Elements and Performance Criteria

Assessment system may be developed by:
the industry
the enterprise
a Registered Training Organisation
a combination of the above.
The assessment system should specify the following:
the purpose of assessment
competencies required of assessors
record keeping procedures and policies
any allowable adjustments to the assessment method which may be made
the appeal/review mechanisms and procedures
the review and evaluation of the assessment process
the linkages between assessment and training qualifications/awards, employee classification, remuneration, progression
relevant policies
quality assurance mechanisms
apportionment of costs/fees (if applicable)
marketing/promotion of assessment
verification arrangements
auspicing arrangements, if applicable
partnership arrangements, if applicable.
Specific assessment context may be determined by:
purpose of the assessment, such as
to gain a particular qualification or a licence
to determine employee classification
to identify training needs or progress
to recognise prior learning/current competencies.
location of the assessment, such as
on the job or off the job
combination of both.
Assessment Guidelines of the relevant Training Package or other assessment requirements
features of assessment system.
Characteristics of persons being assessed may include:
language, literacy and numeracy needs
cultural, language and educational background
gender
physical ability
level of confidence, nervousness or anxiety
age
experience in training and assessment
previous experience with the topic.
Appropriate personnel may include:
assessors
person(s) being assessed
employee/union representatives
consultative committees
users of assessment information such as training providers, employers, human resource departments
State/Territory Training/Recognition Authorities
training and assessment coordinators
relevant managers/supervisors/team leaders
technical specialists.
Assessment procedure may include:
The assessment procedure is developed (and endorsed) by person(s) responsible for the implementation of the assessment process in:
the industry
the enterprise
the training organisation
a combination of the above.
The assessment procedure should specify the following:
recording procedure
appeal/review mechanism
assessment methods to be used
instructions/materials to be provided to the person(s) being assessed
criteria for making decisions of competent, or not yet competent
number of assessors
assessment tools
evidence required
location of assessment
timing of assessment
assessment group size
allowable adjustments to the assessment procedure depending on the characteristics of the person(s) being assessed.
Assessment methods may include:
work samples and /or simulations
direct observation of performance, products, practical tasks, projects and simulation exercises
review of logbooks and portfolios
questioning
consideration of third party reports and authenticated prior achievements
written, oral or computer managed questioning
These methods may be used in combination in order to provide sufficient evidence to make a judgement.
Assessment tools may include:
specific instructions to be given relating to the performance of practical tasks or processes or simulation exercises
specific instructions to be given in relation to projects and exercises
sets of oral/written/computer based questions to be asked
performance checklists
log books
marking guides
descriptions of competent performance.
A number of these tools may be used in combination in order to provide enough evidence to make judgments.
Allowable adjustments may include:
provision of personal support services (eg Auslan interpreter, reader, interpreter, attendant carer, scribe)
use of adaptive technology or special equipment (eg work processor or lifting gear)
design of shorter assessment sessions to allow for fatigue or medication
use of large print version of any papers.
Assessment environment and resources to be considered may include:
time
location
personnel
finances/costs
equipment
materials
OHS requirements
enterprise/industry standard operating procedures.
Recording procedures may include:
forms designed for the specific assessment result (paper or electronic)
checklists for recording observations/process used (paper or electronic)
combination of the above.
Assessment reporting:
Final assessments will record the unit(s) of competency in terms of code, title and endorsement date
Summative assessment reports, where issued, will indicate units of competency where additional learning is required
NB: Statutory and legislative requirements for maintaining records may vary in States/Territories.
Assessment system may be developed by:
the industry
the enterprise
a Registered Training Organisation
a combination of the above.
The assessment system should specify the following:
the purpose of assessment
competencies required of assessors
record keeping procedures and policies
any allowable adjustments to the assessment method which may be made
the appeal/review mechanisms and procedures
the review and evaluation of the assessment process
the linkages between assessment and training qualifications/awards, employee classification, remuneration, progression
relevant policies
quality assurance mechanisms
apportionment of costs/fees (if applicable)
marketing/promotion of assessment
verification arrangements
auspicing arrangements, if applicable
partnership arrangements, if applicable.
Specific assessment context may be determined by:
purpose of the assessment, such as
to gain a particular qualification or a licence
to determine employee classification
to identify training needs or progress
to recognise prior learning/current competencies.
location of the assessment, such as
on the job or off the job
combination of both.
