The Knowledge Assessment covers generic underpinning knowledge of basic terms and
concepts relating to the relevant units of competency. These questions are all in a short
answer format. The longer questions requiring
...
The Knowledge Assessment covers generic underpinning knowledge of basic terms and
concepts relating to the relevant units of competency. These questions are all in a short
answer format. The longer questions requiring creative thought processes are covered in the
case studies assessment. You must answer all questions using your own words. However,
you may reference your learner guide and other online or hard copy resources to complete
this assessment.
Some questions cover processes you would be likely to encounter in a workplace. Ideally,
you should be able to answer these questions based on the processes that are currently in
place in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical workplace
setting.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
It is focused on what learners can do and whether it meets the criteria
specified by industry as competency standards.
Assessment should mirror the environment the learner will encounter in the
workplace.
Assessment criteria should be clearly stated to the learner at the beginning of
the learning process.
Assessment should be holistic. That is, it aims to assess as many elements
and/or units of competency as are feasible at one time.
In competency assessment, a learner receives one of only two outcomes –
competent or not yet competent.
The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level required in
the workplace.
The emphasis in assessment is on assessable outcomes that are clearly stated
for the trainer and learner. Assessable outcomes are tied to the relevant
industry competency standards where these exist. Where such competencies
do not exist, the outcomes are based upon those identified in a training needs
analysis.
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Definition of competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support
judgement on whether competence has been achieved. Skills and knowledge
(developed either in a structured learning situation, at work, or in some other context)
are assessed against national standards of competence required by industry, rather
than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING
Developing and conducting assessment, in an Australian vocational education and training
context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and knowledge needed
to demonstrate competency.
o Assessment must include the combination of knowledge and skills with
their practical application.
o Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to ensure
that assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency standards for assessors
to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on- and off-the-job
components of training within a course.
o Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety of
delivery modes, so they can proceed through modularised training
packages to gain competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
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Page 5
o Assessment procedures and criteria must be made clear to all learners
before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms must
be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence
must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match, or at least reflect, the type of
performance that is to be assessed, whether it covers knowledge, skills or
attitudes.
Sufficient
o This rule relates to the amount of evidence gathered. It is imperative that
enough evidence is gathered to satisfy the requirements that the learner is
competent across all aspects of the unit of competency.
Authentic
o When evidence is gathered, the assessor must be satisfied that evidence
is the learner’s own work.
Current
o This relates to the recency of the evidence and whether the evidence
relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance, and not only
narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job or role environment skills
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a
disability - November 2010 - Prepared by - Queensland VET Development Centre
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Reasonable adjustment in VET is the term applied to modifying the learning environment or
making changes to the training delivered to assist a learner with a disability. A reasonable
adjustment can be as simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
the same learning opportunities as learners without a disability
the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and assessment
activities can include:
customising resources and assessment activities within the training package or
accredited course
modifying the presentation medium
learner support
use of assistive / adaptive technologies
making information accessible both prior to enrolment and during the course
monitoring the adjustments to ensure learner needs continue to be met.
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