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.
A range of assessment methods may include:
observation
portfolios
practical and theoretical tests
product development review
simulations such as:
hypotheticals
problem-based exercises
simulated 'real world' scenarios
structured aural/written questioning techniques, such as invitation, exploration, confirmation, investigation and reflection
structured activities such as role-plays, presentations, completion of assessment activity sheets
third party feedback
workplace projects.
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.
Ethical and compliance practices may include:
access and equity principles and practice
AQTF standards relating to assessment and registration
assessment specifications of training packages
Australian Qualifications Framework (AQF) Guidelines
certification procedures and requirements
clauses defining assessment operations in award and enterprise agreements and relevant industrial arrangements
collaborative or partnership arrangements
confidentiality and privacy requirements
defined resource parameters
environmental issues
equal opportunity requirements
ethical standards
industrial relations and anti-discrimination
maintaining and retrieving assessment information
OHS policies, procedures and programs
quality and continuous improvement processes and standards
recording and reporting assessment results
state or territory registering body requirements.
Approaches may include:
attending forums, conferences, workshops
networking through assessor networks, communities of practice and membership of representative organisations
participating in projects
professional and staff development activities.
Assessment processes may include:
access and equity processes
assessment appeals procedures
assessment records, data and information management
assessment reporting procedures
candidate grievances or complaints procedures
candidate selection
evaluation
internal auditing
links with human resource or industrial relations systems
links with overall quality management system
partnership arrangements
rationale and purpose of competency-based assessment
reasonable adjustment
recognition of current competency, recognition of prior learning, credit arrangements
resourcing
validation processes.

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:
undertake the assessment of at least 20 individual candidates against a total of at least 50 units of competency from training packages or accredited courses
document accurately the outcomes of all of the assessments undertaken
lead assessment among a group or team of assessors, consisting of at least five (5) individuals and demonstrate how that leadership has led to improved processes and outcomes
critically review the assessment processes and approaches taken in these assessments and propose changes to improve both processes and outcomes.

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 which will enable all the critical aspects for evidence outlined above to be assessed in a manner equivalent to a workplace.


Method of assessment
Critical aspects of evidence for the 3 units:
TAEDEL502A Provide advanced facilitation practice,
TAEASS501A Provide advanced assessment practice, and
TAEPDD501A Maintain and enhance professional practice
are intended to be assessed in the context of a ‘practicum’.
A holistic assessment covering these three units can be accessed on the IBSA website to support such assessment.
Guidance information for assessment