Assessment Guidelines of the relevant Training Package or other assessment requirements
features of assessment system.
Characteristics of persons being assessed may include:
language, literacy and numeracy needs
cultural, language and educational background
gender
physical ability
level of confidence, nervousness or anxiety
age
experience in training and assessment
previous experience with the topic.
Appropriate personnel may include:
assessors
person(s) being assessed
employee/union representatives
consultative committees
users of assessment information such as training providers, employers, human resource departments
State/Territory Training/Recognition Authorities
training and assessment coordinators
relevant managers/supervisors/team leaders
technical specialists.
Assessment procedure may include:
The assessment procedure is developed (and endorsed) by person(s) responsible for the implementation of the assessment process in:
the industry
the enterprise
the training organisation
a combination of the above.
The assessment procedure should specify the following:
recording procedure
appeal/review mechanism
assessment methods to be used
instructions/materials to be provided to the person(s) being assessed
criteria for making decisions of competent, or not yet competent
number of assessors
assessment tools
evidence required
location of assessment
timing of assessment
assessment group size
allowable adjustments to the assessment procedure depending on the characteristics of the person(s) being assessed.
Assessment methods may include:
work samples and /or simulations
direct observation of performance, products, practical tasks, projects and simulation exercises
review of logbooks and portfolios
questioning
consideration of third party reports and authenticated prior achievements
written, oral or computer managed questioning
These methods may be used in combination in order to provide sufficient evidence to make a judgement.
Assessment tools may include:
specific instructions to be given relating to the performance of practical tasks or processes or simulation exercises
specific instructions to be given in relation to projects and exercises
sets of oral/written/computer based questions to be asked
performance checklists
log books
marking guides
descriptions of competent performance.
A number of these tools may be used in combination in order to provide enough evidence to make judgments.
Allowable adjustments may include:
provision of personal support services (eg Auslan interpreter, reader, interpreter, attendant carer, scribe)
use of adaptive technology or special equipment (eg work processor or lifting gear)
design of shorter assessment sessions to allow for fatigue or medication
use of large print version of any papers.
Assessment environment and resources to be considered may include:
time
location
personnel
finances/costs
equipment
materials
OHS requirements
enterprise/industry standard operating procedures.
Recording procedures may include:
forms designed for the specific assessment result (paper or electronic)
checklists for recording observations/process used (paper or electronic)
combination of the above.
Assessment reporting:
Final assessments will record the unit(s) of competency in terms of code, title and endorsement date
Summative assessment reports, where issued, will indicate units of competency where additional learning is required
NB: Statutory and legislative requirements for maintaining records may vary in States/Territories.

Critical aspects of evidence
Assessment requires evidence of the following products to be collected:
Description of the assessment context, including the purpose of assessment,
The relevant competency or other performance standard and assessment procedure used
Description of how evidence gathered is valid, authentic, sufficient, fair and reliable to ensure competency
Conduct of assessment in accordance with competency requirements
Recording of the assessment results in accordance with the specified assessment procedure and record keeping requirements
Report on the conduct of the assessment, including positive and negative features and suggestions for improving any aspect of the assessment process.
Assessment requires evidence of the following processes to be provided:
How agreement was sought with the person(s) being assessed on the conduct of the assessment
How opportunities to gather evidence were identified as part of workplace or training activities
How evidence was gathered in accordance with the assessment procedure
How evidence gathering activity covered the dimensions of competency
How resources were arranged according to the assessment procedure
How appropriate personnel were consulted
How evidence was gathered in accordance with allowable adjustments to the assessment method where applicable
How evidence was evaluated in terms of validity, authenticity, sufficiency, currency and consistent achievement of the specified standard
How the assessment was conducted to ensure that :
all arrangements and activities were understood by all parties
the person was put at ease and the supportive assessment environment was created
language, literacy and numeracy issues were taken into consideration
How constructive feedback was provided to the person(s) being assessed including instances of not yet competent
How guidance was provided to person(s) being assessed on how to overcome gaps in competency revealed.
Interdependent assessment of units
This unit of competency may be assessed in conjunction with other units that form part of a job role.
