Federation University
A Guide to Developing Assessment Tools
December 2014
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Federation University ............................................................................................................... 1
A Guide to Developing Assessment Tools.............................................................................. 1
Introduction ............................................................................................................................... 3
The Importance of Quality Assessments ..................................................................................... 3
Standards for Registered Training Organisations (RTOs) 2015 .............................................. 4
Standards for Assessment ...................................................................................................... 4
Table 1.8-1: Principles of Assessment .................................................................................... 5
Table 1.8-2: Rules of Evidence ............................................................................................... 6
Useful Links ............................................................................................................................ 6
Assessment at Federation University...................................................................................... 8
Guide to Assessment Tool Templates ......................................................................................... 8
Developing Quality Assessments .......................................................................................... 10
Planning for Quality Assessments ............................................................................................. 10
Writing Assessment Tools ......................................................................................................... 11
Task Instructions .................................................................................................................. 11
Conditions of Assessment .................................................................................................... 12
Duration/When Assessment is Due ...................................................................................... 12
Materials/Resources ............................................................................................................. 13
Decision Making Rules/Instructions to Assessors ................................................................. 13
Completing Marking Guides (Part A) .................................................................................... 13
Practical Assessments (where students are observed completing a task, including role plays
and presentations) ................................................................................................................ 14
Knowledge Assessments (question and answer assessments including interviews, verbal
questions) ............................................................................................................................. 15
Questions to Ask When Designing Knowledge-Based Tests ................................................ 16
Project Assessments (includes assignments, reports, portfolios) .......................................... 17
Third-Party Evidence ............................................................................................................ 18
Clustering Units of Competence ........................................................................................... 20
Recognition of Prior Learning (RPL) ..................................................................................... 22
The RPL Assessment Process — Prior to Enrolment ................................................................ 23
The RPL Process – Student ...................................................................................................... 25
Preparing for Your RPL Assessment ......................................................................................... 26
Mapping Assessments to Units ................................................................................................. 26
Validating Assessments ............................................................................................................ 27
Appendix 1: FedUni Policies, Procedures, Guidelines and Forms ............................................. 28
Appendix 2: Teacher/Assessor Responsibilities ........................................................................ 29
Appendix 3 – Assessment Tools and Methods .......................................................................... 31
This resource has been developed in 2014, by Kerrie-Anne Sommerfeld, Rubric Training Solutions and
Claire Rasmussen, Federation University for Federation University staff.
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Introduction
VET is a competency based system, and students are deemed competent or not yet
competent based on judgments made by assessors gaining evidence that individuals can
perform to the standard specified in training packages or accredited course(s).
This guide has been produced as part of this program and provides information for FedUni
teachers on how to plan, develop and map quality assessments. It is designed to inspire
confidence in the quality of the evidence that is collected and the judgments that teachers
make on the basis of that evidence.
These guidelines are current at the time of writing but must be read in conjunction with the
current Standards for Registered Training Organisations, directives from our regulator,
Australian Skills Quality Authority (ASQA), Training Packages and accredited courses and
FedUni Policy and Procedures.
The Importance of Quality Assessments
There are a number of reasons for developing quality assessment tools.
Benefit to the student & employer
Well developed assessments help students:
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Demonstrate work relevant skills and knowledge to the required standard
Know what is being assessed (how many tasks, what are they and what do they
have to do to demonstrate competence)
Know when they will be assessed (what order and how long they have)
Know how they will be assessed (conditions & expectations)
Know where they can be assessed (workplace, online, on campus)
Get appropriate feedback on their assessments
Ensure they are fairly and reliably assessed
Benefit to the Teacher:
Well developed assessment tools help teachers:
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Maximise outcomes for their students
Know what they are assessing and to what standard
Provide reliable judgments about assessments
Be confident in the judgments they are making and be able to justify their
judgments
Provide clear and consistent feedback to students on assessment outcomes
Prepare for and implement assessment consistently
Reduce student questions and complaints about assessment
Fulfil their obligations for implementing assessments that meet the principles of
assessment and rules of evidence, a requirement of the Standards for RTOs
Benefit to FedUni:
Well developed assessments help FedUni:
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Be regarded as a quality provider of education and training
Meet the standards required to remain registered to deliver VET courses
Reduce duplication of effort when assessments can be shared across teams
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Standards for Registered Training Organisations (RTOs) 2015
The information provided in this guide is to help FedUni deliver VET training and
assessment that meets the Standards for Registered Training Organisations (RTOs) 2015.
These Standards exist to ensure training and assessment delivered by RTOs meet the
requirements of training packages or VET accredited courses and have integrity for
employment and/or further study.
There is also a Users Guide to the Standards available on the ASQA website.
RTOs must meet eight standards to be able to deliver nationally accredited vocational
education and training products.
All trainers and assessors need to be aware of Standard 1 in their day to day work. This
standard is in place to ensure learners, employers and industry have confidence in the
quality of training and assessment practices that meet the requirements of training
packages and VET accredited courses. It consists of 27 clauses (parts), including five
clauses related specifically to assessment.
Standards for Assessment
Standards 1.8 – 1.12 relate specifically to assessment, they are:
1.8.
The RTO implements an assessment system that ensures that assessment
(including recognition of prior learning):
a)
complies with the assessment requirements of the relevant training package or VET
accredited course; and
b)
is conducted in accordance with the Principles of Assessment contained in Table
1.8-1 and the Rules of Evidence contained in Table 1.8-2.
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Table 1.8-1: Principles of Assessment
Fairness
The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take
into account the individual learner’s needs.
The RTO informs the learner about the assessment process, and provides
the learner with the opportunity to challenge the result of the assessment
and be reassessed if necessary.
Flexibility
Assessment is flexible to the individual learner by:
 reflecting the learner’s needs;
 assessing competencies held by the learner no matter how or where they
have been acquired; and
 drawing from a range of assessment methods and using those that are
appropriate to the context, the unit of competency and associated
assessment requirements, and the individual.
Validity
Any assessment decision of the RTO is justified, based on the evidence of
performance of the individual learner.
Validity requires:
 assessment against the unit/s of competency and the associated
assessment requirements covers the broad range of skills and
knowledge that are essential to competent performance;
 assessment of knowledge and skills is integrated with their practical
application;
 assessment to be based on evidence that demonstrates that a learner
could demonstrate these skills and knowledge in other similar situations;
and
 judgment of competence is based on evidence of learner performance
that is aligned to the unit/s of competency and associated assessment
requirements.
Reliability
Evidence presented for assessment is consistently interpreted and
assessment results are comparable irrespective of the assessor conducting
the assessment.
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Table 1.8-2: Rules of Evidence
Validity
The assessor is assured that the learner has the skills, knowledge and
attributes as described in the module or unit of competency and associated
assessment requirements.
Sufficiency
The assessor is assured that the quality, quantity and relevance of the
assessment evidence enables a judgment to be made of a learner’s
competency.
Authenticity The assessor is assured that the evidence presented for assessment is the
learner’s own work.
Currency
The assessor is assured that the assessment evidence demonstrates
current competency. This requires the assessment evidence to be from the
present or the very recent past.
1.9.
The RTO implements a plan for ongoing systematic validation of
assessment practices and judgments that includes for each training product on
the RTO’s scope of registration:
a)
when assessment validation will occur;
b)
which training products will be the focus of the validation;
c)
who will lead and participate in validation activities; and
d)
how the outcomes of these activities will be documented and acted upon.
1.10. For the purposes of Clause 1.9, each training product is validated at least
once every five years, with at least 50% of products validated within the first three
years of each five year cycle, taking into account the relative risks of all of the
training products on the RTO’s scope of registration, including those risks
identified by the VET Regulator.
1.11. For the purposes of Clause 1.9, systematic validation of an RTO’s
assessment practices and judgments is undertaken by one or more persons who
are not directly involved in the particular instance of delivery and assessment of
the training product being validated, and who collectively have:
a)
vocational competencies and current industry skills relevant to the assessment
being validated;
b)
current knowledge and skills in vocational teaching and learning; and
c)
the training and assessment qualification or assessor skill set referred to in Item 1
or 3 of Error! Reference source not found..
Industry experts may be involved in validation to ensure there is the combination of
expertise set out in (a) to (c) above.
1.12.
The RTO offers Recognition of Prior Learning (RPL) to individual learners.
Useful Links
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FedUni Moodle site for assessments To enrol in the Moodle site use pd as the
