Each question provides key points you should look for in the The assessor should consider all evidence from Step 2—the notes candidate’s responses. You may wish to use these points to from the competency conversations and any evidence gathered in formulate questions of your own, and contextualise or rephrase the workplace—as well as evidence gathered in Step 1, and questions to suit a candidate’s particular work role. Follow-up determine whether or not the rules of evidence are met. Note that questions, building on candidate responses, could be useful. the RPL Toolkit target group is candidates who are employed: assessors must conduct some workplace assessment. In rephrasing, use questions and reflective questioning techniques to encourage responses and draw out the principles that guide the workplace practices being described by the candidate. Include questions that cannot be answered with a or questions about what the ‘yes’ ‘no’; candidate might do in certain situations; questions about how the candidate feels in certain situations; and questions that explore the values and principles that underpin work practices. Step 3: Workplace assessment tasks The following points should assist you to record the conversation. The and Templates resource contains assessment tools for a range of workplace assessment tasks, along with instructions for During the conversation, tick points in the points to be ‘Key the candidate and assessor, and criteria and conditions for addressed by the candidate’ section as the candidate addresses assessment (these are also available in individual Word files). them, and make brief notes in the assessor comments section. Assessors should select workplace assessment tasks where further Look for any extra criteria in that column. Your notes could demonstration of competence is required to provide sufficient, valid, include further details about the discussion or other points and current or authentic evidence. examples the candidate has discussed. Candidates are not necessarily required to complete the workplace While you conduct the conversation, you could colour code, assessment tasks provided in the RPL Toolkit. However, if no other highlight or otherwise flag points you may wish to come back workplace assessment of the candidate has been undertaken, one to—for example, if the conversation stalls on a question or or more workplace assessment tasks will be required. further clarification is needed. You are likely to need some quiet time after the conversation to reflect on the candidate’s responses, and to add details to the form. If you do this, it is important to do it as soon after the conversation as possible. Considering evidence from Step 2 processes
Each question provides key points you should look for in the candidate’s responses. You may wish to use these points to formulate questions of your own, and contextualise or rephrase questions to suit a candidate’s particular work role. Follow-up questions, building on candidate responses, could be useful. In rephrasing, use questions and reflective questioning techniques to encourage responses and draw out the principles that guide the workplace practices being described by the candidate. Include questions that cannot be answered with a ‘yes’ or ‘no’; questions about what the candidate might do in certain situations; questions about how the candidate feels in certain situations; and questions that explore the values and principles that underpin work practices. The following points should assist you to record the conversation. During the conversation, tick points in the ‘Key points to be addressed by the candidate’ section as the candidate addresses them, and make brief notes in the assessor comments section. Look for any extra criteria in that column. Your notes could include further details about the discussion or other points and examples the candidate has discussed. While you conduct the conversation, you could colour code, highlight or otherwise flag points you may wish to come back to—for example, if the conversation stalls on a question or further clarification is needed. You are likely to need some quiet time after the conversation to reflect on the candidate’s responses, and to add details to the form. If you do this, it is important to do it as soon after the conversation as possible. Considering evidence from Step 2 processes The assessor should consider all evidence from Step 2—the notes from the competency conversations and any evidence gathered in the workplace—as well as evidence gathered in Step 1, and determine whether or not the rules of evidence are met. Note that the RPL Toolkit target group is candidates who are employed: assessors must conduct some workplace assessment. Step 3: Workplace assessment tasks The and Templates resource contains assessment tools for a range of workplace assessment tasks, along with instructions for the candidate and assessor, and criteria and conditions for assessment (these are also available in individual Word files). Assessors should select workplace assessment tasks where further demonstration of competence is required to provide sufficient, valid, current or authentic evidence. Candidates are not necessarily required to complete the workplace assessment tasks provided in the RPL Toolkit. However, if no other workplace assessment of the candidate has been undertaken, one or more workplace assessment tasks will be required.