The assessment plan provides the following information;
• who is being assessed
• when the assessment will take place
• where the assessment is to take place
• how the assessment will be conducted
Evidence gathering
The three (3) types of evidence:
1. direct evidence 2. indirect evidence 3. supplementary evidence
Direct evidence • the candidate can provide work samples and/or written declaration claiming that the work is their own
• observation and questioning is used to collect direct evidence from the candidate
• this is a reliable method of evidence gathering
Indirect evidence • the candidate can provide third-party reports, video/audio evidence, portfolio of evidence, work samples
• the evidence must meet the requirements within the unit of competency
• this method is commonly used in the RPL and RCC process Supplementary evidence • the candidate can provide copies of formal training such as
certificates, transcripts, statement of attainments
• the candidate can also provide letters from their employers
• this method is commonly used in the RPL and RCC process
Assessment methods
Assessment methods are effectively the way in which we assess our learners, or how we assess them.
There are a number of assessment methods which can be utilised by assessors. It is important to note here
Assessment tools are what we use to assess our learners with. They form part of the evidence
required to demonstrate that learners have been assessed according to the Principles of Assessment.
Assessment method Assessment tools
Observation Assessor observation checklist
Supervisor observation
Questioning Written exams
Interviews Oral exams
Structured activities Case study
Simulation activity Role plays
Portfolios Work samples
Log books Work journal
Third party report Declaration from the employer verifying the learner’s duties and work-related competencies
Since, observation checklists are commonly used in the training environment we will explore this in more detail. The benefit of using observation as your assessment method is that the results will be clear and measurable. For example, if the learner is required to use the photocopying machine, the criteria for assessment might include;
Criteria 1 – Turn on the machine Criteria 2 – Select the copy function
Criteria 3 – Copy the document in black and white
An observation checklist is commonly used in the RPL process to verify the candidate’s skill level. A checklist should also be used to evaluate a work sample submitted by the candidate. Here, you will most likely need to use professional judgment to determine whether the work sample is sufficient evidence of competency in the area being assessed. A sample observation checklist can be found on the following page.
SAMPLE: Observation Checklist for BSBWOR204 Use business technology
Candidate name:_____________________________________________
Assessor name: _____________________________________________
Unit of competency: __________________________________________
Workplace: _________________________________________________
Assessment date: _____________________________________________
Performance criteria Comments Yes No
3.1 Identify and replace used technology consumables in accordance with manufacturer’s instructions and
organisational requirements
3.2 Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer’s instructions and organisational requirements
3.3 Identify equipment faults accurately and take action in accordance with manufacturer’s instructions or report fault to designated person
The candidate is Competent Not yet competent
Feedback to candidate:
Assessor signature: __________________________ Date: ___________
The assessment plan
The assessment plan provides information about who, where, when and how the assessment will take place.
The sample below provides an explanation of what is expected in each section. This is a generic template used in the industry by registered training organisations.
SAMPLE: Assessment plan Unit of competency
(code and title)
CUASOU303 Repair and maintain audio equipment
Assessor name Maggie May
Location of assessment London Date of
Assessment:
01/04/15
Purpose of assessment This unit describes the performance outcomes, skills and knowledge required to undertake basic repairs to, and maintain, audio equipment and accessories used in the screen, media, entertainment and events industries.
Target learner group (describe the learner characteristics)
A group of trainees (undertaking a traineeship) who work for a well-known telecommunication company.
Learner characteristics include;
• Age - 16 years old
• Interested in becoming a audiovisual operator and sound mixer
• No language and literacy issues
• Some students have difficulty with numeracy calculations
Specialist support/resources required for assessment
Industry experts to assist in set up
Providing learners with calculation worksheets and samples when completing assessments that require numerical skills.
Was the unit contextualised?
If yes, explain how.
yes no
(tick only one)
The unit content and assessment tools were contextualised to incorporate the workplace policies, procedures and forms which are used in the telecommunication company.
Assessment methods to used Observation of skills and questioning of knowledge Written questioning
Structured activity Third Party feedback Assessment tools to be used Observation checklist
Written exam Role play
Third Party Report Work, health and safety (WHS)
requirements for conducting assessment If yes, please provide details.
yes no
(tick only one)
Personal protective equipment and clothing required for role play assessment;
• safety gloves, safety glasses, ear muffs
• hi-visibility vest, steel cap boots Legal, ethical and organisational
requirements for assessment If yes, please provide details.
yes no
(tick only one)
Adhere to the workplace requirements regarding safety, manual handling, machine operation and privacy
Evidence to be collected from the candidate
Written exam Role play
Observation checklist – to be completed by the assessor Third Party Report
Materials and resources needed for assessment
(e.g. equipment, supplies,
documentation, supports, resources for candidates with special needs)
• Computer and data projector
• Microsoft applications – Word, PowerPoint, Excel
• Textbooks for each learner
• Handouts and diagrams
• Calculation worksheet
• Calculators
• Assessor guide Special arrangements and contexts
for assessment
(e.g. OHS/WHS assessment tasks
The trainer is to conduct a risk assessment of the workplace for carrying out the role play.
Timeline for assessment Written exam – 60 minutes Role play – 20 minutes
Third Party Report – 30 minutes (to be completed in the workplace)
Final recording and reporting arrangements of the assessment
Assessment evidence will be scanned and saved to the student’s file on the company server.
The assessment result will be entered into the quality management system.
The employer will be notified of the student’s results.
Confirmed assessment
arrangements with appropriate personnel
(i.e. list personnel job titles)
Workplace supervisor, head of education, administration, students, WHS officer
Work, health and safety considerations
Through consultation in the assessment planning phase, workplace standards can be included in units being assessed by contextualising the unit in line with contextualisation guidelines and workplace standards.
Policies and procedures to be followed may include:
• Assessors organisational policies and procedures for conducting assessment onsite
• When assessing onsite the assessor must comply with all policies and procedures of that workplace
• Specific health and safety policies and procedures required in the environment
Access to required assessment resources can be ensured by:
• Identifying resource requirements in the assessment planning phase
• Communicating with training coordinator or suitable person to ensure that required resources have been booked and will be available for designated dates/times
• Being well planned and always having spare resources or bringing own resources
Examples of personal protective equipment (PPE) include;
• safety gloves, safety glasses, hard hat, hearing protection (ear muffs), protective clothing
If a safety concern exists in the immediate environment and the student is unable to proceed with the assessment activity, the trainer can re-assess the student at a later stage or choose to cancel future assessments in consultation with the student.