Plan assessment activities and processes

This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments.


This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL.

The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.


Not applicable.

Elements and Performance Criteria

1. Determine assessment approach

1.1 Identify candidate and confirm purposes and context of assessment/RPL with relevant people according to legal, organisational and ethical requirements

1.2 Identify and access benchmarks for assessment/RPL and any specific assessment guidelines

2. Prepare the assessment plan

2.1 Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence

2.2 Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place

2.3 Document all aspects of the assessment plan and confirm with relevant personnel

3. Develop assessment instruments

3.1 Develop simple assessment instruments to meet target group needs

3.2 Analyse available assessment instruments for their suitability for use and modify as required

3.3 Map assessmentinstruments against unit or course requirements

3.4 Write clear instructions for candidate about the use of the instruments

3.5 Trial draft assessment instruments to validate content and applicability, and record outcomes

Required Skills

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

competencybased 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 instruments and their purpose; different types of instruments; relevance of different instruments for specific evidence-gathering opportunities.

Evidence Required

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

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

Range Statement

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:


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:




Rules of evidence ensure that evidence collected is:





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



activity sheets

questioning, for example:

written questions, e.g. on a computer



verbal questioning


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.



Employability Skills

This unit contains employability skills.

Licensing Information

Not applicable.