All assessors are provided with a copy of the

This preview shows page 12 - 15 out of 60 pages.

All assessors are provided with a copy of the relevant Training and Assessment Strategy for the courses they deliver. Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any areas that may need improvement or updating as they are identified.
Plagiarism, cheating and collusion Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information. Resources and equipment required for these assessments You will need to ensure that the following items are available for you by your trainer to complete your assessments: Access to textbooks and other learning materials (LRES learner Guide) Access to a computer and the Internet (if students prefer to type their responses) Access to all documentation as listed for each assessment DEFINITIONS Assessment Assessment is ‘the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.’ 1 Dimensions of competency To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in variety of different circumstances. To be competent, a person must demonstrate the following: Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria. Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing many tasks or activities within a job. Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently. Job Role/Environment Skills: The skills needed to perform as expected in a job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge. Transfer Skills: The ability to transfer skills and knowledge to new situations and contexts. Principles of assessment and rules of evidence Assessment must be conducted in accordance with the rules of evidence and principles of assessment. Principles of assessment Validity: Each task has been mapped to unit of competency requirements. Refer to the ‘Unit mapping’ section at the end of this guide for more information.
Assessment tasks are varied and are required to be completed over a period of time and, where required, on a number of occasions. Practical observations provide opportunities for students to demonstrate both knowledge and skills. Reliability:

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture