contextualisation of competency standards and the selected assessment tools, where required

incorporation of reasonable adjustment strategies

development of simple assessment instruments for use in the process

organisational arrangements.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Assessment must ensure access to training products, such as training packages and accredited course documentation.

Method of assessment

Guidance information for assessment

For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Required skills

cognitive interpretation skills to:

interpret competency standards and other assessment documentation, including material relating to reasonable adjustment

identify opportunities for integrated competency assessment

contextualise competency standards to the operating assessment environment, including RPL

consider access and equity needs of diverse candidates

technology skills to use appropriate equipment and software to communicate effectively with others

research and evaluation skills to:

obtain competency standards, assessment tools and other relevant assessment resources

research candidate characteristics and any reasonable adjustment needs

evaluate feedback, and determine and implement improvements to processes

literacy skills to read and interpret relevant information to design and facilitate assessment and recognition processes

communication skills to discuss assessment, including RPL processes with clients and other assessors

interpersonal skills to:

demonstrate sensitivity to access and equity considerations and candidate diversity

promote and implement equity, fairness, validity, reliability and flexibility in planning an assessment processes

Required knowledge

ethical and legal requirements of an assessor

competency-based assessment, including:

work-focused

criterion-referenced

standards-based

evidence-based

different purposes of assessment and different assessment contexts, including RPL

how to read and interpret the identified competency standards as the benchmarks for assessment

how to contextualise competency standards within relevant guidelines

four principles of assessment and how they guide the assessment process

purpose and features of evidence, and different types of evidence used in competency-based assessments, including RPL

rules of evidence and how they guide evidence collection

different types of assessment methods, including suitability for collecting various types of evidence

assessment tools and their purpose; different types of tools; relevance of different tools for specific evidence-gathering opportunities

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.

Purposes of assessment/ RPL may include:

recognising current existing competence of candidates

determining if competence has been achieved following learning

establishing candidate progress towards achievement of competence

determining language, literacy and numeracy needs of candidates

certifying competence through a qualification or Statement of Attainment

licensing or regulatory requirements.

Context of assessment/ RPL may include:

environment in which the assessment/RPL will be carried out, including real or simulated workplace

opportunities for collecting evidence in a number of situations

relationships between competency standards and:

evidence to support RPL

work activities in the candidate's workplace

learning activities

who carries out the assessment/RPL.

Organisational, legal and ethical requirements may include:

assessment system policies and procedures

assessment strategy requirements

reporting, recording and retrieval systems for assessment, including RPL

quality assurance systems

business and performance plans

access and equity policies and procedures

collaborative and partnership arrangements

defined resource parameters

mutual recognition arrangements

industrial relations systems and processes, awards, and enterprise agreements

Australian Quality Training Framework

registration scope

human resources policies and procedures

legal requirements, including:

anti-discrimination

equal employment opportunity

job role, responsibilities and 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.

Benchmarks for assessment/RPL may include:

criterion against which the candidate is assessed or prior learning recognised, which may be:

competency standard/unit of competency

assessment criteria of course curricula

performance specifications of an enterprise or industry

product specifications.

Types of evidence may include:

direct

indirect

supplementary.

Rules of evidence ensure that evidence collected is:

valid

sufficient

authentic

reliable.

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 and role-plays

projects

presentations

activity sheets

questioning, for example:

written questions, e.g. on a computer

interviews

self-assessment

verbal questioning

questionnaires

oral or written examinations (applicable at higher AQF levels)

portfolios of evidence, for example:

collection of work samples compiled by candidate

product with supporting documentation

historical evidence

journal or log book

information about life experience

review of products, for example:

testimonials and reports from employers and supervisors

evidence of training

authenticated prior achievements

interview with employer, supervisor, or peer.

Assessment plan may include:

overall planning document describing:

what is to be assessed

when assessment is to take place

where assessment is to take place

how assessment is to take place.

Simple assessment instruments may include:

instruments developed by an assessor as part of formative or summative assessment activities, including:

profiles of acceptable performance measures

templates and proformas

specific questions or activities

evidence and observation checklists

checklists for the evaluation of work samples

recognition portfolios

candidate self-assessment materials

instruments developed elsewhere that have been modified by the assessor for use with a particular client group.

Available assessment instruments may include:

commercially available instruments

those created by others inside the registered training organisation.

Map assessment means:

showing a clear relationship between the evidence and the requirements of the unit.