What are Assessment Guidelines?
The Assessment Guidelines are an endorsed component of a Training Package. They provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.
The latest Assessment Guidelines for CPP07 and CPC08 Training Packages can be accessed via the TGA website at www.training.gov.au Assessment details for individual units of competency are provided in the ‘Evidence Guide’ section of each unit, also accessible via the TGA website.
This section provides the following information and guidance for assessment processes:
What is assessment?
Assessment is simply a process designed to ensure that a person has achieved all the skills and knowledge requirements of a unit. This is not based on an exam or test (as it would have been at school). Assessment in a competency-based system involves a number of methods, usually in combination. For example:
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observation (an assessor observing performance in the workplace)
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third party reports (reports from a supervisor or other qualified person verifying a person’s abilities)
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questioning (an assessor asking the learner questions in written or oral form to check their knowledge of key aspects of a unit)
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a workbased project (a project undertaken on the job to demonstrate competency in one or more units).
All of these forms of assessment can provide evidence of a learner’s knowledge and skills and standard of performance against one or more units of competency. Units can be assessed individually, or in an integrated way as part of a common cluster of related functions.
Under the AQTF (refer to the Users Guide to the Essential Conditions and Standards for Continuing Registration 2010), it is expected that the person conducting the assessment must:
i) hold the following three competencies from the TAE10 Training and Education Training Package:
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TAEASS401A Plan assessment activities and processes
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TAEASS402A Assess competence
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TAEASS403A Participate in assessment validation, or
ii) be able to demonstrate equivalent competencies to all three units of competency listed above in i).
Note: If a person does not have the assessment competencies as defined in (i) or (ii) above and the relevant vocational competencies at least to the level being assessed, one person with all the assessment completencies listed in (i) or (ii) above, and one or more persons who have the relevant vocational competencies at least to the level being assessed may work together to conduct the assessments.
Principles of assessment
The Assessment Guidelines of the CPP07 and CPC08 Training Packages require the four principles of assessment to be followed when assessing a person’s evidence of competence. The principles are:
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Validity |
Ensuring evidence is collected in a variety of contexts and on a number of occasions, and that the assessment process and materials assess everything they claim to, and nothing else |
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Reliability |
Ensuring that the interpretation of evidence and results are consistent |
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Flexibility |
Ensuring the skills and knowledge can be demonstrated in a variety of ways suitable to the workplace |
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Fairness |
Ensuring the process does not disadvantage any individuals and the outcomes can be achieved through a range of training delivery strategies. An appeal process and confidentiality need to be provided for |
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Reasonable adjustment
The concept of ‘reasonable adjustment’ is important and must be considered. This means that the assessment process may be modified so that individual participants are not disadvantaged. For example, a learner with a disability, or with issues relating to language, literacy or numeracy may require some adjustment to the assessment process.
In accordance with the Disability Standards for Education (2005), education providers are under a positive obligation to make changes to reasonably accommodate the needs of a learner with a disability. Reasonable adjustments can be made as required, as long as competence is not compromised. For example, such a learner could be asked to demonstrate a work process rather than being asked to explain it in writing.
Click HERE for examples of reasonable adjustments that can be made to the assessment process.
Types of evidence
Evidence is information upon which an assessor makes a judgement of competency. A key consideration within the assessment process is determining the sources of evidence that will meet the requirements outlined in each of the units of competency within the CPP07 and CPC08 Training Packages.
Evidence may be sourced from any combination of the methods listed below. It is really up to the assessor to work with the learner to decide which methods of assessment will be appropriate to prove competence, and meet the specific needs of the learner and enterprise.
Click HERE to view types of evidence sources.