Elements and Performance Criteria

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.
Purpose/s of assessment may include:
recognising current existing competence of candidate/s
determining if competence has been achieved following learning
establishing candidate/s progress towards achievement of competence
determining language, literacy, numeracy needs of candidates/s
certifying competence through a Statement of Attainment
establishing progress towards a qualification
determining training gaps of candidate/s
measuring work performance
classifying employees/support career progression
meeting organisational requirements for work - operate equipment/develop new skills
licensing or regulatory requirements
Context of assessment/ RPL may include:
part of the enrolment process
the environment in which the assessment/RPL will be carried out, including real work/simulation
opportunities for collecting evidence in a number of situations
relationships between competency standards and evidence to support recognition of prior learning
who carries out the assessment/RPL
relationships between competency standards and work activities in the candidate's workplace
relationships between competency standards and learning activities
auspicing and partnership arrangements
the period of time during which the assessment takes place
apportionment of costs/fees, if applicable
quality assurance mechanisms
Relevant people must include:
the candidate/s
the assessor/s responsible for conducting the assessment/RPL, which may be self or other assessors
Relevant people may include:
the client, company or organisation
team leaders, managers, supervisors
delivery personnel
technical/subject experts
training and assessment coordinators
RPL coordinators
industry regulators
employee and employer representatives
members of professional associations
Commonwealth department official/Centrelink personnel/caseworker
Australian Apprenticeship Centre (AAC) personnel
Legal/organisational/ethical requirements may include:
assessment system policies and procedures
assessment strategy requirements
reporting, recording and retrieval systems for assessment, including RPL
quality assurance systems
business and performance plans
access and equity policies and procedures
collaborative/partnership arrangements
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF2007)
registration scope
human resources policies/procedures
legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions
relevant industry codes of practice
confidentiality and privacy requirements
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying and reporting OHS hazards and concerns to relevant personnel
The assessment strategy is a documented framework to guide and structure assessment arrangements for a vocational education and training qualification. In a learning and assessment pathway it is addressed as part of the learning strategy. In an assessment only pathway it is a separate document. The assessment strategy may encompass:
the identification of the competency standards forming the qualification and
interpretation of the packaging rules of the qualification, where part of a Training Package
interpretation of the competency standards as the benchmarks for assessment
application of Training Package Assessment Guidelines, where part of a Training Package
arrangements for RPL, including provision of guidance and assistance to candidates in gathering and evaluating evidence
determination of assessment methods for identified competency standards
selection of assessment tools for identified competency standards
organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant)
nominated quality assurance mechanisms
identified risk management strategies
Benchmark/s for assessment/ RPL refers to:
the criterion against which the candidate is assessed or prior learning recognised which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Evidence is:
material collected which, when matched against the specifications in the competency standards, provides proof of competency achievement
Types of evidence may include:
direct, e.g. observation of work activities under real/simulated work conditions, examples of work products
indirect, e.g. third party reports from a range of sources
supplementary, e.g. question and answer, work records, training records, portfolios
candidate gathered evidence
assessor gathered evidence
current/recent/historical
combination of above
The rules of evidence guide the evidence collection process to ensure evidence is:
valid, for example:
address the elements and Performance Criteria
reflect the skills and knowledge described in the relevant unit/s of competency
show application in the context described in the Range Statement
demonstrate performance skills and knowledge are applied in real/simulated workplace situations

current, for example:
demonstrate the candidate's current skills and knowledge
comply with current standards

sufficient, for example:
demonstrate competence over a period of time
demonstrate repeatable competence
not inflate the language, literacy and numeracy requirements beyond those required in performing the work task

authentic, for example:
be the work of the candidate
be corroborated/verified
All component parts of the competency standards refers to:
Elements
Performance Criteria
Employability Skills
Range Statement including advice on:
range of contexts/conditions to be met in assessment
aspects of the Performance Criteria that can be contextualised
information which adds definition to support assessment
links to knowledge and skills
underpinning language, literacy and numeracy requirements

Evidence Guide requirements, including:
underpinning/required knowledge
underpinning/required skills and attributes
underpinning language, literacy and numeracy requirements
critical aspects of evidence to be considered/quality evidence requirements
concurrent assessment and interdependence of units
assessment methods/resources/context

dimensions of competency, which include:
task skills
task management skills
contingency management skills
job role/environment skills

requirements set out in the Assessment Guidelines of the relevant Training Package/s
Related documentation may include:
information from the competency standards about the resources required for assessment, the assessment context, appropriate assessment methods
assessment activities identified in accredited modules derived from the relevant competency standards
assessment activities in Support Materials related to the relevant competency standards
RPL policy and procedures
any requirements of OHS, legislation, codes of practice, standards and guidelines
indicators and levels of competence of the National Reporting System

organisational requirements for demonstration of work performance
product specifications
direct observation, for example:
real work/real time activities at the workplace
work activities in a simulated workplace environment
Assessment/ RPL methods are the particular techniques used to gather different types of evidence and may include:
structured assessment activities, for example:
simulation exercises/role-plays
projects
assignments
presentations
activity sheets

questioning, for example:
written questions, e.g. on a computer
interviews
self-assessment
verbal questioning questionnaires
oral/written examinations (for higher AQF levels

portfolios, for example:
collections of work samples by the candidate
product with supporting documentation
historical evidence
journal/log book
information about life experience

review of products, for example:
products as a result of a project
work samples/products

third party feedback, for example:
testimonials/reports from employers/supervisors
evidence of training
authenticated prior achievements
interview with employer, supervisor, peers

