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Evidence Guide: TAEASS402 - Assess competence

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAEASS402 - Assess competence

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare for the assessment

  1. Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people
  2. Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected
  3. Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required
  4. Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel
  5. Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment
  6. Arrange identified material and physical resource requirements
  7. Identify any specialist support requirements for the assessment, and organise if necessary
Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange identified material and physical resource requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any specialist support requirements for the assessment, and organise if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather quality evidence

  1. Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence
  2. Apply the principles of assessment and rules of evidence in gathering quality evidence
Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the principles of assessment and rules of evidence in gathering quality evidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the candidate

  1. Discuss and guide candidates in gathering their own evidence to support the recognition of prior learning (RPL)
  2. Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback
  3. Make decisions on reasonable adjustments with the candidate, based on the candidate’s needs and characteristics
  4. Access specialist support, if required, in accordance with the assessment plan
  5. Address any workplace health and safety (WHS) risk to a person or equipment immediately
Discuss and guide candidates in gathering their own evidence to support the recognition of prior learning (RPL)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make decisions on reasonable adjustments with the candidate, based on the candidate’s needs and characteristics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access specialist support, if required, in accordance with the assessment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address any workplace health and safety (WHS) risk to a person or equipment immediately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make the assessment decision

  1. Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence
  2. Use judgement to infer whether competence has been demonstrated, based on the available evidence
  3. Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan
  4. Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required
Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use judgement to infer whether competence has been demonstrated, based on the available evidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and report the assessment decision

  1. Record assessment outcomes promptly and accurately
  2. Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions
  3. Inform other relevant parties of the assessment decision, according to confidentiality conventions
Record assessment outcomes promptly and accurately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform other relevant parties of the assessment decision, according to confidentiality conventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the assessment process

  1. Review the assessment process in consultation with candidates and other relevant people to improve future practice
  2. Document and record the review according to relevant assessment system policies and procedures
Review the assessment process in consultation with candidates and other relevant people to improve future practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document and record the review according to relevant assessment system policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for the assessment

1.1 Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people

1.2 Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected

1.3 Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required

1.4 Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel

1.5 Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment

1.6 Arrange identified material and physical resource requirements

1.7 Identify any specialist support requirements for the assessment, and organise if necessary

2. Gather quality evidence

2.1 Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence

2.2 Apply the principles of assessment and rules of evidence in gathering quality evidence

3. Support the candidate

3.1 Discuss and guide candidates in gathering their own evidence to support the recognition of prior learning (RPL)

3.2 Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback

3.3 Make decisions on reasonable adjustments with the candidate, based on the candidate’s needs and characteristics

3.4 Access specialist support, if required, in accordance with the assessment plan

3.5 Address any workplace health and safety (WHS) risk to a person or equipment immediately

4. Make the assessment decision

4.1 Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence

4.2 Use judgement to infer whether competence has been demonstrated, based on the available evidence

4.3 Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan

4.4 Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required

5. Record and report the assessment decision

5.1 Record assessment outcomes promptly and accurately

5.2 Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions

5.3 Inform other relevant parties of the assessment decision, according to confidentiality conventions

6. Review the assessment process

6.1 Review the assessment process in consultation with candidates and other relevant people to improve future practice

6.2 Document and record the review according to relevant assessment system policies and procedures

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for the assessment

1.1 Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people

1.2 Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected

1.3 Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required

1.4 Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel

1.5 Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment

1.6 Arrange identified material and physical resource requirements

1.7 Identify any specialist support requirements for the assessment, and organise if necessary

2. Gather quality evidence

2.1 Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence

2.2 Apply the principles of assessment and rules of evidence in gathering quality evidence

3. Support the candidate

3.1 Discuss and guide candidates in gathering their own evidence to support the recognition of prior learning (RPL)

3.2 Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback

3.3 Make decisions on reasonable adjustments with the candidate, based on the candidate’s needs and characteristics

3.4 Access specialist support, if required, in accordance with the assessment plan

3.5 Address any workplace health and safety (WHS) risk to a person or equipment immediately

4. Make the assessment decision

4.1 Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence

4.2 Use judgement to infer whether competence has been demonstrated, based on the available evidence

4.3 Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan

4.4 Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required

5. Record and report the assessment decision

5.1 Record assessment outcomes promptly and accurately

5.2 Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions

5.3 Inform other relevant parties of the assessment decision, according to confidentiality conventions

6. Review the assessment process

6.1 Review the assessment process in consultation with candidates and other relevant people to improve future practice

6.2 Document and record the review according to relevant assessment system policies and procedures

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

assessment of at least five candidates within the vocational education and training (VET) context against at least one endorsed or accredited unit of competency according to the organisation's assessment processes and practices.

using recognition of prior learning (RPL) processes in the assessment of at least one candidate (which may be one of the five candidates above)

making reasonable adjustments in the assessment of at least one candidate.

The assessments must be undertaken under the supervision of a qualified assessor and cover an entire unit of competency for each candidate, including:

the application of different assessment methods and instruments involving a range of activities and events

using two-way communication and feedback with the candidate

exercising judgement in making the assessment decision

recording and reporting assessment outcomes in accordance with the assessment system and organisational, legal and ethical requirements

reviewing the assessment process.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

competency-based assessment, including:

VET as a competency-based system

how competency based assessment differs from other types of assessment

competency standards as the basis of qualifications

structure and application of competency standards

the principles of assessment and how they are applied

the distinction between assessment tools and assessment instruments

the rules of evidence and how they are applied

the range of assessment purposes and assessment contexts, including RPL

different assessment methods, including suitability for gathering various types of evidence, suitability for the content of units, and resource requirements and associated costs

reasonable adjustments and when they are applicable

types and forms of evidence, including assessment instruments that are relevant to gathering different types of evidence used in competency-based assessment, including RPL

the training and assessment strategies, including policies and procedures established by the industry, organisation or training authority

RPL policies and procedures established by the organisation

cultural sensitivity and equity considerations in assessment activities

current legislative requirements relevant to the assessor and the assessment process

workplace health and safety (WHS) responsibilities associated with assessing competence, including:

requirements for reporting hazards and incidents

emergency procedures

procedures for the use of relevant personal protective equipment

the safe use and maintenance of relevant equipment

sources of WHS information.