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ASSESSMENT STRATEGIES GUIDE FOR

CHC COMMUNITY SERVICES TRAINING PACKAGE

Release 3.0 December 2015

Page | 2 Assessment Strategies Guide | Release 3 December 2015

Contents

Modification history ________________________________________________ 3

Purpose of this guide _______________________________________________ 4

Increased focus on assessment and implications _______________________ 6

Quality in assessment ______________________________________________ 7

Supporting stronger assessment _____________________________________ 8

Unit of competency _____________________________________________________ 8

Assessment Requirements ______________________________________________ 10

Performance evidence ________________________________________________________ 13

Knowledge evidence __________________________________________________________ 16

Knowledge that applies across units ______________________________________________ 18

Assessment conditions ________________________________________________________ 18

Simulated assessments _________________________________________________ 25

Rural and remote candidates ____________________________________________ 26

Recognition of Prior Learning (RPL) ______________________________________ 27

An RPL process _____________________________________________________________ 27

Clustering units of competency for assessment ____________________________ 28

Clustering units of competency that form a holistic task _______________________________ 30

Clustering units of competency to meet an enterprise requirement ______________________ 30

Clustering units within a qualification for efficiency ___________________________________ 30

Assessment fundamentals _________________________________________ 35

Rules of Evidence _____________________________________________________ 35

Principles of Assessment _______________________________________________ 36

Types of evidence _____________________________________________________ 36

Direct evidence ______________________________________________________________ 37

Indirect evidence _____________________________________________________________ 37

Supplementary evidence _______________________________________________________ 37

Evidence gathering ____________________________________________________ 38

Access and equity ________________________________________________ 39

Assessing candidates with a disability ____________________________________ 39

What is a disability? __________________________________________________________ 39


Adjustments in assessment ____________________________________________________ 40

Supports for Aboriginal and/or Torres Strait Islander candidates for assessment _ 40

Assessing people with low level foundation skills ___________________________ 41

Resources and additional information ________________________________ 42

RPL Toolkit for Children’s Services ______________________________________________ 43

Modification history

Release number Release date Comments

3.0 December 2015 Revised to provide information for newly endorsed

components in December 2015

2.0 October 2015 Revised to provide information for newly endorsed

components in July 2015

1.3 January 2015


Purpose of this guide

This Assessment strategies guide is one of several guides produced to help with the

implementation of the HLT Health and CHC Community Services Training Packages.

CHC units of competency, assessment requirements, qualifications and skill sets can be

found on the national register www.training.gov.au.

In addition, the following non-endorsed Training Package components (companion volumes)

have been developed:

The Implementation guide is a mandatory requirement for Industry Skills Councils

to develop. It is available at www.cshisc.com.au and contains overview information

about the entire Training Package, including a list of all units, skills sets and

qualifications. It also contains key implementation advice for use by registered

training organisations (RTOs).

Other guides and resources to assist implementation include:

- A Learning strategies guide describes potential strategies for working with a

diversity of learners and possible learning strategies.

- A Knowledge strategies guide identifies knowledge requirements of the

units of competency, a glossary of terms and provides information about

potential resources as well as links to useful information.

- This Assessment strategies guide provides guidance on interpretation of

the Assessment Requirements as well as general advice about assessment.

- A Foundation skills guide provides guidance about identifying foundation

skills and developing them in students in the context of the sector in which

they work.

- A Work placement guide provides guidance on how to set up work

placements, the roles and responsibilities of RTOs and industry partners, how

to ensure that the placements are good learning experiences for students and

are run effectively in organisations.

http://www.training.gov.au/

http://www.cshisc.com.au/


Feedback and contributions

In time, these companion volumes will provide an opportunity to showcase best practice

from RTOs and provide a forum for sharing information and resources. If you have any

ideas, resources, case studies or feedback to contribute to the companion volumes, please

provide your feedback via the CS&HISC Continuous Improvement Feedback Register.

http://www.cshisc.com.au/connect/continuous-improvement-register/

These are

optional

Companion

Volumes

developed by

the CS&HISC to

support

implementation

http://www.cshisc.com.au/connect/continuous-improvement-register/


Increased focus on assessment and implications

One of the most significant changes in the Community Services Training Package (CHC) is

the increased focus on assessment and the specification of assessment requirements. At a

national level across all industries, improving the quality of assessment is a priority.

CS&HISC acknowledges that there are some excellent training organisations offering quality

approaches in community services. However, concerns have also been raised in relation to

the consistency and quality of training and assessment outcomes across the sector. In

particular, concerns have been repeatedly raised in relation to perceived unreasonably short

delivery times and lack of practicum experiences. While in the past there has been some

requirement for workplace assessment in aged care and disability programs, specified work

hours have not formed part of endorsed Training Package components. An Australian Skills

Quality Agency (ASQA) report (2013) on an audit of training in aged and community care

services indicated variation in the quality of training provided in the sector. Assessment was

highlighted as a particular problem area including insufficient assessment of skills in a

workplace context (ASQA 2013). The report also highlighted wide variations in the provision

of work placements and recommended more explicit requirements on work placement

provision and improvements to the existing training for trainers and assessors (i.e. Certificate

IV in Training and Assessment).

In this context, industry has taken up the opportunity provided by the introduction of the

Standards for Training Packages

(http://www.industry.gov.au/skills/NationalStandards/Documents/StandardsforTrainingPacka

ges.pdf) to place a greater focus on the specification of assessment requirements. This is

particularly in relation to specification of frequency and volume of evidence required to

demonstrate competency and the introduction of workplace hours in some units of

competency. Industry feedback is that this will support recognition of prior learning claims

from the existing workforce and provide the sector with better-qualified graduates of

vocational education and training (VET) programs.

Assessment requirements for units of competency are now presented differently – they

contain rigorous performance evidence and knowledge evidence to guide the assessment

process. Additionally, many skills must now be demonstrated in a workplace environment.

Work placement has, in some cases, been part of student development in the sector but not

always mandated within the training package itself.

http://www.industry.gov.au/skills/NationalStandards/Documents/StandardsforTrainingPackages.pdf

http://www.industry.gov.au/skills/NationalStandards/Documents/StandardsforTrainingPackages.pdf


The CHC Training Package is now more specific about:

frequency of evidence – such as, how often skill or task must be demonstrated in the

workplace

range of evidence – such as, across what range of individuals, equipment or services

skills must be demonstrated

volume of evidence – such as, how much evidence or the number of hours spent in

demonstrating skills and knowledge to meet the requirements of the performance

criteria.

Assessors will need to be familiar with these changes. The most significant change for RTOs

and their assessors is that demonstration of skill in the workplace is mandatory in some units

of competency.

