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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: | recognising current existing competence of candidate/sdetermining if competence has been achieved following learningestablishing candidate/s progress towards achievement of competencedetermining language, literacy, numeracy needs of candidates/scertifying competence through a Statement of Attainmentestablishing progress towards a qualificationdetermining training gaps of candidate/smeasuring work performanceclassifying employees/support career progressionmeeting organisational requirements for work - operate equipment/develop new skillslicensing or regulatory requirements |
Context of assessment/ RPL may include: | part of the enrolment process the environment in which the assessment/RPL will be carried out, including real work/simulationopportunities for collecting evidence in a number of situationsrelationships between competency standards and evidence to support recognition of prior learningwho carries out the assessment/RPLrelationships between competency standards and work activities in the candidate's workplacerelationships between competency standards and learning activitiesauspicing and partnership arrangementsthe period of time during which the assessment takes placeapportionment of costs/fees, if applicablequality assurance mechanisms |
Relevant people must include: | the candidate/sthe assessor/s responsible for conducting the assessment/RPL, which may be self or other assessors |
Relevant people may include: | the client, company or organisationteam leaders, managers, supervisorsdelivery personneltechnical/subject expertstraining and assessment coordinatorsRPL coordinatorsindustry regulatorsemployee and employer representativesmembers of professional associationsCommonwealth department official/Centrelink personnel/caseworkerAustralian Apprenticeship Centre (AAC) personnel |
Legal/organisational/ethical requirements may include: | assessment system policies and proceduresassessment strategy requirementsreporting, recording and retrieval systems for assessment, including RPLquality assurance systemsbusiness and performance plansaccess and equity policies and procedurescollaborative/partnership arrangementsdefined resource parametersmutual recognition arrangementsindustrial relations systems and processes, awards/enterprise agreementsAustralian Quality Training Framework (AQTF2007) registration scopehuman resources policies/procedureslegal requirements including anti-discrimination, equal employment, job role/responsibilities/conditionsrelevant industry codes of practiceconfidentiality and privacy requirementsOHS considerations, including:ensuring OHS requirements are adhered to during the assessment processidentifying 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 Packageinterpretation of the competency standards as the benchmarks for assessmentapplication of Training Package Assessment Guidelines, where part of a Training Packagearrangements for RPL, including provision of guidance and assistance to candidates in gathering and evaluating evidencedetermination of assessment methods for identified competency standardsselection of assessment tools for identified competency standardsorganisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant)nominated quality assurance mechanismsidentified 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: | material collected which, when matched against the specifications in the competency standards, provides proof of competency achievement |
Types of evidence may include: | direct, e.g. observation of work activities under real/simulated work conditions, examples of work productsindirect, e.g. third party reports from a range of sourcessupplementary, e.g. question and answer, work records, training records, portfolioscandidate gathered evidenceassessor gathered evidencecurrent/recent/historicalcombination of above |
The rules of evidence guide the evidence collection process to ensure evidence is: | valid, for example: address the elements and Performance Criteriareflect the skills and knowledge described in the relevant unit/s of competencyshow application in the context described in the Range Statementdemonstrate performance skills and knowledge are applied in real/simulated workplace situationscurrent, for example: demonstrate the candidate's current skills and knowledgecomply with current standardssufficient, for example: demonstrate competence over a period of timedemonstrate repeatable competencenot inflate the language, literacy and numeracy requirements beyond those required in performing the work taskauthentic, for example: be the work of the candidatebe corroborated/verified |
All component parts of the competency standards refers to: | ElementsPerformance Criteria Range Statement including advice on: range of contexts/conditions to be met in assessment aspects of the Performance Criteria that can be contextualisedinformation which adds definition to support assessmentlinks to knowledge and skills underpinning language, literacy and numeracy requirementsEvidence Guide requirements, including: underpinning/required knowledgeunderpinning/required skills and attributesunderpinning language, literacy and numeracy requirementscritical aspects of evidence to be considered/quality evidence requirementsconcurrent assessment and interdependence of unitsassessment methods/resources/contextdimensions of competency, which include: task skillstask management skillscontingency management skillsjob role/environment skillsrequirements 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 standardsassessment activities in Support Materials related to the relevant competency standardsRPL policy and proceduresany requirements of OHS, legislation, codes of practice, standards and guidelinesindicators and levels of competence of the National Reporting System |
