Workplace Assessment
gkdat513
TAE40116_ASS_Manual_v3.41.pdf
Swinburne Professional Education for Working Professionals
PO Box 218, H69 Hawthorn VIC 3122
P 1800 633 560 E [email protected] W www.swinburne.edu.au/professional/
TAE40116 TAEASS401 Plan assessment activities and processes TAEASS402 Assess competence TAEASS403 Participate in assessment validation TAEASS502 Design and develop assessment tools
Participant Manual
Participant Manual TAE40116 Assessment
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 2
Copyright
© 2018 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development consultancy and is used under license. It may only be reproduced or copied strictly in accordance with the terms of that license.
PO Box 4253 Balgowlah Heights NSW 2093 Australia
p +(61) 409 910 002 w blackwaterprojects.com.au e [email protected]
These materials have been developed by Blackwater Projects learning and development consultancy and is used under license by Swinburne University of Technology.
The materials may not be duplicated without the written agreement of Swinburne Professional, Swinburne University of Technology, PO Box 218, H69, Hawthorn 3122 – Phone 1800 633 560 – Email [email protected]
Version 1 – 7/5/2018
© May 2018 – All Rights Reserved
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Contents
Program introduction ....................................................................................... 5
Program focus and outcomes ................................................................................. 6
Introduction to competency-based assessment ........................................... 7
Introduction to this section ...................................................................................... 8 What is assessment? ............................................................................................. 9 What is quality assessment? ................................................................................ 12 What does it mean to be competent? ................................................................... 17 Assessment pathways .......................................................................................... 20 Key features of competency-based assessment ................................................... 26 Assessor roles and responsibilities ....................................................................... 34 Summary of this section ....................................................................................... 43
Plan assessment activities and processes .................................................. 44
Introduction to this section .................................................................................... 45 Plan assessment activities and processes: in context ........................................... 46 Plan assessment step 1. Determine the assessment approach ............................ 49 Plan assessment step 2. Prepare the assessment plan ........................................ 57 Plan assessment step 3. Develop assessment instruments .................................. 89 Recap: Plan assessment activities and processes—a ‘to-do’ list .......................... 92 Summary of this section ....................................................................................... 93
Design and develop assessment tools......................................................... 94
Introduction to this section .................................................................................... 95 Design and develop assessment tools: in context ................................................ 96 What is an assessment tool? ................................................................................ 97 Assessment tools for a training and assessment pathway .................................. 100 Assessment tools for RPL .................................................................................. 102 Design and develop assessment tools step 1. Determine the focus of the tool ... 107 Design and develop assessment tools step 2. Design the assessment tool ........ 109 Design and develop assessment tools step 3. Develop the assessment tool ...... 113 Design and develop assessment tools step 4. Review and trial .......................... 152 Recap: Design and develop an assessment tool—a ‘to-do’ list ........................... 168 Summary of this section ..................................................................................... 169
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Assess competence ..................................................................................... 170
Introduction to this section .................................................................................. 171 Assessing competence: in context ...................................................................... 172 Support the candidate ........................................................................................ 173 Assess competence step 1. Prepare for assessment and brief the candidate ..... 179 Assess competence step 2. Gather quality evidence .......................................... 186 Assess competence step 3. Judge the evidence and make the assessment decision .............................................................................................................. 194 Assess competence step 4. Give feedback to the candidate .............................. 197 Assess competence step 6. Review the assessment process ............................ 209 Recap: Assess competence—a ‘to-do’ list .......................................................... 213 Summary of this section ..................................................................................... 215
Participate in assessment validation .......................................................... 216
Introduction to this section .................................................................................. 217 Assessment validation: in context ....................................................................... 218 Introduction to assessment validation ................................................................. 219 Participate in assessment validation step 1. Prepare for validation ..................... 223 Participate in assessment validation step 2. Participate actively in validation ..... 224 Participate in assessment validation step 3: Contribute to validation outcomes .. 225 Maintain validation records ................................................................................. 227 Recap: Participate in assessment validation—a ‘to-do’ list ................................. 234 Summary of this section ..................................................................................... 235
Program Summary ....................................................................................... 236
References .................................................................................................... 238
Appendix: Extra reading .............................................................................. 240
VET Quality Framework ..................................................................................... 241 Training packages .............................................................................................. 249
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Program introduction
This manual will help you plan, organise, develop, conduct and ‘quality check’ your
assessment tools and practices
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Program focus and outcomes
Competency standards
This participant manual covers the following units of competency:
● TAEASS401 Plan assessment activities and processes
● TAEASS402 Assess competence
● TAEASS403 Participate in assessment validation
● TAEASS502 Design and develop assessment tools.
Program outcomes
By the end of this program, participants should be able to:
● explain competency-based assessment and describe how it works
● use training package competency standards as the basis for assessment
● plan assessments:
– for RPL and training and assessment pathway assessments
– that cover all requirements of the industry benchmark (or equivalent)
– that are suitable for the context and meet candidate needs
● design and develop assessment tools and instruments:
– that cover all requirements of the industry benchmark (or equivalent)
– that are suitable for the context and meet candidate needs
● assess competence, including:
– recognition of prior learning assessments – training and assessment pathway assessments
● prepare for and participate in assessment validation.
Your personal objective—
Write your personal objective for this program below:
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Introduction to competency- based assessment
With regard to excellence, it is not enough to know, but we must try to have and use it
Aristotle
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Introduction to this section
Introduction to competency-based assessment
This section of the manual discusses assessment—what assessment is and how assessments should work.
We’ll pay particular attention to competency-based assessment, the form of assessment used in the Australian Vocational Education and Training (VET) system.
After reading this section of the manual and participating in the related learning activities, you should be able to:
● identify the four Principles of Assessment and explain how they guide all stages of the assessment process
● describe what it means to be ‘competent’
● define and discuss the difference between:
– a training and assessment pathway assessment
– a Recognition of Prior Learning (RPL) assessment
● identify key features of competency-based assessment
● discuss an assessor’s roles, plus their legal and ethical responsibilities in a competency-based assessment system.
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What is assessment?
A broad definition of assessment
There are many forms of assessment. For example:
● assessment in the school system—e.g. assignments and exams
● assessment in a higher education system—e.g. university
● assessment in a sporting context—e.g. race or team selection process
● workplace assessment—e.g. job interview, performance review or assessments to determine skills, knowledge or aptitudes held.
What is competency-based assessment?
Competency-based assessment is a flexible system. It focuses on what a person can do. How they learned is not important.
This manual focuses on competency-based assessment (CBA). CBA is the form of assessment used in Australia’s Vocational Education and Training (VET) sector. Many organisations that operate outside the national VET system also use CBA.
What are the possible results of a competency-based assessment?
The only possible results of a competency-based assessment are:
● competent or
● not yet competent.
Assessment is the process of reviewing, then forming a judgement about a person’s skills and/or knowledge
Competency-based assessment is the process of reviewing, then forming a judgement about a person’s competence—that is,
their ability to consistently perform work activities as expected in the workplace
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Competency standards
Documents called competency standards list criteria for competent performance. In Australia’s VET sector, competency standards are formatted as ‘units’ of competency.
More information
For more information about units of competency and how to access them, see the Appendix of this manual, starting on page 240.
National recognition
In the Australia’s VET sector, people may demonstrate competence in:
● a unit of competence— a single, defined work activity (e.g. BSBCMM401 Make a presentation)
● a skill set— a nationally-endorsed combination of units from a qualification that reflect a specific area of specialisation, workplace role or function (e.g. AVISS00001 Aerobatic Pilot Skill Set—includes 3 units)
● a qualification— a nationally-endorsed combination of core and elective units that collectively reflect a typical job position in a particular industry (e.g. SHB30115 Certificate III in Beauty Services—includes 15 units: 11 core and 4 electives)
Who may conduct competency-based assessments?
In the VET sector, only qualified assessors working on behalf of a registered training organisation (an RTO) may conduct competency-based assessments.
See page 35 for more information.
National recognition means that a person’s competence is understood and accepted throughout Australia
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AQF and training packages
What is the AQF?
AQF stands for Australian Qualifications Framework.
The AQF is a publication that outlines the 10 levels nationally-recognised qualifications offered across the three main educational sectors in Australia—school, vocational (VET), and higher education.
Assessors in the VET sector must understand the AQF so we can be sure to assess at the correct AQF level.
What are training packages?
Training packages are publications that contain the competency standards that make up the different AQF qualifications, skill sets or units that we may assess.
Assessors must understand, access and use training packages.
Want more information? See the Appendix
If the AQF and/or training packages are new to you—or if you need a refresher—please read the Appendix of this manual, starting on page 240.
To be a proficient assessor in the Australian VET system, you must understand and use the AQF and training packages
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What is quality assessment?
All aspects of our assessment practice should reflect the Principles of Assessment, including how we:
● plan and organise assessment
● develop assessment instruments and tools
● assess competence
We must routinely participate in a range of validation activities to ensure that our assessment practice consistently meets the Principles of Assessment.
The four Principles of Assessment
The Principles of Assessment state that assessments must be:
● valid
● reliable
● fair
● flexible.
More detail about each Principle follows.
The Principles of Assessment define quality assessment practice
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Principles of Assessment
Assessment is valid when the process assesses what it claims to assess
Valid
For validity to happen:
● assessment covers outcomes of the entire unit/s of competency and all assessment requirements
● the broad range of skills and knowledge essential to competent performance are assessed, including foundation skills
● assessment of knowledge and skills is integrated with their practical application
● sufficient evidence is collected—evidence should be gathered on a number of occasions, in a range of contexts, using different assessment methods.
● judgement of competency is based on evidence of candidate performance that is in line with the unit/s of competency and assessment requirements
The validity of assessment is enhanced when assessors:
● sample a sufficient range of the candidate’s performance in diverse circumstances
● assess performance in the workplace (where safe and practicable) and in realistic simulated situations that reflect workplace conditions, when necessary
● gather evidence of transferability to new situations
● use assessment tools that record/document workplace performance
● use multiple approaches to assessment
● include assessment of the dimensions of competence.
ASSESSMENT IS VALID IF…
“Any assessment decision of the RTO is justified, based on the evidence of performance [of the candidate]”
<https://www.asqa.gov.au/stan dards/chapter-4-training-and- assessment/clauses-18-112-
conduct-effective-assessment> (accessed 05.01.2018)
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Principles of Assessment
Assessment process and outcomes are consistent and repeatable
For reliability to happen:
● assessment benchmarks (e.g. unit/s of competency or other benchmark) must be clear and interpreted consistently by candidates and assessors
● assessment instructions and requirements must be clear and complete
● assessors must adhere to assessment instructions and requirements each time they conduct an assessment
● assessors must monitor and review own and others’ assessment decisions to ensure consistent judgements
The reliability of assessment is enhanced when assessors systematically:
● collaborate with other assessors to reach the assessment decision (moderation)
● review past decisions and compare these with decisions made by other assessors (validation)
● when creating or modifying assessment instruments or tools, prepare instructions for use by candidates and assessors that:
– are clear and complete – include requirements for satisfactory completion – include a marking guide for assessors, as
needed.
● participate in the review the training of assessors (systematic procedures).
Reliable
ASSESSMENT IS RELIABLE IF…
“Evidence presented for assessment is consistently interpreted and assessment results are comparable, irrespective of the assessor conducting the assessment.”
<https://www.asqa.gov.au/stan dards/chapter-4-training-and- assessment/clauses-18-112-
conduct-effective-assessment> (accessed 05.01.2018)
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Principles of Assessment
For fairness to happen the assessor must:
● provide clear, accurate and complete information about
– the assessment process and requirements – candidate rights and responsibilities in
assessment
● help candidates decide if they are ready for assessment
● help candidates decide the most suitable assessment pathway—training and assessment, or RPL
● help candidates identify suitable RPL evidence
● take candidate needs and characteristics into account
● recognise circumstances where a reasonable adjustment is appropriate and apply reasonable adjustments, where appropriate, OR explain reasons for not giving a reasonable adjustment
● document the assessment process and give feedback to candidates.
To be fair, assessment must:
● cover all requirements of the competency benchmarks, and nothing else
● be a collaborative process that the assessor and candidate agree to, and that the assessor supports
● document evidence requirements that are clear to candidates
● be equitable to all candidates
● be objective and inclusive, free from discrimination and bias
● provide opportunities for all candidates to challenge assessments and with provision for reassessment (systematic procedures).
Fair
ASSESSMENT IS FAIR IF…
“The individual [candidate’s] needs are considered in the assessment process.”
<https://www.asqa.gov.au/sta ndards/chapter-4-training-
and-assessment/clauses-18- 112-conduct-effective-
assessment> (accessed 05.12.2018)
Candidate needs are considered and accounted for
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Principles of Assessment
This manual provides information and examples of assessment practice that reflect the Principles of Assessment.
Assessment is flexible when it can accommodate the various needs of people involved in the assessment process.
For flexibility to happen assessments should:
● consistently practice ‘inclusive’ assessment by modifying the assessment timing, process, activities or instruments to meet needs of candidates and other parties impacted by the assessment process
● for candidates with a disability, apply reasonable adjustment/s, where warranted
● assess competencies held by the candidate, no matter how or where they have been acquired—this includes helping the candidate select the most suitable assessment pathway for them (RPL or training-and- assessment pathway)
● draw on a range of assessment methods and select methods that are appropriate to the context, the unit of competency and its assessment requirements, and to the candidate
Flexible
ASSESSMENT MUST BE FLEXIBLE TO THE INDIVIDUAL [CANDIDATE]
Based on information at: <https://www.asqa.gov.au/stand
ards/chapter-4-training-and- assessment/clauses-18-112-
conduct-effective-assessment> (accessed 05.12.2018)
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What does it mean to be competent?
In the Standards for Registered Training Organisations (RTOs) 2015, ‘competency’ is defined as:
… the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
To say that someone is ‘competent’ means they have demonstrated the minimum required standard of performance for a particular workplace task or activity.
‘Minimum standard’ does not mean low standard. Competence is a starting point. ‘Competency’ means that an individual has demonstrated consistent and safe performance of a work activity as required, in realistic working conditions. Over time, a competent person may become ‘expert’ as they extend their knowledge and skills.
Figure: Competence illustrated
The pages that follow explain the components of competence shown above.
Since our job as assessors is to assess competence, we must understand what competence means,
then ensure that our assessments truly measure competence
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Skills ↔ knowledge ↔ attitudes
Candidates must demonstrate the skills, knowledge and attitudes required to perform the work task or activity being assessed. Here’s an example:
Figure: Skills, knowledge and attitudes needed to operate a forklift
ex am
pl e
Operate a forklift
Examples of skills, knowledge and attitudes needed to operate a forklift include:
Skills ● Efficient driving techniques ● Able to identify points of balance and safe lifting positions on a range of
loads ● Able to read instructions, procedures and signage relevant to the operation
of a forklift
Knowledge ● Forklift handling procedures ● Principles of stress management when handling a forklift ● Operating hazards and related defensive driving and hazard control
techniques
Attitudes ● Confidence operating forklift ● Commitment to operate forklift as per workplace expectations—evidenced
by consistent operation of the forklift as per expectations.
Dimensions of competence
The definition of competence includes the ability to perform a work task in realistic workplace conditions. The dimensions of competence remind us of what some of these conditions may be; we must therefore consider them when assessing competence. The dimensions of competence are:
● Task skills Involve the ability to perform individual tasks as per workplace expectations
● Task management skills Involve the ability to manage a number of different tasks, operations, activities within the job role or work environment and meet deadlines
● Contingency management skills Involve the ability to respond to irregularities and breakdowns in routine
● Job/role environment skills Involves the ability to deal with responsibilities and expectations of the workplace, including working with others and meeting personal responsibilities to maintain a healthy, safe and productive workplace.
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Figure: Dimensions of competence related to operating a forklift ex
am pl
e Operate a forklift
Examples of the dimensions of competence related to operating a forklift—the candidate:
Task skills ● Checks forklift condition
● Drives the forklift—start, manoeuvre, steer, position, and stop
● Operates the forklift to handle loads
● Monitors site conditions
● Monitors and maintain forklift performance
Task management skills
● Completes jobs by required deadlines, and efficiently enough to complete other jobs and meet related deadlines
● Monitors the site layout and obstacles while operating the forklift
Contingency management skills
● Monitors and anticipates operational hazards, and takes appropriate action
● Follows required procedures in the event of an operational emergency
● Takes prompt action is to report and/or rectify accidents, incidents and any identified faults or malfunctions
Job/role environment skills
● Works effectively with colleagues and contributes positively to the workplace environment
● Maintain and update records regarding forklift operation, in accordance with workplace procedures and legislative requirements.
Transfer skills
Competence also means demonstrating transfer of skills—this means that candidates perform the work task or activity in a reasonable range of circumstances (e.g. uses the forklift to lift and transport different types and weights of loads).
Summarising what it means to be ‘competent’
In summary, ‘competence’ means that an individual has demonstrated:
● the skills, knowledge and attitudes to perform a task consistently, as required
● in realistic working conditions (dimensions of competence)
● the ability to transfer skills and knowledge to new situations and environments.
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Assessment pathways
The two most common assessment pathways are:
1. training and assessment pathway
2. assessment-only pathway (RPL).
The figure below shows key similarities and differences between training and assessment pathway and RPL assessments:
Figure: Training vs RPL assessment
Details about each pathway follow.
An assessment pathway refers to the ‘route’ (the path) a person takes to get to competence
Training and assessment pathway
Not Yet Competent
Training Program Assessment-only
pathway (RPL)
Figure: Assessment Pathways
Competent
● Attend training
● To demonstrate competence: Complete assigned assessment tasks
● Don't attend training
● To demonstrate competence: Submit their choice of information and examples of work.
TRAINING PARTICIPANTS RPL CANDIDATES
Must meet requirements
for competence
somewhat flexible PROCESS most flexible
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Training and assessment pathway
Candidates selecting this pathway choose to participate in training that will help them develop the knowledge, skills, commitment and confidence needed to attain a competent assessment result. In a training and assessment pathway, assessment may take place:
● before training—a diagnostic assessment Purpose is to ‘diagnose’ training needs.
● throughout training—formative assessments Purpose is to monitor participant progress. Formative assessments may or may not be formal; that is, they may or may not contribute to the overall assessment outcome.
● at and/or after the conclusion of training—a summative assessment Purpose is to holistically assess each participant’s ability to perform the work activities taught, in realistic working conditions.
The timeline below illustrates the three different types of assessments that may form part of a training and assessment pathway.
Figure: Types of assessments in a training and assessment pathway
Diagnostic assessment
Formative assessments Summative assessment
&/or
Timeline
Before training
After training in the workplace
During training
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Assessment-only pathway— Recognition of Prior Learning (RPL)
In an assessment-only pathway, we assess candidates without training them first. The most common term used to describe an assessment-only pathway assessment is Recognition of Prior Learning (RPL).
In the Standards for Registered Training Organisations (RTOs) 2015, RPL is defined as…
… an assessment process that assesses the competency/s of an individual that may have been acquired through formal, non-formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or VET accredited courses [sic].
Standards for Registered Training Organisations (RTOs) 2015, Glossary
To be clear…
RPL is a form of assessment. It is not the same thing as ‘getting credit’. We must assess RPL candidates to verify competence (we just don’t need to train them first).
Why might people undertake RPL assessment?
People undertake RPL assessment to gain formal recognition of skills and knowledge they already hold. They may do this because:
● they want or need formal recognition of their skills and knowledge to:
– meet regulatory requirements
– get a new job or promotion
– attain a qualification
● a quality RPL assessment process will save the candidate time and money because they don’t need to participate in training that covers skills and knowledge
RPL—a ‘plain English’ explanation
RPL is an assessment process that allows experienced individuals to gain a qualification, skill set or statement of attainment by producing
evidence of what they already know, can do, or have done
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they already hold.
Can anyone undertake RPL?
No. RPL is only suitable for individuals who:
1. currently hold the skills, knowledge and experience needed to meet competency requirements
2. are able to provide valid, sufficient, current and authentic evidence of their skills, knowledge and experience.
RTOs must screen all potential RPL candidates and confirm their suitability for RPL, before finalising their enrolment in RPL (and accepting any fees that apply).
How does RPL work?
Each RTO will have its own RPL policies and processes. An RTO’s RPL processes must include the three main steps shown below.
Figure: RPL process at a glance
The table below describes some of the different ways RTOs may apply these steps to form their own, systematic RPL processes.
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Table: How RPL processes work
Stage How the RTO might manage this stage of the RPL process
1 Confirm eligibility for RPL
Written RPL information The RTO produces a document or equivalent that describes RPL requirements. They distribute it to individuals who express interest in RPL. Individuals use this information (and contact the RTO with more questions as needed) to decide if RPL is a good choice for them. OR
Interview An RTO representative conducts an ‘eligibility interview’ with individuals who are interested in RPL. By the end of the interview the RTO representative and the individual decide the best course of action—RPL or another alternative.
2
Candidate compiles and presents a portfolio of evidence
Formative approach (collaborative) The RTO assigns an RPL assessor immediately upon enrolment. The assessor works collaboratively and progressively with the candidate to: ● identify suitable examples of RPL evidence ● progressively judge evidence and give feedback until
the candidate has provided all evidence needed to attain a competent result
OR
Summative approach: variation 1—written portfolio The RTO sends the candidate an ‘RPL kit’ with written instructions. The candidate follows these instructions and compiles a portfolio of evidence. When complete, they submit the portfolio to the RTO for marking. OR
&
Summative approach: variation 2—written portfolio with interview (we sometimes call this interview a ‘competency conversation’) The candidate compiles a portfolio of evidence as described above. When complete, they: ● EITHER submit the portfolio to the RTO for marking—
an assessor marks the portfolio, then contacts the candidate to arrange an interview OR
● contact the RTO to arrange a time to meet with the assessor and present their evidence at the RPL interview.
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Stage How the RTO might manage this stage of the RPL process
3 RPL assessor makes a decision
In all RPL situations, the RPL assessor must produce a written report that documents: ● the assessment result ● feedback about the evidence submitted.
If the result is not yet competent
If the result is not yet competent, the assessment report must include a recommended action plan that either: ● offers the candidate ways to address gaps and attain a
competent result OR
● suggests alternatives to RPL.
To address gaps in competence, the RPL assessor may: ● contact third parties to get additional evidence of
competence ● ask the candidate to submit more evidence ● (if not already done) interview the candidate and
conduct a ‘competency conversation’ ● assign a targeted task or activity to address gaps in
competence ● recommend targeted coaching, training or self-directed
learning to address minor gaps in competence ● recommend a training-based pathway to attain
competence.
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Key features of competency-based assessment
This section of the manual discusses the key features of competency-based assessment (CBA).
We’ll discuss the following features of competency-based assessment:
1. CBA is client-focussed. This means that:
● CBA is participatory
● candidates may choose whether or not to be assessed
● candidates may choose the assessment pathway of choice
● assessments should reflect realistic working conditions
● CBA is flexible and promotes inclusivity
● candidates have rights (and responsibilities) in CBA
2. CBA is based on criteria
3. CBA is evidence-based.
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CBA is client focussed
One of the key themes of VET in Australia is a client-focussed approach. This includes a client-focussed approach to assessment.
A client-focussed approach means that we must consider the needs of the client when planning, organising, developing, conducting and validating assessments.
Below are some examples of how a CBA is client-focussed.
CBA is participatory
In CBA, candidates are involved in the assessment process. The relationship between assessor and candidate is a collaborative one. Candidates may discuss their assessment needs and negotiate assessment approaches that best suit their needs while still addressing competency requirements.
The assessor should guide and support the candidate throughout the assessment. Assessors therefore need effective communication skills.
In CBA, candidates choose to be assessed
In CBA, candidates must choose to undertake assessment. We cannot force a candidate into assessment if they do not want to be assessed.
When choosing whether or not to be assessed, potential candidates must consider:
1. the benefits of choosing to be assessed Benefits may include a Nationally Recognised Qualification, Skill Set or Statement of Attainment, a promotion or a pay rise, or increased marketability.
2. the consequences of not choosing to be assessed Candidates not choosing to be assessed are not formally recognised for their skills and knowledge. Furthermore, in some workplaces, assessment may be required to satisfy regulatory or legislative requirements; choosing not to be assessed may result in the candidate losing their job.
In CBA, candidates have a choice of assessment pathways
For more information about assessment pathways, see page 20.
Candidates and assessors are ‘partners’ in assessment
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CBA should reflect realistic working conditions
● If assessment occurs in the workplace Most likely the assessment requirements will reflect the candidate’s context.
● If assessment occurs in a simulated workplace setting Assessment conditions and requirements must reflect realistic working conditions for the type of workplace in which the candidate works or may work.
CBA is flexible and promotes inclusivity
Inclusive assessment practice
All assessment candidates will benefit from inclusive assessment practice.
Examples of inclusive assessment practice include (but aren’t limited to):
● Assessment takes into account candidates’ previous experiences. For example, a candidate who did not do well in school may be anxious about their assessment; you may need to: – correct misconceptions about how competency-based assessment works – take steps to reassure and support the candidate throughout assessment
● Assessment reflects candidates’ real world conditions, for example: – either assessment processes are highly tailored to a particular client group – or assessment processes are flexible and allow candidates to choose realistic
workplace scenarios upon which to base assessment activities.
● The assessment processes and tools address cultural sensitivities and equity considerations. For example: – Cultural sensitivities relating to:
cultural beliefs, religious practice or traditions—assessors may need to adjust the assessment approach or their communication style to ensure that candidates feel safe and supported in the assessment
workplace culture—e.g. the need to maintain confidentiality when assessing a manager whose team members are aware of the assessment
– Equity considerations: the wording of assessment instructions is objective, equitable and non-
biased the assessment activities themselves must not discriminate against any
candidate or candidate type—e.g. an assessment that requires candidates to obtain feedback on performance from their employer would discriminate against candidates who are not employed.
Inclusive assessment practice means ensuring that assessment processes and materials are relevant and safe
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● Assessment is flexible enough to allow amendments to suit the needs of a particular candidate—e.g. re-scheduling assessment around a candidate’s availability or to accommodate unforeseen circumstances that arise
● Assessment takes into account candidates’ foundation skills, including: – learning, reading, writing, oral communication and numeracy – core skills for work, including the ability to:
navigate the world of work interact with others get the work done, using technology as needed.
● Reasonable adjustment, where required (see below).
Reasonable adjustment
Sometimes, practicing inclusivity means adjusting the assessment to meet the needs of someone with a disability.
! Adjustments must be ‘reasonable’—that is, they must:
● maintain integrity of the assessment and meet competency standards ● help candidates access the opportunity to undertake assessment ● maintain safety ● not cause undue hardship to the RTO (e.g. cost).
Examples of reasonable adjustment include but are not limited to:
● providing support people—e.g. scribe or support person for a candidate with an intellectual disability
● providing assistive technology—e.g. to enhance vision or allow to for physical disability
● modifying format of assessment materials—e.g. braille assessment
● modifying assessment processes—e.g. oral assessment for a candidate who has difficulty writing
● adjusting the physical environment—e.g. providing access and physical layout so a candidate in a wheelchair can complete the assessment.
A ‘reasonable adjustment’ is…
an adjustment to the assessment process or materials that allows a candidate with a disability fair access to the assessment,
and fair opportunity to successfully complete it
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More information about specialist support
Sometimes, to apply a reasonable adjustment, we get help from ‘specialists’—specialist people (as in example one of reasonable adjustment above), or specialist equipment (as in example two).
For more information about specialist support, see page 173.
In CBA, candidates have rights
A client-focussed approach to assessment means that candidates have rights. We discussed candidates’ right to choose whether-or-not to be assessed on page 27.
Other candidate rights include:
● the right to appeal the assessment decision Candidates have a right to appeal the assessment decision if they disagree with the decision reached by the assessor. All Registered Training Organisations (RTOs) must have a documented appeals process. We should inform candidates of their right to appeal before we assess them.
● the right to confidentiality RTOs and assessors must respect candidate confidentiality. They must:
– share information about candidates and their assessment activities with authorised people, only
– document assessment results promptly and ensure that assessment records remain secure and confidential.
● the right to access their own assessment records All candidates have a right to access their own assessment records. RTOs should ensure the availability of such records while simultaneously preventing those without authorisation from accessing them.
● the right to fair and respectful treatment All candidates have a right to be treated fairly and respectfully by the assessor, by other RTO staff, and by other candidates.
Candidates also have responsibilities
Candidates have a responsibility to:
● complete assessment tasks as required
● advise their assessor if they have any particular needs that may warrant a reasonable adjustment
● submit authentic evidence (i.e. submit their own work, without plagiarising)
● respect the rights of others—including the assessor and other candidates.
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CBA is based on criteria
Competency-based assessment is an example of a criteria-referenced assessment.
Criteria vs. norm-referenced assessments
In criteria-referenced assessments, we assess candidates against a set of criteria (in CBA the criteria are competency standards).
Criteria-referenced assessments stand in contrast to norm-referenced assessments. In a norm-referenced assessment, we compare the candidate’s performance with the performance of other candidates.
The table below summarises the differences between criteria and norm-referenced assessments:
Table: Criteria vs norm-referenced assessments
Type of assessment
Criteria-referenced Norm-referenced
Definition Candidate performance is compared to the assessment criteria
Candidate performance is compared with other candidates’ performances
Key features
● Is not a competitive process—all candidates have the opportunity to succeed
● Requirements for ‘success’ remain constant
● Is a competitive process—not all candidates will succeed
● Requirements for ‘success’ fluctuate depending on the performance levels of the candidates
Examples ● Competency-based assessment— everyone has the potential to achieve a ‘competent’ result
● Some school assessments—e.g. a score of 75% is required for a Distinction.
● A race—fastest wins
● A job interview—best wins
● University entrance exam—top 25 finishers get into university.
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CBA is based on evidence
What is evidence?
Evidence is the ‘proof’ offered by a candidate to demonstrate their competence.
What is the role of evidence in CBA?
In CBA:
● candidates have a responsibility to provide evidence of their competence.
● assessors have a responsibility to help candidates identify suitable evidence and must base their assessment decisions solely on the evidence provided. They may not base assessment decisions on:
– how hard the candidate has worked, or
– how much they like the candidate, or
– how much potential they think the candidate has.
Rules of Evidence
Evidence that candidates provide must be of an acceptable quality. So what is ‘quality’ evidence?
Assessors consider the rules of evidence when identifying, gathering, and analysing evidence.
The rules of evidence state that ‘quality’ evidence is:
● Valid—it relates to the competency standard/s assessed
● Sufficient—it covers all requirements of the competency standard/s assessed and shows consistent performance over time
● Current—it shows that the candidate is competent ‘today’
● Authentic—the evidence can be verified as the candidate’s own work.
Evidence should also be reliable—it should demonstrate consistent performance over time.
The rules of evidence define quality evidence
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Summarising the key features of competency-based assessment
Pages 26 to this point have discussed the key features of competency-based assessment.
To recap:
1. CBA is client-focussed. This means that:
● CBA is participatory
● candidates may choose whether or not to be assessed
● candidates may choose the assessment pathway of choice
● assessments should reflect realistic working conditions
● CBA is flexible and promotes inclusivity
– candidates’ previous experiences should be taken into account
– assessment reflects candidates’ real world conditions
– cultural sensitivities and equity considerations are addressed
– support may be provided to address foundation skill needs, where needed
– reasonable adjustments are applied, where appropriate.
