- TAAASS401A - Plan and organise assessment
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAAASS401A Mapping and Delivery Guide
Plan and organise assessment
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | TAAASS401A - Plan and organise assessment |
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Description | This unit specifies the competence required to plan and organise the assessment process in a competency-based assessment system.AssessmentThis unit addresses the competence of planning the assessment process and making the organisational arrangements which enable assessment to occur. It is applicable in both a learning and assessment pathway and an assessment only pathway.The critical focus of this unit is on developing an assessment plan that will be used to guide assessor/s in conducting competency-based assessments. The unit also covers contextualisation of the assessment benchmarks and assessment tools to address the environment in which assessment will take place and organising the human, material and physical resources needed to conduct the assessment. This competence applies to planning and organising an assessment process which may involve single or multiple candidates being assessed against individual or multiple unit/s of competency in a process that includes a number of assessment events or activities over time.The planning function in assessment is distinguished as a discrete activity and may be undertaken by the assessor responsible for assessing the candidates reflected in the assessment plan or by another person in the organisation.This competence may be applied in the context of an existing assessment strategy which documents the overall framework for assessment at a qualification level. In this context, the assessment plan adds further detail relating to the specific organisational arrangements for assessment/s against individual unit/s of competency.The competence of developing an assessment strategy is separately addressed in two other units of the TAA04 Training and Assessment Training Package: TAADES501A Design and develop learning strategies (in a learning and assessment pathway) and TAAASS501A Lead and co-ordinate assessment systems and services (in an assessment only pathway).The achievement of this unit includes interpretation of competency standards, (where competency standards are used as the benchmarks for assessment). TAADES401A Use Training Packages to meet client needs addresses this skill in depth.The competence specified in this unit is typically required by assessors, workplace supervisors with assessment planning responsibilities, trainers or other assessors responsible for planning assessment.This unit specifies the competence required to plan and organise the assessment process in a competency-based assessment system.AssessmentThis unit addresses the competence of planning the assessment process and making the organisational arrangements which enable assessment to occur. It is applicable in both a learning and assessment pathway and an assessment only pathway.The critical focus of this unit is on developing an assessment plan that will be used to guide assessor/s in conducting competency-based assessments. The unit also covers contextualisation of the assessment benchmarks and assessment tools to address the environment in which assessment will take place and organising the human, material and physical resources needed to conduct the assessment. This competence applies to planning and organising an assessment process which may involve single or multiple candidates being assessed against individual or multiple unit/s of competency in a process that includes a number of assessment events or activities over time.The planning function in assessment is distinguished as a discrete activity and may be undertaken by the assessor responsible for assessing the candidates reflected in the assessment plan or by another person in the organisation.This competence may be applied in the context of an existing assessment strategy which documents the overall framework for assessment at a qualification level. In this context, the assessment plan adds further detail relating to the specific organisational arrangements for assessment/s against individual unit/s of competency.The competence of developing an assessment strategy is separately addressed in two other units of the TAA04 Training and Assessment Training Package: TAADES501A Design and develop learning strategies (in a learning and assessment pathway) and TAAASS501A Lead and co-ordinate assessment systems and services (in an assessment only pathway).The achievement of this unit includes interpretation of competency standards, (where competency standards are used as the benchmarks for assessment). TAADES401A Use Training Packages to meet client needs addresses this skill in depth.The competence specified in this unit is typically required by assessors, workplace supervisors with assessment planning responsibilities, trainers or other assessors responsible for planning assessment. | ||
Employability Skills | Not applicable. | ||
Learning Outcomes and Application | Not applicable. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not applicable. | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Determine focus of assessment |
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Element: Prepare the assessment plan |
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Element: Contextualise and review assessment plan |
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Element: Organise assessment arrangements |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.
Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.
Overview of Assessment
To demonstrate competence against this unit candidates must be able to provide evidence that they have developed an assessment plan and organised the material resources and personnel to support the assessment process.
The evidence provided must describe how the purpose of assessment was identified; contain structured plans that detail the selection/confirmation of assessment methods and tools, and assessment environments; include appropriate communication strategies with relevant people regarding the assessment process; outline resource requirements and special assistance required throughout the assessment process; and include recording and reporting requirements.
