Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate. |
Application of the Unit
Application of the unit |
This unit typically applies to assessors. |
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. 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 |
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 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). |
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 plan may include: |
|
Benchmarks for assessment : |
|
Assessment tools may include: |
|
Specialist support may include: |
|
Assessment methods include: |
|
Individual differences may include: |
|
Feedback may include: |
|
Consultation may involve: |
|
Unit Sector(s)
Unit sector |
Assessment |
Competency field
Competency field |
Co-requisite units
Co-requisite units |
||