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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. |
Assessment tools contain: | the instruments 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 materialsthe procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and the conditions for assessment |
Target group of candidates may be: | broadly based or specifically targeted drawn from range of backgroundsdefined industry or organisationtrade- or profession-baseddefined by training arrangement, e.g. apprenticeshipdefined by specific needsdefined by funding body requirements such as apprentice/trainee, unemployed, English language learner |
Purpose/s of assessment may be to: | recognise current existing competence of candidate/sdetermine if competence has been achieved following learningestablish candidate/s progress towards achievement of competencedetermine language, literacy, numeracy needs of candidates/scertify competence through a Statement of Attainment establish progress towards a qualification determine training gaps of candidate/smeasure work performanceclassify employees/support career progression |
Context/s of assessment may include: | the environment in which the assessment will be carried out, including real work/simulationopportunities for collecting evidence in a number of situationswho carries out the assessmentrelationships between competency standards and work activities in the candidate's workplacerelationships between competency standards and learning activitiesassessment under partnership arrangementsthe period of time during which the assessment takes placeapportionment of costs/fees, if applicablequality assurance mechanismsindividual unit or integrated approaches to competency assessment |
Benchmark/s for assessment refers to: | the criterion against which the candidate is assessed 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 |
All component parts of the competency standards include: | ElementsPerformance Criteria Range Statement including: contextualisationlink to knowledge and enterprise requirementsfocus of assessmentunderpinning language, literacy and numeracy requirementsareas of contextualisationany links to knowledge and enterprise requirementsrange of contexts/conditions to be met in assessmentEvidence Guide requirements, including: underpinning/required knowledgeunderpinning/required skills and attributes |
underpinning language, literacy and numeracy requirementscritical aspects of evidence to be considered/quality evidence requirementsconcurrent assessment and interdependence of unitsassessment methods/resources/contextdimensions of competency, for example: task skillstask management skillscontingency management skillsjob role/environment skills |
Contextualised means: | to change the wording of some component parts of the competency standard to reflect the immediate operating environment |
Organisational/legal/ethical requirements may include: | assessment system policies and proceduresindustrial relations systems and processes, awards/enterprise agreementslicensing/legal ramifications of assessing competencereporting, recording and retrieval systems for assessmentrequirements of training and/or assessment organisations relating to assessment and validationquality assurance systemsbusiness and performance plansaccess and equity policies and procedurescollaborative/partnership arrangementsdefined resource parametersmutual recognition arrangementsAustralian Quality Training Framework (AQTF) Standards for Registered Training Organisations, in particular Standard 8, RTO Assessmentregistration scopehuman resource policies/procedures and legal requirements including anti-discrimination, equal employment, job role/responsibilities/ conditionsrelevant industry codes of practiceconfidentiality and privacy requirements of information relating to completed assessments |
OHS considerations, including: ensuring assessment methods and tools incorporate appropriate measures to maintain the health, safety and welfare of candidatesensuring OHS requirements and specified benchmarks are accounted for within evidence requirements and assessment materials identifying hazards and relevant risk control procedures associated with the assessment environment |
Contextualisation guidelines relate to: | DEST Guidelines on Training Package contextualisationrelevant Training Package contextualisation guidelines |
Related documentation may include: | requirements set out in the Assessment Guidelines of the relevant Training Package/sinformation 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 standardsany requirements of OHS, legislation, codes of practice, standards and guidelinesindicators and levels of competence of the National Reporting Systemorganisational requirements for demonstration of work performanceproduct specifications |
Assessment methods are the particular techniques used to gather evidence and may include: | direct observation, for example: real work/real time activities at the workplacework activities in a simulated workplace environmentstructured activities, for example: simulation exercises/role-playsprojectspresentationsactivity sheetsquestioning, for example: written questions, e.g. on a computerinterviews |
self-assessment verbal questioningquestionnairesoral or written examinations (applicable at higher AQF levels)portfolios, for example: collections of work samples compiled 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, peer |
Principles of assessment guide the assessment process and must address: | validityreliabilityflexibilityfairness |
Recognition of current competency means: | the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences |
Instruments are the documented questions/ assessment activities developed to support the selected assessment method/s used to collect the evidence of candidate competence and may include: | oral and written questionsobservation/demonstration checklistsprojects, case studies, scenarioscandidate self-assessment guidesrecognition portfoliosworkplace portfoliossimulation activitiesdefinition of relevant workplace documentsa profile of acceptable performance measurestemplates/proformasevidence/observation checklistschecklists for the evaluation of work samples |
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is: | validsufficientauthenticcurrent |
Procedures guide the application of the assessment instruments and may include: | instructions for the candidatesinstructions for administering the assessment tool, including resources needed to conduct assessment and the context for the use of the toolsguidance for the development or review of decision making processguidance on reasonable adjustmentsspecified variations or restrictions on the toolsrules for verifying assessment decisionsOHS requirements, for example, identified hazards in the assessment environment and appropriate controls and reporting mechanismsinformation on access and equity considerations |
Assessment system policies and procedures may include: | candidate selectionrational 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 procedures assessment appealscandidate grievances/complaintsvalidation evaluation/internal auditcosts/resourcing access and equity/reasonable adjustmentpartnership arrangements links with human resource or industrial relations systems links with overall quality management system |
Evaluation criteria may include: | effectiveness and relevance to the competency standardswhether the assessment tool meets the principles of assessment |
whether the assessment tool meets the rules of evidence whether the assessment tool is appropriate to selected assessment methodswhether the assessment tool is appropriate to the target group/assessment contextwhether the assessment tool provides guidance on reasonable adjustmentswhether the assessment tool addresses organisational/legal/ethical requirements including OHS requirementswhether the assessment tool enables the candidate to demonstrate current competencylevel of engagement and direct participation of candidatesappropriateness of language and literacy used for intended audienceclaritysimplicity/ease of use/practicabilityinclusivity/avoidance of biasguidance on reasonable adjustmentscost effectiveness |
Trialled may involve: | expert review by individuals with expertise in assessment and the relevant Training Package/ accredited course or relevant benchmarkfield or pilot testing with groups of assessors and candidatesreview of OHS considerationspeer review by assessors in the relevant industryworkshopping with assessors and other key stakeholders in the relevant industry sector |
Feedback may relate to: | reliability, flexibility, validity and fairnessrelevance to workplace contextcontent accuracyease of usecost/time effectiveness for candidates and assessorslanguage, literacy and numeracy requirements in terms of the relevant competencies |
Relevant people may include: | managerssupervisorstechnical and subject experts, including OHS, English language, literacy and numeracy specialiststraining and assessment coordinatorsindustry regulatorsunion and employer representativesmembers of professional associationsstate/territory registering body |