Assess Competence TAAASS402A




Important:

Before commencing this module you should read the performance criteria for this unit of competency. If you need help please visit the Logon Instructions Page

The Workplace Cartoon

The process once you have developed an assessment plan - the steps you should take


1. Confirm details on your Assessment Plan
2. Brief the candidate on the assessment process
3. Gather the evidence required to make a judgement
4. Make the assessment decision based on the evidence submitted
5. Give feedback to the candidate
6. Document the assessment process
7. Review the assessment tool and processes and make possible recommendations for improvement
8. Make the appropriate adjustments recommended as an improvement for future use

Click here for Instructions on how to logon to the toolbox

Visit the Training Room and access the bookcase policies and procedures

  1. Read the assessment Topic


Conducting Assessments


Candidates
  • Are assessed against a unit or units of competency
  • Are guided through the process to enable them to provide evidence to support their competence
    • This can be demonstrated by the candidate or provided by the candidate to the assessor
  • Are included in the negotiation of the process, selection of assessment types, times, dates etc


Who can conduct assessment for nationally recognised competencies?

  • Assessors who have completed the assessment competencies of the Certificate IV in Training and Assessment or equivalence and have appropriate vocational competencies to the level being assessed
    • If the assessor does not have the industry competencies they should work closely with an industry person who does


The candidate should be supported

  • To enable them to understand and interpret the performance criteria covered in the assessment
  • In a way that will assist them to understand the assessment process and the tasks they will perform


Candidates can be assessed through
  • Training
  • Assessment pathways only



Principles of Assessment

  • Valid
    • assesses what it needs to assess
  • Reliable
    • other assessors would make the same judgement
  • Fair
    • the assessor has objectively considered all evidence and the process has been open and transparent
  • Flexible
    • on the job, off the job, mutually convenient time



Principles of Assessment



ACTIVITY - This is something you must do!

  • Retrieve your assessment plan and tools developed in Plan and Organise Assessment and Develop Assessment tools
  • Use the table below to determine in what ways your assessment meets the principles of assessment


Principles of assessment
What parts of the assessment meet the principles
Valid

Fair

Reliable

Flexible



Access specialist support
  • As the assessor you must consider how you can support your candidate during the assessment process



Interpreting a unit of competency


  • Tips to help you interpret units of competency:
    • Read the document fully
    • Discuss it with your colleagues and other assessors who are working with the same unit of competency
    • Inspect previous assessment tools and review reports
    • Provide a copy of the unit of competency to your candidate and explain it to them (don’t forget to check their understanding)



Adjusting tools to meet candidate needs

  • Make a list of possible individual differences:
  • Your answer might include:
  • How well do they speak English
  • Do they have any known learning disabilities
  • Age
  • Gender
  • Physical, intellectual, psychiatric disabilities
  • Religious and cultural differences


Codes of practice for assessors



  • Visit the link Codes of Practice for Assessors and examine the PDF file
  • Consider
    • What are the most important rules an assessor should follow to ensure ethical conduct?
    • How can you make sure you are objective when conducting an assessment?
    • Make a list of people who need to have access to the details of the assessment



Roles and responsibilities of the candidate

·
  • Be aware of the assessment process
  • Be familiar with the unit of competency and understand what will be expected of them
  • Take an active role in negotiating the type of assessment, the date and time etc
  • Identify their own readiness to sit the assessment




Putting the candidate at ease



This is an opportunity to decide what the candidate needs to know. It is important that they are well informed, but not overwhelmed.

To put the candidate at ease, you yourself must be able to identify the purpose, context, process of the assessment and the needs of the candidate.

The basic steps for carrying out an assessment are:

  • Brief the candidate
  • Gather evidence
  • Evaluate evidence
  • Make decision
  • Give feedback


ACTIVITY - this is something you must do

Consider: 1. What does the assessor have to do at each step listed above? 2. What information does the assessor need for each step listed above?


What does the candidate need to know about the assessment?