the instruments developed from the selected assessment methods to be used for gathering evidence such as:
a profile of acceptable performance measures
templates/proformas
specific questions or activities
evidence/observation checklists
checklists for the evaluation of work samples
candidate self-assessment materials
Assessment tools contain:
the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions
Selected/confirmed means:
selected on the basis that they are suitable and effective in collecting the evidence in light of the purpose and context
confirmed in accordance with the assessment strategy, where appropriate
Principles of assessment are:
fairness
flexibility
reliability
validity
Material and physical resources may include:
documents required for the assessors and candidates, including competency standards and assessment tools
plant and equipment
technology
personal protective equipment
venues for assessment
adaptive technologies
physical adjustments to assessment environment
Assessment plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment
the context of assessment/RPL
relevant competency standards to be used as the benchmarks for assessment/RPL
other assessment information/documentation identified as relevant
identified personnel
identified assessment methods and assessment tools
possibilities for clustering units of competency for assessment purposes
identified OHS hazards, including assessed risks and control strategies
material and/or physical resources required
organisational arrangements for conducting assessment/RPL
OHS reporting requirements
any special assessment needs, e.g. personal protective equipment requirements

outline of assessment milestones, time lines and target dates
candidate self-assessment procedures
connections to relevant organisational plans, polices and procedures
Relevant personnel may include:
self in such contexts as one-person/small training and/or assessment organisation
lead assessor
training and/or assessment supervisor/coordinator
training and/or assessment manager
Characteristics of the candidate/s may include:
level of work experience
level and experiences of previous learning and assessment
motivation for assessment - personal/organisational
English language, literacy and/or numeracy levels/needs
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessment
differences in learning progress
psychiatric or psychological disability
religious and spiritual observances
cultural background images/perceptions
age
gender
Reasonable adjustments and/or specific needs must not compromise the integrity of the competency standards and may include:
adjustments to the assessment process taking into account candidate's language, literacy, numeracy requirements
provision of personal support services, for example, reader, interpreter, attendant carer, scribe, member of community in attendance
use of adaptive technology or special equipment
flexible assessment sessions to allow for fatigue or administering of medication
format of assessment materials, for example, in braille, first language, use of audiotape/ videotape
adjustments to the physical environment or venue
revising proposed assessment methods/tools
considerations relating to age and/or gender,
considerations relating to cultural beliefs, traditional practices, religious observances
Contextualised means:
to change the wording of some component parts of the competency standard to reflect the immediate operating environment
Contextualisation guidelines relate to:
DEST Guidelines on Training Package Contextualisation
relevant Training Package contextualisation guidelines
Recognition of prior learning is defined as:
an assessment process that assesses an individual's non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to and/or partial or total completion of a qualification
Assessment system policies and procedures may include:
candidate selection
rationale and purpose of competency-based assessment
assessment records/data management/information management
recognition of current competency/recognition of prior learning/credit arrangements
assessors - needs, qualifications, maintaining currency
assessment reporting procedures
assessment appeals
candidate grievances/complaints
validation
evaluation/internal audit
costs/resourcing
access and equity/reasonable adjustment
partnership arrangements
links with human resource or industrial relations systems
links with overall quality management system
Specialist support may include:
assistance by third party - carer, interpreter
development of online assessment activities
support for remote or isolated candidates and/or assessors
support from subject matter or safety experts
advice from regulatory authorities
assessment teams/panels
support from lead assessors
advice from policy development experts
Communication strategies may include:
interviews (face-to-face or telephone)
email, memos and correspondence
meetings
video conferencing/e-based learning
focus groups
email, memos and correspondence
meetings
video conferencing/e-based learning
focus groups

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
To demonstrate competence against this unit, candidates must be able to provide evidence that they have developed an assessment plan and organised the material resources and personnel to support the assessment process.
The evidence provided must describe how the purpose of assessment was identified; contain structured plans that detail the selection/confirmation of assessment methods and tools, and assessment environments; include appropriate communication strategies with relevant people regarding the assessment process; outline resource requirements and special assistance required throughout the assessment process; and include recording and reporting requirements
Products that could be used as evidence include:
assessment plans
modified/adjusted assessment tools to allow for specific needs
contextualised competency standards
documentation of consultations with clients and other stakeholders regarding the assessment purpose and context
Processes that could be used as evidence include:
how competency standards and other documents were interpreted
how assessment activities were scheduled
how RPL is incorporated in the assessment process
how resources were identified and obtained
how communication systems were used to include relevant stakeholders in the planning process
how assistance was sought from individuals providing specialist support
Resource implications for assessment include:
access to relevant Training Package/s
access to assessment materials and tools
access to other relevant assessment information
access to suitable assessment venue/equipment
access to RPL policy and procedures
workplace documentation
cost/time considerations
personnel requirements
The collection of quality evidence requires that:
assessment must address the scope of this unit and assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency, including RPL.
evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
evidence collected must relate to at least one RPL assessment
assessment meets the rules of evidence
a judgement of competence 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 demonstrate
Specific evidence requirements must include:
evidence of planning and organising the assessment process on a minimum of two occasions. The evidence collected must:
address the provision of documented assessment plans
cover a range of assessment events
cater for a number of candidates
relate to different competency standards or accredited curricula
address an RPL assessment
involve the contextualisation of competency standards and the selected assessment tools, where required
incorporate consideration of reasonable adjustment strategies
include organisational arrangements
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAAASS402C Assess competence
TAAASS403B Develop assessment tools
TAAASS404B Participate in assessment validation
TAADES401B Use Training Packages to meet client needs