Quality in assessment

Industry and the wider community expect that people with qualifications from the VET sector

will have the skills and knowledge to perform competently in their job role. Good assessment

practice underpins the VET system. The Standards for Registered Training Organisations

(RTOs) 2015 http://www.comlaw.gov.au/Details/F2014L01377 reflects this by requiring that:

RTO’s training and assessment is delivered only by persons who have:

vocational competencies at least to the level being delivered and assessed;

current industry skills directly relevant to the training and assessment being provided;

and

current knowledge and skills in vocational training and learning that informs their training

and assessment.

In addition:

prior to 1 January 2016, TAE40110 Certificate IV in Training and Assessment

or its successor, a diploma or higher level qualification in adult education; or

demonstrated equivalence of competencies

from 1 January 2016, the training and assessment qualification TAE40110

Certificate IV in Training and Assessment or its successor, a diploma or

higher level qualification in adult education

Assessment practice, including Recognition of Prior Learning (RPL) must:

http://www.comlaw.gov.au/Details/F2014L01377


meet the requirements of training packages and VET accredited courses;

be responsive to industry and learner needs; and

be delivered by appropriately qualified trainers and assessors with the right support

services, facilities and equipment.

Depending on your state or territory, and your regulatory authority, please refer to Standard

1 from Standards for Registered Training Organisations (RTOs) 2015

http://www.comlaw.gov.au/Details/F2014L01377 or AQTF Essential Conditions and

Standards for Continuing Registration Standard 1

http://www.licensinglinenews.com/DownloadAttachment.aspx?AttachmentId=150762 for

further information.

Supporting stronger assessment

Anyone familiar with previous versions of the qualifications in this Training Package will

notice that the units look different. That is because assessment has been highlighted by the

creation of Assessment Requirements for each unit of competency in line with the Standards

for Training Packages.

Below is a snapshot of a Unit of Competency with the new Assessment Requirements to

show how they will appear in the Training Package. Note that the level of specification varies

considerably between different units of competency. Units describing sector-specific skills

tend to have a higher level of specification than the more generic units.

Unit of competency

CHCDIV001 Work with diverse people

Application This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry

Identifies the

work context

and who the

unit applies

to


http://www.licensinglinenews.com/DownloadAttachment.aspx?AttachmentId=150762


codes of practice.

ELEMENT PERFORMANCE CRITERIA

1. Reflect on own perspectives

1.1 Identify and reflect on own social and cultural perspectives and biases

1.2 Work with awareness of own limitations in self and social awareness

1.3 Use reflection to support own ability to work inclusively and with understanding of others

1.4 Identify and act on ways to improve own self and social awareness

2. Appreciate diversity and inclusiveness, and their benefits

2.1 Value and respect diversity and inclusiveness across all areas of work

2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness

2.3 Use work practices that make environments safe for all

3. Communicate with people from diverse backgrounds and situations

3.1 Show respect for diversity in communication with all people

3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence

3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible

3.4 Seek assistance from interpreters or other persons according to communication needs

4. Promote understanding across diverse groups

4.1 Identify issues that may cause communication misunderstandings or other difficulties

4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity

4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations

Elements

define the

essential

outcomes

Specifies the

level of

performance

needed to

demonstrate

achievement

of the element


4.4 Address any difficulties with appropriate people and seek assistance when required

FOUNDATION SKILLS

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Assessment Requirements

Assessment Requirements for CHCDIV001 Work with diverse people

Performance

evidence:

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on own perspectives on diversity

recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

selected and used appropriate verbal and non-verbal communication

recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Knowledge

evidence:

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

Specifies

what the

candidate

must know in

order to

effectively

carry out the

performance

criteria

Sets out the

product and/or

process

evidence

required, in

addition to the

candidate

performing the

performance

criteria and

includes

frequency,

range and

volume.


concepts and definitions of diversity

own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups

features of diversity in Australia and how this impacts different areas of work and life:

political

social

economic

cultural

legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:

discrimination:

o age

o disability

o racial

o sex

human rights:

o Universal declaration of human rights

o relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender


intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:

social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

potential needs of marginalised groups, including:

o protective factors

o physical, mental and emotional health issues/care needs

o consideration of impacts of discrimination, trauma, exclusion and negative attitudes

o resources that support individuals and organisations to embrace and respond to diversity

o language and cultural interpreters

o imagery

o influences and changing practices in Australia and their impact on the diverse communities that make up Australian society

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others


Assessment

conditions:

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Performance evidence

The Standards for Training Packages require that ‘product’ evidence (what outcome has

been observed) or ‘process’ evidence (what procedure has been followed) is listed here as

well as the frequency (how often) and/or the volume (how much) of that evidence is required.

Industry stakeholders have provided much feedback on this section during the development

of the training package.

In the example given above, the ‘volume’ requirement is met by indicating that the candidate

must have evidence to show that they have ‘recognised and respected the needs of people

from diverse social and cultural backgrounds in at least 3 different situations’.

Here are some examples of the ‘volume’ requirement in the performance evidence of some

other units in this training package.

Unit code and title Example of ‘volume’ requirement in the performance evidence

CHCAGE002 Implement

falls prevention strategies

Implemented falls prevention strategies for at least 2

older people and monitored and evaluated those

strategies in a collaborative, positive and respectful

manner

CHCCCS023 Support

independence and

wellbeing

safely supported at least 3 people to enhance

independence and wellbeing

performed the activities outlined in the performance

criteria of this unit during a period of at least 120 hours

of direct support work in at least one aged care, home

and community, disability or community service

Sets out

mandatory

conditions for

assessment,

including

equipment

and assessor

requirements.


organisation

CHCCSL001 Establish and

confirm the counselling

relationship

conducted an initial session with at least 3 different clients presenting with different issues, to establish, confirm and document the nature of the helping relationship, including: followed the structure and process of a counselling

interview developed counselling plans, that include required:

o safety or reporting issues o recording of clients own identified priorities o observations of client requirements o involvement of other agencies/referral

information o special needs information o goals o evaluation strategies

CHCDIS001 Contribute to

ongoing skills development

using a strengths based

approach

Contributed to ongoing skills development, using a

strengths-based approach, for at least 3 people with

disability

CHCECE003 Provide care

for children

provided care and responded appropriately to at least

three children of varying ages, including:

- promoting physical activity and encouraging

participation

- engaging children in discussions around physical

health and wellbeing

- adapting the physical environment to ensure challenge

and appropriate risk-taking

- ensuring the smooth transition of new arrivals

- supporting children through transition and change

performed the activities outlined in the performance

criteria of this unit during a period of at least 120 hours of

work in at least one regulated education and care

service.

