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 tools contain:
the instruments to be used for gathering evidence such as:
a profile of acceptable performance measures
templates/proformas
specific questions or activities
evidence/observation checklists
checklists for the evaluation of work samples
candidate self-assessment materials

the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and the conditions for assessment
Target group of candidates may be:
broadly based or specifically targeted
drawn from range of backgrounds
defined industry or organisation
trade- or profession-based
defined by training arrangement, e.g. apprenticeship
defined by specific needs
defined by funding body requirements such as apprentice/trainee, unemployed, English language learner
Purpose/s of assessment may be to:
recognise current existing competence of candidate/s
determine if competence has been achieved following learning
establish candidate/s progress towards achievement of competence
determine language, literacy, numeracy needs of candidates/s
certify competence through a Statement of Attainment
establish progress towards a qualification
determine training gaps of candidate/s
measure work performance
classify employees/support career progression
Context/s of assessment may include:
the environment in which the assessment will be carried out, including real work/simulation
opportunities for collecting evidence in a number of situations
who carries out the assessment
relationships between competency standards and work activities in the candidate's workplace
relationships between competency standards and learning activities
assessment under partnership arrangements
the period of time during which the assessment takes place
apportionment of costs/fees, if applicable
quality assurance mechanisms
individual unit or integrated approaches to competency assessment
Benchmark/s for assessment refers to:
the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Evidence:
is material collected which, when matched against the specifications in the competency standards, provides proof of competency achievement
All component parts of the competency standards include:
Elements
Performance Criteria
Employability Skills
Range Statement including:
contextualisation
link to knowledge and enterprise requirements
focus of assessment
underpinning language, literacy and numeracy requirements
areas of contextualisation
any links to knowledge and enterprise requirements
range of contexts/conditions to be met in assessment

Evidence Guide requirements, including:
underpinning/required knowledge
underpinning/required skills and attributes
underpinning language, literacy and numeracy requirements
critical aspects of evidence to be considered/quality evidence requirements
concurrent assessment and interdependence of units
assessment methods/resources/context
dimensions of competency, for example:
task skills
task management skills
contingency management skills
job role/environment skills
Contextualised means:
to change the wording of some component parts of the competency standard to reflect the immediate operating environment
Organisational/legal/ethical requirements may include:
assessment system policies and procedures
industrial relations systems and processes, awards/enterprise agreements
licensing/legal ramifications of assessing competence
reporting, recording and retrieval systems for assessment
requirements of training and/or assessment organisations relating to assessment and validation
quality assurance systems
business and performance plans
access and equity policies and procedures
collaborative/partnership arrangements
defined resource parameters
mutual recognition arrangements
Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations, in particular Standard 8, RTO Assessment
registration scope
human resource policies/procedures and legal requirements including anti-discrimination, equal employment, job role/responsibilities/ conditions
relevant industry codes of practice
confidentiality and privacy requirements of information relating to completed assessments
OHS considerations, including:
ensuring assessment methods and tools incorporate appropriate measures to maintain the health, safety and welfare of candidates
ensuring OHS requirements and specified benchmarks are accounted for within evidence requirements and assessment materials
identifying hazards and relevant risk control procedures associated with the assessment environment
Contextualisation guidelines relate to:
DEST Guidelines on Training Package contextualisation
relevant Training Package contextualisation guidelines
Related documentation may include:
requirements set out in the Assessment Guidelines of the relevant Training Package/s
information from the competency standards about the resources required for assessment, the assessment context, appropriate assessment methods
assessment activities identified in accredited modules derived from the relevant competency standards
assessment activities in Support Materials related to the relevant competency standards
any requirements of OHS, legislation, codes of practice, standards and guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for demonstration of work performance
product specifications
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/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, for example:
collections of work samples compiled by the candidate
product with supporting documentation
historical evidence
journal/log book
information about life experience

review of products, for example:
products as a result of a project
work samples/products

third party feedback, for example:
testimonials/reports from employers/supervisors
evidence of training
authenticated prior achievements
interview with employer, supervisor, peer
Principles of assessment guide the assessment process and must address:
validity
reliability
flexibility
fairness
Recognition of current competency means:
the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences
Instruments are the documented questions/ assessment activities developed to support the selected assessment method/s used to collect the evidence of candidate competence and may include:
oral and written questions
observation/demonstration checklists
projects, case studies, scenarios
candidate self-assessment guides
recognition portfolios
workplace portfolios
simulation activities
definition of relevant workplace documents
a profile of acceptable performance measures
templates/proformas
evidence/observation checklists
checklists for the evaluation of work samples
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is:
valid
sufficient
authentic
current
Procedures guide the application of the assessment instruments and may include:
instructions for the candidates
instructions for administering the assessment tool, including resources needed to conduct assessment and the context for the use of the tools
guidance for the development or review of decision making process
guidance on reasonable adjustments
specified variations or restrictions on the tools
rules for verifying assessment decisions
OHS requirements, for example, identified hazards in the assessment environment and appropriate controls and reporting mechanisms
information on access and equity considerations
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/ information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Evaluation criteria may include:
effectiveness and relevance to the competency standards
whether the assessment tool meets the principles of assessment
whether the assessment tool meets the rules of evidence
whether the assessment tool is appropriate to selected assessment methods
whether the assessment tool is appropriate to the target group/assessment context
whether the assessment tool provides guidance on reasonable adjustments
whether the assessment tool addresses organisational/legal/ethical requirements including OHS requirements
whether the assessment tool enables the candidate to demonstrate current competency
level of engagement and direct participation of candidates
appropriateness of language and literacy used for intended audience
clarity
simplicity/ease of use/practicability
inclusivity/avoidance of bias
guidance on reasonable adjustments
cost effectiveness
Trialled may involve:
expert review by individuals with expertise in assessment and the relevant Training Package/ accredited course or relevant benchmark
field or pilot testing with groups of assessors and candidates
review of OHS considerations
peer review by assessors in the relevant industry
workshopping with assessors and other key stakeholders in the relevant industry sector
Feedback may relate to:
reliability, flexibility, validity and fairness
relevance to workplace context
content accuracy
ease of use
cost/time effectiveness for candidates and assessors
language, literacy and numeracy requirements in terms of the relevant competencies
Relevant people may include:
managers
supervisors
technical and subject experts, including OHS, English language, literacy and numeracy specialists
training and assessment coordinators
industry regulators
union and employer representatives
members of professional associations
state/territory registering body