Evidence Requirements
Required knowledge includes:
competency-based assessment: work focused, criterion referenced, standards-based, evidence-based
the different purposes of assessment and different assessment contexts
how to read and interpret the identified competency standards as the benchmarks for assessment
how to contextualise competency standards within relevant guidelines
the four principles of assessment and how they guide the assessment process
what is evidence and different types of evidence
the four rules of evidence and how they guide evidence collection
different types of assessment methods, including suitability for collecting various types of evidence
assessment tools and their purpose; different types of tools; relevance of different tools for specific evidence gathering opportunities
different resource requirements for assessment and associated costs
where to source other relevant assessment information and how to incorporate this into the plan
the principles of inclusivity, and strategies for reasonable adjustment, without compromise to the competency standards
sources and types of specialist support to candidates
methodologies suitable for reviewing assessment tools
the assessment system policies and procedures established by the industry and/or organisation
risks and requirements associated with different assessment applications in various contexts, including:
capacities of assessors at higher AQF levels
when linked to licensing
legal implications of assessing competence
the relevant organisational/legal/ethical requirements impacting on the planning and organisation of assessment, as set out in the Range Statement of the relevant competency standards
other relevant policy, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example:
- copyright and privacy laws in terms of electronic technology
- security of information
- plagiarism
- licensing requirements
- anti-discrimination including equal opportunity, racial vilification and disability - discrimination
- workplace relations
- industrial awards/enterprise agreements
OHS responsibilities associated with planning and organising assessment, such as:
- hazards commonly found, and preferred risk controls for the specific assessment environment
- OHS procedures to be observed in the assessment process
- safe use and maintenance of relevant equipment
- sources of OHS information
Required skills and attributes include:
cognitive interpretation skills to:
- accurately interpret competency standards and other assessment documentation
- identify opportunities for integrated competency assessment
- contextualise competency standards to the operating assessment environment
- sort information
observation skills to:
- assess the effectiveness of the organisation's assessment operations
- identify where improvement to the assessment process can be made
technology skills to:
- use appropriate equipment and software to communicate effectively with others
research and evaluation skills to:
- obtain competency standards and other assessment information, assessment tools and other relevant --assessment resources
- research candidate characteristics and any reasonable adjustment needs
- identify and confirm required material and physical resources
- evaluate feedback, and determine and implement improvements to processes
- make recommendations
planning skills relating to formulation of the assessment plan
organisational skills relating to organising resources required
literacy skills to:
- read and interpret relevant information to design and facilitate assessment and recognition processes
- prepare required documentation and information for those involved in assessment processes
communication skills to:
- discuss assessment processes with clients and assessors
- establish professional relationships and networks
sensitivity to access and equity considerations and candidate diversity
capacity to promote and implement equity, fairness, validity, reliability and flexibility in planning an -assessment process
Products that could be used as evidence include:
assessment plans
modified/adjusted assessment tools to allow for specific needs
contextualised competency standards
documentation of consultations with clients and other stakeholders regarding the assessment purpose and context
Processes that could be used as evidence include:
how competency standards and other documents were interpreted
how assessment activities were scheduled
how resources were identified and obtained
how communication systems were used to include relevant stakeholders in the planning process
how assistance was sought from individuals providing specialist support
Resource implications for assessment include:
access to relevant Training Package/s
access to assessment materials and tools
access to other relevant assessment information
access to suitable assessment venue/equipment
workplace documentation
cost/time considerations
personnel requirements
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency
evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
assessment meets the rules of evidence
a judgement of competence 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
Specific evidence requirements must include:
evidence of planning and organising the assessment process on a minimum of two occasions. The evidence collected must:
- address the provision of documented assessment plans
- cover a range of assessment events
- cater for a number of candidates
- relate to different competency standards or accredited curricula
- address recognition assessment
- involve the contextualisation of competency standards and the selected assessment tools, where required
- incorporate consideration of reasonable adjustment strategies
- include organisational arrangements
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAAASS402A Assess competence
TAAASS403A Develop assessment tools
TAAASS404A Participate in assessment validation
TAADES401A Use Training Packages to meet client needs.
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.
Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.
Overview of Assessment
To demonstrate competence against this unit candidates must be able to provide evidence that they have developed an assessment plan and organised the material resources and personnel to support the assessment process.