enrolment key
The Standards for RTOs 2015
Users Guide to the Standards for RTOs 2015
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Training.gov.au (TGA) is the database on Vocational Education and Training in
Australia. TGA is the official National Register of Information on training packages,
qualifications, courses, units of competency and Registered Training Organisations
(RTOs) and has been developed for experienced training sector users:
http://training.gov.au/
Training Support Network (TSN) provides purchasing guides and resources for all
training packages: http://trainingsupport.skills.vic.gov.au/default.cfm
The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s
vocational education and training sector. ASQA regulates courses and training
providers to ensure nationally approved quality standards are met:
http://www.asqa.gov.au/about-asqa/about-asqa.html
Core Skills for Work Framework:
http://www.industry.gov.au/skills/AssistanceForTrainersAndPractitioners/CoreSkillsFor
WorkFramework/Pages/default.aspx
Department of Training and Workforce Development, Western Australia publications
 A guide to continuous improvement of assessment in VET
 Apprenticeships and traineeships: Good practice guide for registered training
organisations
 Designing assessment tools for quality outcomes
 Guidelines for assessing competence in VET
 Professional development framework for vocational skills in VET
 Reasonable adjustment: A guide to working with students with a disability
(forthcoming)
 Recognition of prior learning: An assessment resource for VET practitioners
 Staying the course: A guide to working with students with mental illness
 Troubleshooting guide: Assessment in VET
For electronic (PDF and Word) copies go to www.vetinfonet.dtwd.wa.gov.au
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Assessment at Federation University
Federation University has a VET assessment procedure outlining the requirements for
developing, mapping, delivering, recording, storing and validating assessments.
Assessment tool templates can be found on the Quality Services Staff Resource Page
Completed assessment tools are to be located in a central location accessible by FedUni
staff
Guide to Assessment Tool Templates
Assessment tool templates are listed on the Quality Services Resource page
Form
number
Form 01
Title
Knowledge assessment task
(assessor version)
Purpose
Used for assessment tasks that are question and
answer based e.g. written tests, interview/oral
questions.
Includes model answers and instructions to assessors.
Form 02
Cumulative assessment
record
A template for recording all student outcomes for all
assessments for a unit or cluster of units.
Note: This document does not have to be used if the
qualification has an established record keeping process
for managing student results.
Form 03
Practical assessment task
(assessor version)
Used for assessment tasks that require observation of
students completing a task and oral questioning relating
to this observation.
Includes instructions to assessors and a detailed
demonstration checklist for marking.
Form 04
Unit outline student
Use the assessor version to record observations and
responses to oral questions, and to provide feedback.
This must be signed by the student and assessor, and
held by FedUni.
This document provides an overview of the unit or
cluster of units for students. It includes information on
RPL, reasonable adjustments, and a summary of
formative and final assessments for the unit/units.
This is to be given to students at the beginning of
delivery of the unit/units.
Form 05
Unit record of assessment
This document provides the student with the final
feedback of the outcomes of all assessments
completed for the unit or cluster of units.
This must be signed by the student and assessor, and
held by FedUni.
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Form 06
Practical assessment task
(student version)
Used for assessment tasks that require observation of
students completing a task and oral questioning relating
to this observation. Includes the same information as
the assessor version, without the instructions to
assessors.
Provide this to students before assessment so they
know what they will be assessed on.
Form 07
Knowledge assessment task
(student version)
Used for assessment tasks that are question and
answer based. Includes the same information as the
assessor version, without the model answers and
instructions to assessors. Also includes coversheet,
space for answers and provision for teacher feedback.
Use the student version to complete the marking guide,
provide feedback to the student, and obtain signature.
This must be signed by the student and assessor, and
held by FedUni.
Form 08
Assessment content
summary
This document is a summary of all the assessment
documents for the unit or cluster of units. It is for
FedUni administration purposes and not distributed to
students.
Use it to identify that all required documents are
complete, and where they are held.
Form 09
Competency mapping matrix
Used to check that all assessment tasks for a unit cover
all the required components. Complete one
competency mapping matrix for each unit separately,
including for clustered units.
It is for FedUni staff only (not students) and should be
filed with the unit’s assessment tasks.
Form 10
Third party report
Used as supplementary evidence where students
complete tasks in the workplace or on work placement
which is observed by a person that is not a FedUni
assessor.
Form 11
Project assessment task
Used for assessments that are project based, portfolios
of evidence, reports, etc. Includes instructions to
assessors and marking guide which can be modified to
suit the task e.g. insert a descriptive rubric.
(assessor version)
Form 12
Project assessment task
(student version)
Includes the same information as the assessor version
without the instructions to assessors. Also includes
coversheet and space for teacher feedback.
Use the student version to complete the marking guide,
provide feedback to the student.
This must be signed by the student and assessor, and
held by FedUni.
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Developing Quality Assessments
Planning for Quality Assessments
Before you begin writing assessments it is important that you plan for quality assessments
by considering the following:
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Who your learners are (are they in related work, entry level, represent a range of
ages/cultures, their computer skills, LLN skills etc).
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How the course is structured and any Training Package recommendations for
clustering units together.
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Be able to describe what competent looks like in the modern workplace against the
unit/s of competency. What should a student be able to do and know at a work
ready standard on successful completion of the unit?
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Identify appropriate methods you can use to gain evidence that students do have
the skills and knowledge to a work ready standard as required by the unit/s.
Common assessment methods in VET include:
 Observation of students completing a practical task (in the workplace and/or in a
worklike simulated environment).
 Project type assessments including completing work relevant reports, responding
to scenarios, completing an assignment, gathering a variety of evidence in a
portfolio.
 Knowledge assessments – these can be written or verbal assessments of how
well students can apply their knowledge to workplace/community situations.
 Third party reports – Evidence provided by workplace supervisors that support
your own assessment of a student's competence. Note: third party reports cannot
be used as your only form of evidence that a student has the skills and/or
knowledge required by a unit. Rather, they supplement other forms of evidence and
contribute to your judgment of competence as a qualified assessor of the unit.
For a detailed list of methods of assessment and suggestions of when to use them, refer to
appendix 3.
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If and how technology can be used to help gain evidence of competency (e.g.
video, audio, photographs, screencast, google glasses, Moodle discussion forums,
eportfolio (e.g. Mahara in Moodle), developing electronic checklists to use on a
tablet when observing students).
For a learner to be assessed as competent, you must have assessments that ensure the
learner demonstrates their:
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ability to perform relevant tasks in a variety of workplace situations, or accurately
simulated workplace situations.
understanding of what they are doing, and why, when performing tasks.
ability to integrate performance with understanding, to show they are able to
adapt to different contexts and environments.
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A learner must:
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be assessed against all of the tasks identified in the elements of the unit or
module.
demonstrate they are capable of performing these tasks to an acceptable level.
From the Users Guide to Standards for RTOs 2015 (Standard 1)
Writing Assessment Tools
Regardless of the assessment method and template you use, there are six sections
common to all FedUni assessment task templates.
These are:
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Task instructions
Conditions of assessment
Duration/when assessment is due
Materials/resources
Decision making rules/instructions to assessors
Part A marking guides (these differ across the different tasks)
Develop your assessments using the assessor version. This version includes most of the
information that the student will receive as well as additional information relevant to
assessors only. Think of this version as the ‘master copy’ that you finalise before
developing the student version.
Once you have completed the assessor versions for a unit of competency, map them using
the FedUni competency mapping matrix to check all the assessments adequately cover
the unit of competence.
Ideally you should also formally validate your assessment before it is first delivered.
Create student versions once you are confident the assessments meet the principles of
assessment and rules of evidence — you will be able to cut and paste most of the same
information into the student version.
Task Instructions
Write the task instructions to the student, even in the assessor version, as this will mean
you can simply cut and paste the instructions from the assessor version to the student
version.
Task instructions should contain the following information:
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The number of assessments in the unit
For most units, there are multiple assessments that students need to complete
and it’s a good idea to include a statement up front in the instructions such as;
 This is one of X (e.g. three) assessments that you need to complete to be
deemed competent for this unit(s).
This makes it clear it is not the only assessment they have to do.
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What they will be assessed on:
Provide a big picture overview of what this assessment is. Examples for different
types of assessment tasks are:
 In this assessment you are to answer 10 short answer questions on how to
make coffee.
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In this assessment you will be observed in a simulated café, on at least two
occasions making two different types of coffee, a latte and an espresso for
two different clients.
In this assessment you will complete a project comparing three different
types of coffees, how they are made and common issues that may result in
poor quality coffee and how to overcome it. You must provide information
under the following headings:
1. The most common locations where the coffee is grown
2. A summary of how the coffee beans are harvested
3. Common roasting methods
4. Common methods for preparing coffee
5. List at least 3 common issues that can affect the quality of the coffee
and ways to avoid them.
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Where assessment will take place:
Let students know if the assessment will take place at FedUni, in the workplace,
online etc.
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How they will be assessed:
Let students know how they will be assessed. For example, if it is a practical
demonstration you can simply write; you will be assessed against the observation
checklist provided in Part A.
Conditions of Assessment
Conditions of assessment include information such as:
 If this is an individual or group task
 That students must answer all questions correctly or at least 8 out of 10 questions
to be deemed satisfactory in the task