CHCFAM001 Operate in a

family law environment

correctly applied family law to at least 5 different client situations, that individually or cumulatively include needs relating to: domestic and family violence/safety finance property children relationship conflict

CHCFIN001 Facilitate the

financial counselling

performed the activities outlined in the performance criteria of this unit during a period of 220 hours of work in a financial counselling agency that has met the


process requirements for the Australian Securities and Investments Commission (ASIC) exemption from a financial services or credit licence

used critical thinking and problem solving skills to engage with the client and develop, implement and review options and action plans for at least 5 different clients presenting with multiple and complex needs.

CHCGRP002 Plan and

conduct group activities

facilitated at least 3 different group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills: listening questioning effective non-verbal communication empathetic responding paraphrasing summarising negotiation techniques for maintaining group cohesion

conflict resolution

CHCLAH002 Contribute to

leisure and health

programming

contributed to the planning, delivery and evaluation of 3

leisure and health activities for a client or group of

clients

documented 4 activity modifications/adaptations that

have been investigated

visited a suitable outing venue for a chosen client or

group of clients

In some units the performance evidence contains the additional requirement that the

candidate has undertaken workplace hours, for example:

performed the activities outlined in the performance criteria of this unit during a

period of at least 120 hours of direct support work in at least one aged care,

home and community, disability or community service organisation

(CHCCCS023 Support independence and wellbeing)


period of at least 120 hours of work in at least one regulated education and care

service (CHCECE003 Provide care for children)


period of 220 hours of work in a financial counselling agency that has met the

requirements for the Australian Securities and Investments Commission (ASIC)


exemption from a financial services or credit licence (CHCFIN001 Facilitate the

financial counselling process)

The requirement for a specified number of hours of work within a specified type of workplace

appears in some, but not all, of the units of competency in this package. The requirement is

usually within at least one core unit of a qualification but there are some qualifications in the

package that do not have this requirement. There are also qualifications where the

requirement may appear in multiple core units. This does not mean that the candidate has to

complete the nominated hours for each unit – note the wording ‘during a period’. The same

work hours may provide evidence for a number of units of competency. A full list of

qualifications and the associated required hours of work can be found in the companion

volume Implementation Guide and also in the Work Placement Guide.

Knowledge evidence

Knowledge evidence must specify what the individual must know in order to safely and

effectively perform the work task described in the unit of competency.

The knowledge evidence is set out in all the units in this training package using a common

approach and units have been updated to provide much clearer guidance about the breadth

or depth of knowledge required.

EXAMPLES

In the unit of competency CHCAOD004 Assess needs of clients with alcohol and other

drugs issues there is a requirement to know about assessment tools. Rather than simply

having the statement ‘assessment tools’ in the knowledge evidence, the following is included

to provide guidance:

AOD assessment tools, including:

types of tools

purpose of tools

components of different types of tools, and the information they include

availability of standardised tools

benefits of standardised tools


how to select tools for different situations and client presentations

In the unit of competency CHCCSL003 Facilitate the counselling relationship and

process, there is a requirement to know about the key stages of a counselling session.

Rather than simply having the statement ‘key stages of a counselling session’ in the

knowledge evidence, the following is included to provide guidance:

structure of key stages of a counselling session, and techniques for managing each stage,

including:

introduction and establishment of relationship

body (getting the client’s story)

issues identification and exploration

options and plan for change

session closure

Of course complete specification is not always possible. Users should also review the

application statement in each unit to fully establish the context of work, which in turn,

provides guidance on the scope of knowledge required.

EXAMPLES

In the unit of competency CHCCS023 Support independence and wellbeing see how the

following can provide guidance on the depth of knowledge required:

This unit describes the skills and knowledge required to provide individualised

services in ways that support independence, as well as, physical and emotional

wellbeing.

This unit applies to workers in a range of community services contexts who provide

frontline support services within the context of an established individualised plan.

In the unit of competency CHCCCS028 Provide client-centred support to people in

crisis, note how the application emphasises the nature of the support provided and

therefore gives guidance on the scope of knowledge required.

This unit describes the skills and knowledge required to build relationships with help-

seekers, use crisis support micro skills and address the personal issues that affect working


with people in crisis. The support is immediate and short term, and not ongoing.

This unit applies to individuals in crisis support roles who work according to established

procedures and models. They work under supervision.

Knowledge that applies across units

The latest review of the Training Package has focused on removing duplication and

repetition to develop a Training Package that is less ambiguous and easier to navigate for

employers, RTOs and learners. However, because the knowledge required performing one

area of work often overlaps with that required to perform another aspect, assessors will

notice that knowledge may reappear in multiple units, such as legal and ethical

requirements. This is only the case when the knowledge is critical to the performance

criteria of the unit and overall assessors will note reduced repetition and duplication across

the knowledge requirements in units. It is also essential to collect evidence that the

candidate can tailor knowledge to the particular task described in the unit of competency.

Assessment conditions

The assessment conditions specify any mandatory conditions for assessment, including the

conditions under which evidence must be gathered. It is very important to read assessment

conditions for each individual unit of competency because the conditions vary from unit to

unit in this training package.

There are several different types of statements used to reflect varying requirements.

Requirements generally relate to:

whether skills must be demonstrated in the workplace – this is not always the case

whether simulation is a requirement prior to demonstration in the workplace

whether there must be interaction with real people/particular types of people

types of resources (e.g. equipment, documentation) required for assessment

any additional assessor requirements.

There are many units of competency which do allow for simulation or scenarios and do not

mandate a workplace. For example, units of competency that apply to workers in a broad

range of contexts may give the option of simulated or workplace assessment. Similarly,

when a competency is difficult to demonstrate in a workplace because the range of

conditions may not be present during the time a candidate is there will be better assessed in

simulation. The table below shows examples of the various wordings used under


assessment conditions in order to highlight some of the variations found across the training

package.

Assessment Conditions Wording Intent

Workplace or simulation

Skills must have been demonstrated in the

workplace or in a simulated environment

that reflects workplace conditions. Where

simulation is used, it must reflect real

working conditions by modelling industry

operating conditions and contingencies, as

well as, using suitable facilities, equipment

and resources.

Assessment conditions require assessment

to be undertaken either in a workplace or a

simulated environment. RTOs need to

ensure that simulated environments reflect

realistic workplaces to assess

competencies. This is at the discretion of

the RTO and should be based on the

outcomes of their industry consultation.

Workplace or simulation with additional

specification


workplace or in a simulated environment

that reflects workplace conditions. The

following conditions must have been met for

this unit:

use of suitable facilities, equipment and

resources, including:

- medicaments

- nail files

- foot washing equipment

- personal protective equipment

- individualised plans

- infection control procedures

- cleaning, disposal and sterilisation

facilities

modelling of industry operating

conditions and contingencies, including:

- real people simulating minor foot

problems for whom candidates can

provide foot care

Assessment conditions require assessment

to be undertaken either in a workplace or a

simulated environment. The workplace and

simulated environment must include the

facilities, equipment, resources and

operating conditions listed.



