This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments.
This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL.The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.
Identify candidate and confirm purposes and context of assessment/RPL with relevant people according to legal, organisational and ethical requirements
Identify and access benchmarks for assessment/RPL and any specific assessment guidelines
Prepare the assessment plan
Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence
Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place
Document all aspects of the assessment plan and confirm with relevant personnel
Develop assessment instruments
Develop simple assessment instruments to meet target group needs
Analyse available assessment instruments for their suitability for use and modify as required
Map assessmentinstruments against unit or course requirements
Write clear instructions for candidate about the use of the instruments
Trial draft assessment instruments to validate content and applicability, and record outcomes
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Rewrite one of the Elements or Performance Criteria in the Objectives section in plain language. Imagine that it starts with the words: "After studying this subject I will be able to..." For example a performance criteria that reads: "Work area is prepared to support efficient installation of sewage discharge pipes" is full of puff. It could be changed to read: "Set up a work area for installing sewage discharge pipes"
Find relevant links and add them to the Readings section. When adding a link use the Edit Summary field to comment on why you chose that link and which objectives it addresses.
Add a quiz question to the Review section. This could be based on any of the objectives, required skills and knowledge or key terms. Or you could base it on information found via the links in the readings section. Here are some tips for writing better quiz questions.
For bonus marks, write a challenge and add it to the Challenges section.
Assignments for this subject would address the following areas:
interpret competency standards and other assessment documentation, including material relating to reasonable adjustment
identify opportunities for integrated competency assessment
contextualise competency standards to the operating assessment environment, including RPL
consider access and equity needs of diverse candidates
technology skills to use appropriate equipment and software to communicate effectively with others
research and evaluation skills to:
obtain competency standards, assessment tools and other relevant assessment resources
research candidate characteristics and any reasonable adjustment needs
evaluate feedback, and determine and implement improvements to processes
literacy skills to read and interpret relevant information to design and facilitate assessment and recognition processes
communication skills to discuss assessment, including RPL processes with clients and other assessors
interpersonal skills to:
demonstrate sensitivity to access and equity considerations and candidate diversity
promote and implement equity, fairness, validity, reliability and flexibility in planning an assessment processes.
Required knowledge
ethical and legal requirements of an assessor
competency<nbd/>based assessment, including:
work focused
criterion referenced
standards based
evidence based
different purposes of assessment and different assessment contexts, including RPL
how to read and interpret the identified competency standards as the benchmarks for assessment
how to contextualise competency standards within relevant guidelines
four principles of assessment and how they guide the assessment process
purpose and features of evidence, and different types of evidence used in competency-based assessments, including RPL
rules of evidence and how they guide evidence collection
different types of assessment methods, including suitability for collecting various types of evidence
assessment instruments and their purpose; different types of instruments; relevance of different instruments for specific evidence-gathering opportunities.
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.
Purposes of assessment/ RPL may include:
recognising current existing competence of candidates
determining if competence has been achieved following learning
establishing candidate progress towards achievement of competence
determining language, literacy and numeracy needs of candidates
certifying competence through a qualification or Statement of Attainment
licensing or regulatory requirements.
Context of assessment/ RPL may include:
environment in which the assessment/RPL will be carried out, including real or simulated workplace
opportunities for collecting evidence in a number of situations
relationships between competency standards and:
evidence to support RPL
work activities in the candidate’s workplace
learning activities
who carries out the assessment/RPL.
Organisational, legal and 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 and partnership arrangements
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards, and enterprise agreements
Australian Quality Training Framework
registration scope
human resources policies and procedures
legal requirements, including:
anti-discrimination
equal employment opportunity
job role, responsibilities and 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.
Benchmarks for assessment/RPL may include:
criterion against which the candidate is assessed or prior learning recognised, which may be:
competency standard/unit of competency
assessment criteria of course curricula
performance specifications of an enterprise or industry
product specifications.
Types of evidence may include:
direct
indirect
supplementary.
Rules of evidence ensure that evidence collected is:
valid
sufficient
authentic
current.
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 and 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 of evidence, for example:
collection of work samples compiled by candidate
product with supporting documentation
historical evidence
journal or log book
information about life experience
review of products, for example:
testimonials and reports from employers and supervisors
evidence of training
authenticated prior achievements
interview with employer, supervisor, or peer.
Assessment plan may include:
overall planning document describing:
what is to be assessed
when assessment is to take place
where assessment is to take place
how assessment is to take place.
Simple assessment instruments may include:
instruments developed by an assessor as part of formative or summative assessment activities, including:
profiles of acceptable performance measures
templates and proformas
specific questions or activities
evidence and observation checklists
checklists for the evaluation of work samples
recognition portfolios
candidate self-assessment materials
instruments developed elsewhere that have been modified by the assessor for use with a particular client group.
Available assessment instruments may include:
commercially available instruments
those created by others inside the registered training organisation.
Map assessment means:
showing a clear relationship between the evidence and the requirements of the unit.
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
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
plan and organise the assessment process on a minimum of two occasions
collect evidence that demonstrates:
documented assessment plans
having covered a range of assessment events
catering for a number of candidates
different competency standards or accredited curricula
an RPL assessment
contextualisation of competency standards and the selected assessment tools, where required
incorporation of reasonable adjustment strategies
development of simple assessment instruments for use in the process
organisational arrangements.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to training products, such as training packages and accredited course documentation.
