Assessment Verification
Class / Student Name
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Unit/s of Competency
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Knowledge
Skills
School
Report
Type of Assessment Methods
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Assessor Comments
Please comment on student’s overall ability with this competency
Schools Report
Demonstration
Observation/Practical Demo
Portfolio/Workplace Doc’s
Completed Product /Work
Other
Case Studies
Questioning & Discussion
Personal Statement/Resume
Journal Diary
Written Report
Assignment
Knowledge test
Learning Guide / Work Book
Other
I/We certify that the student is deemed competent in the above unit/s of competency, and that
assessment has been conducted according to the required standards
School Assessor: __________________________ / __________________________Date: ________
Name
Signature
Industry Specialist (If applicable): ____________________ / ____________________Date: ________
Name
Signature
Note:
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1. To ensure best practice in workplace assessment, minimum requirements of at
least 3 assessment methods must be used of which one must be drawn from each
of the above categories.
2. Assessment tools or supporting evidence must be provided for each of the
assessment methods selected to determine competency against the unit.
Underpinning principles and rules for assessment
Principles of Assessment
All assessments must comply with the Principles of Assessment:

Valid - assessment methods, processes, evidence requirements and interpretation
reflect as closely as possible the requirements of the industry

Reliable - consistency between:

judgements made by different assessors
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judgements made by the same assessor on different occasions

outcomes resulting from different assessment instruments within a particular
course

Flexible - allows for suitable location, timing of assessments, and reasonable
adjustment for different student assessment needs

Fair - assessment methods, processes, and evidence requirements do not
disadvantage any individual or group
Rules of Evidence
All evidence considered in the assessment process must comply with the Rules of Evidence:

Sufficient – an appropriate quantity and range of evidence consistent with the criticality
and frequency of use of the competency or learning outcome
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Authentic – able to be verified as the work of the candidate
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Current – will depend on individual industry requirements and practice

Valid – the evidence relates clearly and unambiguously to the skills, knowledge and
application specified in the competency standard or learning outcome.
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Dimensions of Competence
As with all assessments, a candidate must demonstrate the ability to meet the Dimensions of
Competence:
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Task - Performing at an acceptable level of skill.
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Task Management - Managing a number of different tasks.
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Contingency Management - Responding and reacting appropriately when things go
wrong.

Job Role/Environment - Fulfilling the responsibilities and expectations of the
workplace.

Transfer - Transferring skills and knowledge to new situations and contexts.
Unit of Competency requirements
A unit of competency is more than just the Elements and Performance Criteria, and all of the
following should be considered:
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Pre-requisites
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Element
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Performance Criteria
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Range Statement
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Evidence guide:
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Demonstrated abilities
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Underpinning knowledge
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Critical aspects of performance / Specific evidence requirements
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Key competencies
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Approach
There are 2 identified approaches to the assessment stage.

Approach A uses a holistic approach, and the assessor explores the knowledge and
skills of the candidate generally in relation to their existing experience; the assessor
then maps the information/evidence back to the relevant units.
Use of this approach may enable the assessment process to proceed more smoothly
and quickly as it is a holistic discussion, rather than a discussion which is limited to only
certain aspects of the candidate’s knowledge and experience. It is also easier for the
candidate (who has little knowledge of Training Package requirements) as it simply asks
them to talk about what they have done.
For the assessor, the following are critical:


Thorough knowledge of all of the units under discussion (for relevance of
candidate information).

Accurate and complete note-taking (or recording), as you will need to review your
notes after the candidate has left to map the evidence provided back to the
different unit criteria.
Approach B uses individual units as the starting points for the assessment.
This is most appropriate when the assessor does not have a thorough knowledge of all
of the units for the qualification (e.g. when there may be a need for one or more content
experts to be involved in the assessment), or for an assessor with little experience of
undertaking assessments in the vocational education arena.
Whichever approach you choose, the methodology, recording options, evidencing and refereechecking will remain the same.
You need to decide which approach you intend to use prior to the start of the pre-assessment
interview, so that both you and the candidate can prepare adequately.
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