A Unit of Competency tells us the standard to which a person is meant to be able to perform some task in the workplace. How we work out if someone can actually do that is assessment.
When we are working out how to meet a client’s needs, we must not just think about the training that is needed. We must also think about the assessment.
Just as we need to understand the structure of a Unit of Competency to plan the training that we will deliver, we must also understand the Assessment Guidelines of our chosen Training Package (or other accredited course).
Just like we looked at all parts of a Unit to work out how it could be applied to meet a client’s training needs, we look at all parts of the Assessment Guidelines to work out how they could be applied to meet a client’s assessment needs.
The three main things that we need to consider are:
1. What are the qualifications or other requirements that an assessor of this Training Package must possess?
2. What are the recommended guidelines for planning assessment in this Training Package? 3. What are the recommended guidelines for conducting assessment in this Training Package? Of course, if our training comes from more than one Training Package, we need to be familiar with the rules of each Training Package.
ASSESSMENT GUIDELINES
For reasons that are no doubt political, not all Training Packages use the same structure/titles when it comes to their Assessment Guidelines. However, they all have most of the following (although some may go by a slightly different title):
Assessment
Guidelines Applying it to your Assessment Situation
Assessment in a simulated environment
Tells you why you might need to assess this way, and suggests how it can be done.
Assessment requirements for
RTOs
If you are working for an RTO, this tells you what you must do.
adjustment learner.
Recording assessment outcomes
The RTO that issues the qualification or statement of attainment is responsible for recording, storing, retrieval and accessibility of the assessment outcomes ‐ if you work for an RTO and procedures that you can use for this don't already exist, they must be developed.
Training and
assessment pathways Tells you how learners can achieve competency standards in ways other than the traditional train then assess pathway.
Assessor qualifications
Specifies the qualifications a person must have in order to be a qualified assessor under the Training Package. Includes options such as a partnership arrangement where an assessor with little experience in the industry can assess in partnership with a technical expert.
Assessment
resources Tells you about the requirements any assessment resources you use must meet.
Conducting assessments
Includes details about how to: ‐ establish the assessment context ‐ prepare the candidate
‐ gather evidence
‐ make the assessment decision ‐ provide feedback
‐ record and report results ‐ review the assessment process ‐ deal with appeals and reassessment.
Key competencies How to include them in the competency standards you are assessing.
Cultural sensitivities Provides information about working with Aboriginal and Torres Strait Islander people in particular.
Additional resources Lists sources regarding issues such as designing assessment tools, assessor training, conducting assessments, gathering evidence, designing and managing assessment systems.
This process shows us that both client and trainer have responsibilities for the assessment planning process.
Just like we analysed the Training Package/s to find content that meet client needs, we do the same thing with the Assessment Guidelines to plan specific arrangements for our intended assessment. This ideally will occur with the client, to ensure that decisions are made about:
Timing and timeframes Costs and budgets
Impacts on other aspects of the business, and how these can be reduced How best to prepare participants and resources
PLANNING TO MEET CLIENT’S ASSESSMENT NEEDS
One way to make sure that we meet the assessment needs of our client is to follow the Seven Step Process:
This process shows us that both client and trainer have responsibilities for the assessment planning process.
Step 1
Consult with the client to:
‐ identify skill gap and how the skill will be developed (mentoring, training, on‐the‐job coaching, other)
‐ determine the activities to be assessed and the dimensions of competency to be assessed.
Step 2 Determine the competency standard or module relating to the activity to be assessed.
Step 3 Write a purpose statement for the assessment.
Step 4 Analyse the elements of competence, performance criteria, evidence guide and range of variables that apply for the particular client.
Step 5 Establish suitable assessment methods.
Step 6 Discuss with the client to ensure the methods meet their requirements.
Step 7 Make revisions (if necessary).
REFLECTING ON OUR WORK
Because quality assurance is required within the AQTF, it is a good idea for us to reflect on the work that we have done to make sure that is of a suitable quality.
THEORY INTO PRACTICE