Workplace assessment requires good planning and organisation. Part of your responsibility as the facilitator of the assessment is to ensure that the candidate knows exactly what is going to happen before, during and after the assessment.

In your initial session with your candidate you will need to:

• Encourage the candidate to participate in the process
• Explain the process carefully
• Put the candidate at ease
• Explain the purpose, context and process of the assessment


A participatory process



In a traditional assessment/learning environment the candidate was told when they were going to be assessed and how they were going to be assessed. They had no control or involvement in the the process.

Competency based assessment is very different. It is not a test. It is meant to confirm that a candidate can do the job or perform the tasks that will deem them competent. The aim is to enable the candidate to participate in the process fully and as a result they should not feel scared by the process.



This is a new concept for some assessors



Some assessors can’t help but behave as their teachers did when they were at school. Sometimes you may even think that the assessor si enjoying the opportunity to assert power over their candidate. Power should always be used wisely and never used to make the assessment uncomfortable and unfair.



Tips for giving instructions



1. Disect your assessment procedure into small achievable sections. It is helpful during this process to consider how you would explain each section.

2. Make sure your instructions are clear and that the instructions will not cause confusion or misinterpretation. Ask a colleague to read your instruction to check for understanding and clarity.

3. Do not write your instructions from a negative view point highlighting what they should not do but instead focus on what the candidate must do during the assessment process.

4. Include 'You' statements in your Instructions and procedures for the candidate.

5. Include action words in your instructions and procedures that will indicate to the candidate what they need to do.

6. Always arrange your instructions and procedures in the order the instructions are to be followed.

7. Test your instructions on a colleague or another assessor.

8. Provide full and complete instructions by explaining what they are required to do; where, when, & how the assessment will take place; why the candidate is being assessed and what tasks the candiate will be required to perform.



A participatory process



Your role as the assessor is not to completely control the assessment procedure but rather to encourage the candidate to participate and take more responsibility for their own assessment to give your candidate a more accurate picture of their level of ability and competence. If you do this your candidate more interested in the assessment and will have the ability to self-assess their readiness for assessment. If a candidate identifies their own readiness for assessment they will feel more confident to complete it and reduce their level of stress. It is also very important to respect your candidate’s rights to have views that may differ from your own.

To what extent should candidates participate?



Encourage the candidate to participate as much as possible but of course you will need to consider the context and circumstances (such as the organisation's policies and procedures that affect your assessment, which are not open to negotiation or participation from the candidate) of the assessment when determining how much participation should be expected from your candidate. Once you have identified the level of participation make sure it is be stated clearly in your candidate instructions.

All essential information must be clearly discussed with the candidate so that you can better involve the candidate as much as possible and clarify all aspects of the assessment such as:
• The purpose of the assessment.
• The performance criteria.
• The conditions under which the assessment will take place.
• The time and place of assessment.
• The method and type of assessment.

Prior to conducting the assessment you should arrange an information session or discuss the details with the candidate by telephone, fax, e-mail or video conference.

The information session will provide the opportunity for the candidate to ask questions and seek any additional information required. the first meeting is critical as it is the first step to building a rapport with your candidate and develop a level of trust, mutual respect and honesty with the candidate.


Making the assessment decision



  • How do you determine if a candidate is ready?
  • What tools will assist you?

Use
  • Self-assessment evaluations tools
  • View samples of work - such as portfolios or completed products
  • Questioning techniques to draw out more information
  • Observation checklists to evidence observation sessions
  • If you are assessing a unit of competence you need evidence to cover all of the performance criteria listed as well as:
  • What is listed in the range statement
  • Stated in the evidence guide
  • Listed as underpinning skills and Key competencies
  • Considering the appropriate AQTF levels


If you are judging for recognition of current competence, remember:

  • Authenticity - how will you validate the work as being their own
  • Currency - how recent is the evidence
  • Transferability – if the skills were learnt in a different context can they be considered in this situation?


