The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they can source, analyse, interpret and use a Training Package and an accredited course to contextualise or adapt competency standards for an industry, organisation or individual.

Evidence Requirements

Required knowledge includes:

the function of Training Packages and accredited curriculum as national benchmarks in a competency-based training and assessment system of vocational education and training

the different purposes for which Training Packages can be used

the structure of Training Packages and accredited courses and the role and purpose of each endorsed/accredited component

the language and terminology used in Training Packages and accredited courses, for example:

acronyms used to describe components of, and organisations within, the vocational education and training environment

meanings of words and phrases concerning workplace training and assessment

the language style in which Training Packages and accredited courses and other vocational education and training documentation is written

where to access Training Packages and accredited courses information, for example:

web sites - DEST, STAs, ISCs

organisations that distribute Training Packages and accredited courses - ISCs, ATP

personnel in ISCs

industry associations

how to use Training Packages and accredited courses in relation to different applications, for example:

how to use the introductory information

how to use packaging rules, qualification frameworks and Assessment Guidelines

the format and structure of competency standards and accredited modules

the format and structure of accredited courses

the dimensions of competency

how to interpret and use competency standards for a range of applications and purposes, e.g.:

training

assessment

human resources

recognition

credit transfer/articulation

the endorsement/accreditation period of Training Packages/accredited courses, review dates and review status

the parts of Training Packages and accredited courses which can be contextualised and those which cannot

the diversity of VET clients, client needs and expectations and how Training Packages and accredited courses can meet client needs

relevant policies, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

copyright and privacy laws in terms of electronic technology

security of information

plagiarism

licensing

industry/workplace requirements

duty of care under common law

anti-discrimination including equal opportunity, racial vilification and disability discrimination

workplace relations

industrial awards/enterprise agreements

occupational health and safety (OHS) relating to the work performance outcomes and requirements set out in competency standards, including:

internal policies and procedures to meet OHS requirements

hazards commonly found in the work environment to which learning is related

Required skills and attributes include:

communication skills to collaborate with others on using Training Packages and accredited courses, for example:

discussing issues

asking questions

accepting feedback and instruction

interpreting written information

planning skills to:

develop a structure for a particular application of the Training Package and accredited courses

coordinate the use of more than one Training Package /accredited courses or more than one competency standard or accredited module

cognitive skills to:

analyse, interpret and apply the qualifications frameworks of selected Training Packages and accredited courses

select, analyse and interpret individual competency standards/accredited modules

analyse, interpret and apply all sections of the Assessment Guidelines

research skills to:

analyse and interpret Training Package and accredited courses content against purpose and application to meet client needs

determine learning or organisational application

use a range of sources to access Training Packages

identify opportunities to integrate components within and across units

Products that could be used as evidence include:

learning or organisational applications which have been developed using a Training Package and/or accredited courses as a framework

Processes that could be used as evidence include:

how different components of the Training Package and/or accredited courses were analysed

how different parts of the competency standards were analysed

how the Training Package/s and/or accredited courses were used to meet the needs of a particular industry or organisation

how Training Package/s and/or accredited courses operate in vocational education and training

Resource implications for assessment include:

Training Packages and accredited courses

access to appropriate personnel for consultation and advice

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 Guide, Employability Skills

a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

evidence must be gathered in the workplace wherever 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 competency 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:

a minimum of two examples of unpacking training specifications including at least one Training Package. The other may be another Training Package or accredited courses which meets the vocational outcomes of the learner. It is strongly recommended that this evidence be collected through integrated assessment with any of the units listed below. This may be in a real or simulated work environment.

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:

TAADES402B Design and develop learning programs

TAADES501B Design and develop learning strategies

TAADES502B Design and develop learning resources

TAADES503B Research and design e-learning resources

TAADES504B Develop and evaluate e-learning resources

TAADES505B Research and develop competency standards

TAAASS401C Plan and organise assessment

TAAASS402C Assess competency

TAAASS403B Develop assessment tools

TAAASS404B Participate in assessment validation.

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.

Training and/or assessment organisation refers to:

a Registered Training Organisation (RTO), i.e. an organisation registered to provide recognised training and assessment services; includes TAFE institutes, private commercial colleges/companies, enterprises, community organisations, group training companies and schools

an organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services

an organisation that provides non-recognised training and assessment services

Accredited courses

a training specification which has been accredited and which meets the AQTF - Standards for State and Territory Registering/Courses Accrediting Bodies

Relevant personsmay include:

training managers/coordinators

other managers/supervisors

industry or organisational clients

consultants

colleagues

other people who work for a training and/or assessment organisation

personnel at national Industry Skills Councils (ISCs)

industry experts

industry networks/trainers/facilitators

Training and/or assessment needsmay be:

an Australian Qualifications Framework (AQF) qualification

an apprenticeship/traineeship

a learning program to meet a skill/competency gap or need

learning product development/modification

delivery

assessment

professional development

generic skill development

maintenance of currency

recognition of current competency/prior learning

organisational skill development needs

Clientmay include:

target learner group

individual learners

candidates for assessment

business/organisation

group training company

government department or agency

internal clients - other personnel in the training and/or assessment organisation

Training Package/s and accredited coursesmay be sourced by:

using the Internet to access the National Training Information Service (NTIS) or Resource Generator

purchasing copies from relevant ISCs

purchasing copies from Australian Training Products

accessing library facilities

making inquiries of other personnel within the training and/or assessment organisation

Endorsed componentsof the Training Package include:

units of competency

Assessment Guidelines

Qualifications Framework

Exploredmay include:

reading, examining and interpreting content to identify relevance

clarifying different parts of the Training Package or accredited courses and how they relate to each other

knowing who to go to with questions about applicability/relevance to client needs

understanding the terms, phrases and language used in the Training Package or accredited courses, and the style in which Training Packages or accredited courses and other VET documentation is written

clarifying how competency standards in one Training Package relate to competency standards in other Training Packagesaccredited courses

clarifying how modules in accredited courses relate to modules in other accredited courses

identifying the underpinning language, literacy and numeracy requirements

Additional sources of informationmay include:

Training Package and accredited courses support materials

an Implementation Guide for the Training Package

supplementary information produced by the relevant ISC

learning resources and learning materials developed by the Workplace English Language and Literacy (WELL) program

Training Package and accredited courses endorsement/accreditation information including review dates and status

accredited courses accreditation information including target audience and expiry date

/smay include:

developing a learning strategy for a Training Package and/or accredited courses qualification

developing an accredited course based on competency standards from different Training packages, to meet a client need

developing a traineeship/apprenticeship training plan

developing a learning program

undertaking delivery

conducting assessment

developing assessment tools

undertaking validation

developing learning resources/learning materials

using the Training Package and/or accredited courses:

as a project tool

for coordination and management functions

for human resource functions including recruitment, selection, performance management

to support organisational change

Qualifications frameworkis defined as:

the qualification outcomes of the Training Package or accredited courses which comprise meaningful combinations of competencies aligned to specific Australian Qualifications Framework (AQF) qualification titles

Packaging rulesare defined as:

the grouping of units of competency into combinations for the purpose of creating an AQF qualification and may include:

a core only model

a core and electives model

a core and specialisation model

a core, specialisation and/or electives model

an electives only model

Experts and othersmay include:

other trainers/facilitators

other assessors

Industry Skills Councils (ISCs) staff

Department of Education, Science and Training (DEST) and/or State/Territory Authority (STA) staff

Australian Quality Training Framework (AQTF) auditors

All parts of the competency standard format and structuremust include:

Elements

Performance Criteria

the Evidence Guide including:

required knowledge and skills

critical aspects of assessment (in the TAA04 Training and Assessment Training Package called requirements for the collection of quality evidence and specific evidence requirements)

context and resource implications for assessment

All parts of the accredited coursesmust include:

learning outcomes

assessment criteria

context and resource implications for assessment

All parts of the competency standard and/or accredited module, format and structuremay include:

application section

prerequisites

industry sector

overview of assessment

methods of assessment

products and processes that could be used as evidence

integrated assessment/co-assessment relationships

guidance information

Dimensions of competencyinclude:

task skills

task management skills

contingency management skills

job/role environment skills

Relationshipsmay include:

identifying the performance requirements and how critical outcomes will be achieved

clarifying the intent of each component

the application of required knowledge and skills to work activities defined in the Performance Criteria

the interrelationships between assessment requirements, the intent and focus of the unit and the Performance Criteria

the integration of Employability Skills as part of the assessment process

the interrelationship between the Evidence Guide and assessment in providing specific guidance to support sufficiency and validity of evidence

The whole competency standardrefers to:

all parts of the competency standard, including dimensions of competency