Required skills and knowledge
Knowledge of workplace application of relevant standards of performance including industry or enterprise competency standards and assessment guidelines
Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements relevant to the specified context
Understanding of policies and procedures of the workplace and/or job role together with any related legislation or regulatory requirements
Understanding of the assessment principles of reliability, validity, fairness, flexibility, authenticity, sufficiency and consistency
Assessment guidelines of the Training Package Assessment and Workplace Training
Planning of own work including predicting consequences and identifying improvements
Skills in the application of various assessment methods/tools, relevant to workplace context
Language, literacy and numeracy skills required to:
give clear and precise instructions and information in spoken or written form
seek confirmation of understanding from the person(s) being assessed
adjust language to suit target audience
prepare required documentation using clear and comprehensible language and layout
ask probing questions and listen strategically to understand responses of the person being assessed
seek additional information for clarification purposes
use verbal and non-verbal language to promote a supportive assessment environment
use language of negotiation and conflict resolution to minimise conflict
Communication skills appropriate to the culture of the workplace and the individual(s).
Resource implications:
Access to relevant competencies, sources of information on assessment methods, assessment tools and assessment procedures
Access to person(s) wishing to be assessed, relevant workplace equipment, information and appropriate personnel.
Consistency of performance:
Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.
Assessment context:
Assessment should occur on the job or in a simulated workplace. The candidate assessor should use competencies relevant to their technical expertise.
Critical aspects of evidence
Assessment requires evidence of the following products to be collected:
Description of the assessment context, including the purpose of assessment,
The relevant competency or other performance standard and assessment procedure used
Description of how evidence gathered is valid, authentic, sufficient, fair and reliable to ensure competency
Conduct of assessment in accordance with competency requirements
Recording of the assessment results in accordance with the specified assessment procedure and record keeping requirements
Report on the conduct of the assessment, including positive and negative features and suggestions for improving any aspect of the assessment process.
Assessment requires evidence of the following processes to be provided:
How agreement was sought with the person(s) being assessed on the conduct of the assessment
How opportunities to gather evidence were identified as part of workplace or training activities
How evidence was gathered in accordance with the assessment procedure
How evidence gathering activity covered the dimensions of competency
How resources were arranged according to the assessment procedure
How appropriate personnel were consulted
How evidence was gathered in accordance with allowable adjustments to the assessment method where applicable
How evidence was evaluated in terms of validity, authenticity, sufficiency, currency and consistent achievement of the specified standard
How the assessment was conducted to ensure that :
all arrangements and activities were understood by all parties
the person was put at ease and the supportive assessment environment was created
language, literacy and numeracy issues were taken into consideration
How constructive feedback was provided to the person(s) being assessed including instances of not yet competent
How guidance was provided to person(s) being assessed on how to overcome gaps in competency revealed.
Interdependent assessment of units
This unit of competency may be assessed in conjunction with other units that form part of a job role.
Required skills and knowledge
Knowledge of workplace application of relevant standards of performance including industry or enterprise competency standards and assessment guidelines
Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements relevant to the specified context
Understanding of policies and procedures of the workplace and/or job role together with any related legislation or regulatory requirements
Understanding of the assessment principles of reliability, validity, fairness, flexibility, authenticity, sufficiency and consistency
Assessment guidelines of the Training Package Assessment and Workplace Training
Planning of own work including predicting consequences and identifying improvements
Skills in the application of various assessment methods/tools, relevant to workplace context
Language, literacy and numeracy skills required to:
give clear and precise instructions and information in spoken or written form
seek confirmation of understanding from the person(s) being assessed
adjust language to suit target audience
prepare required documentation using clear and comprehensible language and layout
ask probing questions and listen strategically to understand responses of the person being assessed
seek additional information for clarification purposes
use verbal and non-verbal language to promote a supportive assessment environment
use language of negotiation and conflict resolution to minimise conflict
Communication skills appropriate to the culture of the workplace and the individual(s).
Resource implications:
Access to relevant competencies, sources of information on assessment methods, assessment tools and assessment procedures
Access to person(s) wishing to be assessed, relevant workplace equipment, information and appropriate personnel.
Consistency of performance:
Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.
Assessment context:
Assessment should occur on the job or in a simulated workplace. The candidate assessor should use competencies relevant to their technical expertise.