1. Assessment Cluster
Topic 3
Teresa O'Brien
Principal Lecturer
C.Y. O’Connor Institute

2. Overview
• Key assessment knowledge
• Addressing the unit of competency
• Interpreting the unit of competency/benchmark
• Interpreting embedded components
• Clustering competencies
• Assessment methods
• Record keeping and documentation

3. Key assessment knowledge

4. Addressing the unit of competency
Ask- what does a competent performance look like?
Focus on the whole unit
Most specific guidance can found in the
• application of the unit
• performance criteria
• required skills and knowledge
• evidence guide
• range statement

5. Application of the unit
(how the competency applies in the workplace)
The example below is taken from TAEASS401B Plan
assessment activities and process
Application of the Unit
This unit typically applies to assessors and workplace supervisors with
assessment planning responsibilities; and trainers or other assessors
responsible for planning assessment, including RPL.
The unit is suitable for those with an existing assessment strategy which
documents the overall framework for assessment.

6. Elements and performance criteria
Elements define the essential outcomes for achieving
competency
Performance criteria list what the candidate has to be able to
do to demonstrate competence in each element
1. Determine assessment 1.1 Identify candidate and confirm purposes and context of assessment/RPL with relevant
approach people according to legal, organisational and ethical requirements
1.2 Identify and access benchmarks for assessment/RPL and any specific assessment guidelines
2. Prepare the assessment 2.1 Determine evidence and types of evidence needed to demonstrate competence, according
plan to the rules of evidence
2.2 Select assessment methods which will support the collection of defined evidence, taking
into account the context in which the assessment will take place
2.3 Document all aspects of the assessment plan and confirm with relevant personnel
3. Develop assessment 3.1 Develop simple assessment instruments to meet target group needs
instruments 3.2 Analyse available assessment instruments for their suitability for use and modify as
required
3.3 Map assessment instruments against unit or course requirements
3.4 Write clear instructions for candidate about the use of the instruments
3.5 Trial draft assessment instruments to validate content and applicability, and record
outcomes

7. Required skills and knowledge
This section lists the specific skills and knowledge that must be
collected in the assessment process and evidence
documentation. The example below is only a sample!
Required skills
• cognitive interpretation skills to:
• interpret competency standards and other assessment documentation, including material relating to reasonable
adjustment
• identify opportunities for integrated competency assessment
• contextualise competency standards to the operating assessment environment, including RPL
• consider access and equity needs of diverse candidates
Required knowledge
• ethical and legal requirements of an assessor
• competency‑based assessment, including:
• work focused
• criterion referenced
• standards based
• evidence based
• different purposes of assessment and different assessment contexts, including RPL
• how to read and interpret the identified competency standards as the benchmarks for assessment

8. Evidence Guide
This section provides advice and suggestions on

9. Range statement
Explains key terms used in the performance criteria and defines
the scope of the operating conditions and contexts that may
apply in further detail.
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect
performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be
present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry
and regional contexts) may also be included.
Benchmarks for assessment/RPL may include: • criterion against which the candidate is assessed or prior learning recognised, which
may be:
• competency standard/unit of competency
• assessment criteria of course curricula
• performance specifications of an enterprise or industry
• product specifications.
Types of evidence may include: • direct
• indirect
• supplementary.
Rules of evidence ensure that evidence • valid
collected is: • sufficient
• authentic
• current.

10. Interpreting embedded components
• Employability Skills
• Language, literacy and numeracy skills (LLN)
• Dimensions of Competency
• AQF level of the related qualification

11. Employability Skills
(Generic skills required in the work place)
•Each qualification has a Employability Skills Summary
•Facets exist for each skill
•Employability skills need to be identified in the unit for
teaching and assessment purposes and documented for
evidence gathering purposes
•Must not be assessed separately

12. The eight employability skills

13. Language Literacy and Numeracy
• Can be identified at the same time as the Employability Skills
• Ensure that the candidate doesn’t need LLN levels higher than
that is what is needed
• Some units don’t require writing skills- therefore ensure that
an appropriate assessment method is being used
• Where LLN is not required, ensure that the tasks allows the
candidate to demonstrate competency without assessing
their LLN

14. Dimensions of Competency
Refers to all
dimensions of the work
performance

15. Clustering competencies
(assessing the requirements of more than one unit of competency
at a time)
Reasons for clustering could include
•Units of competency are interrelated
•Common types of tasks (OHS, machinery, customer service)
•Common skills and knowledge
•Competencies exist and are used in the workplace
Benefits
•Efficient use of time and resources in assessment
•Reflects how the competencies are enacted at work
•Evidence for dimensions of competency, LLN and employability skills
already available

16. Types of assessment methods
Assessment Method Examples
Observation Real work activities, simulated work activities
Simulation Role play, hypothetical situations , scenarios
Questioning Open ended, closed, verbal and written
Third Party Report Written or oral reports
Product Review For product specification benchmarks
Portfolio Products produced, created by the candidate,
training records, certificates, qualifications
Structured activities Projects, scenarios, case study, group discussion
Self-assessment Questionnaires, log book, journal, reflections

17. Record keeping and documentation
• Assessment plans must be retained and stored
• Changes to these documents needs to be recorded and
version control identified
• Importance of these documents need recognised
• Assessment must not disrupt employees in the workplace