 Students must be observed completing all criteria in the observation checklist to
the standard described to be deemed satisfactory for the unit
 How many resubmits are available if they are deemed not satisfactory in the task
 Information about negotiation of the task with the assessor (if relevant e.g. for a
project)
 How much guidance the assessor can provide students, for example your
assessor can provide minimal guidance such as the location of equipment or
clarification of a question.
Always include the following two points:
 Students must sign the declaration in the outcomes section on the student version
of the written assessment task
 Students must submit the signed coversheet with the written/knowledge task
Duration/When Assessment is Due
Provide information on how long students have to complete the assessment and when it is
due. Avoid giving dates as these will change often. It is a matter of fairness that students
know when they will be assessed and/or when it is due, assessors cannot ‘spring’ an
assessment on students.
Examples of how to provide information on the duration and when assessment is due
without giving dates is:
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You have 5 weeks to complete this assessment which is due by the end of week 6
of the unit. Your assessor will advise you of the actual due date.
You must complete this between weeks 5 and 7 of the unit. Your assessor will
advise you of the actual due date.
This is a 45 minute test to be completed in week 4 of the unit. Your assessor will
advise you of the actual due date.
Materials/Resources
Provide information to students about what they need to provide or bring along to the
assessment (e.g. PPE, uniform, tools, textbook, pens, paper).
Also provide information on what FedUni/the assessor will provide (e.g. computers,
equipment, templates, software, policies and procedures).
Decision Making Rules/Instructions to Assessors
This section is on the assessor version of all assessment task templates. It includes
information relevant only to assessors on things such as:
 How to prepare for, set up and deliver the assessment e.g. the need to book a
particular room for the assessment, how to set up a simulation area for a practical
demonstration, ordering materials required for assessment.
 Any verbal instructions to accompany the written instructions.
 How many answers/criteria students must complete accurately to be deemed
satisfactory.
 How much support assessors can provide student during the assessment.
Most assessments will include the following information in this section:
 Assessment must be ‘marked’ using the marking guide provided in Part A of this
tool.
 Ensure you give the student the results of the assessment with feedback and
complete the record of assessment outcomes section on the student version.
 Make sure the results of the marked assessment are recorded according to FedUni
policy and procedure.
 Store copies of the completed and marked assessment according to FedUni policy
and procedures.
Completing Marking Guides (Part A)
FedUni assessment task templates all include a section or sections for including a marking
guide. The type of marking guides depend on the assessment method being used.
Below is information on how to develop marking guides for each of the three types of
FedUni assessment tool templates:
 Practical Assessment
 Knowledge Assessment
 Project Assessment
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Practical Assessments (where students are observed completing a task,
including role plays and presentations)
Part A of the practical assessment template consists of an observation checklist.
In this checklist you are required to list the things you expect to see in the order a student
should complete them while doing the task. Write this using industry friendly language so
that a workplace supervisor and your students will understand the criteria listed in the
observation checklist.
Also include enough detail so that different assessors would give a similar judgment to the
same student.
The standard of performance provides the level that the student needs to complete each
action. For example, use words such as within 2mm, within the allocated time, accurately,
appropriately etc.
Do not cut and paste the performance criteria from the unit as these are not written as
assessment checklists.
Assess students as you observe them complete the task using the assessor version to
check off those actions they satisfactory complete and write any additional comments as
feedback to the student. A copy of this is then stored in the student file.
If you have a clear and well written observation point it will incorportate the performance
standard. If unsure, include an observation task and list the performance standard under it.
The example below is a well written observation task. No performance standard was
required. See the example below:
Observation tasks and performance standards
Refer to your assessment
requirements and insert
additional rows as required
Additional observation
sheet attached
Eg. with diagrams,
photographs etc.
Initial and date when
satisfactorily completed
1st
2nd
observation observation
ACRYLIC OVERLAY ON NATURAL NAILS
1
2
3
4
5
6
7
8
Student prepared service area, client and self for acrylic
nail application according to salon policies and relevant
legislation.
Student greeting the client in a friendly and professional
manner.
Client consultation was carried out; any nail or skin
conditions, corrective work or remedial service
requirements were recognised and noted on treatment
plan, and treated where necessary.
Contraindications and adverse effects were discussed, and
noted, referring them to an appropriate professional if
required.
Student selected correct products, techniques and tools
for the client and task.
Pre-sanitation service was completed correctly and PPE for
client and student was correct.
Buffing to remove shine was completed with the correct
pressure.
Application of nail dehydrator was correct.
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9
Application of primer was correct.
10 Mixing the ingredients to create the beads was correct.
Placing the three applications of beads for this procedure
to create an acrylic overlay was correct.
12 Shaping of artificial nail complemented the client’s fingers.
11
Finished results were evaluated with client providing
13 feedback allowing for adjustment to treatment being
recorded on treatment plan.
For tasks that may be performed over a longer length of time (e.g. hours or a day) where it
is impractical for the assessor to observe them for the entire time, consider breaking up the
key tasks to be observed under headings. Inform students that when they get to that part
of the task, they must inform their assessor so they can be observed at that time.
The FedUni observation assessment task tool includes an optional Part B marking guide
where assessors can include questions to ask students as they are observing them. This
can be useful for gaining evidence that students could complete the task or apply their
knowledge in non ideal or different situations. Consider asking ‘what if’ type questions such
as:
What would you do if the equipment wasn’t working properly?
How would you respond if a patient was being aggressive?
Who would you inform if there was a work place safety issue?
What legislation/regulations have you considered in completing the task?
You will need to include model responses to these questions and/or leave space to write
the student’s response if different.
Knowledge Assessments (question and answer assessments including
interviews, verbal questions)
Units of competency include requirements that students can demonstrate they have
certain knowledge important to being competent. Assessment of knowledge needs to be
integrated with how it is applied practically.
Use the knowledge assessment task template when you are asking questions that
students need to respond to directly, whether in writing or verbally. You can include
diagrams, links to videos etc. as appropriate and attach additional information to the
template rather than write it in the task instruction if it is lengthy.
Multiple choice assessments on their own are rarely an adequate assessment that
students have gained the knowledge required and can apply it to the workplace or real life.
Wherever possible, develop knowledge assessments around case studies and scenarios
that are real or based on realistic situations. You can attach case studies or scenarios to
the FedUni knowledge assessment task rather than writing these in full on the template.
This allows you to give different scenarios/case studies to students where appropriate.
The marking guide includes the questions to be asked along with model answers. Make it
clear what answers students must include and what they may include.
Students will receive the student version less the model answers and use this version to
respond to the questions.
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Assessors mark the student’s answers against the model responses found in the assessor
version, adding comments as feedback to the student version.
Questions to Ask When Designing Knowledge-Based Tests
(modified from Designing assessment tools for quality outcomes in VET)
Stage
Before you
start writing
or selecting
questions
Questions to ask yourself
Have you identified the purpose of the knowledge assessment?
Have you identified the required knowledge in the relevant unit(s) of
competency?
Have you identified the types of work or life situations that the
knowledge applies to?
Have you decided on the most appropriate types of questions for the
purpose of the assessment?
As you
develop your
questions
Are the questions clearly worded, concise and grammatically correct?
Have you used language and terminology appropriate for the
characteristics of the student?
Are you asking questions not required by the unit of competency?
Have you used a variety of question formats?
Have you included enough questions to adequately cover the required
knowledge?
Have you estimated the marking time for the test?
Are your questions biased? (For example, do your questions include
language/terminology that will be unfamiliar or offensive to certain
groups?)
Have you checked for possible inclusion of stereotypes in your
questions?
Have you assessed the level of difficulty of the test questions?
Have you allocated sufficient time to do the test?
Have you piloted these types of questions?
Have you planned the resources necessary to administer the test?
If administering the assessment online, will students have access to
computers and software to complete it?
If your test is computer-based, will all students have access to
computers and suitable software when the test is being administered?
16 | P a g e
Assessment
structure
Have you estimated the duration of the test accurately for the group of
students?
Are there clear instructions for the student and assessors?
Assessment
layout
Have you used an appropriate, easy-to-read font for the written
questions?
Is there appropriate space between questions to ensure that they are
easy to read?
Have you checked that the questions do not run over to the next page?
Have you included sufficient space for written answers?
Marking
answers
Have you provided sufficient detail in the acceptable answers on the
marking guide to ensure different assessors would ‘mark’ responses
the same?
Project Assessments (includes assignments, reports, portfolios)
The marking guides for project type assessments will vary depending on the task and
method you are using. However, in most cases, the criteria you are assessing can be
listed in the marking guide found in Part A of this template.
It is important that you carefully consider what student projects/assignments/reports or
portfolios must include and to what standard to be deemed satisfactory. This criteria is
then listed in the marking guide found in Part A.
It is often helpful to develop criteria for marking under key headings that students need to
respond to, such as listed in the marking guide below for a report required in a Diploma of
Building Design course.
Tick or
check when
each criteria
is
satisfactorily
completed.
Comments
Pre-site research:
Planning scheme considerations
o Identification of overlays/zones to site
o Building size restrictions
Other relevant considerations are listed for the site
List key codes and standards to consult given the
design brief
Draw a basic outline of the site boundaries
Lists key organisations/authority bodies to refer to in
the design of a sustainable residential dwelling
Site outline accurately shows the following:
Directional orientation of site
Site measurements including setbacks of adjoining
properties
17 | P a g e
Pass of travel of the sun
Covenants, easements, services
Vehicle crossovers
Views
Overlooking issues
Existing vegetation
Existing fence and fence heights
Location of services
Contours and levels
Site investigation and existing conditions information:

Architectural styles within existing streetscape
are described including:
o Roof pitches
o Window styles
o Materials
o Features/articulations
o Period specific
Alternatively, a different assessment marking guide such as a descriptive rubric can be
developed in word and pasted into Part A in place of the table. This is particularly
important if you are required to grade students. You can find out more about rubrics at
http://www.rubric.com.au/assessing-in-vet/rubrics-for-vet/
Examples of rubrics including a rubric for developing rubrics can be found on the ASQA
Vet Re-Registration Moodle site
Note that graded assessment requires approval first; refer to the VET Assessment
Procedure and Rubric provided.
You may also include in the assessor version a copy or copies of completed projects that
were deemed satisfactory and not satisfactory to aid the reliability of marking.
Examples of Assessment Tools
Examples of different types of assessment tasks and tools are located on the ASQA Vet
Re-Registartion Moodle site
Third-Party Evidence
Third-party evidence is evidence gathered from workplace supervisors, peers and
others to support an assessment decision. These people are not qualified to assess
students but can provide evidence to an assessor to support their judgment of competent or not
yet competent.
Assessors cannot always observe complete tasks on more than one occasion and
over time. If students complete workplacements or are in the workplace then using
third party reports to supplement the evidence gained by the assessor is helpful.
18 | P a g e
There is a fact sheet on using third party evidence on ASQA’s website. Below is part of
the information provided in this fact sheet.
The RTO should first determine that it is appropriate to involve a third party in the
collection of evidence.
The RTO must then ensure its assessment processes lead to the collection of quality
evidence.
The RTO must provide sufficient guidance to both assessors and the third party by:

