|
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 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 the conditions for assessment |
Target group of candidates may be: | broadly based or specifically targeted drawn from range of backgrounds defined industry or organisation trade- or profession-based defined by training arrangement, e.g. apprenticeship defined by specific needs defined 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/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 |
Context/s 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 assessment under 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 |
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: | Elements Performance Criteria Range Statement including: contextualisation link to knowledge and enterprise requirements focus of assessment underpinning language, literacy and numeracy requirements areas of contextualisation any links to knowledge and enterprise requirements range of contexts/conditions to be met in assessment 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, for example: task skills task management skills contingency management skills job 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 procedures industrial relations systems and processes, awards/enterprise agreements licensing/legal ramifications of assessing competence reporting, recording and retrieval systems for assessment requirements of training and/or assessment organisations relating to assessment and validation quality assurance systems business and performance plans access and equity policies and procedures collaborative/partnership arrangements defined resource parameters mutual recognition arrangements Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations, in particular Standard 8, RTO Assessment registration scope human resource policies/procedures and legal requirements including anti-discrimination, equal employment, job role/responsibilities/ conditions relevant industry codes of practice confidentiality 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 candidates ensuring 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 contextualisation relevant Training Package contextualisation guidelines |
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 evidence and may include: | direct observation, for example: real work/real time activities at the workplace work activities in a simulated workplace environment structured activities, for example: simulation exercises/role-plays projects presentations activity sheets questioning, for example: written questions, e.g. on a computer interviews |
self-assessment verbal questioning questionnaires oral or written examinations (applicable at higher AQF levels) portfolios, for example: collections of work samples compiled 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, peer |
Principles of assessment guide the assessment process and must address: | validity reliability flexibility fairness |
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 questions observation/demonstration checklists projects, case studies, scenarios candidate self-assessment guides recognition portfolios workplace portfolios simulation activities definition of relevant workplace documents a profile of acceptable performance measures templates/proformas evidence/observation checklists checklists 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: | valid sufficient authentic current |
Procedures guide the application of the assessment instruments and may include: | instructions for the candidates instructions for administering the assessment tool, including resources needed to conduct assessment and the context for the use of the tools guidance for the development or review of decision making process guidance on reasonable adjustments specified variations or restrictions on the tools rules for verifying assessment decisions OHS requirements, for example, identified hazards in the assessment environment and appropriate controls and reporting mechanisms information on access and equity considerations |
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 |
Evaluation criteria may include: | effectiveness and relevance to the competency standards whether 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 methods whether the assessment tool is appropriate to the target group/assessment context whether the assessment tool provides guidance on reasonable adjustments whether the assessment tool addresses organisational/legal/ethical requirements including OHS requirements whether the assessment tool enables the candidate to demonstrate current competency level of engagement and direct participation of candidates appropriateness of language and literacy used for intended audience clarity simplicity/ease of use/practicability inclusivity/avoidance of bias guidance on reasonable adjustments cost effectiveness |
Trialled may involve: | expert review by individuals with expertise in assessment and the relevant Training Package/ accredited course or relevant benchmark field or pilot testing with groups of assessors and candidates review of OHS considerations peer review by assessors in the relevant industry workshopping with assessors and other key stakeholders in the relevant industry sector |
Feedback may relate to: | reliability, flexibility, validity and fairness relevance to workplace context content accuracy ease of use cost/time effectiveness for candidates and assessors language, literacy and numeracy requirements in terms of the relevant competencies |
Relevant people may include: | managers supervisors technical and subject experts, including OHS, English language, literacy and numeracy specialists training and assessment coordinators industry regulators union and employer representatives members of professional associations state/territory registering body |