Workplace with addition of simulation

Skills must have been demonstrated in an

ageing support workplace with the addition

of simulations and scenarios where the full

range of contexts and situations have not

been provided in the workplace. These are

situations relating to emergency or

unplanned procedures where assessment

in these circumstances would be unsafe,

impractical or threatens the dignity of the

older person. The following conditions must

be met for this units:



relevant risk assessment tools

relevant organisation policies and

procedures

Overall, assessment must involve

workplace interactions with older people,

colleagues and families/carers.

Assessment conditions require that

assessment is undertaken in the workplace.

However simulations may be used if the

workplace did not or cannot provide an

opportunity to assess the specific task.

Some of the reasons this might occur

include:

it might be unsafe to assess a particular

task in the workplace

the client might have refused to take

part in assessment

a broader range of experiences and

scenarios was required

However, it must be noted that most of the

unit must be assessed in the workplace and

only select tasks should be undertaken in

simulation. RTOs will need to provide a

rationale as to why some components were

assessed in simulation. For example if the

RTO feels that a broader range of

scenarios was required it would be

expected that assessment did in fact

involve those broader ranges.

In this example the specific workplace is

also stipulated, i.e. ageing support

workplace.

Required simulation prior to workplace

All aspects of the performance evidence

must have been demonstrated using

simulation prior to being demonstrated in

Assessment conditions require workplace

assessment but also require that there has

to be some level of simulation prior to

assessment involving real people.



the workplace. The following conditions

must be met for this unit:



relevant organisation policies and

procedures

relevant aids to assist with

independent living

RTOs will see this example in units where it

is unsafe or inappropriate to assess in the

workplace without first ensuring that the

learner is competent in the task. Industry

would still like learners assessed in the

workplace but they need the assurance that

the learner is ready first.

Each example will differ, so RTOs need to

read the assessment conditions to

determine which aspects of the unit must

be demonstrated in simulation first and then

in the workplace.

Required simulation without workplace

(note this example is from First Aid in HLT a

unit often used in community services)

Skills must be demonstrated working

individually in an environment that provides

realistic in-depth, industry-validated

scenarios and simulations to assess

candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins

in line with ARC Guidelines for the

purpose of assessment of CPR

procedures

AED training device

workplace injury, trauma and/or illness

record, or other appropriate workplace

incident report form

Assessment conditions require that

assessment takes place in simulation only.

It should be noted that this does not apply

for assessment of prior learning. If a

learner can provide evidence that they have

real work experience in the tasks specified

in the particular unit they should not be

required to undertake assessment again in

simulation.



Simulated assessment environments must

simulate the real-life working environment

where these skills and knowledge would be

performed, with all the relevant equipment

and resources of that working environment.

Below are some further examples referencing specific units of competency:

Example statement in assessment conditions Notes

Unit requiring demonstration of skills in the

workplace:

CHCMHS003 Provide recovery oriented

mental health services


workplace with the addition of simulations

and scenarios where the full range of

contexts and situations have not been

provided in the workplace. Where simulation

is used, it must reflect real working

conditions by modeling industry operating

conditions and contingencies, as well as,

using suitable facilities, equipment and

resources.

Note the highlighted words, ‘with the

addition of’. In these units it is clear that

assessment must take place in a relevant

workplace but where some aspects of the

assessment cannot be done then simulations

can be used. In this instance, industry has

chosen not to specify the types of situations

or contexts that may not be possible in the

workplace and there are no specific

boundaries placed around the simulation.


workplace:

CHCCCS023 Support independence and

well being

Skills must have been demonstrated in an

ageing support workplace with the addition

of simulations and scenarios where the full

range of contexts and situations have not

Note the highlighted words, ‘with the

addition of’. In these units it is clear that

assessment must take place in a relevant

workplace but where some aspects of the


can be used. For example, in Performance

criteria 4.8 ‘Recognise and report possible

indicators of abuse or neglect and report

according to organisation procedures.’ The


been provided in the workplace. These are

situations relating to emergency or

unplanned procedures where assessment in

these circumstances would be unsafe,

impractical or threatens the dignity of the

older person.

Overall, assessment must involve workplace

interactions with older people, colleagues

and families/carers.

assessor could use a simulation or scenario

in the case where no report would be written

as no indicators of abuse were observed. As

the assessment is in a workplace it would be

possible to use the organisation procedures

for the scenario.

Unit where demonstration of skills in

simulation is appropriate:

CHCCCS017 Provide loss and grief

support


workplace or in a simulated environment that

reflects workplace conditions. The following

conditions must be met for this unit:

use of suitable facilities, equipment

and resources, including organisation

policies, procedures and related

documentation to assist in the

provision of grief and loss support

modelling typical workplace

conditions and contingencies,

including:

interactions with people from

a diverse range of

backgrounds

links to other services

While there is some boundary around the

conditions for assessment, such as

interactions with diverse people and the

need for policies and procedures, a

simulated environment is considered

appropriate for this unit.

The individual who chooses this unit as an

elective in the Certificate IV in Ageing

Support, (one of the many qualifications that

list this unit as an elective) would still be

undertaking at least 120 hours as a work

placement (a requirement in CHCCCS023

which is a core unit in the qualification), so it

would be very possible for the assessor to

undertake some of the assessment for this

unit in the workplace, although as the

conditions state, it is not a requirement to do

so.


workplace:

CHCECE003 Provide care for children

Skills must be demonstrated in a regulated

Note the highlighted words, ‘in addition’. In

these units it is clear that assessment must

take place in a regulated education and

care service but where some aspects of the



education and care service.

In addition, simulations and scenarios must

be used where the full range of contexts and

situations cannot be provided in the

workplace or may occur only rarely. These

are situations relating to emergency or

unplanned procedures where assessment in

these circumstances would be unsafe or is

impractical.

Simulated assessment environments must

simulate the real-life working environment

where these skills and knowledge would be

performed, with all the relevant equipment

and resources of that working environment.

Assessment must ensure use of:

National Quality Framework for Early

Childhood Education and Care

the relevant approved learning

framework under the National Quality

Framework for Early Childhood

Education and Care.

Assessors must satisfy the NVR/AQTF

mandatory competency requirements for

assessors.

can be used. As the assessment is in a

workplace it would be possible to use the

organisation procedures to develop a

simulated case study or scenario for a

situation that did not occur during

assessment, for example, performance

criteria 5.4 ‘Respond to child’s distress at

separation from the family in a calm

reassuring manner’. If no children have

been distressed during drop off this may be

assessed in simulation.