The evidence provided must describe how the purpose of assessment was identified; contain structured plans that detail the selection/confirmation of assessment methods and tools, and assessment environments; include appropriate communication strategies with relevant people regarding the assessment process; outline resource requirements and special assistance required throughout the assessment process; and include recording and reporting requirements.
Evidence Requirements
Required knowledge includes:
competency-based assessment: work focused, criterion referenced, standards-based, evidence-based
the different purposes of assessment and different assessment contexts
how to read and interpret the identified competency standards as the benchmarks for assessment
how to contextualise competency standards within relevant guidelines
the four principles of assessment and how they guide the assessment process
what is evidence and different types of evidence
the four rules of evidence and how they guide evidence collection
different types of assessment methods, including suitability for collecting various types of evidence
assessment tools and their purpose; different types of tools; relevance of different tools for specific evidence gathering opportunities
different resource requirements for assessment and associated costs
where to source other relevant assessment information and how to incorporate this into the plan
the principles of inclusivity, and strategies for reasonable adjustment, without compromise to the competency standards
sources and types of specialist support to candidates
methodologies suitable for reviewing assessment tools
the assessment system policies and procedures established by the industry and/or organisation
risks and requirements associated with different assessment applications in various contexts, including:
capacities of assessors at higher AQF levels
when linked to licensing
legal implications of assessing competence
the relevant organisational/legal/ethical requirements impacting on the planning and organisation of assessment, as set out in the Range Statement of the relevant competency standards
other relevant policy, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example:
- copyright and privacy laws in terms of electronic technology
- security of information
- plagiarism
- licensing requirements
- anti-discrimination including equal opportunity, racial vilification and disability - discrimination
- workplace relations
- industrial awards/enterprise agreements
OHS responsibilities associated with planning and organising assessment, such as:
- hazards commonly found, and preferred risk controls for the specific assessment environment
- OHS procedures to be observed in the assessment process
- safe use and maintenance of relevant equipment
- sources of OHS information
Required skills and attributes include:
cognitive interpretation skills to:
- accurately interpret competency standards and other assessment documentation
- identify opportunities for integrated competency assessment
- contextualise competency standards to the operating assessment environment
- sort information
observation skills to:
- assess the effectiveness of the organisation's assessment operations
- identify where improvement to the assessment process can be made
technology skills to:
- use appropriate equipment and software to communicate effectively with others
research and evaluation skills to:
- obtain competency standards and other assessment information, assessment tools and other relevant --assessment resources
- research candidate characteristics and any reasonable adjustment needs
- identify and confirm required material and physical resources
- evaluate feedback, and determine and implement improvements to processes
- make recommendations
planning skills relating to formulation of the assessment plan
organisational skills relating to organising resources required
literacy skills to:
- read and interpret relevant information to design and facilitate assessment and recognition processes
- prepare required documentation and information for those involved in assessment processes
communication skills to:
- discuss assessment processes with clients and assessors
- establish professional relationships and networks
sensitivity to access and equity considerations and candidate diversity
capacity to promote and implement equity, fairness, validity, reliability and flexibility in planning an -assessment process
Products that could be used as evidence include:
assessment plans
modified/adjusted assessment tools to allow for specific needs
contextualised competency standards
documentation of consultations with clients and other stakeholders regarding the assessment purpose and context
Processes that could be used as evidence include:
how competency standards and other documents were interpreted
how assessment activities were scheduled
how resources were identified and obtained
how communication systems were used to include relevant stakeholders in the planning process
how assistance was sought from individuals providing specialist support
Resource implications for assessment include:
access to relevant Training Package/s
access to assessment materials and tools
access to other relevant assessment information
access to suitable assessment venue/equipment
workplace documentation
cost/time considerations
personnel requirements
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency
evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
assessment meets the rules of evidence
a judgement of competence 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
Specific evidence requirements must include:
evidence of planning and organising the assessment process on a minimum of two occasions. The evidence collected must:
- address the provision of documented assessment plans
- cover a range of assessment events
- cater for a number of candidates
- relate to different competency standards or accredited curricula
- address recognition assessment
- involve the contextualisation of competency standards and the selected assessment tools, where required
- incorporate consideration of reasonable adjustment strategies
- include organisational arrangements
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAAASS402A Assess competence
TAAASS403A Develop assessment tools
TAAASS404A Participate in assessment validation
TAADES401A Use Training Packages to meet client needs.
