Cert IV TAA - Course
Unit TAAASS401C
Plan and organise
assessment
(information sourced
from NTIS website
http://www.ntis.gov.au/)
Description
This unit specifies the
competence required to plan
and organise the assessment
process, including
recognition of prior
learning (RPL), in a
competencybased assessment
system
Employability Skills
This unit contains
employability skills.
Application Of Unit
This unit addresses the
competence of planning the
assessment process and
making the organisational
arrangements which enable
assessment to occur. It
includes assessments carried
out as part of a Recognition
of Prior Learning Process
(RPL) or as part of a
learning and assessment
pathway.
The critical focus of
this unit is on developing
an assessment plan that will
be used to guide assessor/s
in conducting
competency-based
assessments. The unit also
covers contextualisation of
the assessment benchmarks
and assessment tools to
address the environment in
which assessment will take
place and organising the
human, material and physical
resources needed to conduct
the assessment.
This competence applies
to planning and organising
an assessment process,
including RPL which may
involve single or multiple
candidates being assessed
against individual or
multiple unit/s of
competency.
The planning function in
assessment is distinguished
as a discrete activity and
may be undertaken by the
assessor responsible for
assessing the candidates
reflected in the assessment
plan or by another person in
the organisation.
This competence is to be
applied in the context of an
existing assessment strategy
which documents the overall
framework for assessment at
a qualification level. In
this context, the assessment
plan adds further detail
relating to the specific
organisational arrangements
for assessment/s, including
RPL against individual
unit/s of competency.
The competence of
developing an assessment
strategy is separately
addressed in two other units
of the TAA04 Training and
Assessment Training Package:
TAADES501B Design and
develop learning strategies
(in a learning and
assessment pathway) and
TAAASS501B Lead and
co-ordinate assessment
systems and services (in
an assessment only pathway).
The achievement of this
unit includes interpretation
of competency standards,
(where competency standards
are used as the benchmarks
for assessment).
TAADES401B Use Training
Packages to meet client
needs addresses this
skill in depth.
The competence specified
in this unit is typically
required by assessors,
workplace supervisors with
assessment planning
responsibilities, trainers
or other assessors
responsible for planning
assessment, including RPL.
Unit Sector
Assessment
Performance criteria
|
Element |
|
Performance
criteria |
| 1. |
Determine the
approach for
assessment |
|
|
1.1 |
Candidate/s
are
identified/confirmed
and the
purpose/s
and context
of
assessment/RPL
are
established/
confirmed
with
relevant
people in
accordance
with
legal/organisational/ethical
requirements
|
|
1.2 |
A decision
is made
whether
assessment
will be
undertaken
within an
RPL, a
learning and
assessment
pathway or a
combined
approach.
|
|
1.3 |
The
assessment
strategy is
accessed and
used to
guide the
development
of the
assessment
plan, where
applicable
|
|
1.4 |
The
benchmarks
for
assessment/
RPL are
identified/confirmed
and accessed
|
|
| 2. |
Prepare the
assessment/ RPL plan |
|
|
2.1 |
The
assessment
benchmarks
are
interpreted
to determine
the e
vidence
and types
of evidence
needed to
demonstrate
competency
in
accordance
with the
rules of
evidence
|
|
2.2 |
Where
competency
standards
are used as
benchmarks
, all
component
parts of the
competency
standards,
are
addressed in
defining and
documenting
the evidence
to be
collected
|
|
2.3 |
Any
related
documentation
to support
planning the
assessment
process is
accessed and
interpreted
|
|
2.4 |
Assessment/RPL
methods
and
assessment
tools
are
selected/confirmed
which
address the
evidence to
be collected
in
accordance
with the
principles
of
assessment
|
|
2.5 |
Specific
material and
physical
resources
required to
collect
evidence are
identified
and
documented
|
|
2.6 |
Roles and
responsibilities
of all
people
involved in
the
assessment
process are
clarified,
agreed and
documented
|
|
2.7 |
Timelines
and time
periods for
evidence
collection
are
determined
and all
information
to be
included in
the
assessment
plan is
documented
|
|
2.8 |
The
assessment/RPL
plan is
confirmed
with
relevant
personnel
|
|
| 3. |
Contextualise
and review
assessment/ RPL plan |
|
|
3.1 |
Characteristics
of the
candidate/s
and any
allowances
for
reasonable
adjustments
and/or
specific
needs
are
identified/clarified
with
relevant
people and
documented
|
|
3.2 |
Where
required,
competency
standards
are
contextualised,
to reflect
the
operating
environment
in which
assessment
will occur,
in
accordance
with
contextualisation
guidelines
|
|
3.3 |
Selected
assessment
methods and
assessment
tools are
examined and
adjusted,
where
required, to
ensure
continuing
applicability
taking into
account:
|
3.3.1 |
any
contextualisation
of
competency
standards
|
|
3.3.2 |
reasonable
adjustment/s,
where
identified
|
|
3.3.3 |
integration
of
assessment
activities,
where
appropriate
and
practical
|
|
3.3.4 |
capacity
to
support
RPL
|
|
|
3.4 |
Adjusted
assessment
tools are
reviewed to
ensure the
specifications
of the
competency
standards
are still
addressed
|
|
3.5 |
The
assessment
plan is
updated, as
needed, to
reflect
ongoing
contextualisation
needs, any
changes in
organisational
resource
requirements
or changes
in response
to the
conduct of
assessment
|
|
3.6 |
Assessment
plan/s are
stored and
retrieved in
accordance
with
assessment
system
policies and
procedures
and
legal/organisational/ethical
requirements
|
|
| 4. |
Organise
assessment/ RPL
arrangements |
|
|
4.1 |
Identified
material and
physical
resource
requirements
are arranged
in
accordance
with
assessment
system
policies and
procedures
and
legal/organisational/ethical
requirements
|
|
4.2 |
Any s
pecialist
support
required for
assessment/
RPL is
organised
and arranged
in
accordance
with
organisational/ethical/legal
requirements,
where
required
|
|
4.3 |
Roles and
responsibilities
of all
people
involved in
the
assessment/
RPL process
are
organised
|
|
4.4 |
Effective
communication
strategies
are
established
to encourage
regular
communication
flow and
feedback
with
relevant
people
involved in
the
assessment/RPL
process
|
|
4.5 |
Assessment/
RPL record
keeping and
reporting
arrangements
are
confirmed
|
|
Skills and Knowledge
Required skills
-
cognitive
interpretation skills
to:
-
accurately
interpret competency
standards and other
assessment
documentation
-
identify
opportunities for
integrated
competency
assessment
-
contextualise
competency standards
to the operating
assessment
environment,
including RPL
-
sort information
-
observation skills
to:
-
assess the
effectiveness of the
organisation's
assessment,
including RPL
operations
-
identify where
improvement to the
assessment process
can be made
-
identify where
improvement to RPL
policy and
procedures can be
made
-
technology skills to:
-
research and
evaluation skills to:
-
obtain competency
standards and other
assessment
information,
assessment tools and
other relevant
assessment resources
-
research
candidate
characteristics and
any reasonable
adjustment needs
-
identify and
confirm required
material and
physical resources
-
evaluate
feedback, and
determine and
implement
improvements to
processes
-
make
recommendations
-
planning skills
relating to formulation
of the assessment plan
-
organisational skills
relating to organising
resources required
-
literacy skills to:
-
communication skills
to:
-
discuss
assessment,
including RPL
processes with
clients and
assessors
-
establish
professional
relationships and
networks
-
sensitivity to access
and equity
considerations and
candidate diversity
capacity to promote and
implement equity, fairness,
validity, reliability and
flexibility in planning an
assessment process
Required knowledge
-
competency-based
assessment: work
focused, criterion
referenced,
standards-based,
evidence-based
-
the 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
-
the four principles
of assessment and how
they guide the
assessment process
-
what is evidence and
different types of
evidence used in
competency-based
assessments, including
RPL
-
the four 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
-
different resource
requirements for
assessment and
associated costs
-
where to source other
relevant assessment
information and how to
incorporate this into
the plan
-
the principles of
inclusivity, and
strategies for
reasonable adjustment,
without compromise to
the competency standards
-
sources and types of
specialist support to
candidates
-
methodologies
suitable for reviewing
assessment tools
-
the assessment system
policies and procedures
established by the
industry and/or
organisation
-
the RPL policies and
procedures established
by the organisation
-
risks and
requirements associated
with different
assessment applications
in various contexts,
including:
-
capacities of
assessors at higher AQF
levels
-
when linked to
licensing
-
legal implications of
assessing competence
-
the relevant
organisational/legal/ethical
requirements impacting
on the planning and
organisation of
assessment, as set out
in the Range Statement
of the relevant
competency standards
-
other relevant
policy, legislation,
codes of practice and
national standards
including national
Commonwealth and
state/territory
legislation for example:
-
copyright and
privacy laws in
terms of electronic
technology
-
security of
information
-
plagiarism
-
licensing
requirements
-
anti-discrimination
including equal
opportunity, racial
vilification and
disability
discrimination
-
workplace
relations
-
industrial
awards/enterprise
agreements
-
OHS responsibilities
associated with planning
and organising
assessment, such as:
-
hazards commonly
found, and preferred
risk controls for
the specific
assessment
environment
-
OHS procedures to
be observed in the
assessment process
-
safe use and
maintenance of
relevant equipment
-
sources of OHS
information
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.