In this context, a regulated education and

care service is defined as any service

providing education and care to children less

than 13 years of age that is licensed or

approved under state or territory legislation.

This would include long day care, family day

care, preschools/kindergartens and outside

school hours care (which are typically

regulated under National regulations) as well

as occasional care and mobile services

(which are typically regulated under state or

territory specific legislation).


workplace:

CHCDSP001 Facilitate dispute resolution

in the family law context


workplace with the addition of simulations

and scenarios where the full range of

contexts and situations have not been

provided in the workplace. The following

conditions must be met for this unit:

Note the highlighted words, ‘with the addition

of’. In these units it is clear that assessment

must take place in a relevant workplace but

where some aspects of the assessment

cannot be done then simulations can be

used. In this instance, industry has chosen

not to specify the types of situations or

contexts that may not be possible in the

workplace and there are no specific

boundaries placed around the simulation.

Note also the requirement for supervision of

the work by an accredited Family Dispute


use of suitable facilities, equipment and resources, including:

- client and dispute information

- screening tools

- current family dispute resolution regulations

- organisation policies and procedures

modelling of industry operating conditions, including:

- scenarios that involve complex interactions with families

supervision of client work by an

accredited Family Dispute Resolution

Practitioner (FDRP).

Resolution Practitioner (FDRP).

Simulated assessments

In some cases it is not practical or safe to conduct assessment in the workplace and it will be

necessary to provide a simulated environment. For example, some occupations in the

community sector require specialised skills in responding to abuse and/or neglect or in

dealing with critical incidents. It could be inappropriate or not possible to observe these

skills being demonstrated in the workplace. In other cases, the nature of the unit of

competency means that demonstration of skills in the workplace is simply not required nor

appropriate. An example of this might be a research unit where it really does not matter

where the person does the research because the focus is on cognitive skills rather than

where a person is when they use the skills. Having said that, good practice would require

that the research activities relate to a real workplace situation, outcome, issue or need.

Typically, community services assessors will need to use case studies, role plays, scenarios

or simulations in the context of work where workplace assessment is not feasible or relevant.

Given the nature of the many community service roles the need for interaction with real

people (whether they be real clients or not) is often a requirement. Having the learner

reading case studies and writing down how they might interact with a person in distress or

an aged person could contribute to the assessment of their knowledge. However, it is not

always enough to show that that the learner has acquired the skill. Actually demonstrating

that the learner can interact appropriately with real people is sometimes a condition of

assessment in this training package. This requirement for real people would mean that if

skills were not being demonstrated in the workplace with real clients, colleagues or families


then they would need to be simulated (e.g. role played) with fellow learners. Isolated online

demonstration of skill would not be acceptable when ‘real people’ are a condition of

assessment. The assessment would need to involve interaction with real people to

demonstrate competency in the relevant components of the unit.

Simulated assessments for community services units should:

provide access to all the equipment and resources that would normally be used in the

workplace for the task being assessed

reflect the type of conditions usually found in the workplace, including interactions with

others and interruptions that would typically occur

present realistic scenarios and problems, such as dealing with difficult or distressed

clients or family members or people with complaints

require the candidate to demonstrate their skills under the time constraints that would

normally apply in the workplace.

In reality candidates have to perform the required skills as a component of multiple tasks,

within a multi-disciplinary team, with interruptions, difficult clients and unexpected glitches.

These conditions must also be replicated in the simulated assessment environment.

EXAMPLE: simulated early learning centre

An example of a simulated early learning centre can be found at Holmesglen TAFE in

Victoria. This includes fully equipped indoor and outdoor play spaces and one way

observation windows so candidates can gain opportunities and experiences of an early

learning centre in a supported environment. Visit

www.holmesglen.edu.au/showcase/facilities/simulated_early_learning_centre

Rural and remote candidates

The assessment of candidates in rural and remote areas present particular challenges and

often RTOs see it as more costly. Candidates in these locations should receive the same

support and rigour in the assessment process.

Technology can provide a helpful means for assessors to stay in touch with the candidate.

Skype and emails provide a useful method of communication between visits. Recorded

evidence is also a helpful means to observe the candidate’s work practices.

http://www.holmesglen.edu.au/showcase/facilities/simulated_early_learning_centre


Recognition of Prior Learning (RPL)

RPL can be an effective assessment approach where the candidate has already learned the

required skills and knowledge. The candidate may have learned on-the-job, through life

experience or through community activities such as volunteering. Good practice in RPL will

save the candidate time but still be a rigorous process that reflects the Rules of Evidence

and Principles of Assessment.

RPL should not:

rely solely on documentation

expect the candidate to find their way around training packages and units of competence

be a “rubber stamp”.

It is important that assessors do not equate years of experience in the workplace with

competence. Good RPL assessment practice will commence with a clear plan so that

candidates understand what is involved and what they will be required to do. They should

know that they will be supported at each step in the process.

Assessors should seek a range of evidence sources, including:

relevant documentation such as position descriptions, curriculum vitae, meeting notes

and rosters

interviews and questioning

workplace observation

work samples

reports from reliable sources.

As with all forms of assessment, RPL relies on sound professional judgment so assessors

should review evidence in different forms until satisfied that the requirements of unit have

been met.

An RPL process

In 2009, the Coalition of Australian Governments published the final report of its RPL

Program. This set out a number of benefits and challenges in delivering RPL programsi.

Many states and territories have developed their own guidelines on RPL, all which generally

involve:


initial discussions with the candidate wishing to undertake RPL

review of candidate’s relevant documents relating to work and previous study

development of a partnership with the workplace to support third party evidence and

workplace assessment

competency conversation

a practical assessment and/or observation in the workplace to see work performed

discussion with workplace and/or third party reports from workplace about the

candidate’s work

review of evidence collected

decision as to competency and/or gap training required.

This process highlights:

the need for partnership (between the candidate, assessor and workplace)

opportunities to provide many different types of evidence (direct observation, indirect

evidence, third party) and

support for the candidate throughout the whole process.

The resources list at the end of this Guide provides links to some RPL Resources.

Clustering units of competency for assessment

Clustering involves the grouping of competencies into combinations for training and/or

assessment purposes for efficiency, to reflect a role or to meet the needs of the enterprise.

Clustering for assessment purposes involves identifying evidence that can be used across a

number of units to assist in determining the competency of the learner. It also involves

identifying units of competency that form work tasks. This means one work task or process

can actually reflect a number of competencies or aspects of competencies.

Interrelationships across units should be examined so that evidence gathered can be used

across a number of units. For instance, there is no need to keep assessing a learner’s

knowledge of the legal and ethical considerations that overlap across 2 or more units

provided that the assessment covers the contexts of all those units. The learner need only

be assessed as competent once.


