Unit of competency Outline

Date retreived
22/07/2026 1:06 AM AWST

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Assess competence

Assess competence

Unit of competency
National Code
TAEASS402A
State Code
WA867
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
18/07/2008
View on TGA
State Implementation and Classification
Approved Date
23/04/2013
Field of Education
070109 - Teacher Education: Vocational Education And Training
Original Release Date
23/04/2013
Nominal Hours
15
Description
This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate.
Notes
Elements and Performance Criteria
1. Prepare for assessment
  • 1.1. Interpret assessment plan and confirm organisational, legal and ethical requirements for conducting assessment with relevant people
  • 1.2. Access and interpret relevant benchmarks for assessment and nominated assessment tools to confirm the requirements for evidence to be collected
  • 1.3. Arrange identified material and physical resource requirements according to assessment system policies and procedures
  • 1.4. Organise specialist support required for assessment
  • 1.5. Explain, discuss and agree details of the assessment plan with candidate
2. Gather quality evidence
  • 2.1. Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence
  • 2.2. Apply the principles of assessment and rules of evidence in gathering quality evidence
  • 2.3. Determine opportunities for evidence gathering in actual or simulated activities through consultation with the candidate and relevant personnel
  • 2.4. Determine opportunities for integrated assessment activities and document any changes to assessment instruments where required
3. Support the candidate
  • 3.1. Guide candidates in gathering their own evidence to support recognition of prior learning (RPL)
  • 3.2. Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback
  • 3.3. Make decisions on reasonable adjustments with the candidate, based on candidate's needs and characteristics
  • 3.4. Access required specialist support in accordance with the assessment plan
  • 3.5. Address any OHS risk to person or equipment immediately
4. Make the assessment decision
  • 4.1. Examine collected evidence and evaluate it to ensure that it reflects the evidence required to demonstrate competence
  • 4.2. Use judgement to infer whether competence has been demonstrated, based on the available evidence
  • 4.3. Make assessment decision in line with agreed assessment procedures and according to agreed assessment plan
  • 4.4. Provide clear and constructive feedback to candidate regarding the assessment decision and develop any follow-up action plan required
5. Record and report the assessment decision
  • 5.1. Record assessment outcomes promptly and accurately
  • 5.2. Complete and process an assessment report according to agreed assessment procedures
  • 5.3. Inform other relevant parties of the assessment decision according to confidentiality conventions
6. Review the assessment process
  • 6.1. Review the assessment process in consultation with relevant people to improve own future practice
  • 6.2. Document and record the review according to relevant assessment system policies and procedures

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.


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.


both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods

instruments to be used for gathering evidence, such as:

profile of acceptable performance measures

templates and proformas

specific questions or activities

evidence and observation checklists

checklists for evaluating work samples

candidate self-assessment materials

procedures, information and instructions for the assessor and candidate relating to the use of assessment instruments and assessment conditions.


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.


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.


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.


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.


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.

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:
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 tools 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
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).

Replaces
State Code National Code Title Type
C9995 TAAASS402C Assess competence Unit of competency
Replaced By
State Code National Code Title Type
S7805 TAEASS402B Assess competence Unit of competency