Providing assessors with comprehensive guidance about how to select the best
third party:
The appropriate person to observe or report on the performance of the learner is
someone who is in a position to make a valid comment on the learner’s performance,
for example, a line manager.

Providing quality materials for collecting evidence:
These materials must seek/solicit/allow for feedback that is directly related to the
relevant unit(s) of competency on the learner’s performance.
*FedUni staff can use the observation checklist developed for assessors for this
purpose and copy the checklist into the FedUni Third Party Report template. Well
developed observation checklists are written using language that workplace
supervisors will understand and in a work relevant sequence of how the task is
completed.

Providing third parties with comprehensive information about their role in the
evidence-gathering process:
This includes providing clear guidance and instruction on when, how, how often and
over what period of time the evidence is to be collected. The materials must explain the
form in which the evidence is to be collected—for example, a structured third party
report or an observation checklist that clearly identifies what was observed or
performed.
*Include this information on the FedUni Third Party Report template.

Obtaining confirmation that the third party understands their role in the process:
This should include confirmation that the third party has agreed to participate in the
evidence gathering process and that they understand when and how to collect
evidence.
19 | P a g e

‘Interpreting’ training package information to be relevant to the third party:
Training package units of competency describe work outcomes. Each of these units
describes:
 a specific work activity
 the conditions under which this work activity is conducted, and
 the evidence that may be gathered in order to determine whether the activity is
being performed in a competent manner.
It is important to support the collection of quality third-party evidence as it offers teachers
a cost-effective means of gathering authentic and valid evidence in often difficult
contexts. Third-party reports can be used effectively in the evidence-gathering process
when:
 the evidence is provided by someone who is in a position to make a valid
comment on the student’s performance, a line manager or direct supervisor;
 the evidence is presented in written/official form, includes the name and
contact details of the third party and can be easily verified;
 it is difficult to gather evidence directly, for example, if a student is located in a
remote area or is in a confidential job role; and
 the authenticity and currency of evidence provided by a student, for
example, are confirmed as the student’s own work.
Remember that the third party is not making a decision about the student’s
competence. As the teacher, you have that responsibility when you consider the
body of evidence collected for a unit of competence.
Clustering Units of Competence
Early in the planning stage of developing assessments, an important question to ask is
whether it makes sense to deliver and assess units as a cluster or group rather than
individually.
Clustering units together can help improve the relevancy of the assessments you
develop, for example assessing an OHS unit with one or more work specific units can
improve interest, student learning and outcomes.
Clustering can also reduce over assessment of skills and knowledge common to a
number of units in a qualification.
There is a helpful guide available on clustering (Clustering units of competency: A guide
to how to cluster for delivery and assessment (3rd edn) 2013), developed by the
Department of Training and Workplace Development, WA.
Before deciding to cluster units, below are some of the questions to answer:

Do the units have common knowledge and/or skills requirements? Is there any
guidance in the units themselves about assessing with other units? Can they be
put under a common theme e.g customer service, preparing for work, providing nail
services etc.?
20 | P a g e