|
|
|
|
|
Purpose/s of
assessment may
include:
|
|
-
recognise
current existing
competence of
candidate/s
-
determine if
competence has
been achieved
following
learning
-
establish
candidate/s
progress towards
achievement of
competence
-
determine
language,
literacy,
numeracy needs
of candidates/s
-
certify
competence
through a
Statement of
Attainment
-
establish
progress towards
a qualification
-
determine
training gaps of
candidate/s
-
measure work
performance
-
classify
employees/support
career
progression
-
meet
organisational
requirements for
work - operate
equipment/develop
new skills
-
licensing or
regulatory
requirements
|
|
Context of
assessment / RPL
may include:
|
|
-
as part of
the enrolment
process
-
the
environment in
which the
assessment/RPL
will be carried
out, including
real
work/simulation
-
opportunities
for collecting
evidence in a
number of
situations
-
relationship
between
competency
standards and
evidence to
support
recognition of
prior learning
-
who carries
out the
assessment/RPL
-
relationships
between
competency
standards and
work activities
in the
candidate's
workplace
-
relationships
between
competency
standards and
learning
activities
-
auspicing and
partnership
arrangements
-
the period of
time during
which the
assessment takes
place
-
apportionment
of costs/fees,
if applicable
-
quality
assurance
mechanisms
-
individual
unit or
integrated
approaches to
competency
assessment/RPL
|
|
Relevant
people must
include:
|
|
|
|
Relevant
people may
include:
|
|
-
the client,
company or
organisation
-
team leaders,
managers,
supervisors
-
delivery
personnel
-
technical/subject
experts
-
training and
assessment
coordinators
-
RPL
coordinators
-
industry
regulators
-
employee and
employer
representatives
-
members of
professional
associations
-
Commonwealth
department
official/Centrelink
personnel/caseworker
-
Australian
Apprenticeship
Centre (AAC)
personnel
|
|
Legal/organisational/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/partnership
arrangements
-
defined
resource
parameters
-
mutual
recognition
arrangements
-
industrial
relations
systems and
processes,
awards/enterprise
agreements
-
Australian
Quality Training
Framework
(AQTF2007)
-
registration
scope
-
human
resources
policies/procedures
-
legal
requirements
including
anti-discrimination,
equal
employment, job
role/responsibilities/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
|
|
The assessment
strategy is a
documented framework
to guide and
structure assessment
arrangements for a
vocational education
and training
qualification. In a
learning and
assessment pathway
it is addressed as
part of the learning
strategy. In an
assessment only
pathway it is a
separate document.
The assessment
strategy may
encompass:
|
|
-
the
identification
of the
competency
standards
forming the
qualification
and
-
interpretation
of the packaging
rules of the
qualification,
where part of a
Training Package
-
interpretation
of the
competency
standards as the
benchmarks for
assessment
-
application
of Training
Package
Assessment
Guidelines,
where part of a
Training Package
-
arrangements
for RPL,
including
provision of
guidance and
assistance to
candidates in
gathering and
evaluating
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
and partnership
arrangements
(where relevant)
-
nominated
quality
assurance
mechanisms
-
identified
risk management
strategies
|
|
Benchmark/s
for assessment/ RPL
refers to:
|
|
-
the criterion
against which
the candidate is
assessed or
prior learning
recognised
which, may be a
competency
standard/unit of
competency,
assessment
criteria of
course
curricula,
performance
specifications,
product
specifications
|
|
Evidence
is:
|
|
|
|
Types of
evidence may
include:
|
|
-
direct, e.g.
