Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments. |
Application of the Unit
Application of the unit |
This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL. The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment. |
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 assessment approach |
1.1. Identify candidate and confirm purposes and context of assessment /RPL with relevant people according to legal , organisational and ethical requirements 1.2. Identify and access benchmarks for assessment /RPL and any specific assessment guidelines |
2. Prepare the assessment plan |
2.1. Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence 2.2. Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place 2.3. Document all aspects of the assessment plan and confirm with relevant personnel |
3. Develop assessment instruments |
3.1. Develop simple assessment instruments to meet target group needs 3.2. Analyse available assessment instruments for their suitability for use and modify as required 3.3. Map assessment instruments against unit or course requirements 3.4. Write clear instructions for candidate about the use of the instruments 3.5. Trial draft assessment instruments to validate content and applicability, and record outcomes |
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 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). |
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. |
|
Purposes of assessment / RPL may include: |
|
Context of assessment / RPL may include: |
|
Organisational , legal and ethical requirements may include: |
|
Benchmarks for assessment /RPL may include: |
|
Types of evidence may include: |
|
Rules of evidence ensure that evidence collected is: |
|
Assessment methods are the particular techniques used to gather evidence and may include: |
|
Assessment plan may include: |
|
Simple assessment instruments may include: |
|
Available assessment instruments may include: |
|
Map assessment means: |
|
Unit Sector(s)
Unit sector |
Assessment |
Competency field
Competency field |
Co-requisite units
Co-requisite units |
||