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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/s determining if competence has been achieved following learning establishing candidate/s progress towards achievement of competence determining language, literacy, numeracy needs of candidates/s certifying competence through a Statement of Attainment establishing progress towards a qualification determining training gaps of candidate/s measuring work performance classifying employees/support career progression meeting organisational requirements for work - operate equipment/develop new skills licensing 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/simulation opportunities for collecting evidence in a number of situations relationships between competency standards and evidence to support recognition of prior learning who carries out the assessment/RPL 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 |
Relevant people must include: | the candidate/s the assessor/s responsible for conducting the assessment/RPL, 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 RPL coordinators industry regulators employee and employer representatives members of professional associations Commonwealth department official/Centrelink personnel/caseworker Australian Apprenticeship Centre (AAC) personnel |
Legal/organisational/ethical requirements may include: | assessment system policies and procedures assessment strategy requirements reporting, recording and retrieval systems for assessment, including RPL 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 (AQTF2007) 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 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/ 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 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 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 requirements 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 standards assessment activities in Support Materials related to the relevant competency standards RPL policy and procedures 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 direct observation, for example: real work/real time activities at the workplace work 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-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 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 |
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 context confirmed in accordance with the assessment strategy, where appropriate |
Principles of assessment are: | fairness flexibility reliability validity |
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/RPL relevant competency standards to be used as the benchmarks for assessment/RPL other assessment information/documentation 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/RPL 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: | DEST Guidelines on Training Package Contextualisation relevant 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 selection rationale 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 email, memos and correspondence meetings video conferencing/e-based learning focus groups |