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:

analyse a training package and or accredited course to examine its component parts, identify relevant units of competency or modules, and contextualise those to meet a specific client need

demonstrate a minimum of two examples of analysing training specifications, including at least one training package; the other may be another training package or an accredited course that meets a specific client need.

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

communication and interpersonal skills to collaborate with others in using training products

planning skills to develop a structure for a particular application of training packages and accredited courses

cognitive skills to analyse, interpret and apply the various components of selected training packages and accredited courses

research skills to analyse and interpret training package and accredited course content to meet client needs

Required knowledge

Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification levels

functions and responsibilities of training package developers and course accreditation agencies, and their roles as key vocational education and training (VET) organisations

dimensions of competency

format and structure of accredited courses

format and structure of competency standards

function of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system

methodology relating to analysing and using competency standards for a range of applications and purposes to meet the needs of a diverse range of VET clients

language and terminology used in training packages and accredited courses

parts of training packages that can be contextualised and parts that cannot

structure of training packages and the role and purpose of each endorsed component

sources of training package information

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.

Client may include:

individual learners

candidates for assessment

organisations or enterprises with specific training needs.

Training and assessment organisation may include:

registered training organisation (RTO)

organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services

organisation that provides non-recognised training and assessment services.

Quality assurance policies may include:

Australian Quality Training Framework requirements as they apply to RTOs

organisational internal quality policies and procedures.

Contextualising units:

means linking the requirements of the competency standard to the work environment of a particular client or client group

may include:

identifying specific types of tools and equipment relevant to the competency

identifying specific organisational policies, procedures, processes and forms relevant to the competency

linking organisation-specific terminology to the competency

identifying specific people relevant to the competency.