Provide feedback of the outcome



  • Decisions for feedback need to consider:
    • When and where feedback should be given
    • Should feedback given be informal (oral) or formal (written) and will it be a combination of formal and informal feedback E.G. informal during assessment and formal at the conclusion of the assessment
    • What will happen if the candidate is not judged competent
    • What is the procedure for appeal?

Recording and Reviewing assessment



  • Document the assessment process – your plan and assessment tools are your evidence of this
  • Document all feedback given
  • Why record?
    • To keep a record of tools used
    • As a record of the candidates progress
    • So the record of the assessment process can be used to determine promotion and salary increases
    • For referral during an appeal
    • To provide verification of current competence

What needs to be recorded?



  • The name of candidate and the assessor
  • Dates, times, locations
  • Details of the units of competency and the training package
  • Details of the tools used to collect evidence
  • The assessment results
  • Reasons why decisions were made
  • Any formal and informal feedback given
  • The details of any appeals
  • Signatures required to sign off of competence/not yet competent
  • A report of the assessment process and any recommendations for future training and/or follow up action


Assessment for this module


Continuing on from Plan and Organise Assessment and Develop Assessment Tools you are now ready to conduct the assessment on your candidate.

This is an integrated assessment and forms part of the assessment for:

  • Plan Assessment
  • Develop Assessment Tools
  • Assess Competence
  • Participate in Assessment Validation


  • Please note: You will not do the assessment recorded in the toolbox.

    Have you completed the module Plan and Organise Assessment and Develop Assessment Tools?


    If not you must first obtain a copy of the assessment task for the Assessment units and complete the previous two tasks. This is an integrated assessment and it is normally emailed to you on the first day of the commencement of the unit Plan Assessment.

    The following information should only be used to help you with the assessment. Please always refer to the assessment emailed to you by your faciltitator.

    1) Tips to help you conduct the assessment on one candidate in an assessment only pathway
  • Prepare your candidate by meeting with them and informing them of the assessment procedure. Make sure you provide details of the assessment requirements, resources they may need, reasonable adjustment if appropriate, reasons why you may stop the assessment procedure
  • Make a of the assessment tools you developed in the module Develop Assessment Tools.
  • Commence the assessment starting withe observation checklist - remember to fully document comments and responses as evidence of the assessment
  • Continue to use the other tools identified and record essential information as evidence of the assessment event
  • At the end of your assessment provide feedback to your candidate of their performance


    2) What can be included in your report? Information about:
  • the two assessment events conducted and the tools used
  • decisions made on the second event where reasonable adjustment was concerned
  • how you helped your candidate feel at ease in both assessment events
  • methods of two-way communication and opportunities for feedback
  • how judgement was exercised in making the assessment decision how and when assessment outcomes were recorded and reported
  • include completion of assessment records/reports in accordance with assessment system - legal/organisational ethical requirements
  • how the assessment process was reviewed and the review outcomes documented

Activity


Viist toondoo and create your own cartoon outlining the steps you would take to instruct your workplace candidate on the assessment process.

Email your facilitator with the link to your cartoon.

Visit toondoo for tips on how to create a cartoon

My tips:
  • Don't be too creative - use the characters, backgrounds and props (at least for your first go)
  • Visit the help wiki and read the 'How to' section
  • Each cartoon strip can later be added into a book (just the like the cartoon at the beginning of the unit)
  • Create each strip first, then create your book.
  • Have fun with this activity, but if you find the technology too difficult, you can opt out and not complete the activity

Submit your completed assessment tools and your report to your facilitator for feedback

Submit your assessment to your facilitator for feedback

Files you will need for this unit include and

assessing_competence_flow_chart.JPG

Other resources you might find useful



http://www.icvet.tafensw.edu.au/resources/documents/anta_guides/guide4.doc#evid3

http://www.icvet.tafensw.edu.au/resources/documents/anta_guides/guide4.doc#esta1

http://www.icvet.tafensw.edu.au/resources/documents/anta_guides/guide4.doc#esta2

http://www.icvet.tafensw.edu.au/resources/assessment_anta_index.htm scroll down this list and access documents listed under the heading Work with the Candidate, Give Feedback and Make the Decision