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Not applicable.
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Purpose/s of assessment may include:
recognise current existing competence of candidate/s
determine if competence has been achieved following learning
establish candidate/s progress towards achievement of competence
determine language, literacy, numeracy needs of candidates/s
certify competence through a Statement of Attainment
establish progress towards a qualification
determine training gaps of candidate/s
measure work performance
classify employees/support career progression
meet organisational requirements for work - operate equipment/develop new skills
licensing or regulatory requirements
Context of assessment may include:
the environment in which the assessment will be carried out, including real work/simulation
opportunities for collecting evidence in a number of situations
who carries out the assessment
relationships between competency standards and work activities in the candidate's workplace
relationships between competency standards and learning activities
auspicing and partnership arrangements
the period of time during which the assessment takes place
apportionment of costs/fees, if applicable
quality assurance mechanisms
individual unit or integrated approaches to competency assessment
Relevant people must include:
the candidate/s
the assessor/s responsible for conducting the assessment/s, which may be self or other assessors
Relevant people may include:
the client, company or organisation
team leaders, managers, supervisors
delivery personnel
technical/subject experts
training and assessment coordinators
industry regulators
employee and employer representatives
members of professional associationsCommonwealth department official/Centrelink personnel/caseworker
New Apprenticeship Centre (NAC) personnel
Legal/organisational/ethical requirements may include:
assessment system policies and procedures
assessment strategy requirement
reporting, recording and retrieval systems for assessment
quality assurance systems
business and performance plans
access and equity policies and procedures
collaborative/partnership arrangements
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF) standards on assessment
registration scope
human resources policies/procedures
legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions
relevant industry codes of practice
confidentiality and privacy requirements
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying 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 Package
interpretation of the competency standards as the benchmarks for assessment
application of Training Package Assessment Guidelines, where part of a Training Package
arrangements for recognition of existing competence (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence
determination of assessment methods for identified competency standards
selection of assessment tools for identified competency standards
organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant)
nominated quality assurance mechanisms
identified risk management strategies
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
Types of evidence may include:
direct, e.g. observation of work activities under real/simulated work conditions, examples of work products
indirect, e.g. third party reports from a range of sources
supplementary, e.g. question and answer, work records, training records, portfolios
candidate gathered evidence
assessor gathered evidence
current/recent/historical
combination of above
The rules of evidence guide the evidence collection process to ensure evidence is:
valid, for example:
- address the elements and Performance Criteria
- reflect the skills and knowledge described in the relevant unit/s of competency
- show application in the context described in the Range Statement
- demonstrate performance skills and knowledge are applied in real/simulated workplace situations
current, for example:
- demonstrate the candidate's current skills and knowledge
- comply with current standards
sufficient, for example:
- demonstrate competence over a period of time
- demonstrate repeatable competence
- not inflate the language, literacy and numeracy requirements beyond those required in performing the work task
authentic, for example:
- be the work of the candidate
- be corroborated/verified
All component parts of the competency standards refers to:
Elements
Performance Criteria
Range Statement including advice on :
- range of contexts/conditions to be met in assessment
- aspects of the Performance Criteria that can be contextualised
- information which adds definition to support assessment
- links to knowledge and skills
- underpinning language, literacy and numeracy requirements
Evidence Guide requirements, including:
- underpinning/required knowledge
- underpinning/required skills and attributes
- underpinning language, literacy and numeracy requirements
- Key Competencies/generic skills
- critical aspects of evidence to be considered/quality evidence requirements
- concurrent assessment and interdependence of units
- assessment methods/resources/context
dimensions of competency, which include:
- task skills
- task management skills
- contingency management skills
- job role/environment skills
Related documentation may include:
requirements set out in the Assessment Guidelines of the relevant Training Package/s
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 standards
assessment activities in Support Materials related to the relevant competency standards
any requirements of OHS, legislation, codes of practice, standards and guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for demonstration of work performance
product specifications
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example:
- real work/real time activities at the workplace
- work activities in a simulated workplace environment
structured assessment activities, for example:
- simulation exercises/role-plays
- projects
- assignments
- presentations