Will the cluster of units better reflect workplace practice?
Are some of the units electives that students can choose to be assessed in
separately from the others? (if this is a common occurrence then clustering may
not work)
Does the cluster of units meet the training package rules?
Are you able to manage the administration of clustering units e.g. recording
attendances against units, timetabling, funding arrangements?
Can the cluster be delivered and assessed within a semester? (this is a general
guide only, discuss this with your manager)
Do you have one or more teachers/assessors with the competencies and
currencies to deliver and assess the cluster?
Be cautious about clustering more than three units together. Too many units can make
it hard to manage and may also mean the length of time it takes for a student to be
deemed competent in the units is too long. There is a danger that students may, for
example, leave after six months of their course without any credit for units they have
trained in.
If you decide to cluster units together, then you need to carefully plan what
assessments you need to assess the cluster. You may find you can observe students
undertake two or more practical tasks that, if well developed, cover parts of most or all
units in the cluster. Go through the planning stage of assessments as outlined in this
guide for the cluster of units rather than each one individually.
The table below is an example of a cluster of units from a plumbing qualification taken
from Clustering units of competency: A guide to how to cluster for delivery and
assessment (3rd edn) 2013.
On the next page is an extract from the required knowledge and required skills sections
of three auditing units. The requirements are in fact identical, as the same knowledge
and skills are used in different ways to achieve the required workplace performances of
initiating, leading and reporting on a quality audit.
In this example, significant efficiencies can be realised during the learning process by
having common learning sessions addressing knowledge and skills that underpin
performance.
An example of a cluster of units from the Diploma of Beauty Services qualification
proposed for delivered by an RTO in Tasmania
(provided by Kerrie-Anne Sommerfeld, Rubric Training Solutions)
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Note: you must still map each unit of competency to the assessments developed for the
cluster to ensure that all components of all units are adequately covered by the holistic
assessment tasks.
Recognition of Prior Learning (RPL)
Recognition of Prior Learning (RPL) is often over complicated in the VET sector. It is an
assessment pathway students can apply and undertake if they believe they can demonstrate
they have the skills and knowledge required by a unit.
RPL assessments must still meet the same standards as for other assessment methods.
RTO’s must offer students RPL. While you may need to develop different assessment tools for
RPL candidates, often you can use the same assessment tasks that your non RPL students
undertake. For example, you can observe RPL candidates complete the same task as your non
RPL students and use the same marking guide (observation checklist) to make a judgment.
However, you need to be flexible in the types of evidence an RPL can provide. And students
must be fully informed about the requirements for RPL and the type of evidence that would help
them demonstrate competency against a unit/units.
Assessors must follow the FedUni VET Recognition of Prior Learning (RPL) and Credit Transfer
Assessment Procedure to develop RPL assessments and the RPL tool kit.
22 | P a g e
The FedUni RPL procedure has five stages. It is really important to undertake Stage 1:
Contact and Initial Discussion which is the process prior to enrolment as documented
below. This occurs prior to enrolment and determines eligibility and suitability of the
candidate to proceed to enrolment in RPL assessment.
Stage 1: Contact and Initial Discussion
Stage 2: Enrolment
Stage 3: Plan and Gather Evidence
Stage 4: Review and Determine Competency
Stage 5: Record and Report
The RPL Assessment Process — Prior to Enrolment
Example from FedUni RPL procedure
Self-Assessment
Before you decide to apply for RPL you need to evaluate your current competence for one or several units of
competency.
Complete the student information and self-assessment forms provided to you by the university – please note
that you do not have to provide documentary evidence at this stage.
The information you provide will allow for an initial review of your experience and a check to see whether you
may be able to demonstrate the required skills and knowledge for the qualification or unit(s) for which you are
applying for RPL. Please discuss any questions you may have at this stage with the appointed RPL assessor.
Initial Interview with the Assessor
An interview with an assessor who understands your industry will be organised for you. They will review –
usually with you – your self-assessment and supporting documentation you may have provided and match up
your skills and knowledge to the units in the qualification.
It is at this point that you will be able to identify any previous work experience and discuss this with your
assessor. The assessor may ask some key threshold questions to evaluate your knowledge in the units of
competency.
It is at this stage that a decision will be made whether you are suitable to proceed to the RPL process.
Enrolment
The assessor will advise you whether to enrol in nominated units or the full qualification or to undertake
training – as informed by your self-assessment.
Understanding the Requirements of the RPL Assessment Process
Once the RPL assessment process begins, you must be able to provide evidence against the relevant unit/s
of competency.
It is not enough to simply state that you possess the skills and knowledge required. You must be able to
demonstrate competence.
This is your opportunity to consider the proof you could provide of the variety of experience you have had. Be
prepared to supply examples of your work history if you have any. Depending on the trade or industry you
23 | P a g e
have worked in, you may or may not have documentary evidence available. This should not deter you from
seeking RPL, as your assessor will work with you throughout the RPL process.
You will also need to supply the contact details of work referees who can confirm your skills in the industry.
By asking your supervisor to complete a third party report, they will be providing valuable evidence
confirming the work experience, skills and knowledge you have demonstrated in the performance of your
work duties.
You will also be provided with a Portfolio of Evidence template which is used to demonstrate that you are
competent in a particular unit or units of competency. This template includes required evidence to be
submitted and what the assessor requires to be demonstrated.
If you have other suitable evidence to support your claim for RPL then you are encouraged to share this with
your assessor.
If you do not believe that you have any suitable evidence, then you should discuss your options with your
assessor.
Once you have completed the self-assessment and made the decision that you would like to continue with
the RPL process (with some assessor advice), make an appointment for a further interview with your
assessor to finalise the units you wish to apply for RPL and to collect the Student RPL Evidence Kit.
Note: It is possible to gain RPL for an entire qualification.
Handy hints
Here are some tips to make the application process and initial discussion easier for you.
1. To gain an understanding of your experience, your assessor will ask you to talk about your work roles
and your employment history.
Bring a copy of your résumé. You might like to write down any work you have done in the past (paid or
unpaid) and where this took place.
2. If you have certificates from any training courses you have completed, bring along either certified
copies or the originals to the interview with the assessor and they can make a copy of them.
Depending on where you have worked and what the work may have included, you may or may not have
documentary evidence. Do not be put off if you do not have documentary evidence, as the assessor will
work with you during the assessment process.
4.
Think about who you would consider to be your workplace contact or referee.
Is your employer happy to support your aim to become qualified?
Would you feel comfortable if the assessor contacted your current workplace or previous workplace/s to
validate your skills and spoke to your supervisor/s or employer/s?
5. You will need to supply the contact details of work referees who can confirm your skills in the
industry.
Think about who the best person to confirm your skill level would be.
Think about current or recent supervisors or employers who have observed your work and who would be
able to confirm your previous work skills and experience. The assessor will need to contact them.
6. You can speak with your assessor about other ways you can show your skills for the trade or industry
in which you are seeking recognition.
These could include records of any training courses or professional development sessions attended,
employers or clients in related industries or government agencies, acknowledgements, workplace forms
(as long as there are no confidentially issues – see below) or any other relevant documents.
24 | P a g e
CONTACT
The RPL Process – Student
Applicant makes enquiry at Fed Uni regarding RPL
INITIAL
DISCUSSION
Student
Assessor discusses RPL process with Applicant
Applicant completes Self-Assessment form and has discussions with
Assessor
Student
Applicant enrols in units / qualification – as informed by the Assessor
Student identifies Referee/s (Third Party report)
PLAN and
GATHER EVIDENCE
Assessor
Student receives RPL Tool kit [Part B] from Assessor
Student collates Portfolio of Evidence
Documents
Third party contacts are briefed and are provided with report template
Assessor contacts Student regarding interview time & place
Assessor plans the time, place and resources for the Student to
demonstrate workplace task/s
Student &
Assessor
Assessor review the student’s evidence:
l Portfolio of Evidence\
l Demonstration of simulated / workplace tasks
l Third party report
RECORD
and REPORT
REVIEW EVIDENCE to
DETERMINE COMPETENCE
Assessor conducts interview and questions the Student, discusses the
outcome of Observation of Tasks and the Portfolio of Evidence
Assessor considers all RPL requirements (as mapped against the unit/s of
competency whether satisfactory or unsatisfactory
Assessor
Assessor makes assessment decision made at unit level – Deems either
Competent/Not yet competent
Student notified of the satisfactory / unsatisfactory results of unit/s of
competency
Student advised that either - Award of Qualification / Unit/s Statement of
Attainment / training offered
25 | P a g e
Preparing for Your RPL Assessment
In order for skills and knowledge to be formally recognised as part of a national qualification, assessors
must make sure that the student has the required skills and knowledge to meet the industry standard as
specified in the relevant training package. The assessor will choose from the following assessment
methods to collect evidence:
ASSESSMENT TASK 1 — Demonstration of practical skills
ASSESSMENT TASK 2 — Interview questions
ASSESSMENT TASK 3 — Portfolio of Evidence
The Assessor will also arrange to get Third Party Reports, usually from the student's current or
previous work supervisor/s to confirm previous work experience.
The student must be involved in the RPL process so that all the experience, skills and
knowledge gained over time can be correctly identified and suitably demonstrated. This
evidence is gathered and used in recognition of all or some of the units for the qualification the
student wishes to gain.
All assessment requirements will be discussed with the student in advance and the student will
be given the opportunity to ask questions and clarify requirements. Being prepared for the
assessment process and knowing what the assessor and student needs to provide can save
valuable time and ensure that the RPL assessment is as simple and stress-free as possible.
Mapping Assessments to Units
Once you have developed your assessment tools they must be mapped using the FedUni
Competency Mapping Matrix
Your assessments must cover all the following components of a unit of competency:
‘Old’ Format Training Packages
‘New’ Format Training Packages
Elements and to the standard described by
the performance criteria
Elements and to the standard described by
the performance criteria
Required knowledge
Performance evidence
Required skills
Knowledge evidence
Critical aspects of evidence
How the conditions of assessment have been
covered
Any ‘musts’ in the range statement
Any foundation skills listed specifically for the
unit
When mapping assessments make sure you carefully read the requirements of the unit. For
example, a project on how to make a presentation is meeting a requirements that students can
present to a group. Be careful that you are not using knowledge assessments to assess skills
and vice versa.
Mapping assessments carefully is an important check that your assessments are:



Adequately covering the unit of competency
Not assessing things not required by the unit
Not overassessing students
26 | P a g e
Validating Assessments
Once you have developed and mapped assessments to the unit/units, you need to validate them
before delivering them to students.
Refer to the Federation University VET Assessment Procedure which includes validation
27 | P a g e
Appendix 1: FedUni Policies, Procedures, Guidelines and Forms
VET Assessment Procedure. Policy Code: LT1241
This procedure describes the process for assessment of Vocational Education and Training (VET)
programs. This will ensure that assessments are undertaken in accordance with the Australian Quality
Training Framework (AQTF) and the University’s
VET Assessment Procedure
Department Delivery and Assessment Management Plan (DDAMP) Policy Code: LT1418
Qualification Training and Assessment Management Plan (QTAMP) Policy Code: LT1418
To provide a checklist identifying regulatory and quality requirements to ensure they are being
addressed by each Program delivered and awarded by the University of Ballarat.
Qualification Training and Assessment Management Plan (QTAMP)
Teacher Delivery and Assessment Checklist (TDAC) Policy Code: LT1485
VET Training and Assessment Checklist (VET TAC) Policy Code: LT1485
This compulsory checklist is designed for ALL VET Teachers to confirm they are aware of their
responsibilities when delivering a University of Ballarat VET Program or Course. This includes
ongoing/contract/sessional teachers, those employed by Partner’s and/or by Third Parties whether
located in Victoria, interstate, on shore or off shore.
VET Training and Assessment Checklist (VET TAC)
VET Recognition of Prior Learning (RPL) and Credit Transfer Procedure Policy Code: LT1290
VET Recognition of Prior Learning (RPL) and Credit Transfer Assessment Procedure
Australian Apprenticeship Delivery (VET) Procedure Policy Code: LT1340
Australian Apprentices Delivery (VET) Procedure
VET Program Approval Procedure Policy Code: LT1334
This procedure describes the processes used to add VET qualifications, programs and courses to the
Scope of Registration.
VET Program Approval Procedure
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Appendix 2: Teacher/Assessor Responsibilities
The role of the teacher is to monitor student attendance, progress of assessments and general
welfare of students/apprentices. Specific guidelines are located on the policy and procedure
website. Where appropriate, concerns should be referred to the Program Coordinator, Associate
Director, Director, Student Support Services or external organisations.
It is a TAFE requirement that for each unit or cluster of units assessors shall complete the following:

Determine assessment process.

Develop a unit outline (refer to the Assessment Tool Template (VET)).

Develop an assessment tool and tasks (refer to the Assessment Tool Template (VET))

Conduct and assess assessment tasks.

Assess RPL applications (as required) (refer to the Recognition of Prior Learning (VET)
Procedure).

Mark and grade assessments.

Maintain a cumulative assessment record (refer to the Assessment Tool Template (VET)).

Record results (refer to the Recording Assessment Results (VET) Procedure).

Provide feedback to students (Refer to the Assessment Tool Template (VET)).

Participate in validation and moderation activities (as determined by the validation and
moderation outcomes log & schedule) (refer to the VET Assessment Procedure). Participate in
assessment appeals (as required) (refer to Student Appeal Procedure).

Retain master copies of assessment tools (as required) (retain copies for a minimum of seven
years after conducting assessment). Refer to guidelines for retention of master copies and
samples of assessed work as defined in the VET Assessment procedure).

