Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to design and develop assessment tools, including tools used in formative, summative and recognition of prior learning (RPL) assessment. |
Application of the Unit
Application of the unit |
An assessment tool is used to guide the collection of quality evidence in the assessment process. It includes the specific instruments for collecting evidence, as well as information about assessment methods and the procedures to be followed in conducting the assessment. This unit typically applies to assessors, learning resource or product developers, and training and assessment consultants. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
||
Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Determine focus of the assessment tool |
1.1. Identify target group of candidates, purposes of assessment tool , and contexts in which the tool will be used 1.2. Access relevant benchmarks for assessment and interpret them to establish evidence required to demonstrate competence 1.3. Identify, access and interpret organisational , legal and ethical requirements and relevant contextualisation guidelines 1.4. Identify other related documentation to inform assessment tool development |
2. Design assessment tool |
2.1. Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place and meeting the principles of assessment 2.2. Enable candidates to show or support their claim for recognition of current competency through selected assessment methods 2.3. Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence 2.4. Consider how the assessment instruments will be administered |
3. Develop assessment tool |
3.1. Develop specific assessment instruments that address the evidence to be collected 3.2. Define and document clear and specific procedures instructing assessor and candidate on the administration and use of the instruments 3.3. Consider requirements of assessment system policies and procedures and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process |
4. Review and trial assessment tool |
4.1. Check draft assessment tools against evaluation criteria and amend as required 4.2. Trial assessment tools to validate content and applicability 4.3. Collect and document feedback from relevant people involved in trialling 4.4. Make amendments to final tool based on analysis of feedback 4.5. Appropriately format and file finalised assessment tool according to assessment system policies and procedures and organisational, legal and ethical requirements |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
|
Required knowledge |
|
Evidence Guide
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 |
Assessment must address the scope of this unit and reflect all components of the unit. Arange 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:
|
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:
|
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). |
Range Statement
RANGE STATEMENT |
|
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 tool includes: |
|
Contexts of assessment/RPL may include: |
|
Benchmarks for assessment : |
|
Organisational , legal and ethical requirements may include: |
|
Contextualisation guidelines relate to: |
|
Related documentation may include: |
|
Assessment instrument may be: |
|
Procedures may include: |
|
Assessment system policies and procedures may include: |
|
Evaluation criteria may include: |
|
Unit Sector(s)
Unit sector |
Assessment |
Competency field
Competency field |
Co-requisite units
Co-requisite units |
||