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Evidence Guide: TAEASS504 - Develop and implement recognition strategies

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

 

TAEASS504 - Develop and implement recognition strategies

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

Determine the purpose and parameters of the recognition process to be applied

  1. Identify the benchmarks to be used for measurement and recording of the achievement of competence
  2. Determine efficient and effective means of collecting evidence from individual candidates, organisations and third parties to identify current skill levels and/or prior learning
  3. Identify the needs of individual candidates who apply for recognition services
  4. Respect the confidentiality requirements of candidates in relation to recognition processes
  5. Establish the parameters set by the policies and procedures of the training organisation and NVR/AQTF requirements
Identify the benchmarks to be used for measurement and recording of the achievement of competence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine efficient and effective means of collecting evidence from individual candidates, organisations and third parties to identify current skill levels and/or prior learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the needs of individual candidates who apply for recognition services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect the confidentiality requirements of candidates in relation to recognition processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish the parameters set by the policies and procedures of the training organisation and NVR/AQTF requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse the criteria required to meet units of competency and qualifications framework

  1. Interpret units of competency and assessment requirements, in order to clarify requirements for evidence
  2. Analyse foundation skills to ensure that information relating to aptitude and workplace learning may be captured as relevant
  3. Nominate the sources and types of evidence that comply with the rules of evidence and assessment requirements, for each unit of competency
  4. Construct evidence grids that enable candidates to see that their evidence can be used across several units of competency
  5. Determine the direct and indirect evidence that is required to meet all components of the standards
  6. Conduct a risk assessment of different types of evidence that may be put forward and assign controls to ameliorate risks
  7. Determine the requirements for third party reports and the degree to which other evidence must be supplied to validate these
Interpret units of competency and assessment requirements, in order to clarify requirements for evidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse foundation skills to ensure that information relating to aptitude and workplace learning may be captured as relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Nominate the sources and types of evidence that comply with the rules of evidence and assessment requirements, for each unit of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construct evidence grids that enable candidates to see that their evidence can be used across several units of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the direct and indirect evidence that is required to meet all components of the standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct a risk assessment of different types of evidence that may be put forward and assign controls to ameliorate risks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the requirements for third party reports and the degree to which other evidence must be supplied to validate these

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare a recognition package for applicants

  1. Develop information that meets the needs of organisational managers who need to know how recognition processes will be applied
  2. Prepare advisory information that can guide candidates to make informed choices about recognition services and outcomes and explain organisational policies and procedures for recognition in terms readily understood by the applicant
  3. Document the performance requirements for a unit of competency for direct applicant candidates and/or employees in an organisation
  4. Set out clearly the evidence that must be provided to meet the criteria of units and/or evidence collection tools
  5. Use elements and performance criteria to develop plain and simple checklists for candidate self-evaluation
  6. Document exemplars and evidence lists to support candidates in their application for recognition
  7. Provide advice and support to workplace managers, to facilitate collection of workplace evidence or for preparation of third party reports
Develop information that meets the needs of organisational managers who need to know how recognition processes will be applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare advisory information that can guide candidates to make informed choices about recognition services and outcomes and explain organisational policies and procedures for recognition in terms readily understood by the applicant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the performance requirements for a unit of competency for direct applicant candidates and/or employees in an organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set out clearly the evidence that must be provided to meet the criteria of units and/or evidence collection tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use elements and performance criteria to develop plain and simple checklists for candidate self-evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document exemplars and evidence lists to support candidates in their application for recognition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide advice and support to workplace managers, to facilitate collection of workplace evidence or for preparation of third party reports

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the recognition-based assessment for a unit of competency

  1. Ensure that all recognition tools and systems are validated by peers and industry
  2. Provide guidance and support to assessors who are engaged in recognition services
  3. Develop and provide marker’s guides, evidence guides and templates in consultation with all assessors who undertake recognition assessments
  4. Monitor the evidence collection process for a unit of competency to ensure that the rules of evidence are met and risk controls are applied
  5. Audit decision making in assessment against organisational policies and procedures to ensure that objective and fair decisions are reached
  6. Monitor feedback provided to the candidate and provide guidance to candidates where full competency against criteria is not met
  7. Determine the need for gap training and advise candidates, and/or employing organisation, of the requirements to meet full competence against units or qualifications
Ensure that all recognition tools and systems are validated by peers and industry

