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.
An assessment/ RPL plan is the overall planning document for the assessment process and may include:
the purpose and aims of the assessment, including RPL
the context of assessment
identified personnel
relevant competency standards and other assessment documentation
relationship with RPL policy and procedures
evidence plan
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/physical resources required
organisational arrangements for conducting assessment
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
Assessment system policies and procedures may include:
candidate selection
rational and purpose of competency-based assessment
assessment records/data management/information management
recognition of prior learning
recognition of credit transfer 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
Organisational/legal/ethical requirements may include:
assessment system policies and procedures
Recognition of prior learning policies and procedures
reporting, recording and retrieval systems for assessment
licensing/legal ramifications of assessing competence
requirements of training and/or assessment organisations relating to assessment and validation
quality assurance systems
business and performance plans
collaborative/partnership arrangements
policies, procedures and programs
defined resource parameters
mutual recognition arrangements
industrial relations systems and processes, awards/enterprise agreements
Australian Quality Training Framework (AQTF2007) Essential Standards for Registration
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 of information relating to completed assessments
OHS considerations, including:
ensuring OHS requirements are adhered to during the assessment process
identifying and reporting OHS hazards and concerns to relevant personnel
Relevant people may include:
the candidate/s
other assessors
the client, company or organisation
team leaders, managers, supervisors
trainers/facilitators
RTO coordinators
technical/subject experts
training and assessment coordinators
industry regulators
employee and employer representatives
members of professional associations
Commonwealth department official/Centrelink staff/caseworker
Australian Apprenticeship Centre (AAC) personnel
Benchmark/s for assessment/ RPL refers to:
the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications
Assessment tools contain both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include:
the instruments 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

the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions
Reasonable adjustment must not compromise the integrity of the competency standard 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
Assessment methods are the particular techniques used to gather different types of evidence and may include:
direct observation, for example:
real work/real time activities at the workplace
work activities in a simulated workplace environment

structured activities, for example:
simulation exercises/role-plays
projects
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, peer
Principles of assessment guide the assessment process and must address:
validity
reliability
flexibility
fairness
Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is:
valid
sufficient
authentic
current
Quality evidence addresses the rules of evidence and must:
encompass the Performance Criteria to demonstrate achievement of the outcomes (Elements)
reflect the skills, knowledge and attributes defined in the relevant units of competency
show application of the skills in the context described in the Range Statement
demonstrate competence over a period of time
demonstrate repeatable competence
be the work of the candidate
be able to be verified
demonstrate current skills/knowledge of the candidate
not inflate the language, literacy and numeracy requirements beyond those required in the performance of the competency
Guided means to explain to the candidate:
what is recognition of prior learning
what is assessment
what are assessment tools
how to use these tools
the rules of evidence that must be met by the evidence they provide
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.
Communication skills may include:
providing constructive and supportive feedback
using active listening
using appropriate questioning to clarify and confirm instructions for evidence gathering
accurately interpreting verbal messages
assisting candidates to paraphrase advice/instructions to the assessor
making clear and concrete presentations of options/advice
Interpersonal skills may include:
accurately interpreting non-verbal messages
engaging in two-way interaction
using language appropriate to candidate, assessment context and work performance addressed by competency standards
using language and concepts appropriate to cultural differences
using culturally inclusive and sensitive techniques
Individual differences may include:
English language, literacy and numeracy barriers
physical impairment or disability involving hearing, vision, voice, mobility
intellectual impairment or disability
medical conditions such as arthritis, epilepsy, diabetes and asthma that are not obvious but may impact on assessment
learning difficulties
psychiatric or psychological disability
religious and spiritual observances
cultural images/perceptions
age
gender
Feedback may include:
ensuring assessment/RPL process is understood
ensuring candidate concerns are addressed
enabling question and answer
confirming outcomes
identifying further evidence to be provided
discussing action plans
confirming gap training needed
information regarding available appeal processes
suggesting improvements in evidence gathering and presentation
Specialist support may include:
assistance by third party - carer, interpreter
support from specialist educator
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
Addressed may include:
stopping the assessment until the OHS risk is rectified
stopping the assessment until the equipment is fixed or replaced
Limitations may relate to:
job role and responsibilities
meeting candidate needs
assessment panels
training and/or assessment organisation's quality processes
personal competency level
organisational, industry and national training requirements
personal level of knowledge of competency-based assessment
legal responsibilities
All component parts of the competency standards refers to:
Elements
Performance Criteria
Employability Skills
Range Statement/range of variables, including:
contextualisation
link to knowledge and enterprise requirements
focus of assessment
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
Related documentation may include:
Assessment Guidelines of the relevant Training Package/s
the assessment criteria of accredited modules
evidence to be collected as set out in assessment plans
definition and interpretation of evidence in developed assessment tools
RPL policies and procedures
any requirements of OHS, legislation, codes of practice, standards, guidelines
indicators and levels of competence of the National Reporting System
organisational requirements for work performance
product specifications
integrated competency assessment tool
Judgement is a two-step process and means:
the decision made by the assessor on whether the evidence provided meets the principles of assessment and rules of evidence
the decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent
An action plan is required when the decision of not yet competent is recorded and may include:
gap training, further learning
additional practice opportunities
additional assessment opportunities/evidence gathering opportunities
individual facilitation, where relevant
referral to specialist support
An assessment report may include:
personal details of candidate
details of assessment/s, date, time, venue
details of assessor's summary of evidence considered and copies of assessment papers
feedback to and from the candidate
justification of decision
summary of candidate's action plan
other critical information including appeals and outcomes
sign-off by assessor and candidate
electronic/paper reports to funding bodies
Recommendations may include:
recommendations for RPL
recommendation to support training and/or assessment in new areas of competency
recommendations in the action plan
reassessment
appeal implications
Other relevant parties may include:
Centrelink personnel
Department of Immigration and Multicultural Indigenous Affairs (DIMIA)
parties nominated by the candidate
parties to be informed because of contractual obligations
Criteria may include:
following the assessment plan
confirming and addressing organisational, ethical and legal requirements where appropriate, including OHS
providing appropriate information regarding the assessment process to the candidate and explaining all steps, using effective communication and interpersonal skills
demonstrated application of the rules of evidence and principles of assessment in gathering quality evidence
demonstrated support and guidance to the candidate throughout the assessment process