- activity sheets
questioning, for example:
- written questions, e.g. on a computer
- interviews
- self-assessment
- verbal questioning questionnaires
- oral/written examinations (for higher AQF levels
portfolios, for example:
- collections of work samples by the candidate
- product with supporting documentation
- historical evidence
- journal/log book
- information about life experience
review of products, for example:
- products as a result of a project
- work samples/products
third party feedback, for example:
- testimonials/reports from employers/supervisors
- evidence of training
- authenticated prior achievements
- interview with employer, supervisor, peers
Assessment tools contain:
the instruments developed from the selected assessment methods to be used for gathering evidence such as:
- a profile of acceptable performance measures
- templates/proformas
- specific questions or activities
- evidence/observation checklists
- checklists for the evaluation of work samples
- candidate self-assessment materials
- 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 context
confirmed in accordance with the assessment strategy, where appropriate
Principles of assessment are:
validity
reliability
flexibility
fairness
Material and physical resources may include:
documents required for the assessors and candidates, including competency standards and assessment tools
plant and equipment
technology
personal protective equipment
venues for assessment
adaptive technologies
physical adjustments to assessment environment
Assessment plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment
the context of assessment
relevant competency standards to be used as the benchmarks for assessment
other assessment information/documenation identified as relevant
identified personnel
identified assessment methods and assessment tools
possibilities for clustering units of competency for assessment purposes
identified OHS hazards, including assessed risks and control strategies
material and/or physical resources required
organisational arrangements for conducting assessment
OHS reporting requirements
any special assessment needs, e.g. personal protective equipment requirements
outline of assessment milestones, time lines and target dates
candidate self-assessment procedures
connections to relevant organisational plans, polices and procedures
Relevant personnel may include:
self in such contexts as one-person/small training and/or assessment organisation
lead assessor
training and/or assessment supervisor/coordinator
training and/or assessment manager
Characteristics of the candidate/s may include:
level of work experience
level and experiences of previous learning and assessment
motivation for assessment - personal/organisational
English language, literacy and/or numeracy levels/needs
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessment
differences in learning progress
psychiatric or psychological disability
religious and spiritual observances
cultural background images/perceptions
age
gender
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 requirements
provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance
use of adaptive technology or special equipment
flexible assessment sessions to allow for fatigue or administering of medication
format of assessment materials, for example, in braille, first language, use of audiotape/videotape
adjustments to the physical environment or venue
revising proposed assessment methods/tools
considerations 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:
ANTA Guidelines on Training Package Contextualisation
relevant Training Package contextualisation guidelines
Recognition of current competence is defined as:
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
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Specialist support may include:
assistance by third party - carer, interpreter
development of online assessment activities
support for remote or isolated candidates and/or assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams/panels
support from lead assessors
advice from policy development experts
Communication strategies may include:
interviews (face-to-face or telephone)
email, memos and correspondence
meetings
video conferencing/e-based learning
focus groups
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Purpose/s of assessment may include:
recognise current existing competence of candidate/s
determine if competence has been achieved following learning
establish candidate/s progress towards achievement of competence
determine language, literacy, numeracy needs of candidates/s
certify competence through a Statement of Attainment
establish progress towards a qualification
determine training gaps of candidate/s
measure work performance
classify employees/support career progression
meet organisational requirements for work - operate equipment/develop new skills
licensing or regulatory requirements
Context of assessment may include:
the environment in which the assessment will be carried out, including real work/simulation
opportunities for collecting evidence in a number of situations
who carries out the assessment
relationships between competency standards and work activities in the candidate's workplace
relationships between competency standards and learning activities
auspicing and partnership arrangements
the period of time during which the assessment takes place
apportionment of costs/fees, if applicable
quality assurance mechanisms
individual unit or integrated approaches to competency assessment
Relevant people must include:
the candidate/s
the assessor/s responsible for conducting the assessment/s, which may be self or other assessors
Relevant people may include:
the client, company or organisation
team leaders, managers, supervisors
delivery personnel
technical/subject experts
training and assessment coordinators
industry regulators
employee and employer representatives
members of professional associationsCommonwealth department official/Centrelink personnel/caseworker
New Apprenticeship Centre (NAC) personnel
Legal/organisational/ethical requirements may include:
assessment system policies and procedures
assessment strategy requirement
reporting, recording and retrieval systems for assessment
quality assurance systems
business and performance plans
access and equity policies and procedures
collaborative/partnership arrangements
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF) standards on assessment
registration scope
human resources policies/procedures
legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions
relevant industry codes of practice
confidentiality and privacy requirements
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying 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 Package
interpretation of the competency standards as the benchmarks for assessment
application of Training Package Assessment Guidelines, where part of a Training Package
arrangements for recognition of existing competence (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence
determination of assessment methods for identified competency standards
selection of assessment tools for identified competency standards
organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant)
nominated quality assurance mechanisms
identified risk management strategies
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
Types of evidence may include:
direct, e.g. observation of work activities under real/simulated work conditions, examples of work products
indirect, e.g. third party reports from a range of sources
supplementary, e.g. question and answer, work records, training records, portfolios
candidate gathered evidence
assessor gathered evidence
current/recent/historical
combination of above
The rules of evidence guide the evidence collection process to ensure evidence is:
valid, for example:
- address the elements and Performance Criteria
- reflect the skills and knowledge described in the relevant unit/s of competency
- show application in the context described in the Range Statement
- demonstrate performance skills and knowledge are applied in real/simulated workplace situations
current, for example:
- demonstrate the candidate's current skills and knowledge
- comply with current standards
sufficient, for example:
- demonstrate competence over a period of time
- demonstrate repeatable competence
- not inflate the language, literacy and numeracy requirements beyond those required in performing the work task
authentic, for example:
- be the work of the candidate
- be corroborated/verified
All component parts of the competency standards refers to:
Elements
Performance Criteria
Range Statement including advice on :
- range of contexts/conditions to be met in assessment
- aspects of the Performance Criteria that can be contextualised
- information which adds definition to support assessment
- links to knowledge and skills
- underpinning language, literacy and numeracy requirements
Evidence Guide requirements, including:
- underpinning/required knowledge
- underpinning/required skills and attributes
- underpinning language, literacy and numeracy requirements
- Key Competencies/generic skills
- critical aspects of evidence to be considered/quality evidence requirements
- concurrent assessment and interdependence of units
- assessment methods/resources/context
dimensions of competency, which include:
- task skills
- task management skills
- contingency management skills
- job role/environment skills
Related documentation may include:
requirements set out in the Assessment Guidelines of the relevant Training Package/s
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 standards
assessment activities in Support Materials related to the relevant competency standards
any requirements of OHS, legislation, codes of practice, standards and guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for demonstration of work performance
product specifications
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example:
- real work/real time activities at the workplace
- work activities in a simulated workplace environment
structured assessment activities, for example:
- simulation exercises/role-plays
- projects
- assignments
- presentations
- activity sheets
questioning, for example:
- written questions, e.g. on a computer
- interviews
- self-assessment
- verbal questioning questionnaires
- oral/written examinations (for higher AQF levels
portfolios, for example:
- collections of work samples by the candidate
- product with supporting documentation
- historical evidence
- journal/log book
- information about life experience
review of products, for example:
- products as a result of a project
- work samples/products
third party feedback, for example:
- testimonials/reports from employers/supervisors
- evidence of training
- authenticated prior achievements
- interview with employer, supervisor, peers
Assessment tools contain:
the instruments developed from the selected assessment methods to be used for gathering evidence such as:
- a profile of acceptable performance measures
- templates/proformas
- specific questions or activities
- evidence/observation checklists
- checklists for the evaluation of work samples
- candidate self-assessment materials
- 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 context
confirmed in accordance with the assessment strategy, where appropriate
Principles of assessment are:
validity
reliability
flexibility
fairness
Material and physical resources may include:
documents required for the assessors and candidates, including competency standards and assessment tools
plant and equipment
technology
personal protective equipment
venues for assessment
adaptive technologies
physical adjustments to assessment environment
Assessment plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment
the context of assessment
relevant competency standards to be used as the benchmarks for assessment
other assessment information/documenation identified as relevant
identified personnel
identified assessment methods and assessment tools
