Elements and Performance Criteria

RANGE STATEMENT
10) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.
This unit must be demonstrated in relation to setting up and adjusting two different types of scientific analysis measuring instruments.
Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.

EVIDENCE GUIDE
9) This provides essential advice for assessment of the unit and must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines.
The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment
9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. In some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy.
Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.
The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be ‘rich’ in nature to minimise error in judgment.
Activities associated with normal everyday work influence how/how much the data gathered will contribute to its ‘richness’. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit
9.2)

Before the critical aspects of evidence are considered all prerequisites must be met.
Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria must be demonstrated on at least two occasions in accordance with the ‘Assessment Guidelines - UEE11’. Evidence shall also comprise:
A representative body of performance criteria demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:
Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement
Apply sustainable energy principles and practices as specified in the performance criteria and range statement
Demonstrate an understanding of the required skills and knowledge as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.
Demonstrate an appropriate level of skills enabling employment
Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures
Demonstrated consistent performance across a representative range of contexts from the prescribed items below:
Set up scientific analysis measuring and control instruments as listed as described in 8) and including:

A
Identifying measurement parameters

B
Setting-up and adjusting in accordance with process requirements and instrument manufacturer’s service manual

C
Documenting adjustment settings with established procedures

D
Dealing with unplanned events by drawing on the required skills and knowledge to provide appropriate solutions incorporated in a holistic assessment with the above listed items

Note:
Successful completion of relevant vendor training may be used to contribute to evidence on which competency is deemed. In these cases the alignment of outcomes of vendor training with performance criteria and critical aspects of evidence shall be clearly identified.

Context of and specific resources for assessment
9.3)

This unit must be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:
OHS policy and work procedures and instructions.
Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.
These should be part of the formal learning/assessment environment.
Note:
Where simulation is considered a suitable strategy for assessment, the conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.
In addition to the resources listed above, evidence should show demonstrated competency setting up process measuring and control instruments for scientific analysis.

Method of assessment
9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 ‘Assessment Guidelines’.
Note:
Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires assessment in a structured environment which is intended primarily for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the required skills and knowledge described in this unit.

Concurrent assessment and relationship with other units
9.5)

There are no concurrent assessment recommendations for this unit