● candidates have rights (and responsibilities) in assessment
2. CBA is based on criteria
3. CBA is based on evidence.
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Assessor roles and responsibilities
Assessor roles
Specific duties of individual assessors will vary, depending on their defined job role. Your role as an assessor may include any or all of the following duties:
● Contribute to assessment This means working in collaboration with another assessor, a candidate or other stakeholders to contribute in some way to an individual’s assessment.
● Plan assessment activities and processes This means working in collaboration with the candidate and other stakeholders to plan and organise training and assessment pathway and RPL assessments.
● Develop assessment instruments (and sometimes assessment tools) In preparation for assessment, assessors may need to modify or sometimes develop assessment instruments or tools needed to assess competence.
● Assess competence This is what assessors do day-to-day. Assessing competence means working collaboratively with the candidate and other stakeholders to prepare for assessment, gather evidence, decide and share the assessment result with the candidate, and report the assessment decision to the RTO.
● Participate in assessment validation This means taking steps to ‘quality check’ your and your RTO’s assessment tools, processes and practices.
Discussion or personal reflection on your own time— What does your current role as ‘assessor’ include?
List your thoughts below:
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Assessor responsibilities
Assessors’ legal and ethical responsibilities include:
1. Get qualified Ensure that you have the required skills, experience and qualifications as an assessor, and in your industry
2. Remain current Ensure that you stay up-to-date with latest developments in assessment practice and in your industry
3. Be professional Perform your duties as an assessor in a way that reflects ‘best practice’—i.e. your practice reflects the Principles of Assessment and Code of Practice for assessors.
4. Meet Work Health and Safety responsibilities Assessors—like trainers—have a duty of care to ensure a physically and emotionally safe assessment.
Details about these responsibilities begin on the next page.
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Get qualified and remain current
To work for a registered training organisation, trainers and assessors must have the qualifications and experience listed in the extract below, from the Standards for Registered Training Organisations:
1.13 In addition to the requirements specified in Clause 1.14 and Clause 1.15,
the RTO’s training and assessment is delivered only by persons who have: a) vocational competencies at least to the level being delivered and
assessed; b) current industry skills directly relevant to the training and
assessment being provided; and c) current knowledge and skills in vocational training and learning that
informs their training and assessment
1.14 The RTO’s training and assessment is delivered only by persons who have: a) Prior to 1 January 2016, the training and assessment qualification …
or demonstrated equivalence of competencies b) from 1 January 2016, the training and assessment qualification …
Standards for Registered Training Organisations (RTOs) 2015, Standard 1, clauses 1.13 and 1.14
The figure below illustrates the requirements described above.
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Figure: Competencies required by trainers and assessors
Training and assessment competence and industry skills
Vocational competence and industry skills
Get the required vocational and industry qualifications
and experience
Requirements may be defined in the industry training package
Get qualified as a trainer and/or assessor
Requirements defined in the Standards for RTOs
(see above)
Maintain current training / assessing skills through ongoing work and
professional development in training/assessing
Maintain current knowledge and skills relevant to: ● industry ● vocational training and
learning through ongoing work and professional development in the industry you are training in.
+
Stay current
+
Get the right qualifications and experience
1
2
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Be professional
Standards for RTOs
The Standards for RTOs list performance requirements for assessors in Australia. We recommend that you read these in detail—especially standards 1 and 2—to identify some of your legal responsibilities as an assessor in Australia.
More information about the Standards for RTOs
See the appendix of this manual.
Code of practice for assessors
The code of practice on the next page is loosely based on an international code developed by the National Council for Measurement in Education.
Although it is not legally binding in Australia, this code reinforces outcomes of the TAE assessment units and offers a useful ‘best practice’ list to help assessors meet their legal and ethical requirements.
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Code of Practice for Assessors
1. The differing needs and requirements of the candidates, the local enterprise/s and/or industry are identified and handled with sensitivity
2. Potential forms of conflict of interest in the assessment process and/or outcomes are identified, and appropriate referrals are made, if necessary
3. All forms of harassment are avoided throughout the assessment process and in the review and reporting of assessment outcomes
4. The rights of candidates are protected during and after the assessment process
5. Candidates are made aware of their rights and processes of appeal
6. Personal or interpersonal factors that are irrelevant to the assessment of competence must not influence the assessment outcomes
7. Evidence is verified against the rules of evidence
8. Assessment decisions are based on available evidence that can be produced and verified by another assessor
9. Assessments are conducted within the boundaries of the assessment system policies and procedures
10. Formal agreement is obtained from candidates and the assessor that the assessment was carried out in accordance with agreed procedures
11. Assessment systems and tools are consistent with equal opportunity legislation
12. Candidates are informed of all assessment reporting processes prior to the assessment
13. Candidates are informed of all known potential consequences of assessment decisions prior to the assessment
14. Confidentiality is maintained regarding assessment decisions/outcomes and records of individual assessment outcomes which identify personal details are only released with the written permission of the candidate/s
15. Assessment outcomes are used consistently with the purposes explained to candidates
16. Self-assessments are periodically conducted to ensure current competence against the TAE Training and Education Training Package competency standards
17. Professional development opportunities are identified and sought
18. Opportunities for networking amongst assessors are created and maintained
19. Opportunities are created for technical assistance in planning, conducting and reviewing assessment practice and participating in assessment validation.
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Work health and safety (WHS) responsibilities
Registered training organisations and assessors have a responsibility to ensure healthy and safe assessments. To do this, they must consider the safety of:
● the candidate
● the candidate organisation
● customers and other stakeholders.
Safety includes:
● physical safety—e.g. safety of people, the environment and equipment to be used
● emotional safety
● safety of the organisation’s reputation or image.
How can assessors ensure a healthy and safe assessment?
Once you and the candidate have agreed to proceed with assessment, use the guidelines below to ensure a healthy and safe assessment:
Physical safety
● Make sure you are familiar with any WHS procedures relevant to the assessment venue or environment. This includes:
– how to access the venue safely – emergency evacuation procedures – first aid contacts and procedures – systems and processes for recording and reporting WHS incidents – procedures for safe procurement, use and storage of equipment to be used in
the assessment – clothing or personal protective equipment to be worn – other information as relevant to the assessment venue
The first rule of safety…
Never allow a candidate to proceed with assessment unless you are confident that they can safely complete assessment activities
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● Before the assessment, find out if the candidate has any allergies or other physical or intellectual conditions that may require some specific action to ensure a healthy and safe assessment.
● If the work activity being assessed is dangerous, assess in stages, as follows:
– Stage 1: simulated environment—first, assess skills and knowledge in a simulated environment where you can control the conditions, and stop assessment if needed (do not progress to stage 2 until the candidate has performed to a satisfactory standard in these controlled conditions)
– Stage 2: on the job—when ready, assess the candidate on-the-job.
Example: Assess a pilot in a flight simulator before assessing in an aircraft.
● Assess one candidate at a time so you can work closely with the candidate and intervene if safety is compromised.
● Make sure equipment used in the assessment:
– has been properly maintained, and is in safe working order – is used safely (position yourself so you can step in easily and stop the
assessment if the candidate starts using equipment in an unsafe way) – is safely and securely stored after use.
Emotional safety
● Reassure the candidate that you are ‘on their side’
● Allow sufficient time for the candidate to prepare for the assessment
● Select a familiar, private assessment environment with no unnecessary onlookers
● Take time just before assessment begins to answer last-minute questions about the assessment process or requirements
● Allow sufficient time for the candidate to complete the assessment activities
● Support the candidate (without leading them) throughout the assessment.
Safety of the organisation’s reputation and assets
If assessing on-the-job, make sure the organisation’s reputation and assets remain safe. For example:
● Assess in stages: start with simulated assessment (where making a mistake won’t damage the organisation or its assets); progress to work-based assessment only after the candidate has performed to a satisfactory standard in the previous stage.
Example 1: Assess customer service skills:
– Stage 1: in a simulated customer service environment, then – Stage 2: on the job, during a quiet time, and finally – Stage 3: on the job, during a busy period.
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Example 2: Assess the ability to enter information into a database:
– Stage 1: using a simulated (‘dummy’) database, then – Stage 2: using the real database.
● Ensure that candidates are clearly identified as ‘trainees’ or equivalent.
! STOP THE ASSESSMENT IMMEDIATELY if the candidate’s performance becomes physically or emotionally dangerous. For example, if the candidate:
● becomes distressed to the point where quality of performance deteriorates and becomes potentially dangerous
● uses a piece of equipment incorrectly or unsafely ● gives grossly misleading, incorrect or unsafe information to a customer
or other third party—e.g. a restaurant server tells a customer with a nut allergy that a sauce has no nuts in it, when it does.
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Summary of this section
Introduction to competency-based assessment
In this section of the manual we have described ‘best practice’ competency-based assessment, including:
● what it means to be ‘competent’
● the four Principles of Assessment and how they guide all stages of the assessment process
● the difference between:
– a training and assessment pathway assessment
– a Recognition of Prior Learning (RPL) assessment
● key features of competency-based assessment
● an assessor’s the roles, plus their legal and ethical responsibilities in a competency-based assessment system.
The skills and knowledge gained from having read this manual and participated in the related training activities should enable you to carry out your role as a competency- based assessor in accordance with the Principles of Assessment, the requirements of the vocational education and training (VET) system and the requirements of the organisation you work for.
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Plan assessment activities and processes
Before anything else, preparation is the key to success
Alexander Graham Bell
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Introduction to this section
Plan assessment activities and processes
Before we can assess, we must first plan how, when, where, and with what we will assess. A documented assessment plan:
● clarifies the assessment process and logistics for the assessor, candidate, trainers and other stakeholders
● promotes consistency in assessment.
After reading this section of the manual and participating in the related learning activities, you should be able to plan and organise assessments. This means working in collaboration with candidates and other stakeholders to:
1. Determine the assessment approach
2. Prepare and document competency-based assessment plans
3. Develop or customise assessment instruments.
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Plan assessment activities and processes: in context
The flow chart below illustrates the ‘big picture’ of planning, organising, developing and conducting assessments. We have used pink shaded boxes to highlight steps relevant to planning assessment activities and processes.
Plan assessment activities and processes
Determine assessment approach ● Identify the target candidates and why they must be assessed ● Identify benchmarks ● Identify other information needed to plan assessment
Prepare the assessment plan ● Build a picture of competence ● Identify the evidence required ● Identify assessment activities and timeframes ● Make sure you have covered everything—prepare a competency
map ● Finalise and document the assessment plan.
Organise assessment instruments or tools ● Analyse available assessment tools and instruments
● Develop or customise assessment instruments or
● Design and develop the entire assessment tool
● Review, trial and finalise the draft assessment instrument/s or tool
Assess competence
Prepare for assessment and brief the candidate
Support the candidate
Gather quality evidence
Make the assessment decision
Give feedback to the candidate
Record and report the assessment decision
Review the assessment process
Develop assessment tools (if needed)
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What is an assessment plan?
We may plan assessments for RPL or training and assessment pathways. Each assessment plan may cover one unit or a cluster of units.
Table: Information typically found in an assessment plan
The plan should identify…
Who ● Who the target candidate/s are
● Context—e.g. candidate industry expertise plus other key characteristics or needs that may inform the most suitable assessment approach for these candidates
● Who needs to be involved in, or informed of, the assessment
Why ● Reason for the assessment
What ● Competency standards to be assessed
● Assessment activities and requirements for a competent result
Where ● Assessment location/s
● Venue and equipment requirements
When ● Sequence and timing of assessment activities
● Assessment date/s and times
How ● Assessment pathway (training and assessment or RPL)
● List of people to be actively involved in the assessment and description of each person’s role in contributing to the assessment
● List of people to be informed of the assessment and assessment results
● Reasonable adjustments and/or special support needs if applicable
● Safety issues
● Tools needed to conduct the assessment and record assessment results
● Other logistics as appropriate.
A documented assessment plan describes who will be assessed and
why, what where, when and how assessment will occur
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How are assessment plans used, and by whom?
● Assessors may use the assessment plan to familiarise themselves with the assessment process, requirements and other logistics.
● Trainers may use the assessment plan to familiarise themselves with the assessment process, requirements and logistics so they can:
– explain the assessment process and requirements to participants – organise and conduct assessment activities designed for completion during
training time (if applicable).
● An RTO auditor may use the assessment plan to evaluate the training organisation’s assessment processes.
Start with the end in mind…
The next few pages of this manual describe the process of developing assessment plans and instruments.
Before getting started planning your own assessment, you might want to have a look at the products that result from this process (i.e. examples of completed assessment plans and instruments). If so, skip ahead to the pages listed below, and then return to this page.
● Examples of assessment plans begin on page 77.
● Examples of assessment instruments begin on page 114 (in the section of this manual that covers how to design and develop assessment tools).
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Plan assessment step 1. Determine the assessment approach
Plan assessment activities and processes
Step 1—Determine the assessment approach
Step 2—Prepare the assessment plan
Step 3—Develop assessment instruments
Before you can start preparing the assessment plan, you must determine the assessment approach. This means finding out everything you need to know about the purpose of the assessment, the target candidate/s and their context.
To determine the assessment approach, get answers to these questions
● Who are the candidates and why do they want or need to be assessed?
● Why might candidates want (or need) to be assessed?
● What are the assessment benchmarks?
● Is there an overarching assessment strategy?
● What organisational assessment systems and policies must be followed?
● Who else should I involve in, or inform of, the assessment?
● What Work Health and Safety (WHS) issues must I consider?
● Anything else?
We expand on each of these questions in the pages that follow.
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Who are the candidates?
You may plan assessments for:
● a specific individual
● a specific group (e.g. a particular group of employees within an organisation)
● a broad target group (e.g. members of the public who enrol with your RTO).
If you are planning assessment for a broad target candidate group, your assessment plan must reflect ‘real world’ requirements and be flexible enough to cater to diverse contexts and needs of candidates.
If you are planning assessment for an individual or a specific group, you should identify the specific work context, the characteristics and needs of the target candidate/s, then develop a tailored assessment plan that directly reflects these.
How do I identify candidate context, characteristics and needs?
Here are a few examples of questions you could ask:
● Context
– What does competent performance ‘look like’ on the job?
– What are the candidates’ work and educational backgrounds?
– Are the candidates currently working? If so, are they working in the industry relevant to the competencies assessed?
– What types of assessments are the candidates most familiar with?
– When are the candidates available for assessment?
– Where do opportunities exist to provide evidence of competence:
to support RPL as part of training? using work activities?
Context is important
When considering who your candidates are, find out about their ‘context’, then plan assessment activities processes and requirements that:
● reflect ‘real world’ performance expectations for the target candidate/s
● address identified candidate needs.
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● Candidate characteristics and needs
– What is the geographic spread of the candidates? Are they located within close proximity of each other? Of the RTO?
– What are the candidates’ personal reasons for undertaking assessment?
– What support might candidates need—e.g.
How familiar are the candidates with competency-based assessments? Have they had any previous experience with assessment (competency- based or other) that may influence their attitude towards the assessment?
Do the candidates have the language, literacy and numeracy skills needed to undertake assessment, or will they need LLN support?
What digital literacy skills do candidates have? Are they sufficient to meet competency requirements?
Do the candidates have any identified disabilities—physical or intellectual?
● Other questions that may be relevant given the circumstances.
Why might candidates want (or need) to be assessed?
We might assess competence to:
● formally acknowledge the skills and knowledge a candidate may already have (i.e. recognition assessment)
● confirm whether or not learning program outcomes have been met and participant/s have achieved competence
● ‘diagnose’ training needs
● check a learner’s progress
● satisfy licensing or regulatory requirements.
It’s useful to find out your candidates’ reasons for undertaking assessment. This knowledge will help you approach the assessment from the candidate’s perspective.
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What are the assessment benchmarks?
Benchmarks for assessment may include:
● competency standards (units of competency and their assessment requirements) or assessment criteria from an accredited course
● performance requirements as developed by an organisation—e.g. a detailed job description with performance criteria or Standard Operating Procedures.
● industry standards—e.g. ISO standards
● product specifications.
This manual focuses on how to use training package competency standards (units of competency and their assessment requirements) as the assessment benchmarks
You will find the concepts covered useful, regardless of assessment benchmarks used in your workplace.
How to get started using training packages and units of competency
If you are new to Australia’s VET system, take a moment now to read information in the Appendix of this manual. It contains useful information about training packages, units of competency, where to find them and how to get started using them.
The Appendix begins on page 240.
The term, ‘benchmarks’ refers to the criteria against which the candidate is assessed
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Is there an overarching assessment strategy?
Sometimes assessments we plan must reflect an overarching training and assessment strategy (TAS).
Training and assessment strategies and practices are the approach of, and method adopted by, an RTO with respect to training and assessment designed to enable learners to meet the requirements of the training package or accredited course.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
Training and assessment strategies versus assessment plans
● a training and assessment strategy (TAS) usually covers an entire qualification, skill set or accredited course.
● an assessment plan covers a single unit or cluster of units that contribute to the qualification, skill set or accredited course. Where there is an overarching TAS, the assessment plan must reflect the TAS.
A number of assessment plans may fall out of a training and assessment strategy, as illustrated below:
If a TAS exists, the global approach to the assessment has already been determined. Follow this information when you prepare your assessment plan.
If there is no TAS, develop your assessment plan from scratch, taking into account the assessment systems and policies of the organisation.
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Assessment systems and policies
The organisation on whose behalf you are planning the assessment will have systems in policies in place, in relation to assessment. You must take these into account when planning your assessment and developing assessment instruments or tools to support your plan. Relevant systems may relate to how the organisation:
● formats assessment plans and related documentation
● receives and stores assessment submissions from candidates
● records, reports and stores assessment records
● informs candidates of their rights and responsibilities in assessment—e.g. using web-based information, a Student Handbook, or equivalent
● and more, as applicable to the organisation.
Who else should I involve in—or inform of—the assessment?
It is important to identify stakeholders in the assessment process as early as possible, and to involve them when you plan the assessment.
Who will be involved in the assessment?
Consider:
● who will administer the assessment:
– the trainer – a dedicated assessor – the organisation’s assessment coordinators or administration staff/
● who else might be asked to contribute to the assessment—e.g.
– a workplace supervisor or other third party to provide third party evidence of competence in the workplace
– a specialist support person to help the candidate through the assessment, for example, an interpreter
– a trainer to explain assessment requirements to participants, or perhaps conduct some assessment activities during training time
– others?
Who should be informed of the assessment?
In addition to the people named above, others who should be informed of the assessment may include:
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● customers—e.g. if assessing a trainee customer service representative, the trainee usually wears a badge identifying themselves as such
● technical or subject matter experts
● industry regulators
● a Commonwealth department official / Centrelink personnel / caseworker
● Australian Apprenticeships personnel.
What Work Health and Safety (WHS) issues must I consider?
The assessment you plan must be physically and emotionally safe. For details about safety in assessment, see information starting on page 40.
Anything else?
Other useful information to help you plan the assessment may include:
● organisational issues or needs—e.g. budget or deadlines
● circumstances surrounding the assessment—e.g. a worker has been injured, and this is what has prompted the assessment at this time. Candidates may be upset about the injury, and anxious about the assessment. Knowing this would help you devise a strategy to support candidates
● documents that may inform development of the assessment plan and instruments/tool to support the plan—In the previous pages, we discussed the importance of referring to documents such as assessment benchmarks, the overarching assessment strategy (where applicable), the organisation’s documented assessment systems and policies. These documents must inform the development of your plan and instruments/tool. Consider also, other documents that may be useful, for example:
– a job or position description of the target candidate/s
– the Implementation Guide and other supporting documents (called, ‘companion volumes’) for the relevant training package—an Implementation Guide is available for all training packages. Other companion volumes may also be available, depending on the training package. Download these from the training.gov.au site. To do this:
1. Visit the National VET Register: <training.gov.au> (accessed 05.01.2018)
2. Using this site, search for the unit of competence your assessment plan and instruments/tool will cover, or for the training package containing the unit.
3. Download the Implementation Guide, plus other companion volumes (if available) available, as shown in the figure below:
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How to access and download training package Implementation Guides and other companion volumes
Information accessed 05.01.2018
To recap...
To determine the best assessment approach, you needed answers to these questions:
● Who are the candidates and why do they want or need to be assessed?
● Why might candidates want (or need) to be assessed?
● What are the assessment benchmarks?
● Is there an overarching assessment strategy?
● What organisational assessment systems and policies must be followed?
● Who else should I involve in, or inform of, the assessment?
● What Work Health and Safety (WHS) issues must I consider?
● Anything else—e.g.
– Organisational issues or needs
– Circumstances surrounding the assessment
– Documents that may provide useful information to help guide you as you plan the assessment and develop the assessment instruments or tool.
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Plan assessment step 2. Prepare the assessment plan
Plan assessment activities and processes
Step 1—Determine the assessment approach
Step 2—Prepare the assessment plan
Step 3—Develop assessment instruments
To prepare the assessment plan, do the following:
1. Build a picture of competence
2. Identify the evidence required
3. Identify assessment activities and timeframes
4. Make sure you have covered everything—prepare a competency map
5. Finalise and document the assessment plan.
More detail about each step follows.
1. Build a picture of competence
Unpack and contextualise the unit/s of competency to be assessed
‘Unpacking’ a unit of competency is the term given to the process of analysing a unit of competency to understand what competent performance ‘looks like’ in the candidate’s workplace/s (their ‘context’). We do this to clarify assessment expectations.
Guidelines for contextualising units of competency
For more information about contextualising units of competency, and guidelines for contextualisation, see the Appendix of this manual.
To build a picture of competence ask yourself,
What does competent performance ‘look like’ in the candidate/s’ real world?
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An example The next page shows how you may unpack and contextualise a unit of competence. The example is based on the case study below:
Case study introduction— Plan assessment activities and processes
ABC Training House: Workplace Training Basics program
Suzy Smith is a senior trainer and assessor with ABC Training House, an RTO. ABC Training House has asked Suzy to plan the assessment for a competency-based learning program that covers the unit, TAEDEL301 Provide work skill instruction. TAEDEL301 is an elective unit in TAE40116 Certificate IV in Training and Assessment.
Target candidates
● Candidates are the program participants—members of the public—who will enrol in this program
● Candidate contexts and characteristics will vary: – they may be working but they may not be working – they will come from a range of industries – average age will vary – language literacy and numeracy skills of each learner will also vary; some may
need support. ● Candidates are enrolling in this program because they want to attain a Statement
of Attainment for TAEDEL301. Some may continue their study and complete the entire Certificate IV in Training and Assessment.
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Example: Build a picture of competence— Analyse and contextualise a unit of competency
Based on the case study on the previous page
Suzy builds a picture of competence by analysing or ‘unpacking’ TAEDEL301 Provide work skill instruction
She starts by analysing the elements and performance criteria of the unit:
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Next, Suzy looks at the foundation skills needed to attain TAEDEL301:
By contextualising the unit, Suzy has built a picture of competence
She can now use this ‘picture’ to guide her as she generates ideas for evidence of competence that might be suitable for candidates in this context—who may or may not be working, and who have diverse industry backgrounds.
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2. Identify the evidence required To identify the evidence required for assessment, assessors must look at both:
● the unit of competence, and
● the assessment requirements for the unit.
Here’s an example of how Suzy unpacks and contextualises the assessment requirements for the unit.
Now that Suzy has analysed the unit and its assessment requirements…
She realises that evidence for TAEDEL301 must include:
● evidence of having organised, conducted, checked and reviewed at least three (3) training sessions for different learners and covering different topics
● the knowledge listed in the knowledge evidence (above)
● the ability to perform in conditions that replicate the workplace.
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Here are a few things to consider when it’s your turn to identify evidence required
The next few pages feature information to bear in mind while unpacking the unit to determine evidence requirements, including:
● a reminder: quality evidence—what is it?
● types of evidence to consider.
A reminder: quality evidence—what is it?
When determining evidence requirements, your objective is to identify quality evidence.
Rules of evidence
The rules of evidence—introduced on page 32 of this manual—define quality evidence as:
● valid—it relates to the competency standard assessed
● sufficient—you get enough of it
● current—it proves that the candidate is competent ‘today’
● authentic—the evidence can be verified as being the candidate’s own work.
A reminder...
Quality evidence demonstrates the candidate’s:
● skills, knowledge and attitudes (reflected in behaviour) needed to perform the task
● ability to perform the task as required, in real or realistic working conditions (as defined by the dimensions of competence)
● ability to perform the task consistently over time, and transfer skills and knowledge to new situations
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Types of evidence to consider
When selecting suitable evidence for assessment, consider:
1. how strong the evidence is—i.e. how much it tells us
2. what the evidence shows (or tells) us
3. your options—real, realistic, or a bit of both.
1. How strong the evidence is
There are three broad types of evidence. These are:
Direct evidence We gather direct evidence when the assessor directly observes the candidate’s performance. Examples include:
● observation of work activities under real or simulated work conditions
● samples of work produced by the candidate that the assessor reviews, personally
● responses to questions (written or verbal)
Indirect evidence Indirect evidence is evidence that comes from a third party source. For example:
● third party report—e.g. reference letter or questionnaire completed by a workplace supervisor (or equivalent)
● diary, journal or log book—some people classify these are supplementary forms of evidence because the candidate usually completes these. We don’t mind which category you put them in; they are useful ways to gather evidence of knowledge and performance over time.
Supplementary evidence As its name suggests, supplementary evidence supplements direct and indirect evidence. Supplementary evidence often gives a broader perspective of competence. Examples include:
● curriculum vitae or other statement that describes the candidate’s professional history
● evidence of professional development that is relevant to the unit/s assessed
● relevant qualifications.
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2. What the evidence shows or tells us
Quality evidence should demonstrate diverse aspects of competence, including:
● products
● processes
● knowledge
● skills
● attitudes.
Table: Types of evidence and what they tell us
Type of evidence Definition Examples
Products Evidence of the finished product
A completed workplace document (e.g. a written report, if assessing the ability to write a report)
Processes Evidence that shows the process used to produce the finished product
● Examples of relevant correspondence (e.g. emails showing how information to include in the report was gathered)
● Copies of early drafts of the product ● Candidate’s description of how they developed the product
Knowledge Evidence that the candidate has the knowledge needed to perform the task
● Responses to verbal or written questions, or ● The way a practical task is performed may demonstrate
required knowledge (e.g. The format and styles used in the report should demonstrate knowledge of required styles)
Skills Evidence that the candidate has the skills needed to perform the task
The way the candidate performs a practical task should demonstrate most (if not all) required skills—e.g. a typed report shows the required technology, keyboarding and writing skills.
Attitudes Evidence that demonstrates the candidate’s confidence and commitment to consistent behaviour over time
To get evidence of the required attitude, aim for evidence that shows the candidate performing the task—as required, consistently, over time. Some examples of evidence that may demonstrate this include: ● observation on a number of occasions ● third party report: ask a supervisor or employer to report on
the candidate’s performance over time ● log book, journal or other similar document. You could also ask ‘why’ questions to get evidence of the required attitude—e.g. ask the candidate to explain why it is important to perform a task in a particular way.
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3. Your options: real, realistic, or a bit of both
Where possible, keep it real!
Integrate assessment activities with work activities
ex am
pl e Planning assessment for BSBCMM401 Make a presentation
If the candidate/s are working and make presentations as part of their job, plan assessment so candidates may use these presentations as evidence of their competence in BSBCMM401.
Sometimes, ‘realistic’ is better than ‘real’
Use a simulated (realistic) assessment environment when needed
In some circumstances, a simulated assessment scenario or environment is safer, easier to control, more accessible, and/or more cost-effective than assessment that is based on real work activities. Consider the examples below:
Ex am
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Planning assessment for HLTAID003 Provide first aid
When assessing first aid, a realistic, scenario-based assessment is more reliable, accessible and cost-effective
Unless candidates are emergency workers, ‘real world’ environments don’t routinely offer the frequency or range of emergency situations candidates must work in, to demonstrate competence in HLTAID003. Therefore, using scenarios as the basis for assessment activities is the only way to guarantee candidates an opportunity to provide first aid in the required variety of ‘emergency’ situations needed to cover HLTAID003 requirements.
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Planning assessment of an airline pilot
For safety and regulatory reasons, we must assess trainee pilots in a ‘realistic’ (simulated) environment before integrating assessment into real world activities.
For obvious reasons, it is safer to assess a trainee pilot using a flight simulator before assessing them on the job, in a real plane.
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Planning assessment for candidates who are not currently working
Simulated assessment gives candidates access to assessment opportunities
Candidates who are not working in the industry or job role relevant to the competency/ies being assessed must be offered opportunity to demonstrate competence in a scenario-based ‘realistic’ workplace environment.
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Summarising types of evidence to consider
The table below lists common examples of evidence. Stronger sources of evidence are direct sources that demonstrate multiple aspects of competence.
Table: Sources and types of evidence
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Source of evidence Type of evidence
Observation in the workplace ● ● ● ●
Observation in a simulated workplace ● ● ● ●
Questions (written or verbal) ● ●
Third party report ● ● ● ● ●
Work sample resulting from a real workplace task or project
● ● ● ●
Work sample resulting from a task or project based in a simulated workplace
● ● ●
Candidate self-reflection or description of steps taken to complete a task
● ● ● ●
Log book or journal ● ● ● ●
Emails, minutes of meetings and other miscellaneous documentation showing a process that was followed.
● ● ● ●
Copies of relevant qualifications ● ●
When planning assessment… aim for efficiency
Identify a few pieces of strong evidence that holistically demonstrate products, processes, skills, knowledge and attitudes
using a combination of real and/or realistic work activities as appropriate for the candidate context/s
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Example: Identify the evidence required Based on the case study introduced on page 58
Suzy generates the following ideas for evidence that would be appropriate for ABC Training House candidates to produce for TAEDEL301:
Elements Suzy’s ideas for evidence
1. Organise instruction and demonstration
● Session plans, personal notes made in preparation for session or copies of procedure (or equivalent) trained— should keep this flexible
● Venue safety inspection checklist ● Training materials ● Email or other correspondence showing how learners
were informed of details—or ask question about how learners are usually informed at work
2. Conduct instruction and demonstration
● Direct observation by program leader ● Maybe video in workplace
3. Check training performance
● Direct observation by program leader ● Written feedback from learner/s
4. Review personal training performance
● Written reflection ● Maybe supervisor report
Assessment Requirements Suzy’s ideas for evidence
Performance Evidence ● Evidence of having provided work skill instruction three times: 1) organised, 2) conducted, 3) check performance’ and 4) review personal performance
● Evidence of delivering to either individuals or small groups (since participants work in different industries and organisations, will offer choice of 1:1 or small group learning)
● Evidence of delivering at least one session to a different individual or small group from the previous sessions
Knowledge Evidence ● KE evidence 3, 6, & 7 need questions ● KE evidence 1, 2, 4 & 5 evidence may be demonstrated
through delivery of WSI
Assessment conditions ● Okay if evidence is gathered in real or simulated (but realistic) workplace
● May need to provide templates and equipment needed to provided WSI
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3. Identify assessment activities and timeframes
First, identify the most suitable assessment methods
Once you have identified the evidence required, you can decide the best way (the best methods) to gather that evidence.
