Release |
Comments |
Release 2 |
This was first released with TAE Training and Education Training Package Release 2.1. Minor update to Assessment Conditions. |
Release 1 |
This version first released with TAE Training and Education Training Package Release 2.0. |
This unit describes the skills and knowledge required to implement an assessment plan, and gather quality evidence to assess the competence of a candidate using compliant assessment tools.
It applies to teachers, trainers and assessors in enterprises and registered training organisations (RTOs) and those providing assessment advisory services.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Assessment
ELEMENT |
PERFORMANCE CRITERIA |
Elements describe the essential outcomes. |
Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for the assessment |
1.1 Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people 1.2 Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected 1.3 Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required 1.4 Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel 1.5 Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment 1.6 Arrange identified material and physical resource requirements 1.7 Identify any specialist support requirements for the assessment, and organise if necessary |
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 |
3. Support the candidate |
3.1 Discuss and guide candidates in gathering their own evidence to support the 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 the candidate s needs and characteristics 3.4 Access specialist support, if required, in accordance with the assessment plan 3.5 Address any workplace health and safety (WHS) risk to a person or equipment immediately |
4. Make the assessment decision |
4.1 Assess the collected evidence, and to evaluate whether 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 the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan 4.4 Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required |
5. Record and report the assessment decision |
5.1 Record assessment outcomes promptly and accurately 5.2 Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions 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 candidates and other relevant people to improve future practice 6.2 Document and record the review according to relevant assessment system policies and procedures |
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill |
Performance Criteria |
Description |
Reading |
1.1, 1.2, 2.1, 4.1 |
|
Writing |
1.1, 1.3, 1.5, 2.1, 3.1, 5.1, 5.2, 5.3, 6.2 |
|
Oral Communication |
1.1, 1.4, 1.5, 3.1, 3.4, 4.4, 5.3, 6.1 |
|
Navigate the world of work |
1.1, 3.5, 5.3 |
|
Interact with others |
1.1, 1.4, 1.5, 3.1, 3.2, 3.4, 5.3, 6.1 |
|
Get the work done |
1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 2.1, 2.2, 3.3, 3.4, 4.1, 4.2, 4.3, 6.1, 6.2 |
|
Code and title current version |
Code and title previous version |
Comments |
Equivalence status |
TAEASS402 Assess competence |
TAEASS402B Assess competence |
Updated to meet Standards for Training Packages |
Equivalent unit |
Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3
Release |
Comments |
Release 2 |
This was first released with TAE Training and Education Training Package Release 2.1. Minor update to Assessment Conditions. |
Release 1 |
This version first released with TAE Training and Education Training Package Release 2.0. |
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
The assessments must be undertaken under the supervision of a qualified assessor and cover an entire unit of competency for each candidate, including:
reviewing the assessment process.
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
Gather evidence to demonstrate consistent performance in a real assessment environment. The assessment environment must include access to assessment tools and recording materials.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3