using assessment methods and tools appropriately to gather, organise and document evidence
applying reasonable adjustments where required/ appropriate, in consultation with relevant people
providing clear and constructive feedback to the candidate regarding the assessment decision
reviewing range of own decisions for consistency
Consultation may involve:
moderation with other assessors, training and assessment coordinators
discussions with the client, team leaders, managers, RPL Coordinators, supervisors, coaches, mentors
technical/subject experts
English language, literacy and numeracy experts

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 can assess the competence of another individual through a process of collecting and reviewing evidence and making an informed judgement.
The evidence provided must show: how the assessment environment was established and how the candidate's needs were met; how the units of competency were interpreted to determine the evidence requirements; how the assessment plan was followed; how the assessment tools were used in collecting evidence; the basis for the assessment decision using the rules of evidence; communication skills used to guide, support and provide feedback to the candidate during the assessment process; records and reports; and how the assessment process was reviewed.
Products that could be used as evidence include:
completed RPL/assessment tools/templates/checklists
documentation of evidence collected and assessment, including RPL decisions
feedback from candidate/assessor/supervisor/RPL coordinator
feedback to candidate with recommendations for future options
completed assessment/RPL records/reports
reviews of assessment practices and recommended changes to future practices
Processes could be used as evidence include:
how competency standards and other documents were interpreted
how assessment activities, including RPL, were scheduled
how the assessment plan was modified to meet candidate needs
how evidence was collated and evaluated against the rules of evidence
Resource implications for assessment include:
access to candidates to be assessed
access to competency standards
access to assessment materials and tools
access to suitable assessment venue/equipment
workplace documentation
access to RPL policies and procedures
access to documentation/records of candidate to determine specific requirements
cost/time considerations
personnel requirements
The collection of quality evidence requires that:
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
evidence must be gathered in the workplace wherever 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 example of a 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 demonstrated
Specific evidence requirements must include:
carrying out assessment of a number of candidates, assessed against different units of competency or accredited curricula, following the relevant assessment plan
at least one candidate must be assessed through an assessment only pathway
at least one candidate must be assessed for RPL

at least one assessment must include consideration of reasonable adjustment and the reasons for decisions and approach
all must show:
the application of different assessment methods and tools involving a range of assessment activities and events
demonstration of two-way communication and feedback
how judgement was exercised in making the assessment decision how and when assessment outcomes were recorded and reported
completion of assessment records/reports in accordance with assessment system - legal/organisational ethical requirements
how the assessment process was reviewed and the review outcomes documented
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:
TAAASS401C Plan and organise assessment
TAAASS403B Develop assessment tools
TAAASS404B Participate in assessment validation
TAADES401B Use Training Packages to meet client needs.