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 of assessment may be: | recognise current existing competency of candidatesdetermine if competency has been achieved following learningestablish candidate progress towards achievement of competencedetermine language, literacy and numeracy needs of candidatecertify competence through a Statement of Attainmentestablish progress towards a qualification determine training gaps of candidatemeasure work performanceclassify employee and support career progressionmeet organisational requirements for work, such as operating equipment or developing new skillssatisfy licensing or regulatory requirements. |
Relevant people must include: | qualified assessorscandidates. |
Benchmarks for assessment: | refer to criteria against which candidate is assessedmay be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications. |
Assessment plan must include: | purpose and aims of assessmentcontext of assessmentrelevant benchmarks for assessmentother assessment information and documentation identified as relevant. |
Assessment system policies and procedures may include: | candidate selectionrationale and purpose of competency-based assessmentassessment records, data management and information managementrecognition of current competency, recognition of prior learning and credit arrangements. |
Assessment tools include: | the learning or competency unit(s) to be assessedthe target group, context and conditions for the assessmentthe tasks to be administered to the candidatean outline of the evidence to be gathered from the candidatethe evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules)the administration, recording and reporting requirementsthe evidence of how validity and reliability have been tested and built into the design and use of the tool. |
Assessment context may include: | environment in which assessment will be carried outrelationship between units of competency and candidate’s workplacetime period over which assessment takes place. |
Reasonable adjustments may include: | taking into account candidate’s language, literacy and numeracy requirementsproviding personal support services, such as arranging for:member of the community to accompany the candidatereaderinterpreterattendant carerscribeusing adaptive technology or special equipmentproviding flexible assessment sessions to allow for such things as fatigue or administering of medicationformat of assessment materials, such as:in Braillein first languageuse of audiotape or videotapemaking adjustments to the physical environment revising proposed assessment methods and instrumentsconsidering age and genderconsidering cultural beliefs, traditional practices and religious observances. |
Resource requirements may include: | resources specific to evidence-gathering activitiesaccess to assessorsaccess to policy and proceduresaccess to subject and technical expertsOHS requirementsplant, equipment and technology. |
Assessment instruments may include: | instruments developed by an assessor as part of formative or summative assessment activities, including:profiles of acceptable performance measurestemplates and proformasspecific questions or activitiesevidence and observation checklistschecklists for the evaluation of work samplesrecognition portfolioscandidate self-assessment materialsinstruments developed elsewhere that have been modified by the assessor for use with a particular client group. |