| organisational requirements for demonstration of work performanceproduct specificationsdirect observation, for example: real work/real time activities at the workplacework activities in a simulated workplace environment |
Assessment/ RPL methods are the particular techniques used to gather different types of evidence and may include: | structured assessment activities, for example: simulation exercises/role-playsprojectsassignmentspresentationsactivity sheetsquestioning, for example: written questions, e.g. on a computerinterviewsself-assessmentverbal questioning questionnairesoral/written examinations (for higher AQF levelsportfolios, for example: collections of work samples by the candidateproduct with supporting documentationhistorical evidencejournal/log bookinformation about life experiencereview of products, for example: products as a result of a projectwork samples/productsthird party feedback, for example: testimonials/reports from employers/supervisorsevidence of trainingauthenticated prior achievementsinterview with employer, supervisor, peersthe instruments developed from the selected assessment methods to be used for gathering evidence such as: a profile of acceptable performance measurestemplates/proformasspecific questions or activitiesevidence/observation checklistschecklists for the evaluation of work samplescandidate self-assessment materials |
Assessment tools contain: | the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions |
Selected/confirmed means: | selected on the basis that they are suitable and effective in collecting the evidence in light of the purpose and contextconfirmed in accordance with the assessment strategy, where appropriate |
Principles of assessment are: | fairnessflexibilityreliabilityvalidity |
Material and physical resources may include: | documents required for the assessors and candidates, including competency standards and assessment toolsplant and equipmenttechnologypersonal protective equipmentvenues for assessmentadaptive technologiesphysical adjustments to assessment environment |
Assessment plan is the overall planning document for the assessment process and may include: | the purpose and aims of the assessmentthe context of assessment/RPLrelevant competency standards to be used as the benchmarks for assessment/RPLother assessment information/documentation identified as relevantidentified personnelidentified assessment methods and assessment toolspossibilities for clustering units of competency for assessment purposesidentified OHS hazards, including assessed risks and control strategiesmaterial and/or physical resources requiredorganisational arrangements for conducting assessment/RPLOHS reporting requirementsany special assessment needs, e.g. personal protective equipment requirements |
| outline of assessment milestones, time lines and target datescandidate self-assessment proceduresconnections to relevant organisational plans, polices and procedures |
Relevant personnel may include: | self in such contexts as one-person/small training and/or assessment organisationlead assessortraining and/or assessment supervisor/coordinatortraining and/or assessment manager |
Characteristics of the candidate/s may include: | level of work experiencelevel and experiences of previous learning and assessmentmotivation for assessment - personal/organisationalEnglish language, literacy and/or numeracy levels/needsphysical impairment or disability involving hearing, vision, voice, mobilityintellectual impairment or disabilitymedical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessmentdifferences in learning progresspsychiatric or psychological disabilityreligious and spiritual observancescultural background images/perceptionsagegender |
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 requirementsprovision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendanceuse of adaptive technology or special equipmentflexible assessment sessions to allow for fatigue or administering of medicationformat of assessment materials, for example, in braille, first language, use of audiotape/ videotapeadjustments to the physical environment or venuerevising proposed assessment methods/toolsconsiderations relating to age and/or gender,considerations relating to cultural beliefs, traditional practices, religious observances |
Contextualised means: | to change the wording of some component parts of the competency standard to reflect the immediate operating environment |
Contextualisation guidelines relate to: | DEST Guidelines on Training Package Contextualisationrelevant Training Package contextualisation guidelines |
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 selectionrationale and purpose of competency-based assessmentassessment records/data management/information managementrecognition of current competency/recognition of prior learning/credit arrangementsassessors - needs, qualifications, maintaining currencyassessment reporting proceduresassessment appealscandidate grievances/complaintsvalidationevaluation/internal auditcosts/resourcingaccess and equity/reasonable adjustmentpartnership arrangementslinks with human resource or industrial relations systemslinks with overall quality management system |
Specialist support may include: | assistance by third party - carer, interpreterdevelopment of online assessment activitiessupport for remote or isolated candidates and/or assessorssupport from subject matter or safety expertsadvice from regulatory authoritiesassessment teams/panelssupport from lead assessorsadvice from policy development experts |
Communication strategies may include: | interviews (face-to-face or telephone)email, memos and correspondencemeetingsvideo conferencing/e-based learningfocus groupsemail, memos and correspondencemeetingsvideo conferencing/e-based learningfocus groups |