Some examples of assessment methods include:
● Direct observation—e.g.
– observation of actual workplace activities – observation of a simulated workplace scenario
● Third party reports—e.g.
– testimonials from employers, supervisors or peers – performance review report
● Questioning—e.g.
– written test – verbal questions
● Projects and other types of organised activities—e.g.
– presentations – case studies
● Portfolios—e.g.
– collection of work samples by the candidate – product with supporting documentation – historical evidence – journal or log book – information about life experience
● Examples of work—e.g.
– documents the candidate has written – something the candidate has made—e.g. a cake the candidate has baked; an
example of make-up the candidate has applied, etc.
● Relevant records—e.g.
– records of relevant training or professional development activities the candidate has undertaken
– authenticated prior achievements (e.g. a qualification). Once you have identified the most suitable choice/s of assessment methods for your target candidate/s, you are ready to assemble these into a set of assessment activities.
Assessment methods identify HOW evidence will be gathered
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Next, decide assessment activities and timeframes
When identifying the assessment activities and timeframes, consider the following:
● In what order will the evidence be gathered?
– Sequentially? (e.g. observation followed by verbal questioning) – Simultaneously? (e.g. observation with verbal questioning throughout).
● Will the assessment take place as a ‘one-off’ event, or a series of events?
● In a training and assessment pathway, which components of the assessment will be completed:
– during training time – between training sessions and/or – after the conclusion of training?
● Is there an assessment deadline or a time frame within which assessment must be completed?
By now you should be able to:
● describe the assessment activities
● list evidence to be produced with each assessment activity
● identify when and where each assessment activity will be completed.
We show an example of this on the next page.
Now we decide WHEN and WHERE evidence will be gathered
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Example: Identify assessment activities and timeframes
Based on the case study introduced on page 58
Suzy considers the candidate’ context and needs, and devises the following assessment activities and timeframes:
ex am
pl e
This is still draft. Your next step is to verify that your proposed assessment activities will meet all requirements.
1. Task 1: Organise, conduct and review work skill instruction (10 min) To be completed on day 2 of the three-day training program. Participants organise a 10- minute session on their own time and come to day 2, ready to conduct their session with a small group of about 3 participants. Evidence to be produced includes: 1.1 Personal notes, session plan or equivalent showing preparation for the session 1.2 At least one learning resource (e.g. handout, PowerPoint or equipment that the
learner/s will be taught to use) 1.3 Observed delivery of the session by the program leader 1.4 Evidence of feedback and review—program leader to verify 1.5 Written self-reflection
2. Task 2: Organise, conduct and review work skill instruction (15 min) To be completed on day 3. Participants organise a 15-minute session on their own time and come to day 3, ready to conduct their session: ● Session outcomes must be different from Task 1 ● Candidates must train different learners from Task 1. Evidence to be produced is the same as for Task 1.
3. Task 3: Written questions To be in the candidates’ own time after training concludes. Evidence will be the candidate’s written responses.
4. Task 4: Organise, conduct and review work skill instruction on the job (15 mins+) To be completed in the workplace after training concludes: ● Candidates may train an individual or a small group ● Outcomes must be different from those in Tasks 1 and 2. Evidence that candidates must submit: 4.1 Personal notes, session plan or equivalent 4.2 At least one learning resource 4.3 Video of session delivery 4.4 Written feedback from at least one learner 4.5 Responses to questions about the session.
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4. Make sure you have covered everything—prepare a competency map
Before finalising your assessment plan, it’s a good idea to make sure the assessment activities you propose will produce evidence that covers the entire unit of competency and its assessment requirements. To do this, we suggest creating a competency map (sometimes called a competency matrix).
What is a competency map?
Benefits of a competency map
Some benefits of a competency map include:
● RTO auditors can see at-a-glance the relationship between the assessment plan and the unit/s of competency covered
● Trainers and assessors can use information in a competency map:
– to customise an assessment instrument for a particular candidate – to decide on a suitable a reasonable adjustment for a particular candidate.
Most assessment tools include a competency map
RTOs must keep records of how their assessments meet competency requirements. A competency map is a popular way to do this.
Example: Prepare a competency map
Based on the case study introduced on page 58
Suzy prepares a competency map to verify that the assessment activities she has planned will cover the entire unit and its assessment requirements. Her map begins on the next page.
T This template is available For your future use, you’ll find a blank template for a competency map in the Templates document we provide to support this program.
A competency map is a document that shows the link between:
● the unit/s of competency (and its assessment requirements) and
● the evidence to be produced from the planned assessment activities
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Example: Competency Map
Program Name Workplace Training Basics
Units Covered TAEDEL301 Provide work skill instruction
Version Version number 1.0 Date 15 January (year)
Assessment tasks or evidence To be completed during training 1. Organise, conduct and review work-skill instruction (10 min) 2. Organise, conduct and review work skill instruction (15 min)
To be completed after conclusion of training 3. Written questions 4. Organise, conduct and review work skill instruction in the workplace Co
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1 2 3 4
Elements and performance criteria 1 Organise instruction and demonstration
1.1 Gather information about learner characteristics and learning needs 4.5 1.2 Confirm a safe learning environment 4.5 1.3 Gather and check instruction, and demonstration objectives, and seek
assistance if required 1.1 2.1 4.1
1.4 Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application
1.2 2.2 4.1
1.5 Organise access to necessary equipment or physical resources required for instruction and demonstration
1.1- 1.3
2.1- 2.3
4.1- 4.3
1.6 Notify learners of details regarding the implementation of the learning program and/or delivery plan 4.5
2 Conduct instruction and demonstration 2.1 Use interpersonal skills with learners to establish a safe and
comfortable learning environment 1.3 2.3 4.3
2.2 Follow the learning program and/or delivery plan to cover all learning objectives 1.3 2.3 4.3
2.3 Brief learners on any workplace health and safety (WHS) procedures and requirements prior to, and during, training 1.3 2.3 4.3
2.4 Use delivery techniques to structure, pace and enhance learning 1.3 2.3 4.3 2.5 Apply coaching techniques to assist learning 1.3 2.3 4.3 2.6 Use communication skills to provide information, instruct learners and
demonstrate relevant work skills 1.3 2.3 4.3
2.7 Provide opportunities for practice during instruction and through work activities 1.3 2.3 4.3
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Assessment tasks or evidence To be completed during training 1. Organise, conduct and review work-skill instruction (10 min) 2. Organise, conduct and review work skill instruction (15 min)
To be completed after conclusion of training 3. Written questions 4. Organise, conduct and review work skill instruction in the workplace Co
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2.8 Provide and discuss feedback on learner performance to support learning 1.3 2.3 4.3
3 Check training performance 3.1 Use measures to ensure learners are acquiring, and can use, new
technical and generic skills and knowledge 1.3 2.3 4.3
3.2 Monitor learner progress and outcomes in consultation with the learner 1.3 2.3 4.3
3.3 Review relationship between the trainer/coach and the learner, and adjust to suit learner needs 1.3 2.3 4.3
4 Review personal training performance 4.1 Reflect upon personal performance in providing instruction and
demonstration, and document strategies for improvement 1.4 1.5
2.4 2.5
4.4 4.5
4.2 Maintain, store and secure learner records, according to organisational and legal requirements 4.5
Foundation Skills Learning ● Reflects on practice to improve 1.5 2.5 4.5 Reading ● Sources and interprets processes and procedures,
learning resources and information relevant to providing a work instruction and delivery
1.2 2.2 4.2
Writing ● Accurately maintains learner records and documentation appropriate to the learning context and audience
1.1 1.5
2.1 2.4
4.1 4.5
Oral Communication
● Uses appropriate communication strategies to engage, build rapport, provide instruction, monitor progress and provide feedback to individuals or groups
1.3 1.4
2.3 2.4
4.3 4.4
Interact with others
● Recognises the importance of consultation and negotiation while collaborating to confirm strategy and achieve required outcomes
● Asks questions in order to clarify understanding, and to provide and seek feedback
● Builds rapport to establish effective working relationships and to achieve effective outcomes
1.1 1.3 1.5
2.1 2.3 2.5
4.1 4.3 4.5
Get the work done
● Organises and completes work according to defined requirements, taking responsibility for some decisions and sequencing tasks to achieve efficient
1 (all)
2 (all)
3 (all)
4 (all)
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Assessment tasks or evidence To be completed during training 1. Organise, conduct and review work-skill instruction (10 min) 2. Organise, conduct and review work skill instruction (15 min)
To be completed after conclusion of training 3. Written questions 4. Organise, conduct and review work skill instruction in the workplace Co
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1 2 3 4 outcomes
● Identifies and responds to potential risks, problems and opportunities for improvement and considers options for different approaches
Performance evidence ● carrying out a minimum of three training sessions, involving
demonstrating and instructing particular work skills for at least two different individuals or small groups, with each session addressing: – different learning objectives – a range of delivery techniques and effective communication skills
appropriate to the audience.
1st 2nd 3rd
Knowledge evidence ● Learner characteristics and needs ● The content and requirements of the relevant learning program and/or
the delivery plan
● The sources & availability of relevant learning resources & learning materials
● The content of relevant learning resources and learning materials ● Training techniques that enhance learning, and when to use them 1.3 2.3 4.3 ● Introductory knowledge of learning principles and learning styles ● Key workplace health and safety (WHS) issues in the learning
environment, including: – roles and responsibilities of key personnel – responsibilities of learners – relevant policies and procedures, including hazard identification,
risk assessment, reporting requirements, safe use of equipment and emergency procedures
– risk controls for the specific learning environment
Assessment conditions (extract) ● Gather evidence to demonstrate consistent performance in conditions
that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to any necessary workplace documents.
Suzy has used boxes () to note knowledge evidence items that she intends to assess with a
question. After she develops her questioning instrument, she will need to return to this map and replace each square with a more specific reference to the question that covers each knowledge
evidence item (e.g. replace with Q8).
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Verify quality evidence—use a quality evidence checklist
Use the quality evidence checklist below to make sure you have identified quality evidence in your assessment plan.
If you can answer ‘yes’ to all questions, you have identified quality evidence—that is, evidence that is valid, sufficient, current and authentic.
Quality Evidence Checklist
Does the evidence: Yes No
1. Cover all elements and performance criteria of the unit/s addressed?
2. Reflect the foundation skills for the unit/s assessed?
3. Cover all performance evidence?
4. Cover all knowledge evidence?
5. Reflect the required assessment conditions?
6. Include at least one source of direct or indirect evidence?
7. Include enough supplementary evidence to back up direct/indirect evidence?
8. Include evidence of products and processes as relevant?
9. Demonstrate the candidate’s ability to perform the task consistently, over time?
10. And finally... is it enough without being too much?
Suzy reviews findings from the mapping exercise and from having completed the Quality Evidence Checklist. She is satisfied that the assessment activities she has devised will produce valid, sufficient, current and authentic evidence.
She is now ready to finalise and document the assessment plan
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5. Finalise and document the assessment plan
Now that you have confirmed the assessment activities, it’s time to finalise logistics and document the assessment plan.
What to do:
● Finalise logistics in consultation with relevant personnel
● Document the assessment plan.
Finalise logistics in consultation with relevant personnel
Before documenting your assessment plan, you may need to finalise other logistics such as:
● venue and equipment requirements
● materials required—i.e. identify the assessment instruments and other documents to be used in the assessment
● recording and reporting requirements—how to record assessment results and who to send the results to
● safety issues—see information about how to ensure healthy and safe assessments, starting on page 40.
Once you have finalised logistics, you are ready to document your assessment plan.
Document the assessment plan
There are many ways to document an assessment plan. You may find the examples that follow, helpful.
Example: Document the assessment plan
Based on the case study introduced on page 58
Suzy documents her assessment plan.
T This template is available For your future use, you’ll find a blank template for an Assessment Plan in the Templates document we provide to support this program.
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Example: Assessment plan for a training and assessment pathway
General information RTO ABC Training House Date prepared 23 January (year) Competency standards TAEDEL301 Provide work skill instruction
Assessment pathway Training & Assessment Program name Workplace Training Basics
☐ Recognition of Prior Learning (RPL) Candidate/s Candidates are members of the public who enrol with ABC Training House.
Their contexts and characteristics will vary: ● they may be working but they may not be working ● they will come from a range of industries ● average age will vary ● language literacy and numeracy skills of each candidate will also vary;
some may need support. Assessor/s ● Tasks 1 and 2 (completed during training)—Qualified ABC Training
House program leaders: Rob O’Connor and Raavi Singh ● Post-training assessment tasks—
ABC Training House remote assessors: see assessor database Assessment activities Method/task Evidence When/where completed Instruments
1 Task 1 Organise, conduct and review work skill instruction (10 min)
1. Session plan or notes 2. One learning resource 3. Observation checklist
completed by trainer 4. Learner feedback 5. Written self-reflection
● Organise session on own time between days 1 & 2
● Conduct and review session in ABC Training House Training room on day 2
Instructions for candidates and assessors plus: ● Assessment instrument:
practical task ● Observation checklist ● Learner feedback form ● Self-reflection template
2 Task 2 Organise, conduct and review work skill instruction (15 min)
As above ● Organise session on own time
● Conduct and review session in ABC House Training room on day 3
As above
3 Task 3 Written questions
Paragraph style questions Complete on own time after conclusion of training – due 6 weeks after training concludes
Instructions for candidates and assessors plus: ● Written questions ● Assessor marking guide
4 Task 4 Organise, conduct and review work skill instruction (15+ min)
1. Session plan or notes 2. One learning resource 3. Video of session 4. Learner feedback 5. Questions about WSI
Complete in the workplace after conclusion of training – due 6 weeks after training concludes
Instructions for candidates and assessors plus: ● Assessment instrument:
practical task
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Example: Assessment plan for a training and assessment pathway assessment, cont’d Resources needed for the assessment Venue or equipment requirements
All tasks: ● Access to a computer with internet access, plus printer ● Access to resources typically found in a work training environment Tasks 1 and 2—in classroom Safe, comfortable and accessible training room with equipment needed to provide work skill instruction—e.g. computer (with internet access), data projector, whiteboard, etc. Remaining tasks—in the workplace Workplace environment with access to safe and comfortable facilities or workspace with equipment needed to provide work skill instruction. Environment should be free from distractions and interruptions.
Documentation needed to assess competence
● Assessment tool (3 documents): 1. Assessment booklet for candidates:
To contain: – General information and instructions for candidates – Information, instructions, marking criteria for Task 1 – Information, instructions, marking criteria for Task 2 – Information, instructions, marking criteria for Task 3 – Information, instructions, marking criteria for Task 4 – Assessment results template
2. Marking guide for assessors For program leaders and assessors—contains information and marking guide for each assessment task
3. TAEDEL301 Assessment competency map On file at ABC Training House—available upon request
● Templates candidates need to complete assigned tasks ● ABC Training House Student Handbook—on our website.
Safety, assessment administration and other logistics Safety Task 1—in classroom
● ABC Training House venue staff to conduct safety inspection of training room/s as per routine procedures
● Program leader/s to provide emergency evacuation and other safety information to all candidates
● Psycho-social safety: Program leader/s to set clear ground rules that promote respect and support among candidates
Remaining tasks—in the workplace ● Safety issues relevant to the workplace training environment ● Psycho-social safety: Program leader/s to explain where to go for
help as candidates complete work-based assessment tasks. People to be informed of the assessment
● Candidates—Pre-program information and briefing at start of training ● ABC Training House program leaders ● ABC Training House remote assessors ● ABC Training House assessment administration department ● Candidates’ workplace supervisor (to complete third party report)
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Example: Assessment plan for a training and assessment pathway assessment, cont’d Provision for: ● Assessment support ● Reasonable
adjustments
Assessment support available to all candidates includes: ● ability to contact ABC Training House representative with questions
about the assessment ● private LinkedIn discussion group—candidates post questions that are
answered by other candidates or ABC Training House assessors. The need for reasonable adjustments or additional support to be determined on a case-by-case basis and may accommodate: ● candidates who are not working—ABC Training House to offer
opportunities ‘in house’ for candidates to complete Task 3. ● foundation skill (including LLN) support—Foundation skill support
available to participants who meet the eligibility criteria (see ABC Training House Handbook)
● an identified disability ● extenuating circumstances or other special need.
Recording and reporting: ● How will results be
recorded? ● To whom will results
be reported?
● Program leaders to submit result for Tasks 1 and 2 to ABC Training House administration within 3 days of program conclusion
● Remote assessor to record results for the unit using the ABC Training House Assessment Report record (one report per candidate). – Assessor to email report to ABC Training House administration
within 10 days of receiving assessment tasks for review – ABC Training House administration must forward report to the
candidate within 2 working days of receipt from assessor. Other logistics If more than 8 participants in the class:
● a 2nd assessor must attend the last class to assist with Task 2 observations
● a 2nd training room must be booked for use by the 2nd assessor.
end of example: Assessment plan for a training and assessment pathway
Case study: Plan and organise RPL assessment
Now that we have shown you an example of how to plan, organise and document an assessment plan for a training and assessment pathway, we thought you might find it useful to see an example of how to do the same when planning an RPL assessment.
A case study example begins on the next page. Here we will:
1. describe how the RPL assessor (Ranya) and the candidate (Xavier) collaborate to plan the assessment
2. show how they use a competency map to verify that the evidence to be produced from the planned assessment activities will meet competency requirements
3. show how the RPL assessment plan agreed go, is documented.
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Case study: Plan and organise RPL assessment, cont’d The process: planning the assessment
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Scenario Xavier Zen is a sound technician for a local television station. Over the past nine (9) months, he has been helping new recruits learn how to operate the station’s sound recording and broadcasting equipment. Feedback has been overwhelmingly positive, so the TV station has offered Xavier a promotion to the role of senior sound technician. With this promotion, the instructional work he is currently doing will officially become one of his key duties. Xavier is excited about this opportunity.
To finalise his promotion, Xavier must gain formal recognition for his skills as a workplace instructor. A colleague in the L&D department recommends that Xavier approach a local RTO and apply to attain TAEDEL301 Provide work skill instruction by RPL.
1. Xavier approaches ABC Training House (an RTO) and expresses interest in RPL.
2. ABC Training House assigns a TAE Assessor—Ranya—to meet with Xavier. The aim of the meeting is to check if RPL is a good choice for Xavier. At the meeting: ● Xavier tells Ranya that he is familiar with nationally-recognised training; he completed
CUA40915 Certificate IV in Music Industry one year ago. Although TAEDEL301 is an elective unit for the CUA40915 qualification, Xavier did not attain it.
● Xavier describes his recent experience providing work skill instruction. ● Ranya explains the evidence requirements for TAEDEL301, and together they
generate ideas of suitable evidence that Xavier can offer. ● Ranya and Xavier use a TAEDEL301 competency map to verify that the evidence
identified will cover the entire unit and its assessment requirements. The only gap they identify is Knowledge Evidence requirement 6 (KE6): “Introductory knowledge of learning principles and learning styles” Xavier says that he has not studied learning principles or learning styles before.
● Ranya uses a quality evidence checklist to verify that the evidence identified will provide sufficient evidence of competence, including the dimensions of competence.
● Ranya and Xavier agree that RPL is a good choice for Xavier. They decide that: – Ranya will send Xavier some links to online information about learning principles
and styles, and will ask Xavier to answer questions about what he learns – Xavier will base remaining evidence on his recent work activities.
● They discuss logistical arrangements such as when, where and how Xavier prefers to present his evidence to Ranya.
3. After the meeting, Ranya documents an RPL Assessment Plan that reflects what she and Xavier agreed in their meeting.
4. Ranya sends the plan to ABC Training House’s compliance manager, Cameron Compliance, for approval. Cameron approves the plan.
5. Ranya emails the approved RPL Assessment Plan to Xavier. Xavier will use this plan as a reference as he compiles his portfolio.
6. The ABC Training House enrolment team contacts Xavier to finalise his enrolment in RPL.
A copy of the competency map for this RPL assessment begins on the next page.
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Case study: Plan and organise RPL assessment, cont’d
Competency map for Xavier’s RPL assessment
Program Name N/A – RPL assessment
Units Covered TAEDEL301 Provide work skill instruction
Version Version number 1.0 Date 20 January (year)
1. Portfolio of evidence 2. Research task 3. RPL interview—‘competency conversation’
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1. PORTFOLIO 2 3
Elements and performance criteria 1 Organise instruction and demonstration
1.1 Gather information about learner characteristics and learning needs
1.2 Confirm a safe learning environment 1.3 Gather and check instruction, and demonstration
objectives, and seek assistance if required
1.4 Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application
1.5 Organise access to necessary equipment or physical resources required for instruction and demonstration
1.6 Notify learners of details regarding the implementation of the learning program and/or delivery plan
2 Conduct instruction and demonstration 2.1 Use interpersonal skills with learners to establish
a safe and comfortable learning environment
2.2 Follow the learning program and/or delivery plan to cover all learning objectives
2.3 Brief learners on any workplace health and safety (WHS) procedures and requirements prior to, and during, training
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1. Portfolio of evidence 2. Research task 3. RPL interview—‘competency conversation’
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1. PORTFOLIO 2 3
2.4 Use delivery techniques to structure, pace and enhance learning
2.5 Apply coaching techniques to assist learning 2.6 Use communication skills to provide information,
instruct learners and demonstrate relevant work skills
2.7 Provide opportunities for practice during instruction and through work activities
2.8 Provide and discuss feedback on learner performance to support learning
3 Check training performance 3.1 Use measures to ensure learners are acquiring,
and can use, new technical and generic skills and knowledge
3.2 Monitor learner progress and outcomes in consultation with the learner
3.3 Review relationship between the trainer/coach and the learner, and adjust to suit learner needs
4 Review personal training performance 4.1 Reflect upon personal performance in providing
instruction and demonstration, and document strategies for improvement
4.2 Maintain, store and secure learner records, according to organisational and legal requirements
Foundation Skills Learning ● Reflects on practice to improve Reading ● Sources and interprets processes
and procedures, learning resources and information relevant to providing a work instruction and delivery
Writing ● Accurately maintains learner records and documentation appropriate to the learning context and audience
Oral Communic ation
● Uses appropriate communication strategies to engage, build rapport, provide instruction, monitor progress and provide feedback to individuals
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1. Portfolio of evidence 2. Research task 3. RPL interview—‘competency conversation’
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1. PORTFOLIO 2 3 or groups
Interact with others
● Recognises the importance of consultation and negotiation while collaborating to confirm strategy and achieve required outcomes
● Asks questions in order to clarify understanding, and to provide and seek feedback
● Builds rapport to establish effective working relationships and to achieve effective outcomes
Get the work done
● Organises and completes work according to defined requirements, taking responsibility for some decisions and sequencing tasks to achieve efficient outcomes
● Identifies and responds to potential risks, problems and opportunities for improvement and considers options for different approaches
Performance evidence ● carrying out a minimum of three training
sessions, involving demonstrating and instructing particular work skills for at least two different individuals or small groups, with each session addressing: – different learning objectives – a range of delivery techniques and effective
communication skills appropriate to the audience.
Knowledge evidence ● Learner characteristics and needs ● The content and requirements of the relevant
learning program and/or the delivery plan
● The sources & availability of relevant learning resources & learning materials
● The content of relevant learning resources and learning materials
● Training techniques that enhance learning, and when to use them
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1. Portfolio of evidence 2. Research task 3. RPL interview—‘competency conversation’
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1. PORTFOLIO 2 3
● Introductory knowledge of learning principles and learning styles
● Key workplace health and safety (WHS) issues in the learning environment, including: – roles and responsibilities of key personnel – responsibilities of learners – relevant policies and procedures, including
hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures
– risk controls for the specific learning environment
Assessment conditions (extract) ● Gather evidence to demonstrate consistent
performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to any necessary workplace documents.
End of competency map for Xavier’s RPL assessment
The competency mapping exercise confirms that by asking Xavier to complete a research task and participate in an interview (a ‘competency conversation’), Xavier should be able to produce sufficient evidence to demonstrate competence.
They are now ready to discuss timeframes and other logistics, and document the RPL assessment plan.
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Case study: Plan and organise RPL assessment, cont’d
Xavier’s RPL assessment plan
General information RTO ABC Training House Date prepared 23 January (year) Competency standards TAEDEL301 Provide work skill instruction
Assessment pathway ☐ Training & Assessment Program name
Recognition of Prior Learning (RPL) Candidate/s Xavier Zen: Sound technician for local TV station (15 years industry
experience). Holds CUA40915 Certificate IV in Music Industry. Assessor/s Ranya Radical Method/task Evidence When/where
completed Instruments
1 Portfolio of evidence
1. Documents that show three (3) recent examples of having organised work skill instruction—e.g. ● copies of procedures trained ● personal notes made in preparation for the
session, or copies of plans followed ● examples of relevant correspondence—e.g.
to/from learner or others 2. Written feedback from learners in the 3 above
sessions (email is okay, since feedback forms were not completed when the work skill instruction was provided)
3. Reference letter from current supervisor outlining and commenting on work skill instruction provided in the past 6 months
4. Video footage of Xavier providing work skill instruction for one new employee
5. Documented record of learning 6. Written self-reflection/evaluation of the session
recorded on video.
Xavier to compile all evidence into a Zip folder and email to ABC Training House within one month of his meeting with Ranya
Task instructions plus portfolio checklist
2 Research task
Mini research activity: Research and describe examples of how you apply adult learning principles and styles when training.
Xavier to prepare a written response and submit with written portfolio
Task instructions plus marking checklist
3 Interview Interview—‘competency conversation’—to cover: ● Supplementary questions about how Xavier
organised and provided work skill instruction on the 3 occasions shown in the portfolio
● Key WHS issues in the learning environment ● Question about how the TV station stores
records of work skill instruction provided ● Additional questions, if needed, after the
assessor has reviewed the portfolio.
Videoconference Assessor (Ranya) to contact Xavier to organise interview: ● after reviewing
portfolio, and ● within two weeks
of receiving the portfolio.
Continued
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Case study: Plan and organise RPL assessment, cont’d Resources needed for the assessment Venue or equipment requirements
To compile his portfolio, Xavier will need access to: ● Computer with internet access ● Software needed to compile portfolio For the RPL interview, both Xavier and Ranya will need: ● Computer with internet access ● Video conferencing software that includes capacity to share screens ● Headset and microphone (preferred for sound quality) ● Access to a quiet room or equivalent.
Documentation needed to assess competence
● ABC Training House Student Handbook—on website ● Assessment tool and other templates needed to record the
assessment process, quality of evidence provided, and the results: 1. Assessment cover sheet 2. Assessment instruments:
● Portfolio evidence checklist—tailored for Xavier’s assessment
● Research task—instructions and marking checklist ● Interview questions—tailored for Xavier’s assessment
3. Assessment results sheet—ABC Training House admin staff ● TAEDEL301 Competency map for Xavier’s assessment
On file at ABC Training House—available upon request. Safety, assessment administration and other logistics Safety ● Draw attention to the section of the ABC Training House Student
Handbook, which contains safety recommendations relating to: – setting up an ergonomic workstation – recommended posture while working at a computer – recommendations for breaks to prevent eyestrain and other
complications from excessive time spent in front of a computer. ● Assessor (Ranya) to be available to take questions and give feedback
throughout the time that the candidate (Xavier) compiles his portfolio (Ranya to contact Xavier in 2 weeks if she does not hear from him).
People to be informed of the assessment
● Candidate—Xavier Zen ● ABC Training House RPL assessor—Ranya Radical ● ABC Training House assessment administration department ● Candidates’ workplace supervisor (to complete reference letter)
Provision for: ● Assessment support ● Reasonable
adjustments
● Dedicated assessor (Ranya Radical) to provide support as needed (see safety information above)
● Reasonable adjustment not required in this case.
Continued
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Case study: Plan and organise RPL assessment, cont’d Recording and reporting: ● How will results be
recorded? ● To whom will results
be reported?
● Dedicated assessor to document assessment result using the Record of Assessment Results template provided
● Documented result to be emailed to ABC Training House assessment administration team on [email protected] within 2 working days of completing the assessment
● If the result on the first attempt is NYC, the assessor must: – record the result – negotiate and record an action plan – inform the ABC Training House assessment administration team
of the result and action plan. Other logistics Nil
End of RPL assessment plan End of case study example
Now that you have planned your assessment, you have confirmed:
● the assessment activities and requirements
● other logistics associated with planning and organising this assessment—e.g. assessment time frame/s, venue and equipment needed, safety considerations and support requirements among others
● the assessment instruments needed to assess competence.
Next, we discuss how to source, modify or develop the assessment instruments you’ll need to assess competence following your plan.
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Plan assessment step 3. Develop assessment instruments
Plan assessment activities and processes
Step 1—Determine the assessment approach
Step 2—Prepare the assessment plan
Step 3—Develop assessment instruments
What is an assessment instrument?
Each assessment instrument must include:
● information and instructions for use of the instrument (e.g. information and instructions about an activity that candidates will be observed performing)
● assessment activities or criteria (e.g. observation criteria, describing how well candidates must perform)
● capacity to record the quality of evidence provided (e.g. yes/no checklist, room to add comments about performance, and space to note the overall result for this part of the assessment).
Generally speaking, we need one instrument for each method of assessment, as shown in the examples below:
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If the assessment method is… A suitable assessment instrument may be…
Observation in the workplace an observation checklist with instructions for use
Written test a test paper with instructions for use and an answer key
Assessment instruments are the documents needed to gather and record assessment evidence
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Third party report
a questionnaire for the third party reporter to complete, along with instructions for the third party reporter
Before you develop an instrument from scratch…
See what instruments are already available
You may find assessment instruments:
● Internally—within your own organisation The learning and development department of your workplace may have developed assessment instruments for use within your organisation
● Externally—online Research available assessment tools and instruments from:
– the Industry Reference Committee (IRC) or the Skills Service Organisation (SSO) responsible for the relevant training package
– retail publishers of learning and assessment materials
– consultants or other organisations.
If assessment tools or instruments are available, check them to ensure they are suitable for your candidate/s:
● you may need to customise them to better suit your candidates’ context/s, or
● you may be able to use them as-is.
If suitable tools or instruments are not already available, you will need to develop your own
Suitable assessment instruments may already exist
Before ‘reinventing the wheel’ it is worth researching what is currently available
We discuss how to develop assessment tools (and instruments) in the next section of this manual:
Design and develop assessment tools
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Recap: Plan assessment activities and processes—a ‘to-do’ list
Tick when complete
Plan assessment activities and processes
Step 1 Determine assessment approach ...........................................................
● Find out: who are the candidates and why do they want or need to be assessed
● Identify the assessment benchmarks
● Find out what else you need to know to plan an effective assessment
Step 2 Prepare the assessment plan .................................................................
● Build a picture of competence
● Identify the evidence required
● Identify assessment activities and timeframes
● Make sure you have covered everything—prepare a competency map
● Finalise and document the assessment plan.
Step 3 Develop assessment instruments ..........................................................
● Analyse available assessment tools and instruments
● Develop assessment instruments, and write clear instructions for their use
● Map assessment instruments against competency requirements (return to the map created in step 2 and finalise it)
● Review and trial draft assessment instruments
● Produce improved, ‘final’ versions of the instruments
For more information see the section of this manual called:
Design and develop assessment tools
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Summary of this section
Plan assessment activities and processes
This section of the manual and related training activities have focussed on the skills and knowledge needed to plan assessment activities and processes.