Retain all student’s assessed work (retain copies for a minimum of seven years after
conducting assessment — refer to guidelines for retention of master copies and samples of
assessed work as defined in the VET Assessment Procedure).
Teacher Qualifications and Industry Currency (including VIT/Working with Children
Check)
Faculties/Centres/Schools are responsible for maintaining a teacher qualification and skills matrix
(TSMs) and ensuring that all teachers have the required qualifications, vocational competencies,
current industry skills and vocational knowledge as defined in the Standards for Registered
Training Organisations (RTOs) 2015 as listed below.
Trainers and assessors
1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training
and assessment is delivered only by persons who have:
a)
vocational competencies at least to the level being delivered and assessed;
b)
current industry skills directly relevant to the training and assessment being provided;
and
c)
current knowledge and skills in vocational training and learning that informs their training
and assessment.
Industry experts may also be involved in the assessment judgment, working alongside the trainer
and/or assessor to conduct the assessment.
1.14. The RTO’s training and assessment is delivered only by persons who have:
a)
prior to 1 January 2016, the training and assessment qualification specified in Item 1 or
Item 2 of Schedule 1, or demonstrated equivalence of competencies; and
29 | P a g e
b)
from 1 January 2016, the training and assessment qualification specified in Item 1 or
Item 2 of Schedule 1.
1.15. Where a person conducts assessment only, the RTO ensures that the person has:
a)
prior to 1 January 2016, the training and assessment qualification specified in Item 1 or
Item 2 or Item 3 of Schedule 1, or demonstrated equivalence of competencies; and
b)
from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1.
1.16. The RTO ensures that all trainers and assessors undertake professional development in the
fields of the knowledge and practice of vocational training, learning and assessment including
competency based training and assessment.
Delivery of the training and assessment qualifications for trainers and assessors
1.21. Prior to 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment:
a)
hold the training and assessment qualification at least to the level being delivered; or
b)
have demonstrated equivalence of competencies.
1.22. From 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment hold the training and assessment qualification at least to
the level being delivered.
1.23. From 1 January 2017, to deliver the training and assessment qualification specified in Item 1
of Schedule 1, or any assessor skill set from the Training and Education Training Package (or its
successor), the RTO must ensure all trainers and assessors delivering the training and
assessment:
a)
hold the qualification specified in Item 5 of Schedule 1; or
b)
work under the supervision of a trainer that meets the requirement set out in (a) above.
1.24. The RTO must ensure that any individual working under supervision under Clause 1.23.b)
holds the qualification specified in Item 1 of Schedule 1 and does not determine assessment
outcomes.
Note: from 1 January 2017, the requirements set out in Clause 1.22 continue to apply to any other
AQF qualification or skill set from the Training and Education Training Package (or its successor).
30 | P a g e
Appendix 3 – Assessment Tools and Methods
Below is a list of various assessment methods and tools, a description of each and suggestions about
when to use them and the type of evidence they are examples of.
Adapted and modified from NQC Guide to Developing Assessment Tools 2009 by Kerrie-Anne
Sommerfeld, Rubric Training Solutions
Assessment
method
Description
Examples of
appropriate use
Observation in the
workplace
Applicant undertakes
real work activities at
the workplace to
demonstrate skills and
knowledge.
To demonstrate job
specific skills, RPL,
assessing for an industry
group.
Tools





Observation in a
simulated
environment
Verbal presentation
to assessor
Interview and verbal
questions
As above except the
workplace situation is
simulated.
Where access to a
workplace is not
available, to demonstrate
specific skills and
knowledge unlikely or
unable to be
demonstrated in the
workplace, in high risk
situations, for privacy
reasons e.g. performing
intimate treatments in
nursing or beauty
services.
Candidate is given a
topic and time to
research and prepare
before presenting to
an assessor.
To demonstrate
knowledge and possibly
skills in an area of
interest to the candidate
and relevant to a unit of
competency. Requires
research, planning,
communication skills.
Candidate is asked to
respond to questions
usually highly
structured with set
questions but the
opportunity for adding
additional questions to
Allows for interaction and
clarification of knowledge
applied to specific
situations and contexts.
Can be used for RPL.









Instructions to
candidates and
assessors
Observation checklist
Questions to
accompany checklists
with appropriate
responses for
assessors
Description of
competent
performance
Can video candidate if
appropriate/use ‘spy’
goggles to record
Instructions to
candidates and
assessors
Observation checklist
Description of
competent
performance
Can video candidate if
appropriate/use ‘spy’
goggles to record
Instructions to
candidates and
assessors
Rubric describing
what criteria is to be
assessed and the
standard required for
a satisfactory outcome
Instructions to
candidates and
assessors
List of interview
questions and desired
responses
Can record interview
as evidence
31 | P a g e
clarify skills/knowledge
can be included.
Role play
Participants are
assigned roles and a
scenario to enact
potential responses to
situations.
To explore how a
candidate can handle
situations likely to arise in
the workplace, with
clients, colleagues,
managers etc. Can be
used to assess response
to difficult or sensitive
situations.




Short answer
assessment
Questions related to
skills and knowledge
usually administered
in a formal or
structured
environment.
To assess knowledge
applied to tasks, industry
contexts, contingency
skills.



Portfolios
A collection of
materials prepared by
the candidate to
demonstrate their
knowledge and skills.
Often used for RPL, or for
students to compile
different evidence of their
competency over time
during a program of
study. They can be time
consuming to prepare.



Project
The candidate
completes a task (e.g.
building, design,
problem solving) set
by the assessor over a
period of time.
Allows application of
knowledge to completing
set tasks that can range
from simple to complex.
Best used to simulate or
directly relate to the types
of tasks completed in a
workplace.




Instructions to
candidates and
assessors
Carefully described
scenario and roles of
participants
Observation checklist/
rubric describing
appropriate actions
and knowledge of
candidate
Can video as
evidence if
appropriate
Instructions to
candidates and
assessors
List of questions and
model
answers/desired
responses
Can be written, oral or
online
Clear guidelines to
assessors and
candidates about the
expected composition
and standard of the
portfolio.
Provided evidence
must often be
individually mapped to
the unit of competency
(if likely to differ
across candidates)
Can use eportfolio
software and other
technology tools to
capture evidence for
portfolios
Instructions to
candidates and
assessors
Rubric or other
detailed marking guide
clearly describing
what a satisfactory
end result is
Examples of finished
projects as
benchmarks
Use of technology to
strengthen evidence
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Third Party Reports





Attendance at
workshops/
professional
licences
Reports from:
Supervisor
Managers
Colleagues
Suppliers
Clients.
Original certificates of
participation verified
by the issuing
organisation and/or
statutory declaration
certifying authenticity.
To gather workplace
evidence where it is not
possible for the assessor
to directly observe the
candidate at work, can be
used to collect evidence
of everyday performance
and evidence of
performing tasks on more
than once occasion.
To show currency and
continued development.



of the candidates own
work such as
photographs, voiceover describing how
they completed the
project
Instructions to
candidates and
assessors including
how to select the best
third party
Guidelines/instructions
to third parties about
their role in the
evidence gathering
process, including
guidance and
instruction on what,
when, how, and over
what period of time
the evidence is to be
collected.
Recommend a
structured third party
report/observation
checklist is developed
that clearly identifies
what is to be observed
or performed
List examples of
acceptable relevant
professional
development/licenses
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