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 plan may include: | overall planning, describing:what is to be assessedwhen assessment is to take placewhere assessment is to take placehow assessment is to take place. |
Benchmarks for assessment: | refer to a criterion against which the candidate is assessedmay be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications. |
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. |
Specialist support may include: | assistance by third party, such as carer or interpretersupport from specialist educatorprovision of developed online assessment activitiessupport for remote or isolated candidates and assessorssupport from subject matter or safety expertsadvice from regulatory authoritiesassessment teams and panelssupport from lead assessorsadvice from policy development experts. |
Assessment methods include: | particular techniques used to gather different types of evidence, such as: direct observationstructured activitiesoral or written questioningportfolios of evidencereview of productsthird-party feedback. |
Individual differences may include: | English language, literacy and numeracy barriersphysical impairment or disabilityintellectual impairment or disabilitymedical condition that may impact on assessment, such as arthritis, epilepsy, diabetes and asthmalearning difficultiesmental or psychological disabilityreligious and spiritual observancescultural images and perceptionsagegender. |
Feedback may include: | ensuring assessment/RPL process is understoodensuring candidate concerns are addressedenabling questions and answersconfirming outcomesidentifying further evidence to be provideddiscussing action plansconfirming gap training neededproviding information regarding available appeal processessuggesting improvements in evidence gathering and presentation. |
Consultation may involve: | moderation with other assessors, or training and assessment coordinatorsdiscussions with client, team leaders, managers, RPL coordinators, supervisors, coaches and mentorstechnical and subject expertsEnglish language, literacy and numeracy experts. |