With the skills and knowledge gained from having read this manual and participated in the related training activities, you should be able to plan RPL and training and assessment pathway assessments that:
● cover an entire unit and its assessment requirements
● reflect the contexts and needs of the target candidate/s.
We recommend that you read the next section of this manual—Design and develop assessment tools—for information on how to modify or develop effective assessment instruments for use in the assessment you have planned.
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Design and develop assessment tools
Great design happens when art and science come together to form something that works
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Introduction to this section
Design and develop assessment tools
This section of the manual covers how to design and develop assessment tools that cover nationally-recognised units and competency and their assessment requirements.
If you look around the VET landscape today, you will see a plethora of assessment tools—some good, some bad, and some ugly!
In this section of the manual we aim to help you learn how to design and develop assessment tools that balance the art of good design with the science of compliance and utility.
After reading this section of the manual and participating in the related learning activities, you should be able to design and develop assessment tools for the VET context that:
● meet regulatory requirements
● reflect the candidate’s ‘real world’ context
● are practical and easy to use
● effectively measure competence.
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Design and develop assessment tools: in context
The flow chart below illustrates the ‘big picture’ of planning, organising, developing and conducting assessments. We have used pink shaded boxes to highlight steps relevant to planning assessment activities and processes.
Plan assessment activities and processes
Determine assessment approach ● Identify the target candidates and why they must be assessed ● Identify benchmarks ● Identify other information needed to plan assessment
Prepare the assessment plan ● Build a picture of competence ● Identify the evidence required ● Identify assessment activities and timeframes ● Make sure you have covered everything—prepare a competency
map ● Finalise and document the assessment plan.
Organise assessment instruments or tools ● Analyse available assessment tools and instruments
● Develop or customise assessment instruments or
● Design and develop the entire assessment tool
● Review, trial and finalise the draft assessment instrument/s or tool
Assess competence
Prepare for assessment and brief the candidate
Support the candidate
Gather quality evidence
Make the assessment decision
Give feedback to the candidate
Record and report the assessment decision
Review the assessment process
Develop assessment tools (if needed)
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What is an assessment tool?
An assessment tool may comprise one document or (more likely) a number of documents.
One assessment tool includes:
● an assessment cover sheet (or equivalent) to record information about the candidate and the assessment undertaken
● clear instructions for assessors, including a marking guide
● clear instructions for candidates
● assessment instruments needed to gather and record evidence of competence, and that collectively cover the entire unit and its assessment requirements—e.g.
– Observation checklist with instructions for use
– Instructions and marking checklist for an assigned practical task
– Written test with instructions for use and marking guide
– Log book, etc.
● capacity to note results of the assessment and feedback about candidate performance
● competency map (matrix)—or equivalent—that shows how the assessment instruments collectively cover the entire unit and its assessment requirements.
An example
The figure on the next page shows how a complete assessment tool may be structured. In this figure, writers of this manual have used reverse shading to highlight the assessment instruments contained within the tool.
An assessment tool is… the term used to refer all materials needed
to fully assess one or more units of competency
An assessment instrument is one part of an assessment tool
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Figure: Assessment tool at a glance
The cover sheet (or equivalent) gives information about the assessment—e.g. ● Candidate name and contact details ● Details of the assessment: unit/s assessed, assessment date, location, etc. ● Candidate declaration of authenticity and consent to be assessed
Assessment cover sheet
(or equivalent)
● Information about the assessment requirements: what the candidate/s must do and how well they must perform to achieve a competent result
● (if applicable) What to bring or wear to the assessment or other logistics.
● Where to go / who to contact if the candidate has questions.
Instructions for candidates
● Information about the assessment procedure and how well candidates must perform to achieve a competent result
● Marking guide for assessors ● Procedures for administering the assessment and reporting the assessment
results to the Registered Training Organisation.
Instructions for assessors
● Names of candidate and assessor ● Competency standards assessed ● Assessment result (competent—C or not yet competent—NYC) ● Assessor’s signature and date signed ● Space to note action plan in the case of a NYC result. ● (optional) Candidate signature showing acceptance (or not) of the result.
Record of assessment
results
These are
examples only
Assessment instruments
Observation checklist
with instructions
Written test
with instructions and answer key
Log book
with instructions
Matrix that shows alignment between the assessment instruments and the unit/s assessed.
Competency Map
Obser- vation Test
Log book
Elements & PCs
Performance evidence
Knowledge evidence
Assessment conditions
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Assessment tools for a training and assessment pathway
A training and assessment pathway assessment tool features assigned tasks that program participants may complete:
● during training— e.g. practical assessment or written test, conducted during training time
● between training sessions— e.g. participants complete an assigned task before the next class
and/or
● after the conclusion of training— e.g. assigned task to show the participants’ ability to apply the skills and knowledge and attitudes learned, in the workplace.
Training and assessment-pathway tools should include a combination of:
● diagnostic assessment activities—activities that measure participants’ skills, knowledge and attitudes at the start of training
● formative assessment activities—activities that measure participants’ progress towards competence
● summative assessment tasks—assigned tasks that measure participants’ attainment of competence.
! In this manual, we focus on summative assessment tools.
Training and assessment pathway assessment tools accompany training programs—
they feature assigned tasks for program participants to complete
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For more information diagnostic, formative and summative assessment, see information about assessment pathways, starting on page 20.
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Assessment tools for RPL
What is RPL assessment?
RPL stands for recognition of prior learning. RPL is a form of ‘recognition assessment’. We select an RPL assessment pathway when we have reason to believe that an individual can provide evidence of skills, knowledge and experience needed to demonstrate competence, without first needing to be trained. We conduct RPL assessments to recognise—and formally acknowledge—an individual’s existing skills and knowledge.
For more information about RPL assessments
See information about assessment pathways, starting on page 20.
RPL versus RCC assessments
Both RPL and RCC are forms of recognition assessment. RCC stands for recognition of current competence.
Some people argue that we shouldn’t make the distinction between RPL and RCC. Others argue that there is a difference between the two:
● RPL assessments apply when an individual has not previously been assessed as competent in the unit/s of competency (or other performance standards) assessed
● RCC assessments apply when an individual has previously been assessed as competent, and now must give evidence that their skills, knowledge and application of these remain current.
Writers of this manual use the term, ‘RPL’ to refer to any form of recognition assessment—RPL or RCC.
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How is an RPL assessment tool different from a training and assessment-pathway assessment tool
Some examples
In these examples, the unit assessed is TAEDEL301 Provide work skill instruction.
Example 1: Flexible RPL instructions
Here is an example of an RPL instruction that is flexible enough for candidates from different industry backgrounds and different types of experience to use:
Advantages of this approach 😊😊 Disadvantages ☹
● Highly flexible, and may be adapted to suit candidates with diverse types of experience in providing work skill instruction.
● Relatively cost-effective because the same instruction can be used with different RPL candidates.
● Candidates may need help from the RPL assessor to interpret requirements and identify suitable evidence to provide.
● Without clear, written guidance for candidates and RPL assessors, this approach is potentially unreliable, as different candidates and RPL assessors may interpret
RPL assessment tools have the same key components as any other type of assessment tool
But RPL assessment tools must enable candidates to use examples of work previously completed, as evidence of competence.
Identify one recent example of work skill instruction you have provided. Based on this example,
Part A: Describe how you:
1. Organised the work-skill instruction 2. Conducted the work-skill instruction 3. Monitored and responded to learner progress 4. Reviewed your personal performance 5. Recorded the training results.
Part B: Submit documents and other evidence (e.g. video of the session) that back up your description above.
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requirements differently.
Example 2: Customised RPL instructions
Here is an example of an RPL instruction that has been customised for an individual:
Advantages of this approach 😊😊 Disadvantages ☹
● User-friendly for the candidate—clear, succinct and relatable
● Time-consuming and costly to tailor instructions for each RPL candidate
Can we ‘assign’ tasks to RPL candidates?
Sure! In some cases, after discussing RPL options with a potential candidate, the RPL assessor might identify some requirements that are not covered in the evidence the candidate has readily available. If the RPL assessor is satisfied that the candidate has the skills and knowledge required, they can assign a task that offers the candidate an opportunity to show the assessor what they know and what they can do.
List of evidence that Amy will submit:
1. Personal notes Amy prepared for 1:1 session taught last week to new employee, covering how to use the cash register
2. Copy of Procedure 90105-v2 Using the cash register for a standard purchase
3. Video of last week’s session—recorded for ‘quality control’ purposes
4. Session feedback from the employee
5. Reference letter from Amy’s supervisor, describing work skill instruction provided in the past six months.
Valid, reliable and cost-effective RPL assessment tools position themselves somewhere between examples 1 and 2 above—
they describe requirements as clearly as possible, but with enough flexibility for candidates with diverse backgrounds
to have a fair opportunity to succeed.
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So how does this information help us develop an RPL assessment tool?
There are many valid RPL approaches and—as a consequence of this—many ways to design a high-quality RPL assessment tool.
We suggest researching and familiarising yourself with different RPL assessment tools. If you work for an RTO, start by researching RPL tools used in your RTO. If you don’t work for an RTO, search online or discuss options with your TAE trainer.
Guidelines for developing an RPL assessment tool
When deciding the best way to develop an RPL assessment tool, remember these tips:
● A quality RPL assessment tool has all the same key components as any other assessment tool—RPL tools must contain:
– clear information and instructions for candidates
– clear information, instructions and marking guidance for assessors
– instruments that cover the entire unit and its assessment requirements, and allow RPL assessors to document the quality of evidence provided
– capacity to document assessment details and results.
In addition to the above, quality RPL assessment tools include an RPL Information Document (or equivalent) containing information that potential RPL candidates can use before enrolling in RPL, to help them:
– understand your organisation’s RPL processes
– understand requirements for a competent result
– decide whether or not to proceed with RPL.
● Context is everything! Plan the approach to be used in the RPL assessment tool, from the perspective of the target RPL candidates. For example:
– if your RPL tool targets members of the public with diverse skills and experience, it should offer flexible options—e.g. assessment instructions might say, “Submit one (1) document completed in the past six (6) months, that shows how you recorded a WHS incident in your workplace.”
– if your RPL tool targets employees of your organisation, you may be more specific with your instructions—e.g. assessment instructions might say, “Submit an example of Form FX397—Minor Incident Report that you completed in the past six (6) months.”
● Your RPL tool must reflect your organisation’s RPL systems and processes Before developing your RPL tool, confirm your organisation’s RPL systems and processes. Assessment tool documentation you produce must reflect these.
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Design and develop assessment tools step 1. Determine the focus of the tool
Design and develop assessment tools
Step 1—Determine the focus of the assessment tool
Step 2—Design the assessment tool
Step 3—Develop the assessment tool
Step 4—Review and trial the assessment tool
Before you can start designing your assessment tool, you must first determine the focus of the tool. To do this, identify:
1. The target candidate/s and their key characteristics
2. The purpose/s of the assessment tool
3. The benchmarks for assessment—i.e. the competency standards (or equivalent) to be assessed
4. The assessment pathway—RPL or training and assessment pathway
5. Whether or not a training and assessment strategy (TAS) has been developed—if so, you must design and develop an assessment tool that supports the TAS
6. The context in which the tool will be used—i.e.
● in a workplace ● in a training room ● as part of an online training program?
7. The assessment system processes, policies and procedures used in the RTO for which you are designing and developing the assessment tool—your assessment tool must support this system.
8. Any other industry requirements or documents that may influence how you design and develop the assessment tool.
! If you—or someone else—has already prepared an assessment plan, the documented assessment plan should contain the information you need to determine the focus of the assessment tool. For more information, see the section of this manual called, Plan assessment activities and processes, steps 1 and 2.
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Design and develop assessment tools step 2. Design the assessment tool
Design and develop assessment tools
Step 1—Determine the focus of the assessment tool
Step 2—Design the assessment tool
Step 3—Develop the assessment tool
Step 4—Review and trial the assessment tool
To design the assessment tool, do the following:
1. Select assessment methods that will be used to collect the required evidence. The assessment methods must:
● meet the Principles of Assessment ● be suitable for the context of the assessment
2. Decide what instruments are needed to gather evidence using the methods identified above
3. Consider how the assessment will be administered. To do this, consider your organisation’s assessment systems, including:
● how candidates confirm their choice to be assessed ● how candidate information is recorded ● how assessment processes and outcomes for individual assessment activities
are recorded ● how assessment results and feedback are recorded.
Identify any templates, documents or other resources your tool must include, so that users of your assessment tool can record the above details.
4. Consider the sequence of assessment activities—when will each of the above assessment tool components be needed?
5. Assemble the assessment instruments and other components into a logical format, structure and sequence. We call this ‘shaping’ the assessment tool.
! If you—or someone else—has already prepared an assessment plan, the documented assessment plan may contain the information listed above. In this case, you already have the information needed to ‘shape’ your assessment tool. For more information, see the section of this manual called, Plan
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assessment activities and processes, steps 1 and 2.
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Here’s just one example of how you might ‘shape’ your assessment tool:
Figure: ‘Shape’ an assessment tool
In the example above, the designer has assembled the components of the assessment tool and ‘shaped’ them into an assessment tool that includes three (3) documents:
1. Assessment document or booklet for candidates This includes:
● The assessment cover sheet
● Candidate information and instructions
● Instruments 1-3
● Assessment results template
2. Assessment information and marking guide for assessors This includes:
● General information for assessors
● Marking guide for instruments 1-3
3. Competency map Stand-alone matrix to keep on file at the RTO.
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Design and develop assessment tools step 3. Develop the assessment tool
Design and develop assessment tools
Step 1—Determine the focus of the assessment tool
Step 2—Design the assessment tool
Step 3—Develop the assessment tool
Step 4—Review and trial the assessment tool
Characteristics of an effective assessment tool
Effective assessment tools:
● support the relevant assessment plan
● in combination, fully cover requirements of the competency standard
● enable candidates to provide valid, sufficient, current and authentic evidence
● enable recording/documentation of all evidence
● reflect the candidates’ context/s
● are easy to understand and use
● promote a valid, reliable, fair and flexible assessment.
Get started developing an assessment tool— What to do first
We recommend that you develop each component of your assessment tool in this order:
1. Assessment Instruments—develop, then map them
2. Information and instructions for candidates
3. Administrative components
4. Marking guide for assessors.
On the pages that follow, we discuss each component in detail.
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1. Assessment instruments—develop, then map them
The pages that follow:
● list some common assessment methods and give suggestions to guide development of effective instruments to support that method
● show an example of an assessment instrument to support each assessment method discussed.
When looking at these examples, keep in mind:
● assessment instruments may be formatted in many different ways—in addition to the examples that follow, we encourage you to look out for other examples of instruments, for example the instruments used for your own TAE assessment
● the examples provided are reasonably simple and act as a good starting point, particularly if you have limited experience developing assessment instruments; we encourage you to adapt and modify these to best suit you and your workplace
● if your organisation has assessment instrument templates available for use, use these when you start to develop your own assessment instruments and tools.
T These templates are available For your future use, you’ll find blank templates for the instruments that follow, in the Templates document we provide to support this program.
Each assessment instrument must contain:
● Instructions for use
● The instrument itself, with assessment criteria and the capacity to record evidence provided by the candidate
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Assessment instruments
Used to assess
● skills
● application of skills or knowledge in real or realistic work settings.
Instructions for use should include: For candidates and assessors
● Details of the task to be observed and related competency standard (if applicable)
● Environment in which the task is to be observed— simulated or real workplace plus description of environment
● Resources and venue requirements ● Number of times the task is to be performed/observed ● How well candidates must perform to achieve a
satisfactory result ● (if simulated assessment) Detailed scenario to be
developed and given to candidate/s as appropriate
Additional information for candidates
● Details of what they must bring with them or do to prepare for the observation
Additional information for assessors
● WHS issues or other legislative requirements.
Formatting considerations
● Instructions for use and the observation criteria / checklist may be part of the same document, or two separate documents
● Format must enable evidence to be recorded quickly and easily.
Observation
Variations
● Observation in the workplace
● Observation in a simulation or role play. If simulation or role play is used as the basis for observation, written scenarios must be provided for all participants.
The assessment instrument should:
● Have space to record details of the observation: – Candidate and assessor names – Date/s observed – Activity observed – Location of observation
● Describe what the candidate must do, and list standard of performance required (criteria)
● Have capacity to document: – quality of the candidate’s performance – results and feedback.
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Example: Assessment instrument—observation checklist
Information and instructions
General information about this activity
Candidate name
Assessor name
Competency standard TAEDEL301 Provide work skill instruction
Observation date
Instructions
Candidate instructions Candidates, please organise and conduct a 20-minute training session for a small group of 2-5 people. This assessment will take place during training time, in the training room you are accustomed to. The training topic should reflect your area of expertise. Prepare for the session on your own time. Come prepared on the day you deliver, with notes or materials you need to conduct the session.
Requirements for satisfactory completion
The candidate must meet all criteria below when conducting the session
Assessor instructions Assessors must complete the checklist below while observing the candidate deliver their session.
Observation criteria
Did the candidate: Yes No
1 Use interpersonal skills to establish a safe and comfortable learning environment?
☐ ☐
2 Follow the session plan to ensure all learning objectives were covered? ☐ ☐
3 Brief learners on any work health and safety (WHS) procedures and requirements prior to and during training?
☐ ☐
4 Use techniques to structure, pace and enhance learning? ☐ ☐
5 Present information and demonstrate skills clearly? ☐ ☐
6 Provide relevant opportunities for practice? ☐ ☐
7 Give constructive feedback on learner performance throughout? ☐ ☐
Result for this assessment activity
Result Satisfactory Not Yet Satisfactory
Assessor comments
Assessor signature Date signed
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Assessment instruments
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Used to assess
● knowledge evidence
Instructions for use should include: For candidates and assessors
● Information about administration of the questioning tool: – Time frame—how long does the candidate have to
answer questions? – Location—where will the questioning take place? – Method—written test or verbal interview? – Reference materials allowed—Open or closed
book? If reference material is permitted, what is permitted? Computer/ internet? Publications? Other?
● How well candidates must perform for satisfactory result—e.g. number of correct answers required.
Additional information for candidates
● Details of what they must bring with them or do to prepare for the questioning
Additional information for assessors
● Marking guidelines and/or answer key.
Formatting considerations
● Instructions for use and the ‘instrument’ may be within one document or different documents—written test must have separate answer key document
● Formatting must allow enough space for the answer to be noted ● Verbal questioning instrument must be formatted so that evidence can be recorded
quickly and easily by the assessor listening to the candidate.
Questions
Variations
● Verbal questions ● Written questions (test) Types of questions
● Open—invite comment Use to gather detailed
information about candidate’s level of knowledge and/or ability to apply the knowledge.
● Closed— one-word answer
Use when there is one clear answer
● Multiple choice—select correct or best answer
Hardest type of question to write well— use when there is one clear answer and selection of correct answer requires application of knowledge.
The assessment instrument should include:
● Space to record details of the event: – Candidate and assessor names – Date/s – Competency standard/task – Location
● List of skilfully-worded questions with sufficient space for assessor or candidate to document answers
● Capacity to document results and feedback.
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Example: Assessment instrument—written questions (test)
Information and instructions
General information about this assessment activity
Competency standard TAEDEL301 Provide work skill instruction
Candidate name
Test date
Instructions
Candidate instructions This is a closed book test. You have 20 minutes to answer all questions below. Print responses clearly, using blue or black pen.
Requirements for satisfactory completion
All questions must be answered correctly. Responses to open questions must meet the required word count.
Assessor instructions Assessors, please supervise students as they write this test. When marking, apply criteria in the accompanying marking guide.
Open questions (to produce a paragraph-style response)
Answer the following questions: about 100 words per response
1 a. List two principles of adult learning b. Describe at least one example of how you may apply each of the above principles when
providing work skill instruction
True/false questions
Circle true or false beside each statement
1 WHS stands for Workplace Health and Security. true false
2 A principle of adult learning is: ‘Adults like being told what to do.’ true false
continued
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Example: Assessment instrument—written questions (test), cont’d Multiple choice questions
Circle the correct answer to each question below
1 An appropriate way to respond to a learner who is asking a lot of questions and disrupting training is:
A Answer questions—the discussion is valuable for all learners
B Organise another time to discuss the questions individually with the learner
C Use the learner’s questions to stimulate group discussion by deflecting questions to other learner/s
D Any of the above, depending on the circumstances.
Result for this assessment activity
Result ☐ Satisfactory ☐ Not Yet Satisfactory
Assessor comments Space for assessor comments should be larger
Assessor signature Date signed
You’ll also need to prepare a marking guide / answer key for assessors
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Example: Assessment instrument—verbal questions
Information and instructions General information about this assessment activity Candidate name Assessor name Competency standard TAEDEL301 Provide work skill instruction Interview date Instructions Candidate instructions Candidates, please answer each question to the best of your ability. If
you don’t understand a question, you may ask your assessor to explain. Requirements for satisfactory completion
For a satisfactory result on this task, candidate must provide satisfactory responses to all questions asked. Criteria for satisfactory responses are listed below each question.
Assessor instructions Assessors, conduct this interview immediately after the workplace observation, in a private place that is free of distractions. The interview should take about 20 minutes. Please: ● ensure the candidate is comfortably seated before you begin ● complete the checklists below to document quality of the
candidate’s responses ● use your discretion when reviewing responses—candidates may
offer a valid response that is not listed.
Questions
1 a. Name three (3) principles of adult learning. b. Describe the benefits of applying these principles when providing work skill instruction. Criteria for a satisfactory response to this question (assessor to tick boxes beside criteria met) a. The candidate must list at least three (3) principles of adult learning (some examples are listed below) ● Adults learn best by doing ☐ ● Multi-sensory learning works best ☐ ● Adults need feedback ☐ ● Other reasonable response: ☐
b. The candidate must describe at least one benefit to applying principle (some examples below): ● Saves time because training is more likely to be effective the first time ☐ ● Other reasonable response: ☐
Result for this question ☐ Satisfactory ☐ Not yet satisfactory Assessor notes Leave more space for comments than shown here Add more questions as needed Result for this assessment activity Result ☐ Satisfactory ☐ Not Yet Satisfactory Assessor comments Assessor signature Date signed
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Assessment instruments
Used to assess
● skills
● knowledge
● attitudes
● workplace application
● performance evidence
Instructions for use should include: For candidates and assessors
● Information about general administration: – Deadlines—how long do candidates have to
complete the task? – Approach—will the task be completed during
training, between sessions, after training, or as an assessment-only event?
– Context—simulation or workplace-based? – General instructions for the approach to be taken
to complete the task. ● List of steps that make up the task. ● Quality of performance required achieve a satisfactory
result.
Additional information for candidates
● Where they can go for help or guidance while completing the task.
Additional information for assessors
● Marking guidelines and other information needed to administer task consistently.
Formatting considerations
Instructions for use and ‘instruments’ may be part of one document or separate documents.
Practical task
Variations
● Workplace-based task or project
● Simulated workplace task or project
The assessment instrument should include:
● List of steps/activities to complete, plus checklist of requirements for satisfactory completion of each task
● Space to record details of the assessment: – Candidate and assessor names – Date/s – Competency standard/task
● Capacity to document: – quality of evidence received – results and feedback.
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Example: Assessment instrument—practical task
This example is based on the training and assessment-pathway assessment plan example that starts on page 78
Information and instructions
General information about this assessment activity
Candidate
Assessor
Task title Task 4: Organise and conduct work skill instruction in your workplace
Competency standard/s TAEDEL301 Provide work skill instruction
Instructions
Candidate instructions Candidates, please complete this task in your workplace. Organise and provide work skill instruction for two different individuals or small groups in your workplace. You must train different groups or individuals on each occasion, and you must train different topics. Compile and submit the evidence items 1-5 below, as follows: 1. Organise evidence into a Zip folder. Clearly label your Zip folder with
your name. Clearly label all supporting documents. 2. Mail your portfolio to ABC Training House Whoop Whoop campus:
123 Nowhere Lane, Whoop Whoop, Australia. Mark attention to Noonein Particular OR email to [email protected]
Requirements for satisfactory completion
● Candidates must submit all evidence listed below ● All evidence must meet the criteria listed for required quality.
Assessor instructions Assessors, review the candidate’s portfolio. Document the quality of evidence by completing the checklist below. Submit the checklist to ABC Training House within two (2) days.
Assessor to complete these columns
Quality of evidence
Evidence to submit Required quality S NYS
1 Session plan or equivalent
● Objectives are clear and relevant ● Work skill to be taught is clearly documented ● Shows effective learning progression ● Not necessarily developed by the candidate
☐ ☐
2 One learning resource ● Supports the objectives of the work skill instruction ● Well-designed and easy to interpret ● Not necessarily developed by the candidate
☐ ☐
3 Video of session ● Delivery may be to one learner or a small group ☐ ☐
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Assessor to complete these columns
Quality of evidence
Evidence to submit Required quality S NYS delivery ● Candidate establishes rapport and takes reasonable
steps to identify learner needs ● Candidate demonstrates and explains clearly ● Candidate provides opportunities for practice ● Candidate monitors learner progress and adjusts
session as needed to meet needs ● Candidate provides supportive, objectives and
constructive feedback ● Candidate confirms outcomes achieved and
concludes session in an effective way
4 Learner feedback ● Completed feedback forms from all learners ● Authenticity can be verified (i.e. signed forms, or
certified copies)
☐ ☐
5 Questions about the session
● Candidate answers all questions in sufficient detail ● Candidate notes 2 strengths of training skills ● Candidate notes 2 opportunities to improve ● Candidate suggests appropriate ‘action plan’ for
continued development in their training role.
☐ ☐
Result for this assessment activity
Result ☐ Satisfactory ☐ Not Yet Satisfactory
Assessor comments Leave more space for comments than shown here
Assessor signature Date signed
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Assessment instruments
Used to assess
All aspects of the competency standard/s, including: ● elements and
performance criteria ● Foundation skills ● Performance
evidence and required skills
● Knowledge evidence
Instructions for use should include: For candidates and assessors
● Information about RPL process and approach ● Examples of evidence that may be provided ● Information about tools/templates to be used by
candidates and assessors.
Additional information for candidates
● Where candidates can go for help or guidance while compiling their portfolio.
Additional information for assessors
● Information about how to administer the RPL assessment.
Formatting considerations
● RPL assessment may be conducted using the same assessment tools used in assessments that support a learning and assessment pathway
● RPL assessment tools often include: – RPL Information (information and instructions for candidates) – RPL instrument: lists evidence required and has templates for the candidate to
present their evidence and respond to questions – RPL record of results: this is sometimes part of the RPL instrument.
See page 205 for a completed example
Portfolio Checklist (useful for RPL assessment)
Variations
Approach—candidates may: ● present evidence as a
written portfolio ● present evidence as a
written portfolio followed by RPL interview
● cumulatively build portfolio—i.e. assessor helps the candidate build their portfolio over time
● combination of the above
The assessment instrument should include:
● Space to record details of the RPL assessment: – Candidate and assessor names – Date/s assessed – Competency standard/s – RPL assessment approach
● Capacity to document: – list and quality of evidence received – results and feedback.
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Example: Assessment instrument—portfolio checklist
This example is based on the RPL case study introduced on page 80
Information and instructions
General information about this assessment activity
Candidate Xavier Zen
Assessor Ranya Radical
Competency standard/s TAEDEL301 Provide work skill instruction
Instructions
Candidate instructions To the candidate: 1. Compile the evidence listed below into a portfolio of evidence. 2. Create a Zip folder of your portfolio (name the folder
Name_TAEDEL301) 3. Email the portfolio to your assessor, c/o ABC Training House:
[email protected] Your assessor will assess your portfolio, then will contact you to arrange an RPL interview.
Requirements for satisfactory completion
The candidate must submit all evidence listed below, or equivalent. All evidence must be satisfactory in quality.
Assessor instructions To the assessor: 1. Review the candidate’s portfolio 2. Document the quality of evidence by completing the checklist
below—add comments about the quality of the evidence submitted. 3. Contact the candidate to request more documented evidence and/or
arrange an RPL interview.
Assessment checklist
Evidence S NYS Assessor comments
1 Documents that show three (3) recent examples of having provided work skill instruction—e.g. ● personal notes made in preparation
for the session, or copies of plans followed
● copy of relevant procedure and other materials used, if applicable
● examples of correspondence showing how Xavier organised the
☐ ☐
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Assessment checklist
Evidence S NYS Assessor comments work skill instruction
2 Written feedback from learners (email is okay, since feedback forms were not completed at the time that the work skill instruction was provided)
☐ ☐
3 Reference letter from current supervisor outlining work skill instruction provided in the past 6 months
☐ ☐
4 Video footage of Xavier providing work skill instruction for one new employee
☐ ☐
5 Written self-reflection/evaluation of the session recorded on video.
☐ ☐
Result for this assessment activity
Result ☐ Satisfactory ☐ Not Yet Satisfactory
Assessor comments
Assessor signature Date signed
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Assessment instruments
Used to assess
● skills
● knowledge
● attitudes (consistency in workplace performance)
● authenticity of evidence
Instructions for use should include: For candidates and assessors
● Information about administration of the third party feedback, for example: – Guidelines for selecting a suitable third party
reporter (e.g. supervisor, manager, employer, subject matter expert, etc.)
– Approach—will the third party reporter: ▪ answer questions? ▪ write a reference letter? ▪ complete a checklist? ▪ provide information verbally?
● Requirements for satisfactory completion (e.g. comments as well as ticked boxes).
Information for the 3rd party reporter (or referee)
● Written information describing the purpose of the third party report and reporting instructions
● Name and details of someone to contact if they have questions.
Formatting considerations
● Instructions for use and the ‘instrument’ should be within one document in an effort to make the process as easy as possible for the third party reporter
● Reporter should be prompted to provide information required and space should be provided to provide this information, including comments.
● To invite comments, ask open, rather than closed questions. Ask the referee to describe (not assess) the candidate’s aptitudes and performance.
Third party questionnaire
Variations
● Reference letter or equivalent
● Completed third party questionnaire
The assessment instrument should include:
● Space to note details of the person/event reported on: – Candidate name – Competency standard/task – Name of 3rd party reporter – Relationship between candidate and 3rd party
reporter – Date/s report completed
● Set of instructions, questions, checklist or other instruments that enable the 3rd party reporter to easily provide required information
● Capacity for the assessor to record the results.
3rd party reporters should be asked to describe candidate aptitudes and performance, not assess them,
unless they are qualified assessors with defined assessment roles on behalf of the RTO.
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Example: Assessment instrument—3rd party questionnaire
Information and instructions
Information and instructions for the candidate
What to do
1. Identify a suitable referee and confirm their willingness to complete the questionnaire. Tell them you will be known as the ‘candidate’.
2. Give this questionnaire to your referee to complete. The referee will send the completed questionnaire directly to the RTO via mail or email (see below).
Choosing an appropriate third party referee
An appropriate referee may be: ● (preferred) a supervisor (or equivalent) from your workplace, OR ● a customer, a mentor, or someone who may or may not work with you. They must not be related to you; they must be able to make general comments about the work you have completed for this assessment. Your referee must be willing to be contacted if needed.