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide guidance and support to assessors who are engaged in recognition services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and provide marker’s guides, evidence guides and templates in consultation with all assessors who undertake recognition assessments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the evidence collection process for a unit of competency to ensure that the rules of evidence are met and risk controls are applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Audit decision making in assessment against organisational policies and procedures to ensure that objective and fair decisions are reached

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor feedback provided to the candidate and provide guidance to candidates where full competency against criteria is not met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the need for gap training and advise candidates, and/or employing organisation, of the requirements to meet full competence against units or qualifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the recognition assessment, the procedures and outcomes

  1. Conduct a review of the advice to candidates and employers
  2. Review exemplar evidence lists in terms of their applicability and the evidence generated
  3. Gather and analyse candidate and organisational client feedback as part of a continuous improvement cycle
  4. Gather feedback from the candidate and/or the employing organisation on recognition services and outcomes
  5. Review recognition processes, inputs and practice against the organisation’s policies and procedures
  6. Identify changes and enhancements and amend the organisation’s policies, procedures and/or the recognition package
Conduct a review of the advice to candidates and employers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review exemplar evidence lists in terms of their applicability and the evidence generated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and analyse candidate and organisational client feedback as part of a continuous improvement cycle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather feedback from the candidate and/or the employing organisation on recognition services and outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review recognition processes, inputs and practice against the organisation’s policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify changes and enhancements and amend the organisation’s policies, procedures and/or the recognition package

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. Determine the purpose and parameters of the recognition process to be applied

1.1 Identify the benchmarks to be used for measurement and recording of the achievement of competence

1.2 Determine efficient and effective means of collecting evidence from individual candidates, organisations and third parties to identify current skill levels and/or prior learning

1.3 Identify the needs of individual candidates who apply for recognition services

1.4 Respect the confidentiality requirements of candidates in relation to recognition processes

1.5 Establish the parameters set by the policies and procedures of the training organisation and NVR/AQTF requirements

2. Analyse the criteria required to meet units of competency and qualifications framework

2.1 Interpret units of competency and assessment requirements, in order to clarify requirements for evidence

2.2 Analyse foundation skills to ensure that information relating to aptitude and workplace learning may be captured as relevant

2.3 Nominate the sources and types of evidence that comply with the rules of evidence and assessment requirements, for each unit of competency

2.4 Construct evidence grids that enable candidates to see that their evidence can be used across several units of competency

2.5 Determine the direct and indirect evidence that is required to meet all components of the standards

2.6 Conduct a risk assessment of different types of evidence that may be put forward and assign controls to ameliorate risks

2.7 Determine the requirements for third party reports and the degree to which other evidence must be supplied to validate these

3. Prepare a recognition package for applicants

3.1 Develop information that meets the needs of organisational managers who need to know how recognition processes will be applied

3.2 Prepare advisory information that can guide candidates to make informed choices about recognition services and outcomes and explain organisational policies and procedures for recognition in terms readily understood by the applicant

3.3 Document the performance requirements for a unit of competency for direct applicant candidates and/or employees in an organisation

3.4 Set out clearly the evidence that must be provided to meet the criteria of units and/or evidence collection tools

3.5 Use elements and performance criteria to develop plain and simple checklists for candidate self-evaluation

3.6 Document exemplars and evidence lists to support candidates in their application for recognition

3.7 Provide advice and support to workplace managers, to facilitate collection of workplace evidence or for preparation of third party reports

4. Monitor the recognition-based assessment for a unit of competency

4.1 Ensure that all recognition tools and systems are validated by peers and industry

4.2 Provide guidance and support to assessors who are engaged in recognition services

4.3 Develop and provide marker’s guides, evidence guides and templates in consultation with all assessors who undertake recognition assessments

4.4 Monitor the evidence collection process for a unit of competency to ensure that the rules of evidence are met and risk controls are applied

4.5 Audit decision making in assessment against organisational policies and procedures to ensure that objective and fair decisions are reached

4.6 Monitor feedback provided to the candidate and provide guidance to candidates where full competency against criteria is not met

4.7 Determine the need for gap training and advise candidates, and/or employing organisation, of the requirements to meet full competence against units or qualifications

5. Evaluate the recognition assessment, the procedures and outcomes

5.1 Conduct a review of the advice to candidates and employers

5.2 Review exemplar evidence lists in terms of their applicability and the evidence generated

5.3 Gather and analyse candidate and organisational client feedback as part of a continuous improvement cycle

5.4 Gather feedback from the candidate and/or the employing organisation on recognition services and outcomes

5.5 Review recognition processes, inputs and practice against the organisation’s policies and procedures

5.6 Identify changes and enhancements and amend the organisation’s policies, procedures and/or the recognition package

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. Determine the purpose and parameters of the recognition process to be applied

