Version 1.0 Produced 7 September 2017
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Version control & document history
Date
Summary of modifications made
Version
07 September 2017
Version 1 for Upgrade adapted from Standard
1.0
Table of Contents
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Table of Contents 3
Introduction 5
What is competency based assessment 5
The Basic Principles of Assessing Nationally Recognised Training 6
The Dimensions of Competency 8
Reasonable Adjustment 9
IMPORTANT NOTE 10
The Units of Competency 11
Context for Assessment 13
Assessment Requirements 13
Assessment Methods 15
Resources Required for Assessment 16
Instructions to Student 17
Assessment Workbook Cover sheet 18
Knowledge Assessment 19
Part 1 – Competency-based assessments 19
Part 2 – Assessment Tools 25
Part 3 – Validation 32
Part 4 – Standards, Policies & Procedures 38
Part 5 – Workplace Health and Safety 40
Practical Assessments 46
Instructions to Student 46
Project 1: Develop Three Assessment Tools 47
Workplace Pathway 49
Step 1: Plan development of assessment tool 50
Step 2: Develop assessment tool 56
Step 3: Review and trial assessment tool 58
Simulated Pathway 64
CASE STUDY 1: Compliant Learning Resources 65
Step 1: Plan development of assessment tool 68
Step 2: Develop assessment tool 73
Step 3: Review and trial assessment tool 74
Project 2: Plan and Organise Assessments 79
CASE STUDY 2: Makoto Miyagi 79
Part 1: Training and Assessment Pathway 80
Part 2: RPL Assessment Pathway 82
Project 3: Validate Three Assessment Tools 86
CASE STUDY 3: Compliant Learning Resources 86
Introduction
Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.
What is competency based assessment
The features of a competency based assessment system are:
· It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
· Assessment should mirror the environment the learner will encounter in the workplace.
· Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
· Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
· In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
· The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
· The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
· The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The Basic Principles of Assessing Nationally Recognised Training
Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The principles of assessment
· Fairness
· The individual’s learner’s needs are considered in the assessment process.
· Where appropriate, reasonable adjustments are applied by the RTO to take