Information and instructions for the Referee
Information
First, ‘thank you’ for your help with this part of your colleague’s assessment. Your colleague will be referred to throughout this questionnaire as the ‘candidate’. The purpose of this questionnaire is for you to describe routine work practices and characteristics consistently demonstrated by the candidate. You are not being asked to assess the candidate. We will keep your responses confidential. If you have any queries about the questionnaire, ask the candidate. If they can’t answer your questions, contact ABC Training House on 1800 000 000 or email [email protected].
What to do
Complete the questionnaire starting on the next page. When finished, please: ● scan and email the completed questionnaire to the RTO, attention to:
● mail the completed questionnaire directly to ABC Training House using the reply paid enveloped provided.
Continued
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Example: Assessment instrument—3rd party questionnaire, cont’d
Questionnaire (referee to complete)
Preliminary information
Name of candidate
Name of third party referee
Date completed
Information about you (the referee)
Company Position held
Relationship to candidate (e.g. supervisor)
Length of time you’ve known the candidate
Phone (daytime) Email
May we contact you if we need more information? ☐ Yes ☐ No
Questions about the candidate’s routine work practices
1 Describe the candidate’s ability to meet work deadlines
2 To what extent does the candidate demonstrate initiative at work?
Additional comments about the candidate’s work performance (optional)
Referee Declaration
Signature Date signed (if desired), add…
Candidate response to referee’s report (candidate to complete)
I have read this feedback and discussed it with the referee ☐ Yes ☐ No
Signature Date signed
end of third party questionnaire
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Assessment Instruments
Instructions for use should include: For candidates and assessors
● Clear guidelines for: – What the candidate must do and timeframes for
completion – How well candidate must perform to achieve a
competent result – Other information as needed.
Additional information for candidates
● Where candidates can go for help while preparing for the assessment and/or completing tasks independently.
Additional information for assessors
● Information about how to use the assessment tools to document quality of evidence and results
● WHS information or other legislation that may impact on the assessment
● Requirements for recording or reporting the assessment decision.
The assessment instrument should include:
● Space to record details of the assessment: – Candidate and assessor names – Date/s – Competency standard/task – Assessment process / approach
● Capacity to document: – quality of evidence received – results and feedback.
Instruments to support other assessment methods
Examples include:
● log book
● journal
● miscellaneous structured activities
Formatting considerations
● Will vary depending on the method supported by the tool.
● Instruments must be formatted for easy use by assessors, candidates and other stakeholders such as third party reporters, where required.
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Make sure you have covered everything—create a competency map
Pages 72- 75 of this manual explain competency maps (also known as competency matrices) in more detail.
What to do now
Once you have developed drafts of all assessment instruments that will make up your assessment tool:
1. Option 1 If you created a competency map when you first planned the assessment— Return to that competency map now. Compare your completed instruments with the competency map. You want to ensure that your instruments address all parts of the unit that you had intended when you first developed the plan.
Option 2 If you have not completed a competency map as yet— Map your assessment instruments to all aspects of the unit and its assessment requirements.
2. Modify your instruments and/or the competency map as needed to ensure that:
● your assessment instruments collectively cover ‘the unit, the whole unit and nothing but the unit’ (and its assessment requirements)
● the competency map clearly identifies how your assessment instruments cover each part of the unit and its assessment requirements.
Conduct a competency mapping exercise to make sure that your assessment instruments collectively cover:
● the entire unit
● all assessment requirements for the unit
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2. Information and instructions for candidates
How might we present this information?
The best way to present this document will depend on the assessment context. Some possibilities include:
● a stand-alone handout, email or pre-program information that you distribute before or at the start of training
● present this information as part of an assessment kit—i.e. this Information and Instruction page appears at the beginning of the kit, followed by the more detailed instructions and instruments needed to complete each assessment activity.
What information should we include?
When introducing assessment to candidates (i.e. briefing them) we should include:
1. General information that applies to all competency-based assessments administered by your RTO—e.g. candidate rights and responsibilities
This information is often in a central location such as a Student Handbook, somewhere on the RTO website. In this case, your Information and Instructions document could simply reference the source of this information.
2. ‘Big picture’ information about the particular assessment you are introducing— e.g. a summary of the assessment tasks that candidates must complete.
The easiest way to decide what information to include is to ask yourself what initial questions you would have if you had to complete this assessment. Then when you write your Information and Instructions, answer your questions.
More ideas—what information to include in the written brief
● See information about briefing candidates starting on page 181
● See the example of assessment Information and Instructions for candidates that starts on the next page.
The assessment tool you are developing should contain a written introduction to the assessment that:
● candidates will find useful to help them gain a ‘big picture’ understanding of the assessment context and requirements
● a program leader or assessor can reference when briefing candidates.
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Example: Information and instructions for candidates
This example is based on the training and assessment-pathway assessment plan example that starts on page 78
Welcome to your assessment!
Thank you for choosing to study with ABC Training House (ABCTH).
Read this document carefully
It has important information about your assessment. Contact us if you have questions.
Our contact details
Phone +61 0 0000 0000 @ Email [email protected]
How competency-based assessments work at ABCTH
If this is your first time being assessed with us, start by reading our Student Handbook. Download it from www.abctraininghouse.edu.au/handbook. It will describe:
● What competency-based assessment is and how it works
● Your rights and responsibilities in assessment
● How to compile and submit assessment tasks
● Meeting your needs—opportunities for support or adjustments
● How to get help if needed.
Important information about your assessment
Unit/s assessed TAEDEL301 Provide work skill instruction
Continued
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Example: Information and instructions for candidates, cont’d Assessment tasks (a summary) We have listed all assigned tasks for this unit, below. Note that: ● Information below is a summary, only. See the assessment kit for more detailed
information and instructions. ● Your program leader will explain each task in detail and answer your questions.
Task Description
Tasks we will complete during training time
1 Organise, conduct and review work skill instruction (10 min)
On Day 1 of training: ● Select a work skill relevant to your industry or area of expertise
that you can train in a classroom environment. ● Organise 10-minute session in which you will teach one other
program participant your work skill. Deliver and review your session on Day 2. Allow about one (1) hour preparation time between Days 1 and 2
2 Organise, conduct and review work skill instruction (15 min)
On your own time and before Day 3 of training: ● Select a different work skill relevant to your industry or area of
expertise that you can train in a classroom environment. ● Organise 15-minute session in which you will teach 2-3 other
program participants your work skill. Deliver and review your session on Day 3. Allow about two (2) hours preparation time between Days 2 and 3
Tasks we will ask you to complete in your workplace after the conclusion of training Due six (6) weeks after conclusion of training
3 Written questions Type paragraph-style responses to five questions Allow about two (2) hours to complete this task
4 Organise, conduct and review work skill instruction (15+ min)
Organise, conduct and review work skill instruction in your workplace (you must select a new work skill to train; you may not train either of the two work skills trained for Tasks 1 or 2). We will ask you to record your session on video. Allow about five (5) hours to complete this task
Requirements for a competent result To attain a competent result you must complete all tasks to a satisfactory standard. We have listed the assessment criteria for each task in the assessment kit.
What else you should know We offer a range of templates to help you complete the assigned assessment tasks. Download these from your Student Portal. Access the Student Portal from the ABC Training House Student Login page: www.abctraininghouse.edu.au/studentlogin
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End of example
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3. Administrative components
What information must we record?
Your tool must enable appropriate people to record:
● Candidate information—e.g. name, contact details
● Assessor information—e.g. name, contact details
● Candidate consent to be assessed—e.g. signature
● Details of the assessment—e.g.
– when and where assessment occurred – candidate results for each assessment activity and for the unit/s of competency
(or other benchmark/s) assessed – assessor report with feedback on candidate performance and follow up action
plan, if needed. How do I add administrative components?
One way to capture the information listed above is to add the following templates to your assessment tool:
● Assessment cover sheet—the candidate completes this template
● Assessment results template—the assessor completes this template record the assessment results and feedback about the candidate’s performance.
! You don’t have to add these templates to your assessment tool, but if you don’t add them, you must ensure that your RTO has other systems or templates in place to record similar information about each assessment conducted—these other systems or templates are also part of the tool
Examples of an assessment cover sheet and record of assessment results begin on the next page.
T These templates are available For your future use, you’ll find blank templates for an assessment cover sheet and assessment results, in the Templates document we provide to support this program.
Your assessment tool must enable assessors/candidates/RTO administration staff to record details of the assessment
to do this, add ‘administrative components’ that are suitable for the type of tool you are developing
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Example: Assessment cover sheet
This example is based on the case study introduced on page 58
General information
RTO Name ABC Training House
Unit/s assessed TAEDEL301 Provide work skill instruction
CANDIDATE to complete this section
Name
USI *
Address
Phone Daytime Evening
Company name
Date submitted
Candidate declaration—By signing below, I declare that:
I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time
this portfolio contains my own work except where I have made due reference to work by other/s. I am aware that a false declaration may lead to withdrawal of a qualification or statement of attainment.
Candidate signature* Date signed
* Candidates must provide a REAL signature. If submitting your portfolio electronically, either insert an electronic signature in the space above, or print this page, sign it, then submit a scan of the signed page.
ASSESSOR to complete this section
Name of assessor
Date portfolio received
Date portfolio review completed * USI stands for Unique Student Identifier. If you don’t yet have a USI go to: http://www.usi.gov.au/create-your- USI/Pages/default.aspx Use this USI every time you enrol in nationally recognised training or assessment.
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Example: Record of assessment results
This example is based on the case study introduced on page 58. This is how you could set up the results record if you were developing the assessment tool.
General information about the assessment
Candidate name
Unit of competence TAEDEL301 Provide work skill instruction
RTO ABC Training House
Assessor name
Assessment pathway Training and assessment ☐ RPL
Assessment date/s
Result for each assessment task or activity S NYS
Tasks completed during training
1 Organise, conduct and review work skill instruction for an individual (10 min) ☐ ☐
2 Organise, conduct and review work skill instruction for a small group (15 min) ☐ ☐
Tasks completed in the workplace, after the conclusion of training
3 Written questions ☐ ☐
4 Organise, conduct and review work skill instruction (15+ min) ☐ ☐
Result for the unit of competence
Result ☐ Competent ☐ Not Yet Competent
Assessor comments Allow more space here
Action plan Allow more space here
Assessor signature Date signed
End of template
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4. Marking guide for assessors
What could happen if we don’t produce a marking guide?
If our assessment tool does not include a marking guide, we run the risk that different assessors will administer the assessment in different ways. This makes our assessment unreliable—and that is bad!
If we don’t provide a marking guide, different assessors may:
● have different expectations for candidate responses to questions
● identify different ‘pass’ marks for written tests
● accept different levels of performance as satisfactory for a practical task
● administer a scenario-based assessment in different ways.
What information should we include in a marking guide?
We should include any information to help assessors:
● administer an assessment activity—e.g.
– explain how they should brief participants in a role play-based activity
– explain how long it should take to complete a written test
– explain what resources they should provide candidates with
● judge evidence—e.g.
– describe how candidates should respond to written or verbal questions
– describe how many observation criteria candidates must meet on an observation checklist, for a satisfactory result in a practical assessment activity.
Assessors administering your assessment tool will need information that candidates should not receive—
create a marking guide with this information
A marking guide makes your assessment tool more reliable and fair
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Some tips for putting together your marking guide— ● Information that would benefit both assessors and candidates
should go on the assessment instrument—e.g. how long people have to write a written test, how many observation criteria must be met for a satisfactory result on a practical task, etc.
● Information that only assessors should see should go in the marking guide—e.g. suggested responses to questions; information to assessors on how to set up an assessment activity.
What does an assessment marking guide look like?
One of the most common ways to format a marking guide is to copy the assessment tool / instruments that candidates receive, and add additional information for assessors using a font colour or style that makes this additional information stand out from the information that candidates receive. Here’s an example:
Example: Marking guide for assessors
Information in black font indicates text that is part of
the assessment booklet participants receive
Purple font indicates
additional information for assessors, only.
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‘Are we there yet’?
Preceding pages of this manual covered how to develop each component of your assessment tool. These were:
1. Assessment Instruments—develop, then map them
2. Information and instructions for candidates
3. Administrative components
4. Marking guide for assessors.
At this stage you should now have a complete, draft version of your assessment tool.
You are ‘almost there’. You have almost finished designing and developing your assessment tool. You have just one more—very important—thing to do: review and trial the tool. The pages that follow explain why and how to do this.
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Design and develop assessment tools step 4. Review and trial
Design and develop assessment tools
Step 1—Determine the focus of the assessment tool
Step 2—Design the assessment tool
Step 3—Develop the assessment tool
Step 4—Review and trial the assessment tool
Reviewing and trialling… why bother?
A stitch in time saves nine.
Proverb
This proverb promotes the idea that a little effort applied early will save more effort later. This is certainly the case when it comes to developing assessment tools.
Having written your assessment tool, it is tempting to start using it immediately to assess candidates. Please don’t do this! Instead, trial your tool before use, so you can identify and fix errors before first use with a real candidate.
Some weaknesses that may reveal themselves include:
● typos
● unclear, incomplete or incorrect instructions
● not enough space on checklists to make adequate comments
● essential or desirable criteria left out of the instrument
If you don’t trial your assessment tool before first use, you risk introducing an assessment that is
unsafe, unclear, invalid, unwieldy, non-compliant, or just embarrassing!
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● the tool is cumbersome and hard to use—e.g.
– a multi-page checklist that requires flipping pages back and forth – a verbal questioning instrument that requires the assessor to hand-write
candidate responses—it will be hard for the assessor to accurately record all responses as the candidate provides them
● information provided about the assessment process isn’t the same as what actually happens—e.g.
– a written test takes twice as long to complete as indicated on the test paper – a simulation or role play takes half as long as expected.
● the Instruments are not flexible enough to cater to the contexts and needs of different candidates—e.g. practical tasks are too restrictive and don’t allow opportunity for candidates to complete the task in a way that is relevant to them
● assessment tasks assess such discrete assessment requirements that focus on the holistic work activity being assessed, is lost—e.g. an assessment covering BSBCMM401 Make a presentation features a discrete question about each performance criterion, rather than simply asking candidates to plan and deliver a presentation.
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How to review and trial draft assessment tools
We suggest that you do the following:
1. Review—or validate—the tool
2. Test the tool
3. Improve the tool.
More information about each step follows.
Review and trial step 1. Review—or validate—the tool
How to review your draft tool:
A. Check the competency map
Return to the competency map you created when you first planned your assessment. Compare information in the map with the content of the assessment instruments you have developed as part of your tool. Adjust the instruments and/or the map so that information provided in both documents match, and cover all requirements.
Example: Check the competency map
Based on the case study introduced on page 58
Suzy returns to the competency map that she created when she first planned assessment of TAEDEL301 Provide work skill instruction (figure left, below). She: ● compares the draft written questioning instrument she has developed with her
map—Suzy verifies that the written questions cover all knowledge evidence requirements that she planned to cover with this instrument.
● updates the competency map—now that Suzy has developed her first draft of the written questioning instrument, she can replace squares () on the competency map (figure left below) with reference to specific question numbers (figure right, below). This way her map more clearly shows how the written questions cover the knowledge evidence required for TAEDEL301.
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Example: Review a draft assessment tool—check the competency map
B. Proofread the draft assessment tool documentation
Proofread assessment tool documentation. Look for:
● clear information and instructions, presented in a logical flow
● assessment instruments that are formatted for ease-of-use
● ability to record details of the assessment, including candidate information, candidate consent to be assessed, results for individual assessment tasks or items, and overall results for the unit/s of competency assessed
● the ‘little things’—check sentence structure, grammar, word use, spelling, capitalisation, punctuation and typos.
C. Invite others to review the draft assessment tool
To do this you may:
● invite another person to proofread the assessment tool
● organise a validation of the draft assessment tool.
Competency map that Suzy created when she first planned this assessment
Updated competency map
All draft assessment tools should undergo a systematic review process called ‘assessment validation’
For more information about assessment validation, see the section of this participant manual called: Participate in Assessment Validation
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Review and trial step 2. Test the tool
The only way to find out if your assessment tool will work is to conduct a pilot assessment. It is tempting to skip this step, but we recommend that you don’t. By conducting a pilot run you identify and solve countless problems that would not be identified without a pilot run.
Conduct a pilot assessment—who might the candidates be?
You may pilot your assessment tool with:
● people who are not actual assessment candidates, but who are willing to go through the assessment process—e.g. clients, other staff in your organisation, etc.
● real assessment candidates—in this case, you should inform candidates that the tool is being piloted following a successful first review (or validation).
Conduct a pilot assessment—who should the assessors be?
Ideally, all assessors who will use the assessment tool should participate in the trial. This isn’t always possible for logistical reasons, but is highly desirable.
Other people who may be involved in the pilot assessment
Depending on the circumstances, others who may be involved in the pilot assessment include (but aren’t limited to):
● RTO assessment administration staff or compliance personnel ● Industry or employer representatives ● Subject matter experts—e.g. specialists in foundation skills (or LLN), disabilities, or
in cultural groups being targeted for the assessment.
Report on the trial of the assessment tool
Conduct a pilot assessment—a ‘dry run— with informed and willing ‘test’ candidates
Once you have finished reviewing and trialling your tool, you must:
● gather feedback from everyone involved in the review or pilot assessment
● prepare a report that summarises the trial process and outcomes
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Example: Report on the trial of an assessment tool Based on the case study introduced on page 58
Suzy has now reviewed the draft assessment tool covering the unit, TAEDEL301 Provide work skill instruction. She has also asked the compliance manager of ABC Training House to review it. She has made minor adjustments to the draft tool, based on the feedback she received.
Suzy is now ready to trial the draft assessment tool. She organises a pilot assessment. For this pilot assessment there will be:
● two (2) candidates—candidates are currently enrolled in ABC Training House’s Presentations with Panache program, so are familiar with ABC Training House’s assessment policies and procedures.
● two (2) assessors—assessors are two of ABC Training House’s senior trainer/assessors and have been nominated as program leaders for the Workplace Training Basics program (the program for which this assessment was designed)
Three ABC Training House employees will also assist with the trial. They will act as trainees for Tasks 1 and 2 of this pilot assessment.
The trial takes place over a five-week period:
● Tasks 1 and 2 are completed on the ABC Training House premises
● Candidates have up to three (3) weeks after completing Task 2, to complete remaining tasks and send to ABC Training House for review by the trial assessors
● Assessors have one week to review remaining tasks (Tasks 3 and 4), and make a decision of competence based on evidence provided.
After the trial concludes, Suzy:
● meets with the trial assessors and candidates to discuss findings
● produces a report summarising findings of the trial and listing recommended improvements to the assessment tool—her report begins on the next page.
T This template is available For your future use, you’ll find a blank template for a Report on the trial of an assessment tool, in the Templates document we provide to support this program. For reference, the assessment plan that the tool supports, begins on page 78.
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Example: Report on the trial of an assessment tool Based on the case study introduced on page 58
General information Date of report 30 April (year) Prepared by Suzy Smith Unit/s covered in the assessment tool that was trialled TAEDEL301 Provide work skill instruction
Assessment pathway Training and assessment ☐ RPL The trialling process Date/s of trial 15 March to 20 April (year)
Location/s of trial ABC Training House—Tasks 1 and 2 Candidate workplaces—Tasks 3 and 4
Participants
Number of candidate/s 2 Names of assessor/s 1. Rob O’Connor
2. Raavi Singh
Other participants (if applicable)
● ABC Training House assessment administration team
● Suzy Smith—assessment tool developer (observer)
How and when feedback was collected and reviewed
On 18 April (year) trial participants met at ABC Training House head office, and discussed feedback. Findings and recommendations listed in this report were discussed and agreed to, at this meeting.
Assessment activities and documents used in the trial Assessment activities conducted as part of this trial Candidates prepare for Tasks 1 and 2 on their own time, then were assessed at ABC Training House on two consecutive days: ● Task 1: Organise, conduct and review work skill instruction (WSI) (10 min) ● Task 2: Organise, conduct and review WSI (15 min) Within three weeks of completing Task 2, candidates completed remaining assessment tasks (listed below) on their own time and sent to ABC Training House for marking. Candidates followed ABC Training House’s standard process for assessment submission: ● Task 3: Written questions ● Task 4: Organise, conduct and review WSI in the workplace (15 min)
Assessment tool documentation used in the trial
What assessment methods/instruments were used in this pilot assessment? (tick all applicable boxes)
Observation—simulation Observation—on the job ☐ Assigned practical task Written questions Verbal questions ☐ Log book ☐
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Third party questionnaire ☐ RPL portfolio ☐
What other assessment tool documentation was used?
Marking guide for assessors Other (list): ☐
Findings and recommendations Assessment tasks Questions for discussion 1) Are assessment tasks valid—suitable for the unit/s assessed; free of unnecessary assessment tasks or requirements; produced evidence that was valid, sufficient, current and authentic; produced evidence that let assessors confidently make an evidence-based decision of competence 2) Are the assessment tasks fair—assessment activities possible for target candidate/s to complete; offer candidates sufficient opportunity to demonstrate skills and knowledge held?
Summary of feedback ● Assessors and candidates agreed that this assessment tool produced valid evidence. ● The assessment was not fair to everyone. One candidate is not working, so he had
to conduct his final session at home, teaching friends. He said he would have appreciated the opportunity to complete all three sessions as part of training.
● Candidates discussed how difficult it was to organise video recording for Task 4 and requested some instruction about how to most easily capture the video.
● One candidate works in a child care centre and was concerned about privacy of children who may have wandered into the video during the session.
Recommended improvements Task 4: ● Offer more flexibility—consider options for candidates not working, and for
candidates whose workplaces do not permit videos: – To the assessor marking guide, add information about flexible options – To the candidate instructions, add a note to speak with the assessor to discuss
options for task 4, if they are not working and/or if unable to video their session ● Set up a support video on ABC Training House’s YouTube channel, showing some
simple ways to capture videos using a phone, how to save videos, and how to ensure file size is manageable. Add a link to the video, to the instructions for candidates.
Assessment instructions for candidates Questions for discussion 1) Does preliminary assessment information give a clear, complete and accurate description of the assessment activities, requirements, timeframes, and information about candidate rights and responsibilities in assessment? 2) Are instructions for each task clear and complete—gave an accurate description of the task; answered all candidate questions; interpreted the same way by candidates and assessors, alike.
Summary of feedback Most instructions were clear, but candidates and assessors noted two confusing items: ● Written question 4—about learning principles and styles
– This was a multi-barrelled question. One candidate missed one part of the response. Question 4 about learning principles and learning styles.
– Assessors also commented that they had to check the marking guide to clarify the type of response required to this question.
● Terminology used in instructions for Tasks 1 and 2 Candidates were confused because instructions for Task 1 asked for a ‘delivery plan’
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Findings and recommendations but Task 2 asked for a ‘session plan’. They weren’t sure if these were two different types of documents. They also did not know if they had to write the session/delivery plans themselves, or if they could use plans available in their workplaces.
Recommended improvements ● Question 4—break into two questions
– Break question 4 about learning principles and learning styles, into two separate questions: one about learning principles, and the other about learning styles.
– When drafting new questions, ensure the question is in plain English. – Update competency map and assessor marking guide to reflect these changes.
● Tasks 1, 2 and 4—use the term ‘delivery plan’ throughout all instructions – To instructions for Task 2, change ‘session plan’ to ‘delivery plan’, for
consistency. Ensure Task 4 also requires a delivery plan. – To the instructions for Tasks 1, 2 and 4, clarify that candidates may write the
delivery plan themselves, or use a plan that is available from their workplace/s.
Instructions and marking guides for assessors Questions for discussion Are instructions and guidance for assessors clear and complete—did they answer all assessor questions; did they provide all information needed to reach an assessment decision; did all assessors interpret these instructions and marking guidance the same way?
Summary of feedback Two questions identified by assessors were: ● For Task 4, may candidates submit evidence of having provided work skill instruction
(WSI) remotely (i.e. using video or audioconference software)? There was no guidance about this, and one trial candidate submitted evidence of having provided the work skill instruction via webinar.
● What options can assessors offer if candidates are not working?
Recommended improvements ● Create FAQ list
– Create a list of FAQs and their answers—add this to instructions for candidates. – Create FAQ question 1: “For Task 4, can the WSI be provided remotely”
● Guidance for assessors about flexibility Add information for assessors about what ABC Training House can offer to help candidates who are not working, to complete Task 4 in realistic working conditions.
Assessment process and timeframes as described in the tool Questions for discussion Did the length of time it took to complete the assessment match expectations?
Summary of feedback ● The time it took to complete Tasks 1 and 2 matched expectations ● One candidate said they would have preferred to have had prior notice of the
‘homework’ they had to complete on their own time to prepare for Tasks 1 and 2 ● Both candidates said it took longer than expected to complete Tasks 3 and 4 ● Both assessors said it took longer than expected to mark Tasks 3 and 4, and prepare
an assessment report.
Recommended improvements ● To assessment information for candidates:
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Findings and recommendations – add a realistic estimate of the time candidates need to prepare for Tasks 1 and
2, to the written assessment information candidates receive before training – extend deadline for post-training submissions to 6 weeks after training
concludes (update assessor marking guide accordingly) ● Adjust information for assessors to give a more accurate indication of the time it will
likely take to mark assessments and prepare assessment reports.
Presentation, layout and ease of use Questions for discussion 1) Does the assessment tool documentation include capacity: ● to note details of the assessment: candidate name and information; assessor name; details of unit/s
assessed; assessment date/s; candidate consent to be assessed ● for candidates to provide required information and responses to questions ● for assessors to document/record: quality of evidence provided (including comments); results for each
assessment task; overall result for the unit/s; general feedback on performance; action plan if needed. 2) Was the assessment tool documentation laid out in a logical sequence and formatted for easy use by assessors and candidates alike?
Summary of feedback Candidates and assessors said the assessment tool was well laid out and easy to use, and has capacity to record details of the assessment process and its outcomes.
Recommended improvements Nil
Grammar, punctuation and wording Questions for discussion 1) Is assessment documentation free of grammar, punctuation, capitalisation, spelling, typos or other errors? 2) Is language used throughout all assessment documentation objective and non-biased?
Summary of feedback Found two typos: ● Page 2 of general instructions for candidates reads, “email your prtfolio to…” Correct
spelling of ‘portfolio’ ● Task 4 instructions read, “… please subit tis task work within 3 weeks of completing
training.” Re-write as, “…submit this… within 6 weeks…”.
Recommended improvements Fix typos listed above.
Other Feedback Assessors commented that the assessment felt ‘big’ for one unit. At the review meeting, participants again reviewed the unit of competence (TAEDEL301) and its assessment requirements, but could not identify any un-necessary assessment tasks.
Recommended improvements No additional improvements. Reminder to make sure assessment marking guides and competency map are updated to reflect changes made to the final version of this tool.
Information in this report verified by
Name Suzy Smith Signature
Date 30 April (year)
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Review and trial step 3. Improve the tool
Having reviewed and trialled the assessment tool, you now have a list of recommended improvements for your draft assessment tool. You’re now ready to apply these improvements and convert your draft assessment tool to its final version.
At this stage, if you haven’t already done so, you must note version control information on all assessment tool documentation.
Storage, retrieval and version control
Version control
You must plan how you will keep track of improvements made to your assessment tool document/s and devise a system to ensure that only the most recent version of the assessment tool is used. This is called applying ‘version control’.
Most organisations have a version control system in place to track changes to documents and ensure that the most recent versions of documents are always used. The version control system you use for your assessment tool must comply you’re your organisation’s version control system.
Use a version control system to identify the difference between:
● the first draft of your assessment tool, before reviewing and trialling, and
● the revised and improved version that follows the review and trial.
Version control means...
...maintaining a record of improvements made to assessment tools, instruments and related documentation to ensure that the most recent versions are used.
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To set up a version control system, do two things:
1. Note the version of the document in a visible location on the document—e.g.
● in the headers or footers of all pages of the document, and ● on the inside cover of the document.
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Here are some popular ways to note the version in use on your document/s
● Version number—e.g. version 1, version 2, etc. ● Version letter—e.g. version A, version B, etc. ● Date of release—e.g. version dated 15/11/2016
Also have a look at how writers of this manual have noted version control on the inside cover, and in the footers of all pages.
2. Establish and maintain a master record of version control, noting the most recent versions of documents in use.
Without a master record of version control, assessors won’t know whether or not they are using the most up-to-date version/s of the assessment tool document/s.
ex am
pl e Click on the link below to see how writers of this manual keep track of changes made
to our TAE materials and the latest versions in use
<https://docs.google.com/document/d/1lso1kG52CL2VsYUmTs4vsmIlDz9K1BveZdWwJHv mukA/edit?usp=sharing> (accessed 05.01.2018)
Document storage and retrieval
Effective workplace document storage and retrieval systems are:
● used throughout the organisation are understood by all staff
● set up so assessment tool documents can be located easily
● set up so the latest versions of the assessment tool documents are obvious
● secure enough so that only those people who should have access to stored documents, can access them
● backed up.
You must store the assessment tool —along with earlier drafts and records of trialling and review—
using your workplace’s system for storage and retrieval of documents.
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If you don’t already know your workplace’s document storage and retrieval system, now is a good time to do some research and find out!
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Ongoing review and improvements to assessment tools
RTOs should review assessment tools on a regular basis to ensure that:
● the assessment tool continues to cover the most recent version of the unit/s of competence—units are updated from time to time, and organisations must ensure that assessment tool documentation remains updated, accordingly.
● assessment tasks and criteria continue to meet current industry expectations— Heraclitus is famous for his claim that, “the only constant is change.” For this reason, we must constantly review and ‘change’ our assessment tools to ensure they continue to reflect current industry expectations.
● they are continuously improved, using feedback gathered through continuous use.
Most quality RTOs have a documented system for regular, ongoing review of assessment tool documentation that includes:
● how often the tool is to be reviewed
● who will review the tool
● the review process.
Many RTOs maintain a feedback register or equivalent to capture feedback gathered between scheduled reviews, for use at the next review.
Your organisation should have a system for ongoing review and improvement of assessment tool documentation
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Recap: Design and develop an assessment tool—a ‘to-do’ list
Tick when complete
Plan assessment activities and processes
Step 1 Determine the focus of the assessment tool ......................................... Identify: ● the target candidate/s and their key characteristics ● the purpose/s of the assessment tool ● the assessment pathway ● the context in which the tool will be used ● the benchmarks for assessment ● any other industry requirements or documents that may influence how you design and
develop the assessment tool.
Step 2 Design the assessment tool ................................................................... ● Select assessment methods that will be used to collect the required evidence. ● Decide what instruments are needed to gather evidence using the methods identified ● Consider how the assessment will be administered and identify any additional documents
or resources you’ll need to include in the tool so the assessment process may be recorded. To do this, consider the following:
● Consider the sequence of assessment activities—when will each of the above assessment tool components be needed?
Step 3 Develop the assessment tool.................................................................. ● Assessment Instruments—develop, then map the instruments ● Information and instructions for candidates ● Marking guide for assessors ● Add administrative components.
Step 4 Review and trial the assessment tool .................................................... ● Review or validate the tool
(see also, the chapter of this manual called, Participate in assessment validation) ● Test the tool—conduct a ‘dry run’) ● Improve the tool ● Follow your organisation’s document storage, retrieval and version control system to store
the tool and record the latest version in use ● Systematically and routinely review, evaluate and improve the assessment tool
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Summary of this section
Design and develop assessment tools
This section of the manual focussed on how to design and develop assessment tools that:
● meet regulatory requirements
● reflect the candidate’s ‘real world’ context
● are practical and easy to use
● effectively measure competence.
