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.

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.

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.

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.

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.

direct
indirect
supplementary.

valid
sufficient
authentic
reliable.

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.

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.

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.

commercially available instruments
those created by others inside the registered training organisation.

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
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency 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.

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.

Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).