This document defines assessment as determining an individual's competence against set standards through collecting evidence of their performance. It outlines different types of assessment including criterion-referenced and norm-referenced assessment. The purpose of assessment is to determine if competency has been achieved and certify qualifications. Registered training organizations must follow standards to assess qualifications while other organizations set their own policies. Principles of valid, reliable, fair and flexible assessment guide the process. Evidence is proof of competence collected through a variety of methods.

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

2. This session covers
•The definition of assessment
•Types of assessment
•Differences between assessment types
•Purpose of assessment
•Who can assess
•The principles of assessment
•Rules of evidence

3. AQTF definition
“The process of collecting evidence and making judgements
about whether competency has been achieved to confirm that
an individual can perform to the standard expected in the
workplace as expressed in the relevant endorsed
industry/enterprise competency standard of a training
package or by the learning outcomes of an accredited course.”
AQTF Users' Guide to the Essential Standard and Conditions for Continuing Registration, p.67

4. Assessment defined
• Determines the competence of an individual rather than their
performance in comparison with others
• Requires a number of events or activities that collectively
provide evidence of a performance
Competence is having the skill and knowledge to correctly
carry out a task, a skill or a function.
• Driving Nursing
• Flying Typing
• Cooking Fixing Cars

5. Types of Assessment
Norm Referenced
competitive
compares individuals with each other and ranks
them. e.g. ATAR scores, Olympic events
Criterion Referenced
assessment against fixed standards or criterion
eg. Competency Based Assessment

6. Features of criterion based/competency
based
• Assessed against a benchmark
• Guided to provide evidence of a competent performance
• Participatory process where there is interaction with the
assessor and negotiation re: form, location and timing
• Judgement of competent, or not yet competent is made
• Provides many different assessment pathways
1. learn and assess
2. assessment only
3. RPL

7. Assessment Benchmarks
• Are reference points that contain the
standards/criteria/specifications upon which a judgement of
competence is made
Examples
• Unit of competency from a training package
• Performance standards
• Objectives from a training session
• Standard Operating Procedures
• Induction program outcomes
• Product specifications

8. Purpose of assessment
The purpose is important as it may affect the choice of
benchmark, the context and the planning for assessment.
You may assess for some of the following reasons:
•To recognise existing competencies
•Determine if competency has been achieved after a learning
experiences
•Identify a candidate’s progress towards competence
•Certify competence for a qualification
•Meet licensing and regulatory requirements

9. Who can assess?
• In VET under AQTF only RTO’s can issue nationally recognised
qualifications and statements of attainment.
• RTO’s must meet AQTF standards
• TAE10 assessment units are the national benchmark
• Assessors must have vocational competence or assess
alongside someone who does
• Other (non RTO) organisations have their own policies and
procedures for assessment

10. Principles of assessment
• Validity – the evidence will prove competence
• Reliability – other assessors would make the same decision
• Fairness – assessor is objective, open and transparent and
considers needs of candidate
• Flexibility – assessment can be on-the-job or off-the-job,
time and situation negotiable

11. Evidence
Evidence - Is the proof that supports a claim of competency and
can be collected on a wide range of measurable aspects of
performance including
Products that have been made.
Underpinning knowledge and understanding.
Processes that have been carried out.
Underlying attitudes.

12. Types of Evidence
Direct – observing the candidate actually perform in the workplace
Indirect – projects, simulations, role-plays etc.
Supplementary – where additional evidence is required - third party reports,
tests, questioning
Examples of assessment methods to gather evidence
•Portfolio Video recordings
•Products made Third Party Reports
•Case study responses Simulation
•Observation Answers to Questions
•Project Demonstration

13. Rules of Evidence
• Validity – evidence collected must cover all requirements of
criteria
• Sufficiency – enough evidence is collected to make a decision
• Consistency – collected over a period of time
• Authenticity – candidate’s own work
• Currency – candidate must be competent at the time

14. Assessment Plans
Should contain:
• What will be assessed and why
• Who will be assessed and who will help
• How it will occur – what methods and tools
• When and where it will occur – context
• Resources or Special Arrangements
• Instructions for candidate

15. Assessment Tools
• Contain the
• specific instructions given to the candidate
• The instrument in which the evidence is to be collected
• The tasks to be completed
• Sets of verbal/written/computer based questions to be asked.
• Performance checklists.
• Log books.
• Description of competent performance.
A number of these tools may be used in combination to provide
enough evidence to make a judgement.