Although we based our examples on assessment tools developed for the Australian VET context, the skills and knowledge gained should help you design safe and effective assessment tools for any context.
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Assess competence
Really listening and suspending one's own judgment is necessary in order to understand
other people on their own terms... This is a process that requires trust and builds trust.
Mary Field Belenky Women's Ways of Knowing: The Development of Self, Voice, and Mind, p. 187
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Introduction to this section
Assess competence
This section of the manual covers skills and knowledge needed to assess the competence in a way that ensures a valid, reliable, flexible and fair assessment.
After reading this section of the manual and participating in the related learning activities, you should be able to conduct valid, reliable, flexible and fair competency- based assessments. This means supporting candidates as you:
1. Prepare for the assessment and brief candidates
2. Gather quality evidence
3. Make assessment decisions
4. Give feedback to candidates
5. Record and report assessment decisions
6. Review each assessment process.
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Assessing competence: in context
The flow chart below illustrates the ‘big picture’ of planning, organising, developing and conducting assessments. We have used pink shaded boxes to highlight steps relevant to assessing competence.
Plan assessment activities and processes
Determine assessment approach ● Identify the target candidates and why they must be assessed ● Identify benchmarks ● Identify other information needed to plan assessment
Prepare the assessment plan ● Build a picture of competence ● Identify the evidence required ● Identify assessment activities and timeframes ● Make sure you have covered everything—prepare a competency
map ● Finalise and document the assessment plan.
Organise assessment instruments or tools ● Analyse available assessment tools and instruments
● Develop or customise assessment instruments or
● Design and develop the entire assessment tool
● Review, trial and finalise the draft assessment instrument/s or tool
Assess competence
Prepare for assessment and brief the candidate
Support the candidate
Gather quality evidence
Make the assessment decision
Give feedback to the candidate
Record and report the assessment decision
Review the assessment process
Develop assessment tools (if needed)
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Support the candidate
Assessors must support the candidate throughout assessment while, at the same time, maintaining the integrity of the assessment.
How can assessors support candidates?
Below are some of the many ways assessors can support candidates:
Before the assessment
● Confirm that the candidate understands the assessment process
● (particularly useful for RPL assessments) Help the candidate identify examples of suitable evidence they can provide
● Discuss whether or not any reasonable adjustments need to be made to the assessment—for more information about reasonable adjustments, see page 29
● Give the candidate reasonable time to prepare for the assessment
● Make yourself available to the candidate throughout the preparation phase
● Confirm any specialist support needs the candidate may have—see the next page.
Throughout the assessment
● Ensure a suitable environment that is safe and free from unnecessary spectators
● Answer candidate questions about what they are asked to do (not how to do it!)
● If the assessment will take place over time, remain in regular contact with the candidate and available to answer questions as needed.
At the conclusion of the assessment
● Acknowledge the candidate’s efforts
● If not yet competent, collaborate with the candidate to develop an action plan to achieve competence.
Supporting a candidate means supporting their efforts— it does not mean doing the assessment for them, or leading them!
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What if a candidate needs specialist support?
Sometimes candidates will need specialist support to undertake assessment.
Examples of specialist support
Some examples of specialist support include:
● Help, support or advice from ‘experts’—e.g.
– interpreter
– foundation skills specialist
– carer or counsellor
– workplace coach
– the assessor
– subject matter experts
– regulatory authorities
● Specialised equipment or resources—e.g.
– online systems and processes for candidates and assessors in isolated areas
– adaptive equipment or materials that enable candidates with a disability, an opportunity to undertake assessment.
Where to find specialist support
There is no single source of specialist support. The best source for you will depend on your location, the type of support needed, and on other factors, such as cost.
Research specialist support available to you
To access specialist support, consider:
● the human resources department of the RTO or workplace
● local community colleges or TAFEs—they often have inclusivity specialists who can assist with foundation skill and other types of support needs
● associations that specialise in the type of support needed—e.g. Royal Society for the Blind, or the Reading Writing Hotline.
Specialist support means...
extra support from specialist personnel or specialist equipment that the candidate needs to complete the assessment
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Supportive assessors communicate effectively
Assessors must use effective interpersonal communication skills when assessing candidates. Questioning and listening skills are particularly important.
Questioning skills
Before asking a question, the assessor should consider the reason for the question and the type of response sought.
Assessors use questions for a variety of reasons. Questions may be used:
● before assessment to discuss the candidate’s needs and preferences, and check candidate understanding of the assessment process
● during assessment to gather evidence of competency (e.g. the assessor asks the candidate what they know)
● at the conclusion of the assessment to gauge the candidate’s perception of their performance in the assessment and (if not yet competent) negotiate a suitable action plan to help the candidate achieve a competent result next time.
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Open vs. closed questions
In an assessment context, open questions are usually more useful than closed questions, but not always. The table below summarises the difference between open and closed questions, and notes suggestions for use in an assessment situation:
Open question Closed question
Definition An open question is a question that invites comment.
A closed question is a question that invites a one-word answer such as ‘yes’ or ‘no’.
Example ‘Describe one example of how you could use the XYZ process in your workplace’
‘Would you press this green button to turn on the machine?’
Tips for use Use open questions:
when you want to confirm a candidate’s recall or comprehension of a concept
● when you want to confirm that the candidate understands the assessment process
● when you want to gauge the candidate’s perception of how the assessment went.
Use closed questions when:
there is only one acceptable answer to the question
Follow-on questions
What is a follow- on question?
A follow-on question is a question that follows on from an answer just given. It is sometimes called a probing question.
How is it useful? In an assessment situation, an assessor who poses a follow-on question can obtain additional information that provides stronger evidence of a candidate’s competence.
Example Q1: ‘Mary, describe a situation where you have had to use this technique before.’
A1: ‘Yes, I remember one time...’ (Mary completes answer)
Follow-on question: ‘And how did the technique work in this case?’
A: ‘It worked quite well, although I did struggle with step 4’
Follow-on question: ‘Tell me more about that.’ etc.
Types of questions to avoid in an assessment situation
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Don’t ask leading questions
What is a leading question?
A leading question is a question asked in such a way that the answer is contained within the question.
Why is it bad?
The person being questioned only has to agree with what you have said, rather than coming up with the answer themselves. In an assessment situation, an assessor who poses a leading question ‘leads’ the candidate to the correct answer rather than allowing the candidate to come up with the answer on their own. Therefore the quality of the evidence is compromised—the candidate has still not proven that they have the knowledge they need to attain a competent result.
Example Q: ‘Mary, would you agree that it is best to perform a pre-operation check of the machine before starting to use it?’
A: ‘Uh… yes.’
Alternative Q: ‘Mary, please describe steps you would take to start the machine and get it going if you came in and found the power off.’
Don’t ask multi-barrelled questions
What is a multi- barrelled question?
A multi-barrelled question is the term given to a series of questions posed at once.
Why is it bad?
The candidate will become overwhelmed by the volume of information being asked for and will struggle to specifically address all your queries. Therefore the quality of the evidence is compromised—the candidate does not answer all required questions.
Example Q: ‘Mary, please describe steps you take to start the machine and get it going if you came in and found the power off, and explain why you would perform each step you would take, including at least one contingency plan for what you would do if the red emergency light were to start flashing or if the machine didn’t work when you first tried to turn on the power.’
A: ‘Huh?’
Alternative Q: ‘Mary, please describe steps you would take to start the machine and get it going if you came in and found the power off.’
Wait for answer, then... Q: ‘Great. And explain why you would perform each step in the order you
just described’ Wait for answer, then... etc.
Listening skills
Assessors must take active steps to listen to everything said by the candidate.
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Effective listening means paying attention to the candidate’s:
● verbal message—the words
● non-verbal message: – tone of voice – facial expression and general body language – pace and ease of actions and responses.
Put simply, effective listening means doing two things:
1. Truly listening to what the person is trying to say—this means paying attention to both verbal and non-verbal messages
2. Be seen to be listening—give the person verbal and non-verbal cues to indicate that you are listening and are interested in what they have to say.
Effective listening for assessors: some tips
● Position yourself appropriately with the candidate—on the same level (e.g. both sitting) and facing the candidate.
● When listening:
– Use nods and other non-verbal cues to show the candidate that you are listening (and really listen!)
– Use paraphrasing and questioning techniques to confirm that you have understood what the candidate is trying to say.
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Paraphrasing / questioning
Candidate says: I’m finding it hard to concentrate
Assessor responds: So you’re finding it hard to stay focussed and remember what to do next?
– Do not anticipate what the candidate will say, or finish their sentences for them
– Take notes of what the candidate says.
Ideally you should not assess a candidate...
...if you are stressed, tired, or have other distractions that may interfere with your ability to focus on the candidate
and truly listen to them
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Assess competence step 1. Prepare for assessment and brief the candidate
Assess competence
Step 1—Prepare for assessment and brief the candidate
Step 2—Gather quality evidence
Step 3—Make the assessment decision
Step 4—Give feedback to the candidate
Step 5—Record and report the assessment decision
Step 6—Review the assessment process.
Prepare for the assessment
If we don’t prepare sufficiently for assessment, we may:
● cause undue anxiety for the candidate/s and other stakeholders
● waste peoples’ time
● make the wrong assessment decision
● cause unnecessary delays
● endanger the candidate or the organisation
● damage reputations—yours and that of the RTO you represent!
How to prepare for assessment
Exactly what you need to do to prepare for an assessment will vary from assessment to assessment. The preparation checklist below lists some considerations.
Just as trainers must prepare for delivery, assessors must prepare for assessment
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Example—Assessment preparation checklist
Tick when complete
Assessor readiness ● Assessor is familiar with the candidate context and the need for the assessment ● Assessor has reviewed the assessment documents and understands assessment
criteria, process and requirements ● Assessor clarifies RTO expectations for how to administer the assessment, record
and report the assessment decision
☐
Venue organised ● Assessment venue is booked and prepared for assessment ● Venue for feedback is organised—e.g. private meeting room if assessment venue is
a public place (such as an open plan office)
☐
Resources organised ● Assessment tools and instruments, plus other documentation is prepared and ready
for use ● Tools and equipment needed are available for use
☐
Relevant people informed ☐
● Candidate ● Supervisor
● Co-workers ● Others
Safety issues addressed ● If an external assessor used, assessor is inducted to the assessment site ● Other work health and safety (WHS) issues are addressed as relevant—
consider both the candidate and assessor’s emotional and physical safety ● Required equipment is checked for safety—e.g. tagged and tested
☐
Support needs addressed ● Candidate is supported throughout preparation for assessment ● Reasonable adjustments—if required—are accounted for ● Specialist support equipment or personnel—if applicable—are organised
☐
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What is an assessment brief?
A ‘brief’ is the term given to the process of explaining and clarifying the assessment process and requirements with candidates.
When should we brief candidates?
Candidates must be briefed on the assessment long enough before the assessment begins to allow sufficient time to prepare.
● Sometimes, we brief candidates after planning and organising the assessment For example, Registered Training Organisations may plan and organise assessment systems and processes for a particular unit or qualification, then brief candidates on these systems and processes.
● Sometimes, we brief candidates while working with them to plan and organise the assessment For example, if an assessor is planning a Recognition of Prior Learning (RPL) assessment, they may first meet with the candidate to discuss the RPL assessment process, collaboratively identify evidence that the candidate will provide and negotiate a suitable time and date for the RPL assessment to occur.
How can we brief candidates?
We may brief candidates in a variety of ways. Some possibilities include:
● Written information—e.g.
– Student Handbook
– Assessment Information handout or equivalent
– Web-based information
– Email.
The written brief should include the name and contact details of someone candidates may contact if they have queries.
● Verbal information—examples include:
– briefing during training: a trainer briefs learners on the assessment tasks that will follow training
– meeting with assessor: an assessor organises a meeting with a candidate to discuss the assessment
– telephone
– audio-visual—e.g. Skype™ or equivalent.
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A combination of written and verbal briefing works best
RTOs must prepare written information and instructions about all assessments they offer. This is a useful reference for candidates and assessors, and promotes consistent assessment practice.
Candidates appreciate the chance to discuss and ask questions about assessment requirements. Therefore, we recommend that:
● in training and assessment-pathway assessments— the program leader should allocate time to explain and discuss assessment requirements with participants
● in RPL assessments— the RPL assessor or another RTO representative discuss written information provided about the RPL process and requirements, and help:
– prospective RPL candidates decide whether if RPL is a good choice for them – enrolled RPL candidates identify suitable RPL evidence they can submit.
What information should we cover in the brief?
When briefing candidates, we should explain and discuss the following:
● Competency-based assessments and how they work Candidates must understand that:
– The only possible results in competency-based assessment are competent (C) or not yet competent (NYC)—there is no grading
– In the event of a NYC, the candidate will be offered a chance to re-do all or parts of the assessment that were not of a satisfactory standard; in other words, a NYC result isn’t necessarily final
– In CBA we use a criteria-referenced approach, meaning that assessors will compare candidate’s performance to the assessment criteria. The assessor will not compare one candidate with another.
● The assessment process, activities and requirements:
– Purpose of the assessment
– Competency standard/s to be assessed
– Time, date, location and duration of assessment
– Details of assessment activities, tasks and evidence to be provided
– How well the candidate must perform to achieve a competent result
– Other information as needed—e.g. ▪ what the candidate must do to prepare for the assessment ▪ what the candidate must bring or wear.
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● Candidate rights and responsibilities in the assessment, including:
– The right to choose whether or not to be assessed
– The right to appeal the assessment decision
– The right to confidential assessment records—if you must submit results to an external party (e.g. the candidate’s supervisor) you should highlight this
– Responsibility to submit authentic evidence (particularly important if the assessment requires submission of written work).
● Support and/or reasonable adjustments—discuss:
– Assessment support available to all candidates—e.g. where to do if they have questions
– Whether or not the candidate has any special needs that warrant a reasonable adjustment—see page 29 for more information about reasonable adjustments.
Examples— Assessment brief templates
Example 1—Written assessment information
The assessment tool documentation should include written assessment information. This information forms the basis for the assessment brief. See page 139 for an example.
Example 2—Assessment brief checklist
Example 2 is an assessment brief checklist, useful when briefing verbally.
T These templates are available For your future use, you’ll find blank templates for both examples named above, in the Templates document we provide to support this program.
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Example: Assessment brief checklist (verbal assessment brief)
General information
Candidate name Rani Solomon
Assessor name Mary Marvellous
Unit/s of competency assessed TAEDEL301 Provide work skill instruction
Date of assessment brief 15 June (year)
Tick () if the following was discussed/clarified with the candidate:
How CBA works
How competency-based assessments work ● Only possible results are C or NYC
● Decisions would be based on the evidence Rani submits
● Assessors are here to help
What happens if result is C and what happens if result is NYC ● Opportunities to be re-assessed (NYC is not necessarily final)
Assessment process, activities and requirements
Reason for the assessment Rani is a textile worker and wants to attain a statement of attainment for TAEDEL301 because she feels it will expand her career options as a team leader
Competency standard/s being assessed ● Confirmed TAEDEL301 as suitable choice of unit
● Discussed assessed requirements
Assessment process and activities—what to do, when and where, including modifications made to suit candidate context, where applicable ● Agreed that Rani will attend ABC Training House’s program, An
Introduction to Workplace Training, which covers TAEDEL301, and will complete the assigned assessment tasks, which include delivery of three sessions to individuals or small groups.
● Confirmed that Rani may choose types of work skill instruction relevant to her area of expertise – the textile industry
● Showed Rani the assessment booklet and allowed her to ask questions
How well candidates must perform to attain a competent result ● Discussed that Rani will need to attain a satisfactory result in
for all assigned tasks.
● Discussed assessment criteria with Rani and showed her where the assessment booklet lists criteria for each task
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Other—what to bring, what to wear, how to prepare, etc., as applicable ● Confirmed that first day of training will be 01 July, at ABC
Training House, 9:00am start. Dress code is smart casual.
● Confirmed that there is no assigned pre-work, but Rani could think about types of work skill instruction she can provide for her assessment tasks.
Candidate rights and responsibilities
Appeals process Briefly discussed; showed Rani link to ABC House Student Handbook on our website. Recommended that she read this.
Confidentiality and names of those will be advised of assessment results ● People to be advised of assessment results are: Rani, the
trainer, and ABC Training House assessment team
● Results are confidential
Responsibility to submit authentic evidence Discussed and agreed
Candidate’s right to choose whether or not to undertake assessment Discussed and understood
Inclusive assessment practice
Support available Discussed that I would be available by email or phone (business hours) to answer questions
Specific needs—e.g. specialised support or reasonable adjustment Rani has not completed any post-school education, but she feels comfortable with the assessment process. Results of pre-enrolment LLN testing suggest that there is no need for specialised support or reasonable adjustment at this stage.
Agreed by
Candidate Signature
Date signed 15 June (year)
Assessor Signature
Date signed 15 June (year)
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Assess competence step 2. Gather quality evidence
Assess competence
Step 1—Prepare for assessment and brief the candidate
Step 2—Gather quality evidence
Step 3—Make the assessment decision
Step 4—Give feedback to the candidate
Step 5—Record and report the assessment decision
Step 6—Review the assessment process.
A reminder: what is quality evidence?
Remember information provided about the rules of evidence on page 32 of this manual. Quality evidence is:
● valid
● sufficient
● current
● authentic.
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Tips for gathering quality evidence
First, a point to remember...
He listens well who takes notes.
Dante Alighieri (1265-1321), The Divine Comedy
When assessing competence, use assessment instruments to record or document:
● the evidence provided by the candidate— Sometimes the evidence comes already documented or recorded (e.g. in written form, or recorded on video). Other times the evidence is not already documented (e.g. in a live observation or verbal questioning situation). In this case, assessors must document the evidence provided by using a checklist or typing a summary of what the candidate said or did.
● whether or not the quality and quantity of the evidence was satisfactory.
The pages that follow list some common methods of gathering evidence and some tips for gathering quality evidence using each method.
All evidence gathered and reviewed by assessors must be recorded
By ‘recorded’ we mean: documented or recorded on video or audio
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Gather quality evidence
Observation
Tips—gathering quality evidence
● position yourself so you can clearly see the candidate
● ensure an environment free of unnecessary observers or distractions
● document what you see as you go—don’t wait for later!
● ensure the observation assessment instrument is well laid out and easy to use—you don’t want to be flipping pages or having to do too much writing; this may prevent you from accurately documenting what you see
● follow instructions for assessors when preparing for the observation—ensure consistent assessment conditions for all candidates.
Used to assess
● skills
● application of skills or knowledge in real or realistic work settings.
Variations
● Observation in the workplace
● Observation in a simulation or role play.
Questions
Tips—gathering quality evidence
Verbal questions
● position yourself so that you can clearly hear the candidate
● document answers given as you go—don’t wait until later!
● ensure the verbal questioning assessment instrument is well laid out and easy to use—required answers should be listed so that all you have to do is tick () whether or not the right answer was given.
Written questions
● supervise candidate/s throughout test to ensure no cheating
● follow instructions for assessors when administering assessment—ensure that assessment conditions and marking processes are consistent for all candidates.
Used to assess
● knowledge evidence
Variations ● Verbal questions ● Written questions (test) Types of questions ● Open ● Closed ● Multiple (or binary)
choice
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Gather quality evidence
Practical task
Tips—gathering quality evidence
● ensure that the project specifications are clearly defined in writing
● make yourself available to answer questions throughout the time period when candidate/s complete the project
● follow instructions for assessors when administering and evaluating completed projects— ensure that all projects are assessed in a consistent manner. A marking guide will help.
Used to assess
● skills
● knowledge
● attitudes
● workplace application
● performance evidence
Variations
● Workplace-based project ● Simulated workplace project.
Third party feedback
Tips—gathering quality evidence
● ensure that an appropriate person acts as the third party reporter—this person must:
– be credible—e.g. supervisor or employer of the candidate
– be able to provide informed comments about the candidate—e.g.
▪ should work closely with candidate ▪ should have existing skills and knowledge
in the competencies being assessed ▪ is a qualified trainer/assessor.
● give clear written instructions to the third party reporter—what and how much information is sought?
● make it as easy as possible for the third party reporter to provide the required information—e.g.
– provide a template (checklist or questionnaire)
– offer the option of a telephone or other form of gathering information.
Used to assess
● skills
● knowledge
● attitudes (consistency in workplace performance)
● authenticity of evidence
Variations ● Reference letter or
equivalent ● Completed third party
questionnaire
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Gather quality evidence
Portfolio evidence checklist: useful for RPL assessments
Tips—gathering quality evidence
● Be flexible! Each RPL candidate has unique skills and experience, and therefore unique forms of evidence of competence they can offer. Remain open- minded and flexible when gathering evidence.
● conduct a preliminary meeting (or equivalent) with the RPL candidate to discuss:
1. whether an RPL pathway is a viable option for the candidate and (if ‘yes’)
2. options for suitable evidence to be presented.
● offer a written list of evidence for the candidate to provide—this may be presented with a pre- prepared RPL Assessment Guide document, or an evidence plan that you develop collaboratively with the candidate.
● offer guidance to the candidate throughout the time that they compile the portfolio of evidence.
● ensure that the candidate provides a variety of valid, authentic evidence that demonstrates recent, consistent, competent performance over time
● if the result is NYC at first, clarify evidence gaps and help the candidate identify ways to address gaps.
Used to assess
All aspects of the competency standard/s, including:
● elements and performance criteria
● Foundation skills
● Performance evidence and required skills
● Knowledge evidence
Variations Approach—candidates may:
● Written portfolio or interview
● complete same assessment tasks as learning and assessment pathway candidates or go through a purpose-build RPL assessment
● combination of the above.
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Gather quality evidence
Review of products
Tips—gathering quality evidence
● ensure that criteria for required quality of the products are clearly defined in writing
● apply the above criteria when reviewing the products.
Used to assess
● any aspect of the units or their assessment requirements
Variations
Products reviewed may be:
● actual workplace documents or products
● simulated workplace documents or products.
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Common assessor errors
Beware of the following mistakes often made by assessors: ● Failing to record
It is essential to document (record) all evidence provided by the candidate. This means writing down everything that you see or hear from a candidate that provides evidence of competency, at the time that you see or hear it (don’t try to remember it later).
Sometimes it is hard to write down everything as you see it—for example:
– you are trying to observe more than one candidate at a time and don’t have time to write down everything you see or hear from all candidates
– you are asking verbal questions and the candidate is speaking so quickly that you find it hard to write everything down.
● Failing to observe This mistake occurs when assessors don’t notice something the candidate says or does that should impact on the outcome of the assessment. For example:
– you are trying to observe more than one candidate at a time and while watching one, you miss something relevant that another candidate does
– you are reviewing a written assignment at night when you are tired, and skim read it, missing numerous small but critical errors
– you are observing a candidate and lose focus for a short time; by the time you regain focus you have missed valuable evidence.
Tips to avoid the two above problems
● Where possible, assess one candidate at a time
● Ensure assessment instruments are well designed so that you don’t have to write down evidence provided, but rather tick a box () to document the evidence provided
● Be well rested and ready to pay attention to the candidate—try to avoid having to conduct too many assessments one-after-another.
Assessing competence isn’t always easy!
It is hard to remain focussed, objective, and consistent with every assessment you conduct.
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Common assessor errors, continued
● ‘Halo’ or ‘horn’ effect This is the tendency to be influenced by the candidate’s personality, rather than maintaining objectivity:
– If you have a favourable impression of the candidate you may rate the candidate more highly than deserved
– If you have a low impression of the candidate you may rate the candidate less highly than deserved.
● Marking down the middle This is the tendency to mark the candidate down the middle of a rating scale (e.g. giving the candidate 2 out of 3 in all aspects of the assessment), therefore not truly identifying the candidate’s strengths or weaknesses.
Adaptation of information provided in ANTA BSZ40198 Learner’s Pack, BSZ402A, p.3.20
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Assess competence step 3. Judge the evidence and make the assessment decision
Assess competence
Step 1—Prepare for assessment and brief the candidate
Step 2—Gather quality evidence
Step 3—Make the assessment decision
Step 4—Give feedback to the candidate
Step 5—Record and report the assessment decision
Step 6—Review the assessment process.
Once you have gathered quality evidence, your next step is to judge the evidence presented and make an assessment decision.
Judgement is a two-step process
Judgement means:
1. deciding whether the evidence provided meets the rules of evidence and
2. deciding whether the candidate is competent or not yet competent based on the evidence provided.
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Questions to consider when judging evidence
To help you judge the evidence provided, consider asking yourself the questions on the quality evidence checklist below.
You may have used this checklist already, when planning the assessment, to ensure that your assessment plan promoted collection of quality evidence. It is useful again now, to help you determine whether or not the candidate has provided quality evidence.
Quality Evidence Checklist
Does the evidence: Yes No
1. Cover all elements and performance criteria of the unit/s addressed? ☐ ☐
2. Reflect the foundation skills for the unit/s assessed? ☐ ☐
3. Cover all performance evidence? ☐ ☐
4. Cover all knowledge evidence? ☐ ☐
5. Reflect the required assessment conditions? ☐ ☐
6. Include at least one source of direct or indirect evidence? ☐ ☐
7. Include enough supplementary evidence to back up direct/indirect evidence? ☐ ☐
8. Include evidence of products and processes as relevant? ☐ ☐
9. Demonstrate the candidate’s ability to perform the task consistently, over time? ☐ ☐
10. And finally... is it enough without being too much? ☐ ☐
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Making an assessment decision isn’t always easy!
Sometimes the evidence provided by the candidate is ‘borderline’, meaning that it isn’t always easy to determine whether the evidence provided warrants a competent result or a not yet competent result.
Consider the following strategies to help you make a decision:
● Use the marking guide for the assessment tool you are using to assess competence—a marking guide is an essential component of any assessment tool and assessors should always use them when assessing competence
● Review the competency standard/s that the assessment was based upon.
● Use a quality evidence checklist such as the one shown on the previous page. If you can’t answer ‘yes’ to all questions, you likely need more evidence before you can declare the candidate competent.
● Phone a friend! Develop a network of colleagues who you may contact when faced with a difficult assessment decision.
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Assess competence step 4. Give feedback to the candidate
Assess competence
Step 1—Prepare for assessment and brief the candidate
Step 2—Gather quality evidence
Step 3—Make the assessment decision
Step 4—Give feedback to the candidate
Step 5—Record and report the assessment decision
Step 6—Review the assessment process.
How could you give feedback to the candidate?
Document all feedback
Assessors must provide documented feedback about the candidate’s performance. To do this, assessors:
● must follow the organisation’s systems, processes and templates to produce an assessment report or equivalent
● may also email the candidate with highlights of more detailed feedback contained in the assessment report.
Where possible, discuss feedback with the candidate
Candidates also appreciate the opportunity to discuss assessment results and feedback with their assessor. This may be done in a:
● face-to-face meeting
● telephone conversation
● video conference, or equivalent.
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Planning for feedback
When organising assessment, organise how, when and where feedback will be given, and make the necessary arrangements. Take steps to ensure that you can provide feedback in a supportive way. For example, if you hope to discuss feedback:
● (if providing feedback in person) is a private environment available? If so, do you need to book or reserve this space?
● have you set aside sufficient time to discuss feedback with the candidate?
Information to include when giving feedback
Include the following when you give feedback on an assessment:
1. The result—competent or not yet competent
2. Reasons for the result—specific comments about the evidence provided
3. Next steps—what happens next?
You can use the three-step-model above to give feedback, regardless of the assessment result.
Some examples
We offer the following examples that show how assessors can share assessment results and give feedback to candidates:
Verbal feedback See the examples of verbal feedback on the next page.
Written feedback—as part of an assessment report See examples of assessment reports that begin on page 203. Here we provide two examples of written feedback:
● Example 1—Training and assessment pathway assessment, where the result is not yet competent
● Example 2—RPL assessment, where the result is competent.
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Examples: Discussing feedback verbally with candidates
These examples are suitable when sharing feedback verbally. In this case, immediately after discussing results with the candidate, you should prepare a written assessment report that documents the result and summarises feedback shared.
ex am
pl e
Giving feedback—where the result is COMPETENT
Share result I’ve seen enough evidence to find you ‘competent’.
Reasons You performed the task efficiently and followed procedure. I was particularly impressed by how effortlessly you managed the customer who made the complaint without keeping other customers waiting too long.
When we reached the knowledge assessment, I noticed that you had trouble recalling key information about our products; we should have that information ‘at hand’ for customers, so I recommend that you review our Product Guide before your next shift. After some thought, you provided the information needed, so I have sufficient evidence to assign a competent result.
Next steps Your ‘competent’ result means that you may remove your ‘trainee’ badge when at work. We’ll update your employee records to show this result, and you will get a pay rise to ‘category 3’ employee, starting tomorrow.
ex am
pl e
Giving feedback—where the result is NOT YET COMPETENT
Share result I don’t yet have enough evidence to assign a ‘competent’ result.
Reasons Here, clearly identify criteria that were not met, and identify gaps Your practical skills are very strong. You performed the task efficiently and competently. I was particularly impressed by how effortlessly you managed the customer who made the complaint without other customers waiting too long.
I noticed gaps in the knowledge component of your assessment. You must be able to recall key product information from memory, so you can easily share that information with customers when they ask. The information you offered customers about each product was inaccurate a number of times. For example, when asked about a key feature of ABC, you said...
Next steps Here, negotiate an ACTION PLAN (your suggestion for how to address gaps and attain a competent result) I don’t need to see you perform the task again. You have strong interpersonal skills. I’d like to assess your knowledge again, to make sure you give accurate product information to customers. What if you take one week to study our Product Guide and review key information about our top 5 products, then we can meet next week and I will ask you questions about these products, much as I did today. How does that sound? <get response, then…> Here is a copy of our Product Guide. You know how to reach me if you have questions. When would you like to meet again?
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What happens if the candidate is not yet competent (NYC)?
A NYC result isn’t necessarily a ‘final’ result. Assessors should give candidates an opportunity to be re-assessed at a later date.
If the result is NYC, offer an action plan
An action plan is the term given to the process of working out a strategy for a candidate to achieve competence on their next assessment attempt.
How are action plans negotiated?
Assessors should offer an action plan, then collaborate with the candidate to refine it so that it works for both assessor and candidate. The action plan must be documented.
What is included in an action plan?
What to include in an action plan:
● A list of agreed strategies to help the candidate achieve a competent result on the next attempt, OR recommended alternatives to assessment.
Strategies to achieve a competent result include (but aren’t limited to):
– request for more evidence – request to revise or re-do parts of the assessment – more learning—repeat training, 1:1 coaching or self-directed learning – an assigned task that aims to fill gaps in competence – referral to specialist support.
Alternatives to assessment may include:
– re-direction to a different level of competence or competency area – withdrawal (a last resort that is not normally needed).
● details of how, when and where the candidate will be re-assessed, unless alternatives to assessment are recommend.
Candidates don’t necessarily have to repeat the entire assessment if found not yet competent
If the result is not yet competent (NYC), candidates only need to repeat the parts of the assessment where you identified gaps.
Alternatively, you and the candidate may agree to a different approach to address the gaps identified.
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Assess competence step 5. Record and report the assessment decision
Assess competence
Step 1—Prepare for assessment and brief the candidate
Step 2—Gather quality evidence
Step 3—Make the assessment decision
Step 4—Give feedback to the candidate
Step 5—Record and report the assessment decision
Step 6—Review the assessment process.
Assessors must record and report all assessment decisions to relevant personnel. In ‘plain’ English, this means that assessors must:
1. document the assessment result as required by the training organisation
and
2. submit the assessment results to Human Resources, assessment administration staff, or whoever in the organisation is responsible for maintaining assessment records.
Record the assessment decision
Assessment results must be recorded according to the requirements of the organisation. Assessment results may be recorded:
● using a template—e.g. an assessment results form for a candidate or group of candidates, an assessment report template or equivalent
● by entering information into a learner management system (LMS) or equivalent.
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What information should be recorded?
The following information must be recorded:
● Candidate name/s and personal details as needed
● Assessor name/s
● Name of RTO (registered training organisation)
● Competency standard assessed
● Assessment decision and date assessment decision was reached
● Assessor signature or equivalent to verify result
● (if NYC result) Action plan.
Examples—Record of assessment results
Two simple examples of how assessment results may be recorded appear on the pages that follow:
● Example 1—Record of assessment results for a training-based assessment
● Example 2—Record of assessment results for an RPL assessment.
T These templates are available For your future use, you’ll find blank templates for the two Records of assessment results that follow, in the Templates document we provide to support this program.
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Example 1: Record of assessment results Training and assessment pathway assessment
This example is based on the case study introduced on page 58.
General information about the assessment
Candidate name Melvin Magnificent
Unit of competence TAEDEL301 Provide work skill instruction
RTO ABC Training House
Assessor name Raavi Singh
Assessment pathway Training and assessment ☐ RPL
Assessment date/s 12 September (year)
Result for each assessment task or activity S NYS
Tasks completed during training
1 Organise, conduct and review work skill instruction for an individual (10 min) ☐
2 Organise, conduct and review work skill instruction for a small group (15 min) ☐
Tasks completed in the workplace, after the conclusion of training
3 Written questions ☐
4 Organise, conduct and review work skill instruction (15+ min) ☐
Result for the unit of competence
Result ☐ Competent Not Yet Competent
Assessor comments Melvin, thanks for organising your portfolio so clearly. You made my job easy. You will see from the comments below that you are very close to completing this assessment. Please read below, and contact me if you have any queries. Regards, Raavi.
Tasks 1 and 2 Excellent work here. Both sessions were well-structured and followed a logical sequence. I was especially impressed when in Task 1, you easily used a different approach with Raymond when he didn’t at first understand what you wanted him to do. For more detailed feedback, refer to the feedback forms I completed on the two days I observed you.
Task 3 Responses to four of the five questions were of a satisfactory standard. You addressed all parts of each question, and described in detail, relevant examples of how you put into practice, the
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concepts you were asked about.
Please re-submit your response to question 2. This question asked you to describe two ways in which you meet duty of care to maintain a healthy and safe workplace when providing work skill instruction. In your response you stated that you would “complete a checklist”. A more detailed response is required.
Task 4 The videos you submitted showed me that you have adopted the techniques we covered during training, into your workplace practice. Written feedback forms suggest that your trainees were very happy with the training they received from you. I noticed that you forgot to sign the record of results that you submitted. It’s a small thing, but important.
Action plan Within one week, please email to me: 1. Reference: Task 3, Question 2
A revised response to this question. To guide you, I recommend:
● Before you revise your response, read pages 38 – 42 of the program workbook. It has information about WHS when providing work skill instruction which you may find useful.
● Before submitting your revised response, make sure it:
– Names two examples (not just one)
– Describes each example in sufficient detail to show how this activity promotes healthy and safe work skill instruction.
2. Reference: Task 4, record of results Please sign, then re-submit this document.
Contact me on 0000-0000 if you have any questions.
Assessor signature
Date signed 12 September (year)
If the candidate is competent, leave this section blank
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Example 2: Record of assessment results RPL assessment
This example is based on the RPL case study introduced on page 80.
General information about the assessment Candidate name Xavier Zen
Unit of competence TAEDEL301 Provide work skill instruction RTO ABC Training House Assessor name Ranya Radical
Assessment pathway ☐ Training and assessment RPL
Assessment date/s Written portfolio reviewed 20 February (year) RPL interview conducted 28 February (year)
Result for each assessment task or activity S NYS Written portfolio
1 Documents that show three (3) recent examples of having provided work skill instruction ☐
2 Written feedback from learners ☐
3 Reference letter from current supervisor outlining work outlining work skill instruction provided within the past 6 months ☐
4 Video of candidate providing work skill instruction for one new employee ☐
5 Written self-reflection / evaluation of the session recorded on video ☐
Research task 6 Research adult learning principles and styles and describe how applied ☐
RPL Interview 7 Verbal responses to questions about knowledge evidence and about
evidence provided in written portfolio ☐
Result for the unit of competence
Result Competent ☐ Not Yet Competent
Assessor comments Excellent work, Xavier. I have easily seen enough to assign a competent result in this unit.
As evidence of having provided work skill instruction, you submitted:
● copies of three different work procedures that you teach new employees
● some hand-written notes showing how you prepared for each session; despite being hand-written, they are clear and show
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how you planned key points to make about performance of each work skill, and how you planned loads of time for questions, practice and repetition.
Feedback from both your former ‘students’ and the reference letter from Mr. Big shows that you consistently provide work skill instruction to the satisfaction of both learners and your employer. Thank you for submitting a certified copy of Mr Big’s reference letter. It means I am assured that this letter is authentic.
The video of your session revealed a great deal about your skills as a trainer. It was obvious that you had chosen a quiet time to teach Hugo, which he would have appreciated. Your learning progression was safe and effective—I think Hugo responded well to your strategy of showing him what to do first, then standing right beside him the first time he tried it. You were patient, and let Hugo set the pace of the session. I recommend that you continue this practice. It’s an effective, ‘learner-centred’ approach.
In your self-reflection I thought you offered some thoughtful comments. I agree with your comment that the session would have flowed slightly better if you had turned on the machine ahead of time, but I see this as a minor thing.
Your research task looked terrific! You found some strong sources of information online, about adult learning principles. More importantly, you recognised how you had been putting many of these principles into practice without realising it. Now you can apply them more systematically and consistently.
In your interview you answered all remaining questions I had. For details, see the transcript I emailed you after the interview.
Well done, Xavier. I will submit these results to ABC Training House. You should receive your Statement of Attainment within two weeks. I have enjoyed working with you!
Action plan N/A
Assessor signature
Date signed 28 February (year)
End of example
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Report assessment results
What must we ‘report’ to the RTO?
! At conclusion of each assessment, ensure the RTO has on file:
● Completed assessment tool documentation that covers the entire unit/s assessed, including:
– documented assessment results
– completed assessment instruments, showing how you used criteria to judge the quality of evidence and reach the assessment decision
● All evidence submitted by the candidate for this assessment—this is the evidence that you judged and based your assessment decision on.
To whom in the RTO should we report (send) the assessment results?
The answer to this question depends on your organisation’s assessment administration processes and confidentiality conventions. Some possibilities include:
● the human resources department of your organisation
● an assessment administrator
● a vocational education and training manager in your organisation
● others if appropriate.
Alternatively, you may record assessment results using your organisation’s learning management system (LMS), or equivalent, rather than sending them to a particular individual or department.
When reporting assessment results, assessors must maintain confidentiality
Assessors must identify who should—and who shouldn’t— have access to the assessment results
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Who else should be informed of the assessment results?
The candidate
You must inform the candidate of the assessment results. Candidates have a right to be promptly advised of the result, and to access their own assessment records.
The candidate’s manager or employer
For some assessments, you may also be asked to inform the candidate’s manager or supervisor of the assessment result—in this case, be sure to follow your organisation’s protocols for confidentiality.
Others?
Your RTO may allow others to access assessment records. For example:
● national or state accreditation bodies (for auditing purposes only)
● trainers, assessors and other RTO staff, who may use assessment records as the basis for assessment validation activities—in this case candidates’ identities must be kept confidential.
Security and confidentiality of assessment records
The RTO or organisation you work for will have systems, policies and procedures in place to maintain the security of personal information, such as assessment records. Assessors must ensure that the people they inform, and the way they submit the assessment results, complies with these policies and procedures, and ensures both confidentiality and security of assessment records.
RTOs must store assessment records safely and securely so that records are:
● safe and backed up
● secure and accessible only by authorised personnel.
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Assess competence step 6. Review the assessment process
Assess competence
Step 1—Prepare for assessment and brief the candidate
Step 2—Gather quality evidence
Step 3—Make the assessment decision
Step 4—Give feedback to the candidate
Step 5—Record and report the assessment decision
Step 6—Review the assessment process.
Just as training should be reviewed and evaluated, so should assessments.
The review process has three main steps:
1. Gather feedback about the assessment
2. Analyse the feedback and decide on improvements to be made to:
● how the assessor conducts the assessment
● the assessment process or environment/s
● the assessment tools and instruments.
3. Implement the improvements.
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Who might be involved?
It is best to involve a variety of stakeholders in the assessment review. Some of these include:
● the candidate/s
● the assessor
● other assessors
● the client (e.g. supervisor of the candidate/s)
● the trainer (in the case of assessments that take place as part of a training and assessment pathway)
● Human Resources or assessment administration personnel
● any other appropriate personnel.
How can we review assessment?
There are many ways to review assessment. For example:
● hold an assessment validation session (for more information see the section of this manual called, Participate in Assessment Validation, starting on page 216)
● use an assessment feedback form (ideal for use with candidates and other clients)
● ask for verbal feedback—a few questions asked in casual conversation can provide valuable information.
Example—Assessment feedback form
See over for an example of an assessment feedback form for a candidate.
T This template is available For your future use, you’ll find a blank template for an assessment feedback form in the Templates document we provide to support this program.
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Example: Assessment feedback form for a candidate
General information about the assessment
RTO ABC Training House
Candidate name Rani Solomon
Assessor name John Smith
Competency standard TAEDEL301 Provide work skill instruction
Assessment pathway Training and assessment pathway RPL
Assessment date/s 20 February
Assessment location/s At ABC Training House Offices: RPL Interview
Instructions for the candidate Please rate your assessment experience by ticking () the appropriate column beside each question below.
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t
V er
y g oo
d
F air
P oo
r
Questions about the assessment
1. Did the assessor clarify the assessment process with you before the assessment began?
2. Were assessment documents clear and helpful?
3. Did your assessment experience match expectations?
4. Did the assessor support you both during your preparation and throughout the assessment?
5. Do you think the assessment was appropriate for the competencies assessed?
6. Do you feel that the assessor made a fair assessment decision?
7. Did you receive specific, useful feedback about your performance?
8. Did you and the assessor discuss what will happen after the assessment?
9. Was the assessment environment comfortable and suitable?
In general, how do you rate:
10. The assessment process?
11. The assessment materials and documentation?
12. The assessor?
13. (if applicable) assistance provided by other RTO staff?
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We recommend adding a second page with space for candidates to describe: what they liked about the assessment; what they didn’t like; other feedback
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Recap: Assess competence—a ‘to-do’ list
Tick when complete
Assess competence
Supporting the candidate, using effective questioning, listening and other communication skills:
Step 1 Prepare for assessment and brief the candidate...................................
● Brief the candidate: – check that the candidate understands the assessment purpose and requirements – identify whether any reasonable adjustments need to be made – confirm the candidate’s readiness for assessment and choice to be assessed.
● Prepare for assessment: – organise venue and resources, WHS issues, and specialist support (if needed) – inform relevant people
Step 2 Gather quality evidence .......................................................................... ● Remain objective, consistent and supportive ● Document evidence accurately and in a timely manner
Step 3 Make the assessment decision ...............................................................
● Ensure evidence satisfies the rules of evidence ● Decide if the evidence suggests performance of a ‘competent’ standard.
Step 4 Give feedback to the candidate .............................................................. ● Share result ● Give specific feedback about performance that justifies the result ● Clarify next steps.
Step 5 Record and report the assessment decision .........................................
● Record assessment results as required by the organisation ● Report assessment results to the candidate and other authorised personnel ● Store assessment records safely and securely, following your organisation’s systems.
Step 6 Review the assessment process ............................................................
● Get feedback from the candidate and (if relevant) other stakeholders ● Reflect on the feedback—identify strengths and opportunities for improvement of your
own assessment practice, the assessment process and documentation.
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Summary of this section
Assess competence
This section of the manual and related training activities have focussed on the skills and knowledge required to assess competence or contribute to an assessment.
With the skills and knowledge gained, you can conduct RPL and training and assessment-pathway assessments with confidence, and in a manner that reflects the principles of validity, reliability, flexibility and fairness.
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Participate in assessment validation
Criticism should not be querulous and wasting, all knife and root-puller,
but guiding, instructive, inspiring. Ralph Waldo Emerson
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Introduction to this section
Participate in assessment validation
Assessment validation is an essential component of assessment. RTOs must systematically and regularly validate:
● assessment systems, policies and processes
● assessment tools and related documentation
● assessment practice.
Assessors must participate in this process.
After reading this section of the manual and participating in the related learning activities, you should be able to participate in assessment validations. This means doing the following:
1. prepare for validation
2. participate actively in validation processes
3. contribute to validation outcomes.
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Assessment validation: in context
The flow chart below illustrates the ‘big picture’ of planning, organising, developing and conducting assessments. We have used pink shaded boxes and stars () to highlight stages of this process where validation most commonly occurs.
Plan assessment activities and processes
Determine assessment approach ● Identify the target candidates and why they must be assessed ● Identify benchmarks ● Identify other information needed to plan assessment
Prepare the assessment plan ● Build a picture of competence ● Identify the evidence required ● Identify assessment activities and timeframes ● Make sure you have covered everything—prepare a competency
map ● Finalise and document the assessment plan.
Organise assessment instruments or tools ● Analyse available assessment tools and instruments
● Develop or customise assessment instruments or
● Design and develop the entire assessment tool
● Review, trial and finalise the draft assessment instrument/s or tool
Assess competence
Prepare for assessment and brief the candidate
Support the candidate
Gather quality evidence
Make the assessment decision
Give feedback to the candidate
Record and report the assessment decision
Review the assessment process
* We usually validate assessment tools, not a single instrument.
Develop assessment tools (if needed)
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Introduction to assessment validation
What is assessment validation?
Assessment validation is…
… the quality review of the assessment process. Validation involves checking that the assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited courses are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, process and/or outcomes and acting upon such recommendations.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
Key characteristics of assessment validation
Assessment validation:
● is a formal process
● is a collaborative process
● is planned
● is documented
● has a clearly-defined purpose—e.g. to validate the quality of an assessment tool.
Validation is for assessment what evaluation is for training.
To ‘validate’ is to regularly and systematically evaluate —and identify improvements to—
an RTO’s assessment systems, processes, resources and practices
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Why validate assessments?
RTOs and other organisations validate assessments to ensure:
● problem-free assessments—assessment processes and tools that are valid, flexible, reliable and fair, result in fewer assessment appeals and other problems that may arise from poor-quality assessments.
● RTO regulatory requirements are satisfied—the Standards for Registered Training Organisations (RTOs) 2015 state that: “To ensure thorough and rigorous assessment practices and results, RTOs must implement a comprehensive plan of systematic validation.” (Standards for RTOs, Standard 1, Context statement).
● better business—an RTO with high-quality assessment systems will likely get more business than RTOs whose assessment systems are low in quality.
● professional development for assessors.
● a consistent approach to assessment throughout the organisation.
What and when do we validate?
Validate before assessment
Before assessment, assessors may participate in validation of:
● the RTO’s assessment systems
● assessment plans and processes
● a newly-developed or updated assessment tool—this is one of the most common validations that assessors participate in.
Validate during assessment (assessment moderation)
During assessment, assessors sometimes engage in a systematic process to help them make an assessment decision—for example, to help ensure the ‘correct’ decision, the assessor may:
● undertake a competency mapping exercise
● use criteria such as the quality evidence checklist found on pages 76 and 195
● co-assess with another assessor
We call this type of activity, ‘assessment moderation’ because it aims to help assessors confirm what an assessment decision not-yet-made should be.
Validate after assessment
Assessors should regularly validate their assessment practice and decisions to ensure they are fair and consistent:
● from one assessment to another
● with practices and decisions of other assessors.
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Who may participate in assessment validation?
Participants in assessment validation may include:
● assessors
● RTO personnel—e.g. compliance manager, instructional designers, assessment tool developers, assessment coordination, administration or support staff
● technical and subject experts, including Work Health and Safety (WHS) experts and language, literacy and numeracy (LL&N) specialists
● industry clients or regulators
● employee and employer representatives
● members of professional associations
● auditors or audit consultants
● independent validators.
How might we approach assessment validation?
Validation approaches include:
● collaborative discussion focusing on quality of assessment process, tools and/or decisions. Discussion may take place: – face-to-face—e.g. meetings – on-line collaboration—e.g. online chat
● piloting an assessment tool
● team assessment—where more than one assessor assesses a candidate and decisions reached by assessors are compared
● engage an independent assessment validator to critique assessment processes and materials.
RTOs must have documented validation systems and processes
RTO validation systems should include documented processes for:
● validation of assessment tools, including: – validation of all newly developed assessment tools, before first use – regular, ongoing review and validation of assessment tools once
developed and in use (e.g. once per year)
● ongoing, regular validations of assessor decisions
● validation of assessment processes and systems
● recording details of validation activities undertaken and improvements made as a result of validation.
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What are assessors’ legal and ethical responsibilities as validators?
Some legal and ethical responsibilities of assessors when participating in assessment validation include:
● Confidentiality— Validators must safeguard confidentiality of validation process and outcomes. This means:
– being careful about who they speak with about validation—for example, it is not a good idea to share validation information with competing RTOs or clients, unless they are working in collaboration with your RTO.
– being wary of what they post on social media.
● Anti-discrimination— Validators must treat each other with respect. They must acknowledge and respect differences in opinions. They may not discriminate against each other in validation discussions.
● Copyright— Validators must not copy any materials provided for use in the validation, or use them for any other purpose, without permission from the copyright owner.
● Ethics— Validators behave ethically when participating in assessment validation. See examples of ethical behaviours above. Other examples include:
– validators have an obligation to prepare sufficiently for the validation
– validators should respectfully give complete, honest and objective feedback about the aspect of assessment being validated.
What is the assessor’s role in validation?
When participating in assessment validation, your role is to:
● Step 1. Prepare for validation
● Step 2. Participate actively in validation processes
● Step 3. Contribute to the validation outcomes.
The pages that follow give detailed information about each step.
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Participate in assessment validation step 1. Prepare for validation
Participate in assessment validation
Step 1—Prepare for validation
Step 2—Participate actively in validation processes
Step 3—Contribute to the validation outcomes
To prepare for an assessment validation session:
● Identify the context of the validation, including:
– the validation purpose and approach
– your role in the validation
● Obtain the benchmarks for the validation and familiarise yourself with these. Benchmarks may include:
– relevant competency standards or accredited course curricula – industry standards
● Obtain the materials to be used in the validation and familiarise yourself with these. Some examples of validation materials may include:
– assessment plans, tools or assessment portfolios to be validated
– ‘best practice’ examples of assessment tools or portfolios
– information from the Implementation Guide of the relevant training package
– other reference materials.
● Obtain the validation criteria The validation leader/s should provide a list of validation criteria. For example:
If the purpose of the validation is to validate: The validation criteria will:
An assessment tool Define features of a well-written assessment tool
Assessment decisions Define ‘best practice’ criteria for judging quality of evidence and making an assessment decision
● Prepare feedback, ready to share in the validation.
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Participate in assessment validation step 2. Participate actively in validation
Participate in assessment validation
Step 1—Prepare for validation
Step 2—Participate actively in validation processes
Step 3—Contribute to the validation outcomes
Contributing to the validation process means that you collaborate with others to:
● participate actively in validation processes and activities, using appropriate communication skills, including:
– listening and paraphrasing – respecting points made by others – remaining open to feedback – discussing disagreements professionally – speaking objectively, clearly and succinctly
● review, compare and evaluate assessment tools or decisions against the validation criteria provided. The criteria will incorporate, among other things:
– the Principles of Assessment (see page 12 for more information) – the rules of evidence (see page 32 for more information).
ex am
pl e
Validation criteria when validating an assessment tool—just a few examples
You may be asked to check if the assessment tool: ● will produce evidence that meets the rules of evidence ● includes clear information and instructions for candidates and assessors about:
– the purpose and context of the assessment – each part of the assessment
● includes information to help different assessors reach consistent assessment decisions ● includes a way to record details of the assessment—e.g. the unit assessed; candidate
information; date/s, times, location/s of the assessment; assessment results; feedback and action plan
● covers the entire unit/s and assessment requirements—validators must complete a competency-mapping exercise to determine whether or not the assessment activities described in the tool will produce sufficient evidence to meet competency requirements
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Participate in assessment validation step 3: Contribute to validation outcomes
Participate in assessment validation
Step 1—Prepare for validation
Step 2—Participate actively in validation processes
Step 3—Contribute to the validation outcomes
Contributing to validation outcomes means that you do the following, in collaboration with other participants in the validation:
● discuss and agree upon the validation findings
● discuss, agree upon and document recommendations for improvement to the assessment tool, assessment systems, or assessment practice being validated.
What if I disagree with suggestions made by another validator?
First, relax. It can feel uncomfortable to disagree with another person’s point of view, but this is what validation is all about!
The most effective validation activities are those where validators share their diverse perspectives and opinions about the assessment system, tool or practice being validated, then negotiate and collaborate to reach consensus on improvements they will recommend.
If you disagree with the opinions of validators, remember some simple rules of negotiation and collaboration:
1. Keep in mind… you have a right to your opinion, and other validators have a right to theirs. Listen respectfully, and with an open mind, to their point of view; you have a right to expect the same from them.
2. Stick to the facts (don’t make it personal). When discussing items of disagreement, focus on what you disagree on, not on the person who disagrees with you—e.g. Say, “I disagree with the recommendation to add another question...” Don’t say, “I disagree with that person.”
3. Remain open to a mutually-satisfactory solution that neither you, nor the validator/s whose opinion/s you disagree with, had previously considered. Remain open-minded and willing to change your opinion if warranted.
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After the validation, pause to reflect
Consider implications of the validation outcomes on your own practice as an assessor—has this validation experience helped you identify ways to improve how you:
● plan assessment activities and processes
● design and develop assessment tools
● assess competence?
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Maintain validation records
Whose responsibility is it to maintain validation records?
It is the RTO’s responsibility to maintain records, although assessors may be asked to record their contributions or ratify validation records, once produced.
Why maintain validation records?
RTOs maintain records to:
● keep track of improvements made to assessments and latest versions of assessment materials in use
● keep track of which trainers or assessors have participated in assessment validations as a professional development activity
● demonstrate proof of systematic continuous improvement and compliance with the Standards for Registered Training Organisations (RTOs) 2015, and other relevant legislation and frameworks.
What information should RTOs maintain?
A validation record should contain the following information, as appropriate:
● details of the validation—e.g. purpose of validation, validate date/s, participants, and approach used
● validation criteria and activities—e.g. documented feedback provided by validation participants
● validation outcomes—e.g. a summary of recommendations that arise from the validation with recommendations on how to action the recommendations
● endorsement of the validation record from validators—e.g. signatures or equivalent
● supporting documents produced or used in the validation—e.g. competency map completed to ascertain if the assessment tool covers all requirements.
An example of a completed validation record for an assessment tool validation begins on the next page.
T This template is available For your future use, you’ll find a blank version of an assessment tool validation record in the Templates document we provide to support this program.
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Example: Assessment tool validation record (completed) Validator comments are identified using this colour font
Part 1: General Information
Validation details
RTO ABC Training House
Validation date 15 Feb (year)
Validation approach Face-to-face meeting
☐ Webinar
☐ Other (describe):
Location (if applicable) ABC Training House, Whoop Whoop Campus, Room 214
Purpose and focus of the Validation
Purpose Validate an assessment tool
Relevant unit/s TAEDEL301 Provide work skill instruction
Resources needed ● This validation record template—one copy total ● Copy of TAEDEL301 (draft)—one copy per validator
● Copy of relevant assessment plan—one copy per validator
● Copy of assessment tool for TAEDEL301 Version 1, draft 1—one copy per validator
Participants
Name Organisation / Position
John Knowitall ABC Training House / VET Manager
Mary Marvellous ABC Training House / program leader who will use tool
Stan Stellarman ABC Training House client
Suzy Smith Self-employed / assessment tool developer
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Part 2: Code of conduct
Participants in this validation acknowledge and agree that:
1. Be honest, respectful and open-minded With the validation leader and with each other.
2. Equal ‘air time’ Allow everyone to have their say without interruption.
3. Share diverse opinions—aim for consensus
4. Validation leader will decide the response to mixed feedback In the event that validation participants have mixed feedback and do not reach consensus for a particular validation criterion, the validation leader will note all feedback and make the final decision.
5. Copyright Please respect copyright of the materials and templates used in the validation. All validation materials are provided commercially, in confidence. Do not distribute them to others.
6. Confidentiality You will be named as a participant in this validation, and this validation record will be openly available to anyone with a valid reason to review it. Please advise the validation leader if you prefer to be identified as ‘anonymous’ on this record.
Did all participants agree to these terms:
● verbally at the start of the validation meeting
● or by email beforehand?
Yes ☐ No (details below)
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Part 3: Validation Checklist
Does/is the assessment tool: Yes No Comments
VALIDITY
1 Clearly identify units assessed by code and title
☐ Unit code and title clearly identified on title page and in document footers on all pages
2 Address all aspects of the competency standard/s assessed:
Foundation skills ● The assessment asks candidates
to write their own session plans, but the unit requirements do not stipulate this. The writing requirements of this assessment are too high and exceed unit and workplace requirements.
● Some validators felt that asking candidate to submit written responses to questions also placed excessive demand on writing, but most felt that candidates need this level of writing skills to document learner records and communicate electronically—by text or email— with their learners.
● Practical tasks reveal oral communication to the levels needed to provide work skill instruction on the job.
Performance Evidence Tool says candidates must provide work skill instruction twice. Three examples are required (Ref: PE 1)
See attached competency map completed by validators
● Elements and performance criteria ☐
● Foundation Skills to the level described in the unit
☐
● Performance evidence ☐
● Knowledge evidence ☐
● Conditions for assessment ☐
Competency map attached See Appendix 1
3 Include activities that reflect realistic workplace requirements
☐ Session to be delivered during training reflects realistic workplace expectations
Other session to be delivered in real workplace (note re above: add one more workplace-based session)
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Does/is the assessment tool: Yes No Comments
4 Reflect realistic work conditions that include the dimensions of competence:
Contingency management skills not sufficiently addressed. Recommend adding one question asking the candidate to discuss an unforeseen circumstance that has happened (or that could realistically happen) that led to modification of the work skill instruction provided.
● Task skills ☐
● Task management skills ☐
● Contingency management skills ☐
● Job / role environment skills ☐
5 Promote collection of evidence that is:
Not sufficient See items 2 and 4 above
Authenticity is weak Recommend adding candidate declaration to assessment cover sheet. Candidate declaration to include declaration that candidate is submitting their own work.
● Valid ☐
● Sufficient ☐
● Current ☐
● Authentic ☐
6 Pitched at the correct AQF level ☐ Validators recommend that requirement for candidates to write their own session plans is Certificate IV level, not Certificate III. See recommendation in item 7 below.
Other tasks reflect requirements typical of Certificate III outcomes.
7 Free of unnecessary assessment tasks
☐ Recommend adjusting instructions to show that learners may follow session plans that they write, or that the workplace makes available for use providing work skill instruction.
FLEXIBILITY AND FAIRNESS
8 Offer a reasonable range of flexible options for how candidates complete and submit assessment tasks
☐ Assessment tasks as presented suggest that candidates should deliver one training session in their workplace, but in the introductory information, the RTO invites candidates to approach their TAE trainer if they have concerns about their ability to complete the task. We feel this is sufficient flexibility.
9 Include information about available support and guidance if needed
☐ In candidate Assessment Information package
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Does/is the assessment tool: Yes No Comments
RELIABILITY
10 Formatted and structured in a logical and easy-to-follow way
☐
11 Include information, instructions and marking guide for assessors that includes:
Marking guide not provided. Needs to be developed
● clear instructions for administering the assessment—Plain English and concise
☐
● complete instructions for administering the assessment
☐
● decision-making rules and benchmarks to promote consistent outcomes
☐
12 Include documented information for candidates that includes:
Clear and complete information given. Well-written.
● clear instructions ☐ ● complete instructions ☐ ● clear outline of evidence
requirements for a competent outcome
☐
ADMINISTRATION
13 Clearly identify version control ☐ Version control clearly noted on title page of tool. Need to add copyright and version control information to footers so it appears on all pages.
14 Include mechanisms to record: Recommend adding candidate declaration to assessment cover sheet. Candidate should declare that:
● they consent to being assessed
● they are submitting authentic work (see item 5: feedback re authenticity above).
● Name of assessor/s ☐ ● Name of candidate ☐ ● Assessment date/s ☐ ● Candidate’s written consent to be
assessed (or equivalent) ☐
● Assessment results ☐ ● Action plan in case of a NYC result ☐ ● Other information needed to reflect
the organisation’s policies and procedures related to assessment administration
☐
● Includes capacity for the assessor to note comments and feedback about the candidate’s performance.
☐ ☐
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Part 4: Validation outcomes
Summary of feedback and recommendations
1. Modify existing assessment tool as follows:
● Add copyright and version control information to document footers
● Add requirement that candidates must submit 3 examples of having provided work skill instruction (currently only 2 examples are required—not compliant with unit requirements)
● Remove requirement that candidates must write their own session plan to follow when providing work skill instruction; provide an option to use session plans available from the workplace, where available
● Add at least one question to cover contingency management skills that are relevant to providing work skill instruction in the workplace—e.g. ‘what if’ questions to cover unforeseen situations like equipment failure, learner who needs more time than planned to master the work skill, etc.
● Add candidate declaration to assessment cover sheet. Declaration to include candidate consent to the assessment, plus declaration that evidence provided is the candidate’s own work except where indicated (e.g. if existing training plans are accessed and used).
2. Develop a marking guide for assessors, to accompany this tool.
Recommended Actions
Action required By whom? By when?
1 Create version 1, draft 2 of the assessment tool and update tool to reflect feedback above. Email validators for final approval.
Suzy Smith 22 Feb
2 Send approval for final version of assessment tool and/or recommendations for further changes. Validators 01 March
3 Convert approved version of tool to version 1.0, draft 2 and organise for pilot assessment. Suzy Smith 07 March
Signatures of validators
John Knowitall Suzy Smith Mary Marvellous Stan Stellarman end of template
Appendix 1 would need to follow this validation record
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Recap: Participate in assessment validation— a ‘to-do’ list
Tick when complete
Participate in assessment validation
Step 1 Prepare for validation ..............................................................................
Receive information and instructions from the person organising the validation, and prepare as instructed. Includes doing the following:
● Confirm the validation purpose, focus, approach and criteria
● Obtain benchmarks (e.g. competency standards) and other validation materials (e.g. assessment tool to be validated)
● Review benchmarks and validation materials and consider comments you will make.