observation of
work activities
under
real/simulated
work conditions,
examples of work
products
-
indirect,
e.g. third party
reports from a
range of sources
-
supplementary,
e.g. question
and answer, work
records,
training
records,
portfolios
-
candidate
gathered
evidence
-
assessor
gathered
evidence
-
current/recent/historical
-
combination
of above
|
|
The rules of
evidence guide the
evidence collection
process to
ensure evidence is:
|
|
-
valid, for
example:
-
address
the elements
and
Performance
Criteria
-
reflect
the skills
and
knowledge
described in
the relevant
unit/s of
competency
-
show
application
in the
context
described in
the Range
Statement
-
demonstrate
performance
skills and
knowledge
are applied
in
real/simulated
workplace
situations
-
current, for
example:
-
sufficient,
for example:
-
demonstrate
competence
over a
period of
time
-
demonstrate
repeatable
competence
-
not
inflate the
language,
literacy and
numeracy
requirements
beyond those
required in
performing
the work
task
-
authentic,
for example:
|
|
All component
parts of the
competency standards
refers to:
|
|
-
Elements
-
Performance
Criteria
-
Employability
Skills
-
Range
Statement
including advice
on:
-
range of
contexts/conditions
to be met in
assessment
-
aspects
of the
Performance
Criteria
that can be
contextualised
-
information
which adds
definition
to support
assessment
-
links to
knowledge
and skills
-
underpinning
language,
literacy and
numeracy
requirements
-
Evidence
Guide
requirements,
including:
-
underpinning/required
knowledge
-
underpinning/required
skills and
attributes
-
underpinning
language,
literacy and
numeracy
requirements
-
critical
aspects of
evidence to
be
considered/quality
evidence
requirements
-
concurrent
assessment
and
interdependence
of units
-
assessment
methods/resources/context
-
dimensions of
competency,
which include:
-
requirements
set out in the
Assessment
Guidelines of
the relevant
Training
Package/s
|
|
Related
documentation
may include:
|
|
-
information
from the
competency
standards about
the resources
required for
assessment, the
assessment
context,
appropriate
assessment
methods
-
assessment
activities
identified in
accredited
modules derived
from the
relevant
competency
standards
-
assessment
activities in
Support
Materials
related to the
relevant
competency
standards
-
RPL policy
and procedures
-
any
requirements of
OHS,
legislation,
codes of
practice,
standards and
guidelines
-
indicators
and levels of
competence of
the National
Reporting System
-
organisational
requirements for
demonstration of
work performance
-
product
specifications
-
direct
observation, for
example:
|
|
Assessment/RPL
methods are the
particular
techniques used to
gather different
types of evidence
and may include:
|
|
-
structured
assessment
activities, for
example:
-
questioning,
for example:
-
written
questions,
e.g. on a
computer
-
interviews
-
self-assessment
-
verbal
questioning
questionnaires
-
oral/written
examinations
(for higher
AQF levels
-
portfolios,
for example:
-
collections
of work
samples by
the
candidate
-
product
with
supporting
documentation
-
historical
evidence
-
journal/log
book
-
information
about life
experience
-
review of
products, for
example:
-
third party
feedback, for
example:
-
testimonials/reports
from
employers/supervisors
-
evidence
of training
-
authenticated
prior
achievements
-
interview
with
employer,
supervisor,
peers
-
the
instruments
developed from
the selected
assessment
methods 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
|
|
Assessment
tools contain:
|
|
|
|
Selected/confirmed
means:
|
|
-
selected on
the basis that
they are
suitable and
effective in
collecting the
evidence in
light of the
purpose and
context
-
confirmed in
accordance with
the assessment
strategy, where
appropriate
|
|
Principles of
assessment are:
|
|
-
fairness
-
flexibility
-
reliability
-
validity
|
|
Material and
physical resources
may include:
|
|
-
documents
required for the
assessors and
candidates,
including
competency
standards and
assessment tools
-
plant and
equipment
-
technology
-
personal
protective
equipment
-
venues for
assessment
-
adaptive
technologies
-
physical
adjustments to
assessment
environment
|
|
Assessment/RPL
plan is the
overall planning
document for the
assessment process
and may include:
|
|
-
the purpose
and aims of the
assessment
-
the context
of
assessment/RPL
-
relevant
competency
standards to be
used as the
benchmarks for
assessment/RPL
-
other
assessment
information/documentation
identified as
relevant
-
identified
personnel
-
identified
assessment
methods and
assessment tools
-
possibilities
for clustering
units of
competency for
assessment
purposes
-
identified
OHS hazards,
including
assessed risks
and control
strategies
-
material
and/or physical
resources
required
-
organisational
arrangements for
conducting
assessment/RPL
-
OHS reporting
requirements
-
any special
assessment
needs, e.g.