possibilities for clustering units of competency for assessment purposes
identified OHS hazards, including assessed risks and control strategies
material and/or physical resources required
organisational arrangements for conducting assessment
OHS reporting requirements
any special assessment needs, e.g. personal protective equipment requirements
outline of assessment milestones, time lines and target dates
candidate self-assessment procedures
connections to relevant organisational plans, polices and procedures
Relevant personnel may include:
self in such contexts as one-person/small training and/or assessment organisation
lead assessor
training and/or assessment supervisor/coordinator
training and/or assessment manager
Characteristics of the candidate/s may include:
level of work experience
level and experiences of previous learning and assessment
motivation for assessment - personal/organisational
English language, literacy and/or numeracy levels/needs
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessment
differences in learning progress
psychiatric or psychological disability
religious and spiritual observances
cultural background images/perceptions
age
gender
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 requirements
provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance
use of adaptive technology or special equipment
flexible assessment sessions to allow for fatigue or administering of medication
format of assessment materials, for example, in braille, first language, use of audiotape/videotape
adjustments to the physical environment or venue
revising proposed assessment methods/tools
considerations 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:
ANTA Guidelines on Training Package Contextualisation
relevant Training Package contextualisation guidelines
Recognition of current competence is defined as:
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
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Specialist support may include:
assistance by third party - carer, interpreter
development of online assessment activities
support for remote or isolated candidates and/or assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams/panels
support from lead assessors
advice from policy development experts
Communication strategies may include:
interviews (face-to-face or telephone)
email, memos and correspondence
meetings
video conferencing/e-based learning
focus groups
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Candidate/s are identified/confirmed and the purpose/s and context of assessment are established/ confirmed with relevant people in accordance with legal/organisational/ethical requirements | |||
The assessment strategy is accessed and used to guide the development of the assessment plan, where applicable | |||
The benchmarks for assessment are identified/confirmed and accessed | |||
The assessment benchmarks are interpreted to determine the evidence and types of evidence needed to demonstrate competency in accordance with the rules of evidence | |||
Where competency standards are used as benchmarks, all component parts of the competency standards, are addressed in defining and documenting the evidence to be collected | |||
Any related documentation to support planning the assessment process is accessed and interpreted | |||
Assessment methods and assessment tools are selected/confirmed which address the evidence to be collected in accordance with the principles of assessment | |||
Specific material and physical resources required to collect evidence are identified and documented | |||
Roles and responsibilities of all people involved in the assessment process are clarified, agreed and documented | |||
Timelines and time periods for evidence collection are determined and all information to be included in the assessment plan is documented | |||
The assessment plan is confirmed with relevant personnel | |||
Characteristics of the candidate/s and any allowances for reasonable adjustments and/or specific needs are identified/clarified with relevant people and documented | |||
Where required, competency standards are contextualised, to reflect the operating environment in which assessment will occur, in accordance with contextualisation guidelines | |||
Selected assessment methods and assessment tools are examined and adjusted, where required, to ensure continuing applicability taking into account: - any contextualisation of competency standards, - reasonable adjustment/s, where identified, - integration of assessment activities, where appropriate and practical, - capacity to support application for recognition of current competence | |||
Adjusted assessment tools are reviewed to ensure the specifications of the competency standards are still addressed | |||
The assessment plan is updated, as needed, to reflect ongoing contextualisation needs, any changes in organisational resource requirements or changes in response to the conduct of assessment | |||
Assessment plan/s are stored and retrieved in accordance with assessment system policies and procedures and legal/organisational/ethical requirements | |||
Identified material and physical resource requirements are arranged in accordance with assessment system policies and procedures and legal/organisational/ethical requirements | |||
Any specialist support required for assessment is organised and arranged in accordance with organisational/ethical/legal requirements, where required | |||
Roles and responsibilities of all people involved in the assessment process are organised | |||
Effective communication strategies are established to encourage regular communication flow and feedback with relevant people involved in the assessment process | |||
Assessment record keeping and reporting arrangements are confirmed |
Forms
Assessment Cover Sheet
TAAASS401A - Plan and organise assessment
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
TAAASS401A - Plan and organise assessment
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: