Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each competency unit's learning outcomes and performance criteria requirements, including the setting of project and work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.
Students will be expected to demonstrate the following required skills:
- assessment of at least five candidates within the vocational education and training (VET) context against at least one endorsed or accredited unit of competency according to the organisation's assessment processes and practices;
- using recognition of prior learning (RPL) processes in the assessment of at least one candidate (which may be one of the five candidates above), and;
- making reasonable adjustments in the assessment of at least one candidate.
The assessments must be undertaken under the supervision of a qualified assessor and cover an entire unit of competency for each candidate, including:
- the application of different assessment methods and instruments involving a range of activities and events;
- using two-way communication and feedback with the candidate;
- exercising judgement in making the assessment decision;
- recording and reporting assessment outcomes in accordance with the assessment system and organisational, legal and ethical requirements, and;
- reviewing the assessment process.Students will also be expected to demonstrate the following knowledge:
- competency-based assessment, including: VET as a competency-based system; how competency based assessment differs from other types of assessment; competency standards as the basis of qualifications; structure and application of competency standards; the principles of assessment and how they are applied; the distinction between assessment tools and assessment instruments; the rules of evidence and how they are applied; the range of assessment purposes and assessment contexts, including RPL; different assessment methods, including suitability for gathering various types of evidence, suitability for the content of units, and resource requirements and associated costs; reasonable adjustments and when they are applicable; types and forms of evidence, including assessment instruments that are relevant to gathering different types of evidence used in competency-based assessment, including RPL, and; the training and assessment strategies, including policies and procedures established by the industry, organisation or training authority;
- RPL policies and procedures established by the organisation;
- cultural sensitivity and equity considerations in assessment activities;
- current legislative requirements relevant to the assessor and the assessment process;
- workplace health and safety (WHS) responsibilities associated with assessing competence, including: requirements for reporting hazards and incidents; emergency procedures; procedures for the use of relevant personal protective equipment; the safe use and maintenance of relevant equipment, and; sources of WHS information.