Step 2 Participate actively in validation processes ..........................................
● Make active contributions to the validations of assessment tools, assessment decisions and other aspects of assessment
Step 3 Contribute to validation outcomes .........................................................
● Collaborate with other validators to negotiate and agree on recommendations arising from the validation.
● Consider improvements you may make to your own assessment practice.
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Summary of this section
Participate in assessment validation
This section of the manual and related training activities have focussed on the skills and knowledge needed to participate in assessment validations in an active and productive way.
With the skills and knowledge gained, you should be able to use validations as an effective means of enhancing your own assessment practice and the assessment systems of your RTO.
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Program Summary Having read this manual and participated in related learning activities, you should now have the skills and knowledge needed to:
● Plan assessment activities and processes
● Assess competence
● Participate in assessment validation
● Contribute to assessment
Summary of key learning
This activity may be completed at the conclusion of training, or as an individual reflective activity after training concludes
Use the space below to note three (3) key points you will take away from this program:
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Notes
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References Most references See website links throughout this manual.
More references Australian National Training Authority (ANTA), 1998, Learners’ Pack BSZ40198 Certificate IV in Assessment and Workplace Training, Australian National Training Authority, Australia.
Australian Qualifications Framework Council, 2013, Australian Qualifications Framework: Second Edition, SA, Australia. Commonwealth of Australia, 2018, Companion Volume Implementation Guide for the TAE Training Package, v2.1
Commonwealth of Australia, 2018, TAE Training and Education Training Package, version 2.1.
Commonwealth of Australia, 2014, Standards for Registered Training Organisations (RTOs) 2015.
National Staff Development Committee for Vocational Education and Training (NSDC), 1995, Workplace Training Category 2, Module Materials, Australia, NSDC Secretariat.
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Notes
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Appendix: Extra reading
More information about:
VET Quality Framework, including: Australian Qualifications Framework •
Standards for RTOs •
Training packages
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VET Quality Framework
Introduction to the VET Quality Framework
About the VET Quality Framework
The term ‘VET Quality Framework’ first appeared in the National Vocational Education and Training Regulator Act 2011. This Act defines the regulatory powers of Australia’s National VET Regulator, the Australian Skills Quality Authority (ASQA).
The VET Quality Framework is a collection of (5) documents
These are:
1. Standards for Registered Training Organisations (RTOs) 2015
2. Australian Qualifications Framework (AQF for short)
3. Fit and Proper Person Requirements
4. Financial Viability Risk Assessment Requirements
5. Data Provision Requirements.
For more information about the VET Quality Framework
Visit the ASQA website: <asqa.gov.au/about-asqa/national-vet- regulation/vet-quality-framework.html> (accessed 05.01.2018)
This manual discusses the two components of the VET Quality Framework that trainers and assessors use most often—the Australian Qualifications Framework and the Standards for Registered Training Organisations.
The VET Quality Framework is aimed at Registered Training Organisations (RTOs)
‘VET Quality Framework’ is the term given to the group of key documented systems and frameworks that collectively define how RTOs must operate
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Australian Qualifications Framework (AQF)
What is the Australian Qualifications Framework?
The AQF website offers the following explanation of the AQF:
The Australian Qualifications Framework (AQF) is the policy for regulated qualifications in the Australian education and training system. The AQF was first introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools. The AQF is the agreed policy of Commonwealth, State and Territory ministers.
<https://www.aqf.edu.au/what-is-the-aqf> (accessed 05.01.2018)
How is the AQF structured?
The AQF features:
● ten (10) levels of nationally-recognised qualifications
● from all educational sectors in Australia. These are:
1. The school sector
2. The tertiary sector, including:
– vocational education and training (VET)
– higher education.
Fit & Proper Person
Requirements
AQF
VET Quality Framework
Data Provision Requirements
Financial Viability Risk Assessment Requirements
Standards for RTOs
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Table: Australian Qualifications Framework
The table below lists the qualifications that make up each of the 10 AQF levels, and summarises requirements for graduates of each qualification level.
Level AQF Qualifications at this level Graduates at this level will have…
10 Doctoral Degree … systematic and critical understanding of a complex field of learning and specialised research skills for the advancement of learning and/or for professional practice.
9 Masters’ Degree … specialised knowledge and skills for research, and/or professional practice and/or further learning.
8 Graduate Diploma
Graduate Certificate
Bachelor Honours Degree
… advanced knowledge and skills for professional highly skilled work and/or further learning.
7 Bachelor Degree … broad and coherent knowledge and skills for professional work and/or further learning.
6 Associate Degree Advanced Diploma
… broad knowledge and skills for paraprofessional/highly skilled work and/or further learning.
5 Diploma … specialised knowledge and skills for skilled/paraprofessional work and/or further learning.
4 Certificate IV … theoretical and practical knowledge and skills for specialised and/or skilled work and/or further learning.
3 Certificate III … theoretical and practical knowledge and skills for work and/or further learning. 2 Certificate II … knowledge and skills for work in a defined context and/or further learning.
1 Certificate I … knowledge and skills for initial work, community involvement and/or further learning.
Senior Secondary Certificate of Education qualifications are not located
at a particular level of the AQF
… knowledge, skills and values for diverse pathways to further learning, work and effective participation in civic life. (AQF 2nd Edition, p.24)
Adapted from the Australian Quality Framework Second Edition 2013, p. 18 Reproduced with permission
Le as
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How the AQF works across different educational sectors
The table below gives an overview of the three educational sectors and shows levels of qualification that are available from each sector:
Figure: AQF across sectors
Using the AQF
RTOs and their staff must ensure a ‘client-focussed’ approach to training and assessment. This means that:
● RTOs must identify the AQF level of qualification, skill set or unit/s of competence that is appropriate for their clients
● designers of competency-based learning programs must pitch the content and structure of learning programs at the correct AQF level
● learning resources must reflect the AQF level addressed
● assessments must be appropriate for the AQF level addressed
● training delivery must reflect the AQF level addressed.
Australian Qualifications Framework Second Edition 2013
The Australian Qualifications Framework 2nd Edition 2013 explains the complexity—the ‘level’—of skills, knowledge and application required for each AQF level. It is an essential reference for any trainer or assessor who will be planning, designing, developing or delivering nationally-recognised training.
For more information or to download the AQF
Visit the AQF website <aqf.edu.au> (accessed 05.01.2018)
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Standards for Registered Training Organisations (RTOs) 2015
What are the Standards for RTOs?
RTOs must:
● devise operational policies and procedures that meet requirements of the Standards for RTOs
● consistently operate according to the Standards for RTOs
● show evidence that they consistently operate according to the Standards for RTOs.
Must all RTOs comply with the Standards for RTOs?
No. RTOs based in Victoria—and whose clients are also based only in Victoria—must comply with a different set of standards called the Australian Quality Training Framework (AQTF).
What is the difference between the Standards for RTOs and the Australian Quality Training Framework (AQTF)?
The structure and layout of the two sets of publications are different, but the essence of each is the same—both documents define how RTOs must operate on a day-to-day basis. Whilst most RTOs in Australia must follow the Standards for RTOs (introduced in January 2015), some RTOs in Victoria are still subject to the older, AQTF standards.
Fit & Proper Person
Requirements
AQF
VET Quality Framework
Data Provision Requirements
Financial Viability Risk Assessment Requirements
Standards for RTOs
The Standards for RTOs define how registered training organisations (RTOs) must operate day-by-day
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Why must trainers and assessors understand the Standards for RTOs?
Trainers and assessors are the ‘face’ of the RTO. They represent the RTO when training and assessing RTO clients. Trainers and assessors must:
● familiarise themselves with the Standards for RTOs (or AQTF as applicable) and the relevant RTO policies and procedures established by the RTO to ensure that their performance complies with these Standards
● consistently carry out their job duties in accordance with these Standards and relevant RTO policies and procedures.
What do the Standards for RTOs say?
The Standards for Registered Training Organisations (2015) comprise eight (8) standards that define quality RTO operation. The table below lists these.
Table: Standards for Registered Training Organisations (RTOs) 2015
Standard
Training and assessment
1 The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses
2 The operations of the RTO are quality assured
3 The RTO issues, maintains and accepts AQF certification documentation in accordance with these Standards and provides access to learner records
Obligations to learners and clients
4 Accurate and accessible information about an RTO, its services and performance is available to inform prospective and current learners and clients.
5 Each learner is properly informed and protected
6 Complaints and appeals are recorded, acknowledged and dealt with fairly, efficiently and effectively
RTO governance and administration
7 The RTO has effective governance and administration arrangements in place.
8 The RTO cooperates with the VET Regulator and is legally compliant at all times.
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For more information about the Standards for Registered Training Organisations (RTOs) 2015
Visit the ASQA website <asqa.gov.au> (accessed 05.01.2018).
From this site you can:
● link to the Federal Register of Legislation and download the Standards for RTOs and other VET Quality Framework documents (or see direct link below)
● read the Users’ Guide to the Standards for RTOs: <https://www.asqa.gov.au/standards> (accessed 05.01.2018)
● read about the registration process for new and existing RTOs
● learn the cost of RTO registration
● lodge your RTO application.
Download the Standards for Registered Training Organisations (RTOs) 2015
Visit the Federal Register of Legislation <https://www.legislation.gov.au/Details/F2014L01377/Download> (accessed 05.01.2018)
Download the Australian Quality Training Framework (AQTF) – essential standards for initial registration
Download all AQTF documents from the website of the Victorian Registration and Qualifications Authority. The link below will take you to the AQTF Essential Standards for Initial Registration:
<http://www.vrqa.vic.gov.au/Documents/VETEssecondstandrdsinit.pdf> (accessed 05.01.2018)
These standards apply only if you work for a RTO that is based in Victoria, and whose clients are also based only in Victoria.
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Training packages
What is a training package?
In addition to the five VET Quality Framework documents, training packages are critically important publications in the Australian VET system.
More detailed information about training packages begins on page Error! Bookmark not defined..
In summary: Key documents that define quality VET practice
The VET Quality Framework, plus training packages, make up the core collection of documents that define ‘best practice’ in VET. This includes documents that explain:
WHAT we train HOW we train (and operate, in general) TO WHAT LEVEL we train
Training packages:
• Qualifications
• Skill Sets
• Units of competence
• Standards for RTOs (2015)
• Fit and Proper Person Requirements
• Financial Viability Risk Assessment
• Data provision requirements
Australian Qualifications Framework
Figure: Key documents that define quality VET practice in Australia
Training Packages—a ‘plain-English’ definition
A training package is a set of publications that describe performance standards for various occupations within one industry
VET Quality Framework
Standards for
RTOs AQF +
Trainers and assessors must understand these documents in particular, if they are to work effectively in VET
Fit & Proper Person
Requirements
Data Provision
Requirements
Financial Viability Risk Assessment
Requirements Training Packages
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Training packages
What is a training package?
Training packages define the competencies required by different occupations and industries and describe how these competencies may be packaged into nationally recognised and portable qualifications that comply with the Australian Qualifications Framework.
VET Glossary: <http://www.voced.edu.au/content/glossary-term-training-package> (accessed 05.01.2018)
Why must assessors understand training packages?
Training packages contain the units of competence (and their assessment requirements) that describe standards of performance in Australia. Assessors must access, analyse and use these as the basis for nationally-recognised competency- based assessments in Australia.
How many training packages exist?
There are many training packages in Australia, one for each industry or industry sector. As a trainer/assessor, you will specialise in the training package/s relevant to your industry or area of expertise.
Below are some of the many examples of training packages currently available:
● Business Services Training Package ● Training and Education Training Package ● Aviation Training Package ● Entertainment Training Package.
Training Packages—a ‘plain-English’ definition
A training package is a set of publications that describe performance standards for various occupations within one industry
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How are training packages structured?
The training package from each industry contains four main sections, called ‘endorsed components’. These components are ‘endorsed’ because they must be reviewed and approved (endorsed) before they are released for use.
The endorsed components of a training package are:
1. Qualifications framework
2. Units of competency
3. Assessment guidelines (for each unit)
3. Credit arrangements.
Figure: Training package structure at a glance
The table on the next page gives more detail about each endorsed and non-endorsed component of a training package.
These contain
the criteria we use to plan, conduct
and validate assessments
Assessment Requirements (for each unit)
Units of Competency
Credit Arrangements
Qualifications Framework
Endorsed components
download from training.gov.au
Implementation Guide (mandatory) Companion volumes
not endorsed
Download from link in unit
Other companion volumes (optional)
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Table: Training package structure at a glance
Endorsed components
Download endorsed components from the National Register (training.gov.au)
Qualifications framework
This part of the training package lists the Qualifications and Skill Sets available from the training package
Units of competence
Each unit lists the requirements for performance for one workplace task
To fully address competency requirements for a unit, VET practitioners must consider both:
● the unit of competence and
● the assessment requirements for the unit. Assessment requirements
Assessment requirements are provided for each unit
Credit arrangements
This part of the training package lists credit arrangements in place that give opportunities for people who attain a training package qualification to get credit towards a higher education qualification.
Companion volumes
Download companion volumes from the website of the training package developers
Implementation Guide
(mandatory)
Training package developers must produce an Implementation Guide for each training package. The Implementation Guide must contain:
1. Overview Information about the training package, such as:
● Version control information
● Information about units in the training package and how they do or don’t align to units in previous versions of the training package
2. Implementation information, such as:
● Information about key features of the training package
● Information about pre-requisites or entry requirements to qualifications
● Legal, safety, access and equity considerations
3. Links to other companion volumes, as applicable.
Other companion volumes (optional)
Training Package developers may choose whether or not to produce additional companion volumes to a training package. They may identify what additional companion volumes—if any—they will produce.
Adapted from information found in the Standards for Training Packages, 2012, pp. 3 & 6, accessed from: <https://docs.education.gov.au/documents/standards-training-packages-2012> (05.01.2018)
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How to get started using training packages as the basis for assessment
The figure on the next page shows how to get started using competency standards as the basis for training and assessment, in a way that is relevant to the clients’ real-life circumstances.
Learning and assessment plans must:
● Meet competency requirements and
● Reflect the clients’ real-life circumstances (i.e. their context)
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Figure: Use a training package to meet client needs
Context
2. Consider context
Research and identify:
● an industry training package relevant to the client
● a qualification, skill set or unit of competency that reflects the specific training or assessment need
Training package and competency standards
1. Identify
standards
1. If delivering a qualification, select elective units that are most suitable for the target client group
2. Analyse (‘unpack’) and contextualise the competency standard/s and build a picture of competence. To do this, identify how the client/s should perform the unit/s of competence at work, including:
Task Skills Are there workplace policies or procedures for performing the workplace tasks described in the unit/s?
Task Management Skills
When must people perform the work activity? What deadlines exist? How efficiently must people perform the work activity? What other tasks must be completed at the same time?
Contingency Management Skills
What types of unexpected situations would a competent individual be expected to manage?
Job/Role Environment Skills
Who must they work with or report to?
Training and Assessment Strategy
Learning Plan Assessment Plan 3. Plan
Design training and assessment strategies and plans that target competent performance ‘in context’.
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How to unpack competency standards
To use units of competency as the basis for training or assessment, we must first understand what they—and their assessment requirements—tell us.
Focus of a unit
One unit of competency focuses on one workplace task
Each unit of competency describes the workplace performance requirements for one workplace task or activity (e.g. TAEDEL301 Provide work skill instruction).
The figure below illustrates this.
Figure: Focus of a unit of competency
Structure of a unit and its assessment requirements
Units of competency have two parts:
1. The unit— Gives a ‘picture’ of competence for the unit.
2. Assessment requirements for the unit— Lists evidence people must provide to attain ‘competence’ in the unit.
The figure on the next pages shows the structure of a unit of competency and its assessment requirements.
‘Unpacking’ a unit of competency— a ‘plain-English’ definition
‘Unpacking’ means to analyse and contextualise a unit of competency and its assessment requirements. Before we can plan our learning or
assessment, we must first ‘unpack’ the competency standards.
One unit of competency
One workplace activity
covers
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Figure: Structure of a unit of competency and its assessment requirements
Title Names the work task covered in the unit
Code Identifies the training package the unit comes from; the competency field; AQF level; version
Application Describes how the unit is applied in industry
Elements Name each step in performing the task or each component of the task
Performance Criteria Describe how well each element must be performed
Foundation skills Lists language, literacy, numeracy and employment skills needed to demonstrate competence in the workplace
Lists equivalent units (if any)
Lists link/s to the Implementation Guide relevant to the unit
Unit mapping info
Links
Assessment Requirements for the unit
Performance Evidence Lists the product and process evidence required Lists the frequency or volume of evidence required
Knowledge Evidence Lists the knowledge required to demonstrate competence in the unit
Assessment Conditions Lists mandatory conditions for assessment Lists assessor requirements
Links Lists link/s to the Implementation Guide
Introductory information
Steps or components of the task
Foundation skills needed
Other Information
U N
IT o
f C O
M PE
TE N
C Y
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Guidelines for contextualising competency standards
The Companion Volume Implementation Guide for the TAE Training Package offers the following guidelines when unpacking and contextualising units of competency for your clients:
Contextualisation of units of competency by RTOs
RTOs may contextualise units of competency to reflect local skill needs. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, or specific enterprise requirements. Any contextualisation must ensure the integrity of the outcome of the unit of competency is maintained.
Industry requirements, as described in training or job specifications, can be used to contextualise a unit of competency.
Companion Volume Implementation Guide for the TAE Training Package, v2.1, p.27
So in plain English, when contextualising units of competency for use with clients:
● do not add to, or take away, any parts of the unit or its assessment requirements
● do rephrase some parts of the unit so that it reflects exactly how the client’s will put the unit into practice, in their workplace. Here’s an example:
ex am
pl e
Contextualising units of competency
If the performance criterion says… You might contextualise it to read…
… following relevant organisational policies and procedures
… following the XYX Corporation’s Privacy Policy 101 and Anti-discrimination Policy 165.
Guidelines for contextualisation answer the question,
“How far can I go when contextualising units of competency?”
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How do I research and locate training packages and competency standards?
Researching training packages You can download training packages or parts of training packages from the National Register (TGA):
<training.gov.au> (accessed 05.01.2018)
Use the National Register to research competency standards
1. In your internet browser, go to: <training.gov.au>
2. You will arrive at a landing page that asks if you are looking for:
● Apprenticeships and traineeships,
● Course and training providers, or
● The National VET Register.
Click on National VET Register. This will take you to the training.gov.au site.
3. Click on the search tab.
4. Click on search for training components.
5. In the ‘title or code’ box, type what you know of the title or code of the training package or unit of competency you are looking for.
Hint: If you don’t know the exact title, type a key word (e.g. ‘safe’ if you are looking for units of competency that focus on safe work practices).
6. In the ‘type’ box, tick () units of competency.
7. Hit enter.
8. Remember that you must download both:
● the unit, and
● its assessment requirements,
as shown in the example below:
Information accessed 05.01.2018
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How do I stay up to date with changes to training packages?
Some ways to stay up-to-date with changes made to training packages are:
● Subscribe to relevant industry newsletters You could subscribe to newsletters distributed by:
– the Skills Service Organisation (SSO) responsible for supporting development of the training package
– other VET or industry bodies who have an interest in informing subscribers of training package updates.
● Participate in relevant communities of practice You could engage with communities of practice who share an interest in the training package/s relevant to you or your industry. These communities of practice may meet:
– face-to-face
– via social media platforms—e.g. LinkedIn or Wikis
● Ask training.gov.au to ‘notify me of changes’ Training.gov.au has an automated feature that allows you to choose to receive notifications when a training package, qualification or unit is updated on training.gov.au. The screenshot below shows you how to make this choice:
end of document
click here
- Copyright
- Program introduction
- Program focus and outcomes
- Competency standards
- Program outcomes
- Introduction to competency-based assessment
- Introduction to this section
- Introduction to competency-based assessment
- What is assessment?
- A broad definition of assessment
- What is competency-based assessment?
- What are the possible results of a competency-based assessment?
- Competency standards
- National recognition
- Who may conduct competency-based assessments?
- AQF and training packages
- What is the AQF?
- What are training packages?
- What is quality assessment?
- The four Principles of Assessment
- What does it mean to be competent?
- Skills ↔ knowledge ↔ attitudes
- Dimensions of competence
- Transfer skills
- Summarising what it means to be ‘competent’
- Assessment pathways
- Training and assessment pathway
- Assessment-only pathway— Recognition of Prior Learning (RPL)
- Why might people undertake RPL assessment?
- Can anyone undertake RPL?
- How does RPL work?
- Key features of competency-based assessment
- CBA is client focussed
- CBA is participatory
- In CBA, candidates choose to be assessed
- In CBA, candidates have a choice of assessment pathways
- CBA should reflect realistic working conditions
- CBA is flexible and promotes inclusivity
- Inclusive assessment practice
- Reasonable adjustment
- In CBA, candidates have rights
- Candidates also have responsibilities
- CBA is based on criteria
- Criteria vs. norm-referenced assessments
- CBA is based on evidence
- What is evidence?
- What is the role of evidence in CBA?
- Rules of Evidence
- Summarising the key features of competency-based assessment
- Assessor roles and responsibilities
- Assessor roles
- Assessor responsibilities
- Get qualified and remain current
- Be professional
- Standards for RTOs
- Code of practice for assessors
- Work health and safety (WHS) responsibilities
- How can assessors ensure a healthy and safe assessment?
- Physical safety
- Emotional safety
- Safety of the organisation’s reputation and assets
- Summary of this section
- Introduction to competency-based assessment
- More information
- Want more information? See the Appendix
- Valid
- More information about specialist support
- Discussion or personal reflection on your own time—What does your current role as ‘assessor’ include?
- More information about the Standards for RTOs
- Example: Build a picture of competence—Analyse and contextualise a unit of competency
- Based on the case study on the previous page
- Example: Identify the evidence required
- Based on the case study introduced on page 57
- Example: Identify assessment activities and timeframes
- Based on the case study introduced on page 57
- Example: Prepare a competency map
- Based on the case study introduced on page 57
- Example: Document the assessment plan
- Based on the case study introduced on page 57
- Plan assessment activities and processes
- Introduction to this section
- Plan assessment activities and processes
- Plan assessment activities and processes: in context
- What is an assessment plan?
- How are assessment plans used, and by whom?
- Start with the end in mind…
- Plan assessment step 1. Determine the assessment approach
- To determine the assessment approach, get answers to these questions
- Who are the candidates?
- How do I identify candidate context, characteristics and needs?
- Why might candidates want (or need) to be assessed?
- What are the assessment benchmarks?
- How to get started using training packages and units of competency
- Is there an overarching assessment strategy?
- Training and assessment strategies versus assessment plans
- Assessment systems and policies
- Who else should I involve in—or inform of—the assessment?
- Who will be involved in the assessment?
- Who should be informed of the assessment?
- What Work Health and Safety (WHS) issues must I consider?
- Anything else?
- To recap...
- Plan assessment step 2. Prepare the assessment plan
- 1. Build a picture of competence
- Unpack and contextualise the unit/s of competency to be assessed
- By contextualising the unit, Suzy has built a picture of competence
- Now that Suzy has analysed the unit and its assessment requirements…
- Here are a few things to consider when it’s your turn to identify evidence required
- A reminder: quality evidence—what is it?
- Rules of evidence
- Types of evidence to consider
- 1. How strong the evidence is
- 2. What the evidence shows or tells us
- 3. Your options: real, realistic, or a bit of both
- Where possible, keep it real!
- Sometimes, ‘realistic’ is better than ‘real’
- Summarising types of evidence to consider
- 3. Identify assessment activities and timeframes
- First, identify the most suitable assessment methods
- Next, decide assessment activities and timeframes
- 4. Make sure you have covered everything—prepare a competency map
- What is a competency map?
- Benefits of a competency map
- Most assessment tools include a competency map
- Verify quality evidence—use a quality evidence checklist
- Quality Evidence Checklist
- 5. Finalise and document the assessment plan
- Finalise logistics in consultation with relevant personnel
- Document the assessment plan
- Example: Assessment plan for a training and assessment pathway
- The process: planning the assessment
- Plan assessment step 3. Develop assessment instruments
- What is an assessment instrument?
- Before you develop an instrument from scratch…
- See what instruments are already available
- If suitable tools or instruments are not already available, you will need to develop your own
- Recap: Plan assessment activities and processes—a ‘to-do’ list
- Summary of this section
- Plan assessment activities and processes
- Case study:Plan and organise RPL assessment
- Competency map for Xavier’s RPL assessment
- Xavier’s RPL assessment plan
- For more information about RPL assessments
- More ideas—what information to include in the written brief
- Design and develop assessment tools
- Introduction to this section
- Design and develop assessment tools
- Design and develop assessment tools: in context
- What is an assessment tool?
- An example
- Assessment tools for a training and assessment pathway
- Assessment tools for RPL
- What is RPL assessment?
- RPL versus RCC assessments
- How is an RPL assessment tool different from a training and assessment-pathway assessment tool
- Some examples
- Example 1: Flexible RPL instructions
- Example 2: Customised RPL instructions
- Can we ‘assign’ tasks to RPL candidates?
- So how does this information help us develop an RPL assessment tool?
- Guidelines for developing an RPL assessment tool
- Design and develop assessment tools step 1. Determine the focus of the tool
- Design and develop assessment tools step 2. Design the assessment tool
- Design and develop assessment tools step 3. Develop the assessment tool
- Characteristics of an effective assessment tool
- Get started developing an assessment tool— What to do first
- 1. Assessment instruments—develop, then map them
- Make sure you have covered everything—create a competency map
- What to do now
- 2. Information and instructions for candidates
- How might we present this information?
- What information should we include?
- Welcome to your assessment!
- Read this document carefully
- Our contact details
- How competency-based assessments work at ABCTH
- Important information about your assessment
- Assessment tasks (a summary)
- Requirements for a competent result
- What else you should know
- 3. Administrative components
- What information must we record?
- How do I add administrative components?
- 4. Marking guide for assessors
- What could happen if we don’t produce a marking guide?
- What information should we include in a marking guide?
- What does an assessment marking guide look like?
- ‘Are we there yet’?
- Design and develop assessment tools step 4. Review and trial
- Reviewing and trialling… why bother?
- How to review and trial draft assessment tools
- Review and trial step 1. Review—or validate—the tool
- A. Check the competency map
- B. Proofread the draft assessment tool documentation
- C. Invite others to review the draft assessment tool
- Conduct a pilot assessment—who might the candidates be?
- Conduct a pilot assessment—who should the assessors be?
- Other people who may be involved in the pilot assessment
- Report on the trial of the assessment tool
- Storage, retrieval and version control
- Version control
- Document storage and retrieval
- Ongoing review and improvements to assessment tools
- Recap: Design and develop an assessment tool—a ‘to-do’ list
- Summary of this section
- Design and develop assessment tools
- Assess competence
- Introduction to this section
- Assess competence
- Assessing competence: in context
- Support the candidate
- How can assessors support candidates?
- Before the assessment
- Throughout the assessment
- At the conclusion of the assessment
- What if a candidate needs specialist support?
- Examples of specialist support
- Where to find specialist support
- Supportive assessors communicate effectively
- Questioning skills
- Open vs. closed questions
- Follow-on questions
- Types of questions to avoid in an assessment situation
- Listening skills
- Effective listening for assessors: some tips
- Assess competence step 1. Prepare for assessment and brief the candidate
- Prepare for the assessment
- How to prepare for assessment
- What is an assessment brief?
- When should we brief candidates?
- How can we brief candidates?
- What information should we cover in the brief?
- Example 1—Written assessment information
- Example 2—Assessment brief checklist
- Example: Assessment brief checklist (verbal assessment brief)
- Assess competence step 2. Gather quality evidence
- A reminder: what is quality evidence?
- Tips for gathering quality evidence
- First, a point to remember...
- Common assessor errors
- Assess competence step 3. Judge the evidence and make the assessment decision
- Questions to consider when judging evidence
- Quality Evidence Checklist
- Making an assessment decision isn’t always easy!
- Assess competence step 4. Give feedback to the candidate
- How could you give feedback to the candidate?
- Planning for feedback
- Information to include when giving feedback
- Some examples
- Examples: Discussing feedback verbally with candidates
- What happens if the candidate is not yet competent (NYC)?
- If the result is NYC, offer an action plan
- How are action plans negotiated?
- What is included in an action plan?
- Record the assessment decision
- What information should be recorded?
- Example 1: Record of assessment results Training and assessment pathway assessment
- Example 2: Record of assessment results RPL assessment
- Report assessment results
- What must we ‘report’ to the RTO?
- To whom in the RTO should we report (send) the assessment results?
- Who else should be informed of the assessment results?
- The candidate
- The candidate’s manager or employer
- Others?
- Security and confidentiality of assessment records
- Assess competence step 6. Review the assessment process
- Who might be involved?
- How can we review assessment?
- Example: Assessment feedback form for a candidate
- Recap: Assess competence—a ‘to-do’ list
- Summary of this section
- Assess competence
- Participate in assessment validation
- Introduction to this section
- Participate in assessment validation
- Assessment validation: in context
- Introduction to assessment validation
- What is assessment validation?
- Key characteristics of assessment validation
- Why validate assessments?
- What and when do we validate?
- Validate before assessment
- Validate during assessment (assessment moderation)
- Validate after assessment
- Who may participate in assessment validation?
- How might we approach assessment validation?
- What are assessors’ legal and ethical responsibilities as validators?
- What is the assessor’s role in validation?
- Participate in assessment validation step 1. Prepare for validation
- Participate in assessment validation step 2. Participate actively in validation
- Participate in assessment validation step 3: Contribute to validation outcomes
- What if I disagree with suggestions made by another validator?
- Maintain validation records
- Whose responsibility is it to maintain validation records?
- Why maintain validation records?
- What information should RTOs maintain?
- Part 1: General Information
- Part 2: Code of conduct
- Part 3: Validation Checklist
- Part 4: Validation outcomes
- Recap: Participate in assessment validation—a ‘to-do’ list
- Summary of this section
- Participate in assessment validation
- Program Summary
- Summary of key learning
- References
- Most references
- More references
- Appendix: Extra reading
- VET Quality Framework
- Introduction to the VET Quality Framework
- About the VET Quality Framework
- The VET Quality Framework is a collection of (5) documents
- Australian Qualifications Framework (AQF)
- What is the Australian Qualifications Framework?
- How is the AQF structured?
- How the AQF works across different educational sectors
- Using the AQF
- Standards for Registered Training Organisations (RTOs) 2015
- Must all RTOs comply with the Standards for RTOs?
- What is the difference between the Standards for RTOs and the Australian Quality Training Framework (AQTF)?
- Why must trainers and assessors understand the Standards for RTOs?
- What do the Standards for RTOs say?
- Training packages
- What is a training package?
- In summary: Key documents that define quality VET practice
- Training packages
- What is a training package?
- Why must assessors understand training packages?
- How many training packages exist?
- How are training packages structured?
- How to get started using training packages as the basis for assessment
- How to unpack competency standards
- Focus of a unit
- Structure of a unit and its assessment requirements
- Guidelines for contextualising competency standards
- How do I research and locate training packages and competency standards?
- Use the National Register to research competency standards
- How do I stay up to date with changes to training packages?