1.1 Identify the benchmarks to be used for measurement and recording of the achievement of competence

1.2 Determine efficient and effective means of collecting evidence from individual candidates, organisations and third parties to identify current skill levels and/or prior learning

1.3 Identify the needs of individual candidates who apply for recognition services

1.4 Respect the confidentiality requirements of candidates in relation to recognition processes

1.5 Establish the parameters set by the policies and procedures of the training organisation and NVR/AQTF requirements

2. Analyse the criteria required to meet units of competency and qualifications framework

2.1 Interpret units of competency and assessment requirements, in order to clarify requirements for evidence

2.2 Analyse foundation skills to ensure that information relating to aptitude and workplace learning may be captured as relevant

2.3 Nominate the sources and types of evidence that comply with the rules of evidence and assessment requirements, for each unit of competency

2.4 Construct evidence grids that enable candidates to see that their evidence can be used across several units of competency

2.5 Determine the direct and indirect evidence that is required to meet all components of the standards

2.6 Conduct a risk assessment of different types of evidence that may be put forward and assign controls to ameliorate risks

2.7 Determine the requirements for third party reports and the degree to which other evidence must be supplied to validate these

3. Prepare a recognition package for applicants

3.1 Develop information that meets the needs of organisational managers who need to know how recognition processes will be applied

3.2 Prepare advisory information that can guide candidates to make informed choices about recognition services and outcomes and explain organisational policies and procedures for recognition in terms readily understood by the applicant

3.3 Document the performance requirements for a unit of competency for direct applicant candidates and/or employees in an organisation

3.4 Set out clearly the evidence that must be provided to meet the criteria of units and/or evidence collection tools

3.5 Use elements and performance criteria to develop plain and simple checklists for candidate self-evaluation

3.6 Document exemplars and evidence lists to support candidates in their application for recognition

3.7 Provide advice and support to workplace managers, to facilitate collection of workplace evidence or for preparation of third party reports

4. Monitor the recognition-based assessment for a unit of competency

4.1 Ensure that all recognition tools and systems are validated by peers and industry

4.2 Provide guidance and support to assessors who are engaged in recognition services

4.3 Develop and provide marker’s guides, evidence guides and templates in consultation with all assessors who undertake recognition assessments

4.4 Monitor the evidence collection process for a unit of competency to ensure that the rules of evidence are met and risk controls are applied

4.5 Audit decision making in assessment against organisational policies and procedures to ensure that objective and fair decisions are reached

4.6 Monitor feedback provided to the candidate and provide guidance to candidates where full competency against criteria is not met

4.7 Determine the need for gap training and advise candidates, and/or employing organisation, of the requirements to meet full competence against units or qualifications

5. Evaluate the recognition assessment, the procedures and outcomes

5.1 Conduct a review of the advice to candidates and employers

5.2 Review exemplar evidence lists in terms of their applicability and the evidence generated

5.3 Gather and analyse candidate and organisational client feedback as part of a continuous improvement cycle

5.4 Gather feedback from the candidate and/or the employing organisation on recognition services and outcomes

5.5 Review recognition processes, inputs and practice against the organisation’s policies and procedures

5.6 Identify changes and enhancements and amend the organisation’s policies, procedures and/or the recognition package

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

develop, implement and review one recognition strategy for a group of at least three units of competency, or a qualification for a specified group of candidates

accurately document:

advice to assessors and candidates

advice to employers or organisations

the recognition tools and validation process used to ensure that the recognition approach meets industry needs, and will be used consistently by assessors in the training organisation

the risk management process used to assess the risks of different types of evidence, and the activities put in place to minimise those risks

critically review an organisation’s recognition-based assessment processes:

evaluate the approaches taken

prepare a report detailing proposed changes to improve both the processes and outcomes.

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:

recognition-based assessment including:

the criteria used in national vocational education and training (VET)

the units of competency as the basis of qualifications

the principles of recognition and evidence-based assessment

techniques commonly used in recognition processes, including candidate self-assessment, competency conversations, workplace assessment tasks, direct observation, third party reporting

how to interpret competency standards and other related assessment information to determine the evidence required to demonstrate competency including:

the components of competency

the units of competency and related assessment requirements

the organisation’s assessment system, policies and procedures

different types of recognition approaches and tools

the principles of assessment and how they guide assessment, validation and appeals processes

assessment validation

roles and responsibilities in the recognition process, including workplace health and safety (WHS).