personal
protective
equipment
requirements
-
outline of
assessment
milestones, time
lines and target
dates
-
candidate
self-assessment
procedures
-
connections
to relevant
organisational
plans, polices
and procedures
|
|
Relevant
personnel may
include:
|
|
-
self in such
contexts as
one-person/small
training and/or
assessment
organisation
-
lead assessor
-
training
and/or
assessment
supervisor/coordinator
-
training
and/or
assessment
manager
|
|
Characteristics of
the candidate/s
may include:
|
|
-
level of work
experience
-
level and
experiences of
previous
learning and
assessment
-
motivation
for assessment -
personal/organisational
-
English
language,
literacy and/or
numeracy
levels/needs
-
physical
impairment or
disability
involving
hearing, vision,
voice, mobility
-
intellectual
impairment or
disability
-
medical
condition such
as arthritis,
epilepsy,
diabetes, asthma
that is not
obvious but may
impact on
assessment
-
differences
in learning
progress
-
psychiatric
or psychological
disability
-
religious and
spiritual
observances
-
cultural
background
images/perceptions
-
age
-
gender
|
|
Reasonable
adjustments
and/or specific
needs must not
compromise the
integrity of the
competency standards
and may include:
|
|
-
adjustments
to the
assessment
process taking
into account
candidate's
language,
literacy,
numeracy
requirements
-
provision of
personal support
services, for
example, reader,
interpreter,
attendant carer,
scribe, member
of community in
attendance
-
use of
adaptive
technology or
special
equipment
-
flexible
assessment
sessions to
allow for
fatigue or
administering of
medication
-
format of
assessment
materials, for
example, in
braille, first
language, use of
audiotape/videotape
-
adjustments
to the physical
environment or
venue
-
revising
proposed
assessment
methods/tools
-
considerations
relating to age
and/or gender,
-
considerations
relating to
cultural
beliefs,
traditional
practices,
religious
observances
|
|
Contextualised
means:
|
|
|
|
Contextualisation
guidelines
relate to:
|
|
|
|
Reasonable
adjustments
and/or specific
needs must not
compromise the
integrity of the
competency standards
and may include:
|
|
-
adjustments
to the
assessment
process taking
into account
candidate's
language,
literacy,
numeracy
requirements
-
provision of
personal support
services, for
example, reader,
interpreter,
attendant carer,
scribe, member
of community in
attendance
-
use of
adaptive
technology or
special
equipment
-
flexible
assessment
sessions to
allow for
fatigue or
administering of
medication
-
format of
assessment
materials, for
example, in
braille, first
language, use of
audiotape/videotape
-
adjustments
to the physical
environment or
venue
-
revising
proposed
assessment
methods/tools
-
considerations
relating to age
and/or gender,
-
considerations
relating to
cultural
beliefs,
traditional
practices,
religious
observances
|
|
Recognition of
prior learning
is defined as:
|
|
-
an assessment
process that
assesses an
individual's
non-formal and
informal
learning to
determine the
extent to which
that individual
has achieved the
required
learning
outcomes,
competency
outcomes, or
standards for
entry to and/or
partial or total
completion of a
qualification.
|
|
Assessment
system policies and
procedures may
include:
|
|
-
candidate
selection
-
rationale 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
|
|
Specialist
support may
include:
|
|
-
assistance by
third party -
carer,
interpreter
-
development
of online
assessment
activities
-
support for
remote or
isolated
candidates
and/or assessors
-
support from
subject matter
or safety
experts
-
advice from
regulatory
authorities
-
assessment
teams/panels
-
support from
lead assessors
-
advice from
policy
development
experts
|
|
Communication
strategies may
include:
|
|
-
interviews
(face-to-face or
telephone)
-
email, memos
and
correspondence
-
meetings
-
video
conferencing/e-based
learning
-
focus groups
-
email, memos
and
correspondence
-
meetings
-
video
conferencing/e-based
learning
-
focus groups
|
Evidence guide
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 |
|
To demonstrate
competence against
this unit,
candidates must be
able to provide
evidence that they
have developed an
assessment plan and
organised the
material resources
and personnel to
support the
assessment process.
