The following principles should be used as a guide to the assessment approach: assessment tasks/activities should be grounded in a relevant context and not be culturally biased students should be assessed across a wide range of tasks integrated into practice, in order to increase reliability and validity of assessment. One-off assessment tasks do not provide a reliable and valid measure of competence instructions for assessment tasks should be clear, explicit and ordered. Students must know what is expected and the criteria by which they will be judged time allowed to complete a task should be reasonable and specified, and should allow for preparation and re-drafting as appropriate to the task assessment should be validated. Moderation is likely to be a critical tool in validation. A range of validation strategies should be used, for example, mentoring, client satisfaction surveys, peer review and co-assessments appropriate reference materials should be available to students during assessment, e.g. personal word lists, dictionaries, thesaurus, calculators. Assessment must meet the rules of evidence. To meet the rules, evidence must be: for example, address the elements and performance criteria, reflect the skills and knowledge described in the unit of competency, show application in the context described in the Range Statement current, for example, demonstrate the candidate's current skills and knowledge sufficient, for example, demonstrate competence over a period of time, demonstrate repeatable competence, not inflate the language, literacy and numeracy requirements beyond those required in performing the task and authentic, for example: be the work of the learner, be corroborated / verified. A variety of assessment methods and evidence gathering techniques may be used with the overriding consideration that the combined assessment must stress demonstrable performance by the student. Assessment tools must take into account the requirements of the unit in terms of skills, knowledge and performance. Assessment tools should also take into account the proposed destination of students. The Critical Aspects of Evidence section of each unit provides essential guidance on acceptable evidence. Assessment methods and may include: oral or written questioning verbal presentations multi-media presentations folios solving problems written reports
The following principles should be used as a guide to the assessment approach: assessment tasks/activities should be grounded in a relevant context and not be culturally biased students should be assessed across a wide range of tasks integrated into practice, in order to increase reliability and validity of assessment. One-off assessment tasks do not provide a reliable and valid measure of competence instructions for assessment tasks should be clear, explicit and ordered. Students must know what is expected and the criteria by which they will be judged time allowed to complete a task should be reasonable and specified, and should allow for preparation and re-drafting as appropriate to the task assessment should be validated. Moderation is likely to be a critical tool in validation. A range of validation strategies should be used, for example, mentoring, client satisfaction surveys, peer review and co-assessments appropriate reference materials should be available to students during assessment, e.g. personal word lists, dictionaries, thesaurus, calculators. Assessment must meet the rules of evidence. To meet the rules, evidence must be: for example, address the elements and performance criteria, reflect the skills and knowledge described in the unit of competency, show application in the context described in the Range Statement current, for example, demonstrate the candidate's current skills and knowledge sufficient, for example, demonstrate competence over a period of time, demonstrate repeatable competence, not inflate the language, literacy and numeracy requirements beyond those required in performing the task and authentic, for example: be the work of the learner, be corroborated / verified. A variety of assessment methods and evidence gathering techniques may be used with the overriding consideration that the combined assessment must stress demonstrable performance by the student. Assessment tools must take into account the requirements of the unit in terms of skills, knowledge and performance. Assessment tools should also take into account the proposed destination of students. The Critical Aspects of Evidence section of each unit provides essential guidance on acceptable evidence. Assessment methods and may include: oral or written questioning verbal presentations multi-media presentations folios solving problems written reports