The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Prepare for the assessment
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Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people Completed |
Evidence:
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Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected Completed |
Evidence:
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Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required Completed |
Evidence:
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Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel Completed |
Evidence:
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Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment Completed |
Evidence:
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Arrange identified material and physical resource requirements Completed |
Evidence:
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Identify any specialist support requirements for the assessment, and organise if necessary Completed |
Evidence:
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Gather quality evidence
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Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence Completed |
Evidence:
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Apply the principles of assessment and rules of evidence in gathering quality evidence Completed |
Evidence:
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Support the candidate
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Discuss and guide candidates in gathering their own evidence to support the recognition of prior learning (RPL) Completed |
Evidence:
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Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback Completed |
Evidence:
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Make decisions on reasonable adjustments with the candidate, based on the candidate’s needs and characteristics Completed |
Evidence:
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Access specialist support, if required, in accordance with the assessment plan Completed |
Evidence:
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Address any workplace health and safety (WHS) risk to a person or equipment immediately Completed |
Evidence:
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Make the assessment decision
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Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence Completed |
Evidence:
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Use judgement to infer whether competence has been demonstrated, based on the available evidence Completed |
Evidence:
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Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan Completed |
Evidence:
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Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required Completed |
Evidence:
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Record and report the assessment decision
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Record assessment outcomes promptly and accurately Completed |
Evidence:
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Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions Completed |
Evidence:
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Inform other relevant parties of the assessment decision, according to confidentiality conventions Completed |
Evidence:
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Review the assessment process
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Review the assessment process in consultation with candidates and other relevant people to improve future practice Completed |
Evidence:
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Document and record the review according to relevant assessment system policies and procedures Completed |
Evidence:
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