Units CHCCCS016 Respond to client

needs

CHCCOM005 Communicate and

work in health or community

services

Knowledge

requirement

(extract)

legal and ethical considerations

for working with clients and how

these are applied in an

organisation and individual

practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

privacy, confidentiality

and disclosure

work role boundaries –

responsibilities and

limitations

work health and safety

legal and ethical considerations

in relation to communication:

privacy, confidentiality

and disclosure

discrimination

duty of care

mandatory reporting

translation

informed consent

work role boundaries –

responsibilities and

limitations

child protection across all

health and community

services contexts,

including duty of care

when child is not the

client, indicators of risk

and adult disclosure

Sample work tasks

relevant to both

units

Communicating and

interacting with client

Following mandatory

reporting procedures

Dealing with a problem or

issue outside role

boundary

Communicating and

interacting with client

Following mandatory

reporting procedures

Dealing with a problem or

issue outside role

boundary


Clustering units of competency that form a holistic task :

Task Providing spiritual and pastoral care

Units CHCPAS001 Plan for the provision of pastoral and spiritual care

CHCPAS002 Provide pastoral and spiritual care

CHCPRP003 Reflect on and improve own professional practice

Sample evidence

relevant across all

units

100 hours of work placement and log book

Resource portfolio

Personal and professional development plan

Correspondence between learner and other service providers

Reflection log (20 hours)

Pastoral Care Verbatim Report

Supervisor/mentor reports

Feedback (clients, peers, supervisor)

Clustering units of competency to meet an enterprise requirement

An enterprise might require that specific competencies are undertaken prior to a work

placement in order to ensure the safety of the learner and others in the workplace.

EXAMPLE

For example, a workplace accepting a learner undertaking the CHC34015 Certificate III in

Active Volunteering might require that the learner completes the following units prior to

undertaking their 20 hours of volunteer work placement:

HLTWHS001 Participate in work health and safety

CHCLEG001 Work legally and ethically

CHCVOL001 Be an effective volunteer

Clustering units within a qualification for efficiency

Assessors should consider the following when planning clusters for assessment:

How units interrelate

Links between elements and performance criteria


Links or overlap in the performance evidence requirements

Links or overlap in the knowledge evidence requirements

Consistency in assessment conditions between related units

Overlap in foundation skills

Note that there are many different ways of clustering. Below are some examples.

Sample of clustering for CHC52015 Diploma of Community Services (with case

management specialisation)

The qualification requires a total of 16 units (8 core and 8 electives). The approach below

provides 5 clusters that group related units. It includes a case management specialisation

and therefore a Diploma of Community Services (Case Management) would be achieved.

Cluster Unit

Cluster 1

Legislation and organisation

CHCLEG003 Manage legal and ethical compliance

HLTWHS004 Manage work health and safety

CHCCOM003 Develop workplace communication strategies

Cluster 2

Development

CHCDEV001 Confirm client developmental status

CHCDEV002 Analyse impacts of sociological factors on clients in

community work and services

CHCDEV003 Analyse client information for service delivery and

planning

CHCCCS007 Develop and implement service programs

Cluster 3

Critical incidents

CHCCCS019 Recognise and respond to crisis situations

CHCMGT005 Facilitate workplace debriefing and support processes

Cluster 4

Case management

CHCCCS004 Assess co-existing needs

CHCCSM004 Coordinate complex case requirements

CHCCSM005 Develop, facilitate and review all aspects of case

management

CHCCSM006 Provide case management supervision

Cluster 5

Sensitive practice

CHCDIV003 Manage and promote diversity

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural

safety



Sample of clustering for CHC52015 Diploma of Community Services (with a

focus on family work)


provides 5 clusters that group related units.

Cluster Unit

Cluster 1

Legal and ethical Framework

CHCFAM001 Operate in a family law environment

CHCLEG003 Manage legal and ethical compliance

HLTWHS004 Manage work health and safety

Cluster 2

Family Work

CHCFAM010 Provide intervention support to families

CHCDFV001 Recognise and respond appropriately to domestic and

family violence

CHCCCS007 Develop and implement service programs

Cluster 3

Case management


CHCCSM005 Develop, facilitate and review all aspects of case

management

Cluster 4

Communication and Counselling

CHCCSL001 Establish and confirm the counselling relationship

CHCCSL002 Apply specialist interpersonal and counselling interview

skills

CHCCSL003 Facilitate the counselling relationship and process

CHCCSL007 Support clients in decision-making processes

Cluster 5

Organisation and Professional Practice

CHCCOM003 Develop workplace communication strategies

CHCMGT005 Facilitate workplace debriefing and support processes

CHCDIV003 Manage and promote diversity


Sample of clustering for CHC33015 Certificate III in Individual Support

(Ageing)

This qualification reflects the role of workers in the community and or residential setting who

follow an individualised plan to provide person-centred support to people who may require

support due to ageing, disability or some other reason. The packaging rules allow for the

award of a Cert III in Individual Support, or specialist qualifications in Ageing, Disability,

Home and Community or a combination of these. The example of clustering below, is based

on the following packaging of 7 core units with 6 electives and would lead to the award of the

Certificate III in Individual Support (Ageing, Home and Community).



provides 4 clusters that group related units. Note: This cluster is just one way of showing

how units may be brought together.

Cluster Unit

Cluster 1

Empowerment

CHCAGE001 Facilitate the empowerment of older people

CHCAGE005 Provide support to clients living with dementia

CHCCCS025 Support relationships with carers and families

CHCCCS023 Support independence and well being

Cluster 2

Health and safety

HLTAAP001 Recognise healthy body systems

CHCHPS006 Assist clients with medication

HLTWHS002 Follow safe practices for direct client care

Cluster 3

Ways of working

CHCCOM005 Communicate and work in health or community services



Cluster 4

Support

CHCCCS011 Meet personal support needs

CHCHCS001 Provide home and community support services

CHCCCS015 Provide individualised support

Sample of clustering for CHC30113 Certificate III in Early Childhood Education

and Care The qualification requires a total of 18 units (15 core and 3 electives).

The approach below provides 5 clusters that group related units.

Cluster Unit

Cluster 1

Legislation and policy

CHCCS400C Work within a relevant legal and ethical framework

CHCPRT001 Identify and respond to children and young people at risk

CHCECE009 Use an approved learning framework to guide practice

Cluster 2

Health and safety

CHCECE002 Ensure the health and safety of children

CHCECE004 Promote and provide healthy food and drinks

HLTAID004 Provide an emergency first aid response in an education

and care setting

HLTWHS001 Participate in workplace health and safety

Cluster 3

Fostering play and relationships

CHCECE011 Provide experiences to support children’s play and

learning

CHCECE007 Develop positive and respectful relationships with

children

CHCECE012 Support children to connect with their world

Cluster 4 CHCECE003 Provide care for children


Supporting children’s development

CHCECE005 Provide care for babies and toddlers

CHCECE010 Support the holistic development of children in early

childhood

CHCECE017 Foster the holistic development and wellbeing of the child

in early childhood

Cluster 5

Sensitive practice

CHCECE001 Develop cultural competence

CHCECE013 Use information about children to inform practice

HLTHIR404D Work effectively with Aboriginal and/or Torres Strait

Islander people

HLTHIR403 Work effectively with culturally diverse clients and co-

workers

Sample of clustering for CHC41115 Certificate IV in Employment Services

The qualification requires a total of 14 units (9 core and 5 electives). The approach

below provides 5 clusters that group related units .

Cluster Unit

Cluster 1

Employment services practice

CHCECD001 Analyse and apply information that supports employment

and career development

CHCECD002 Deliver and monitor contracted employment services

CHCECD003 Promote job seekers to employers

CHCECD006 Develop and monitor employment plans


CHCPRP001 Develop and maintain networks and collaborative

partnerships

Cluster 2

Communication and service

CHCCCS016 Respond to client needs

CHCCOM002 Use communication to build relationships


Cluster 3

Client needs


CHCCCS006 Facilitate individual service planning and delivery

CHCDIS007 Facilitate the empowerment of people with disability

CHCECD007 Maximise participation in work by people with disability

CHCMHS001 Work with people with mental health issues


Assessment fundamentals

Many issues with quality of assessment stem from confusion or lack of knowledge about the

fundamental rules of evidence and principles of assessment. These underpin sound

assessment practice.

Rules of Evidence

Despite a lot of change in this industry sector, the fundamentals of assessment still apply.

The Rules of Evidence require that evidence is

Valid - 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.

Sufficient - The assessor is assured that the quality, quantity and relevance of the assessment

evidence enables a judgement to be made of a learner’s competency.

Authentic - The assessor is assured that the evidence presented for assessment is the learner’s

own work.

Current - 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.

(Standards for Registered Training Organisations (RTOs) 2015 http://www.comlaw.gov.au/Details/F2014L01377

Table 1.8-2)



Principles of Assessment

Assessors also need to observe the Principles of Assessment.

Assessors should ensure that all assessment activity undertaken is:

Valid: the methods of assessment relate to the elements, performance criteria and

assessment requirements of the unit

Reliable: the assessment approaches would consistently provide similar outcomes for

candidates at different times and in different places

Flexible: the assessor ensures that the candidate understands the assessment process and

can negotiate the timing of the assessment, the context of the assessment

Fair: candidates are not disadvantaged and are given opportunities to ensure that they can

perform to the standards outlined in the workplace and the units of competency being

assessed (see also ‘reasonable adjustments’ below).

In summary, the Rules of Evidence relate to ‘what’ is being assessed, while the Principles

of Assessment relate to ‘how’ assessment is being done.

Types of evidence

Evidence may be:

direct

indirect


supplementary

Direct evidence

Examples of direct evidence might include:

an assessor attends a community services workplace and observes a candidate

interacting with a client

an assessor attends a community services workplace and asks a case management

candidate why they chose particular resources and tools for assessing a client’s needs

and to evaluate its effectiveness

an assessor asks a candidate how and why they referred a client to a specific

organisation

an assessor attends a residential aged care service and observes a candidate

interacting with clients and family members

an assessor asks a candidate to explain and show how they have documented

observations and reported them to supervisors

Indirect evidence

Examples of indirect evidence might include;

a written assessment piece where the candidate is responding to specific knowledge

questions related to tasks

a portfolio of evidence collected during a work placement in which the candidate was

asked to keep notes of their own work activities, notes of observations, and a project

relevant to the workplace

Supplementary evidence

Also referred to as third party evidence, supplementary evidence provides another important

means for assessors to make a judgment about the candidate’s competence. The ‘third

party’ is someone who is not an assessor but can comment on, or observe, the candidate’s

performance. Most commonly it is someone within the workplace where the candidate is

working or undertaking a work placement.

ASQA has produced a Fact Sheet about third party evidence available at

http://www.asqa.gov.au/verve/_resources/FACT_SHEET_Use_of_third_party_evidence.pdf

http://www.asqa.gov.au/verve/_resources/FACT_SHEET_Use_of_third_party_evidence.pdf


Each RTO will have standard procedures and documentation about how and when the

workplace will be informed about their role in the assessment process.

Assessors should make their professional judgment after reviewing a range of evidence

remembering that it is the quality, rather than the quantity, of evidence presented that is

important. Third party evidence is particularly helpful where there are issues of confidentiality

and privacy and also for validating RPL evidence.

Supervisors, team members, clients and consumers can all provide third party evidence.

Their reports can save assessors time and ‘authenticate’ the candidate’s evidence. In

addition to structured assessment tasks, third party reports can comment on the candidate’s

performance in ongoing work tasks. For example, a learner might be asked to write a report.

The third party evidence can provide verification from the learner’s supervisor that the

learner did actually write that report.

When planning to use third party reports, RTOs should:

provide clear information about the role of third party evidence and what is required

provide suitable checklists and tools that clearly link to the units

select people who are in a position to make informed comment on the performance

of the candidate

be available to respond to questions about the process.

Evidence gathering

Assessors should employ a range of assessment techniques and be wary of over reliance

on documentation. Different forms of evidence will enable assessors to build a more

complete picture of the candidate’s skills and knowledge. Forms of evidence that will

typically be most suitable for assessment in community services settings include:

Direct Observation: for example, watching how the candidate communicates with clients,

attends to their needs and deals with problems

Competency Conversation: for example, asking the candidate to explain their

understanding of person-centered service delivery model and how this is evidenced in their

work


Research Projects: for example, asking candidates to review and report on websites with

information about quality standards or asking a candidate to develop a resource of local

service providers relevant to clients

Workplace Projects: for example, reviewing examples of products that the candidate has

generated to assist with the implementation of a policy or procedure

Third Party Reports: for example, reports from supervisors about how the candidate has

worked as part of a team, undertaken a particular task or project or handled a particular

problem

Workplace Documents: for example, rosters and timesheets, minutes of staff meetings,

position descriptions

Video and Photos: for example, a video of a candidate undertaking volunteer

environmental work or facilitating a community meeting.

Access and equity

Assessing candidates with a disability

What is a disability?

A disability presents some sort of impairment on a person's mental, sensory or mobility

functions and restricts their ability to undertake or perform a task in the same way as a

person who does not have a disability. This does not signify that the person with a disability

is unable to perform all important job requirements or exceed the expectations of their

employer.

A disability may affect an individual’s mobility, stamina, lifting ability, memory, vision,

hearing, speech, comprehension and mood. This may have been caused by an accident,

trauma, genetics, birth or disease.

An individual’s disability is always specific to that individual. There is no ‘one method fits all’

approach that can be used to train and assess any learner with a disability. Strategies to

accommodate candidates with disabilities undertaking an assessment will need to be

customised to meet the needs of that particular learner.


Adjustments in assessment

While adjustments can be made to assessment procedures, the integrity of the unit of

competency and/or qualification must be upheld. Learners still need to achieve the

standards outlined in the unit of competency. A learner with a disability can have training and

assessment that is fair depending on the RTO’s attitude, preparation and application of

adjustments. This may include varying assessment tasks to produce the same outcomes via

different methods, for example:

allowing additional time or the use of a computer in a written test for a candidate who has

a disability that impacts on his/her ability to write

asking a candidate to record responses on a video or audio tape where they have

difficult writing

allowing candidate to provide oral responses rather than written responses or vice versa

using an Auslan interpreter during assessment tasks.

Although it is important to consider the individual candidate’s needs, the rigour of the

assessment process must not be compromised. For example, if it is a requirement of the unit

of competency that the individual produce written documentation, an oral report cannot be

substituted.

Supports for Aboriginal and/or Torres Strait Islander

candidates for assessment

The special needs of Aboriginal and Torres Strait Islander people and communities are

recognised as a key focus for this Training Package. Consideration should be given to:

impact of rural and isolated communities and experiences on the training, learning and

assessment needs

need for trainers and assessors to be aware of the impact of European colonialism on

the experiences of Aboriginal and Torres Strait Islander peoples

potential for particular consultative requirements by Aboriginal and Torres Strait Islander

communities which may impact the training and assessment experience

the inclusion (by assessors) of methods which refer to community activities and reflect

community culture and standards


need for trainers and assessors to be conscious of community protocols, codes of ethics

and guides to consultation with Aboriginal and Torres Strait Islander peoples and

communities

potential language and literacy needs that impact both clients and workers in the

community sector

the impact of cultural safety issues on Aboriginal and Torres Strait Islander workers in

the community sector, both in their work in Aboriginal and/or Torres Strait Islander

communities and in mainstream community sector work.

All these considerations should be made when working to assess Aboriginal and/or Torres

Strait Islander candidates.

Assessing people with low level foundation skills

Just as candidates with a disability will need specific adjustments to suit their individual

needs, learners with specific language, literacy and numeracy (LLN) needs will need specific

assessments and supports. You may need to use a range of tools, each adjusted, to

determine the specific needs of the individual candidate. If the assessor has been involved in

the training process, he or she will have developed such an understanding of the individual’s

needs. However, where an assessor is only engaged for the assessment process, they will

need to consult the trainer and also have their own processes developed to identify LLN

needs.

The following are some guidance points:

look at non-formal tests and options to gauge LLN levels – a written test or on the spot

quiz could be very challenging and intimidating and may undermine the candidate’s

confidence and impact on performance

interviews can be very useful – create a safe place for the candidate to talk openly (but

confidentially) about their needs

if possible, observe the candidate with others and during training to see where their

strengths and challenges lie

use a range of assessment activities to achieve the same end. For example, can a

candidate produce something or answer questions rather than write a report

Tips for effective questioning of candidates:

ask one question at a time


order questions logically – make the flow of questions clear to the candidate

be specific and precise with questions – don’t ask for broad descriptions or ask for

‘everything you know’ about a topic

use open ended questions – questions like ‘why’ or ‘tell me how’ allows the candidate to

talk at length and be descriptive

adjust your language to the candidate’s level – don’t use words that are unfamiliar or that

the candidate would not have heard during training

listen to the responses and use the responses to lead to more questions – this can build

confidence in the candidate e.g. ‘What you did with Luke was great. Thanks for telling

me how you handled that situation. Tell me, why did you choose those specific things?’

use constructive feedback in questions

See the companion volume Foundation skills guide for more ideas.

Resources and additional information

All of the projects and products listed below can be found by following the link then choosing

community services and health from the industry listing.

https://www.training.nsw.gov.au/training_providers/resources/skillsonline/coagrpl_catalogue.

html

Sector Notes

Aged care The project sought to increase the capability and expertise of the aged

services sector, and to raise and diversify the skills of the existing aged

services workforce

https://online.det.nsw.edu.au/clearhse/Preview.do?no=228&type=O

Volunteering Over 150 rural fire service volunteers undertook a training and recognition

process towards the 'contribute to assessment' unit within the certificate III

qualification in the training and assessment training package.


This project developed and trialled new models of recognition of prior

learning involving 50 candidates across the not-for-profit sector in NSW.


Community

mental health

The project facilitated quality improvement and better community mental

health provisions

https://www.training.nsw.gov.au/training_providers/resources/skillsonline/coagrpl_catalogue.html

https://www.training.nsw.gov.au/training_providers/resources/skillsonline/coagrpl_catalogue.html






Employment

services

The aim of this project was to deliver the Certificate IV in Employment

Services to existing works using flexible and online delivery.


Early

childhood

education

For further information on RPL for early childhood educators visit

http://education.gov.au/recognition-prior-learning-early-childhood-

educators-0

COAG RPL Project - Out of School Hours Sector

The project highlights the use and benefits of workplace recognition.


For some interesting case studies about how RPL has been incorporated

into assessment processes in children’s services, visit Northern Territory

Children’s Services Assessment Guide at

http://www.hstac.com.au/old2011/csassessment/casestudies/martha.html

RPL Toolkit for Children’s Services

In 2012, with the recently introduced Quality Framework, the

Commonwealth Department of Education, Employment and Workforce

Relations ran a series of RPL workshops specifically for Children’s

Services. RPL Toolkits were developed for the Certificate III, Diploma and

Advanced Diploma of Children’s Services. These are available at

http://education.gov.au/recognition-prior-learning-toolkit

Note: these RPL Toolkits relate to the CHC08 versions of the

qualifications. However, they do provide useful information on:

Building partnerships with the workplace to support RPL

Supporting candidates through the RPL process

Templates which can be adapted for RPL

Examples of questions and activities that could be used in

workplace observations

Working with candidates with different cultures, backgrounds,



http://education.gov.au/recognition-prior-learning-early-childhood-educators-0

http://education.gov.au/recognition-prior-learning-early-childhood-educators-0

http://www.hstac.com.au/old2011/csassessment/casestudies/martha.html

http://education.gov.au/recognition-prior-learning-toolkit


languages and specific needs.

Other

resources

Additional resources for the community, services and health industry are

available.


SkillsOnline is a website that offers free vocational education and training

(VET) resources:

http://www.training.nsw.gov.au/training_providers/resources/skillsonline/


http://www.training.nsw.gov.au/training_providers/resources/skillsonline/