Elements and Performance Criteria

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 plan may include:
overall planning, describing:
what is to be assessed
when assessment is to take place
where assessment is to take place
how assessment is to take place.
Benchmarks for assessment:
refer to a criterion against which the candidate is assessed
may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
Assessment tools include:
the learning or competency unit(s) to be assessed
the target group, context and conditions for the assessment
the tasks to be administered to the candidate
an outline of the evidence to be gathered from the candidate
the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules)
the administration, recording and reporting requirements
the evidence of how validity and reliability have been tested and built into the design and use of the tool.
Specialist support may include:
assistance by third party, such as carer or interpreter
support from specialist educator
provision of developed online assessment activities
support for remote or isolated candidates and assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams and panels
support from lead assessors
advice from policy development experts.
Assessment methods include:
particular techniques used to gather different types of evidence, such as:
direct observation
structured activities
oral or written questioning
portfolios of evidence
review of products
third-party feedback.
Individual differences may include:
English language, literacy and numeracy barriers
physical impairment or disability
intellectual impairment or disability
medical condition that may impact on assessment, such as arthritis, epilepsy, diabetes and asthma
learning difficulties
mental or psychological disability
religious and spiritual observances
cultural images and perceptions
age
gender.
Feedback may include:
ensuring assessment/RPL process is understood
ensuring candidate concerns are addressed
enabling questions and answers
confirming outcomes
identifying further evidence to be provided
discussing action plans
confirming gap training needed
providing information regarding available appeal processes
suggesting improvements in evidence gathering and presentation.
Consultation may involve:
moderation with other assessors, or training and assessment coordinators
discussions with client, team leaders, managers, RPL coordinators, supervisors, coaches and mentors
technical and subject experts
English language, literacy and numeracy experts.

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:
assess competence of a number of candidates within the vocational education and training context against different units of competency or accredited curricula, following the relevant assessment plan
assess at least one candidate for RPL
consider reasonable adjustment and the reasons for decisions in at least one assessment
cover an entire unit of competency and show:
the application of different assessment methods and instruments involving a range of assessment activities and events
two-way communication and feedback
how judgement was exercised in making the assessment decision
how and when assessment outcomes were recorded and reported
assessment records and reports completed in accordance with assessment system and organisational, legal and ethical requirements
how the assessment process was reviewed.
Context of and specific resources for assessment
Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided.

Method of assessment

Guidance information for assessment