The evidence
provided must
describe how the
purpose of
assessment was
identified; contain
structured plans
that detail the
selection/confirmation
of assessment
methods and tools,
and assessment
environments;
include appropriate
communication
strategies with
relevant people
regarding the
assessment process;
outline resource
requirements and
special assistance
required throughout
the assessment
process; and include
recording and
reporting
requirements.
|
| Products that
could be used as
evidence include: |
|
-
assessment
plans
-
modified/adjusted
assessment tools
to allow for
specific needs
-
contextualised
competency
standards
-
documentation
of consultations
with clients and
other
stakeholders
regarding the
assessment
purpose and
context
|
| Processes
that could be used
as evidence include: |
|
-
how
competency
standards and
other documents
were interpreted
-
how
assessment
activities were
scheduled
-
how RPL is
incorporated in
the assessment
process
-
how resources
were identified
and obtained
-
how
communication
systems were
used to include
relevant
stakeholders in
the planning
process
-
how
assistance was
sought from
individuals
providing
specialist
support
|
| Resource
implications for
assessment include: |
|
-
access to
relevant
Training
Package/s
-
access to
assessment
materials and
tools
-
access to
other relevant
assessment
information
-
access to
suitable
assessment
venue/equipment
-
access to RPL
policy and
procedures
-
workplace
documentation
-
cost/time
considerations
-
personnel
requirements
|
| The
collection of
quality evidence
requires that: |
|
-
assessment
must address the
scope of this
unit and
assessment must
address the
scope of this
unit and reflect
all components
of the unit,
i.e. the
Elements,
Performance
Criteria, Range
Statement,
Evidence Guide,
Employability
Skills
-
a range of
appropriate
assessment
methods/evidence
gathering
techniques is
used to
determine
competency,
including RPL.
-
evidence must
be gathered in
the workplace
whenever
possible. Where
no workplace is
available, a
simulated
workplace must
be provided
-
the evidence
collected must
relate to a
number of
performances
assessed at
different points
in time and in a
learning and
assessment
pathway these
must be
separated by
further learning
and practice
-
evidence
collected must
relate to at
least one RPL
assessment
-
assessment
meets the rules
of evidence
-
a judgement
of competence
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 demonstrate
|
| Specific
evidence
requirements must
include: |
|
|
| Integrated
assessment means
that: |
|
|
|
The whole
competency standard
refers to:
|
|
|
Evidence guide
|
|
|
|
| Overview of
assessment |
|
To demonstrate
competency against
this unit candidates
must be able to
provide evidence
that they can
source, analyse,
interpret and use a
Training Package and
an accredited course
to contextualise or
adapt competency
standards for an
industry,
organisation or
individual.
|
| Products that
could be used as
evidence include: |
|
|
| Processes
that could be used
as evidence include: |
|
-
how different
components of
the Training
Package and/or
accredited
courses were
analysed
-
how different
parts of the
competency
standards were
analysed
-
how the
Training
Package/s and/or
accredited
courses were
used to meet the
needs of a
particular
industry or
organisation
-
how Training
Package/s and/or
accredited
courses operate
in vocational
education and
training
|
| Resource
implications for
assessment include: |
|
|
| The
collection of
quality evidence
requires that: |
|
-
assessment
must address the
scope of this
unit and reflect
all components
of the unit i.e.
the Elements,
Performance
Criteria, Range
Statement,
Evidence Guide,
Employability
Skills
-
a range of
appropriate
assessment
methods/evidence
gathering
techniques is
used to
determine
competency
-
evidence must
be gathered in
the workplace
wherever
possible. Where
no workplace is
available, a
simulated
workplace must
be provided
-
the evidence
collected must
relate to a
number of
performances
assessed at
different points
in time and in a
learning and
assessment
pathway these
must be
separated by
further learning
and practice
-
assessment
meets the rules
of evidence
-
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
|
| Specific
evidence
requirements must
include: |
|
|
| Integrated
assessment means
that: |
|
|
|
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