Evidence Guide
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 competence against this unit candidates must be able to provide evidence that they have developed assessment tools that support different assessment methods and which address at least three units of competency packaged at different Australian Qualifications Framework (AQF) levels.
These tools must include the instruments for collecting evidence reflecting the principles of assessment and the rules of evidence and the related instructions to assessor/s and candidates. They must also show how the contextual needs of different environments were addressed. Evidence must also include a report on the trial and review of the assessment tools, including any proposed changes.
Evidence Requirements
Required knowledge includes:
competency-based assessment including:
vocational education and training as a competency-based system
assessment is criterion referenced/distinction to norm referenced assessment
criteria used in national VET is endorsed or accredited competency standards defining specifications for performance of work/work functions and skills/knowledge
reporting of competency-based assessment
competency standards as the basis of qualifications
the principles of competency-based assessment
the structure and application of competency standards
what is an assessment only pathway and a learning and assessment pathway
the principles of assessment and how these principles are applied in developing assessment tools
what is evidence, different types of evidence and rules of evidence
what are the different purposes of assessment
different assessment contexts and relationship with developing assessment tools
how to interpret competency standards, including components of competency and dimensions of competency
what is the meaning of contextualisation of competency standards and what are contextualisation guidelines
what are Assessment Guidelines of Training Package/s and what information in Guidelines is relevant to developing assessment tools
different assessment methods, their purposes and uses
what are assessment tools including:
what do they comprise
different types of assessment instruments and procedures
relationship to assessment methods
how tools support the assessment process

different assessment tool design for different purposes including:
styles
format
media
presentation

what is recognition of current competency - designing an assessment tool for recognition of current competency
evaluation methodologies appropriate to the trial and review of assessment system tools
principles of reasonable adjustment
relevant workplace information including:
organisational policies and procedures
workplace tasks and activities
standard operating procedures
procedures for use of relevant personal protective equipment
relevant policy, legislation, 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
Training Packages/competency standards/other relevant assessment documentation
licensing requirements
considerations of access and equity
industry/workplace requirements
duty of care under common law
recording information and confidentiality requirements
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements

relevant OHS legislation, codes of practice, standards and guidelines that need to be reflected in the assessment tool design and content
Required skills and attributes include:
analysis and interpretation skills to:
unpack and interpret competency standards
analyse work functions
review/evaluate the assessment tools

critical thinking skills to translate the interpreted competency standards and other relevant assessment information into meaningful assessment instruments
design skills to order to develop different assessment tool designs
research and evaluation skills to:
evaluate units of competency to determine appropriate evidence requirements
evaluate different environments, target group needs and special circumstances for assessment
evaluate assessment tools on the basis of trials and feedback
literacy and communication skills to:
read and interpret relevant information to determine evidence requirements
give clear and precise information/instructions
receive and interpret feedback on assessment tools
prepare required documentation using clear and comprehensible language; using a layout appropriate to the audience and competency standard as it is applied in the workplace

editing and proofreading skills to:
modify and validate assessment tools

balancing different needs and demands
attributes, including:
capacity to think logically and clearly in order to develop tools
willingness to encourage, accept and utilise feedback
Products that could be used as evidence include:
a plan for developing the assessment tools
draft assessment tools including instruments and related procedures
documents demonstrating version control
reports on the trialling of the assessment tools, including any proposed changes
identified amendments addressing trial/review outcomes
final assessment tools
Processes that could be used as evidence include:
how competency standards and other documents were interpreted
how the target group was identified
why certain instruments were developed
how the assessment tools meet the components of competency for the target group and why
how the assessment tools were reviewed
Resource implications for assessment include:
access to competency standards and other relevant assessment documentation
access to workplace documentation
access to environment and resource needs
cost/time considerations
access to assessors, candidates and appropriate assessment contexts for trial/review
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 whenever 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 competence 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:
evidence of the development and trialling of new assessment tools that support a range of different assessment methods
the tools must address at least three units of competency or accredited curricula, packaged in qualifications at different AQF levels
the processes used to trial and review the tools, including feedback obtained from relevant personnel
documentation setting out the specific instruments and procedures that have been developed
Integrated assessment means that:
This unit can be assessed alone or as part of an integrated assessment activity involving relevant units. The following units are suggested:
TAAASS401C Plan and organise assessment
TAAASS402C Assess competence
TAAASS404B Participate in assessment validation.