Course Title: Assess competence
Part B: Course Detail
Teaching Period: Term1 2025
Course Code: TCHE5952C
Course Title: Assess competence
School: 525T Business & Enterprise
Campus: City Campus
Program: C4436 - Certificate IV in Training and Assessment
Course Contact: Jeremy Glover
Course Contact Phone: +61 3 9925 1485
Course Contact Email: jeremy.glover@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Course Contact: Nathan Wilkinson
Contact Details: nathan.wilkinson@rmit.edu.au
Nominal Hours: 50
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
Nil
Course Description
This unit describes the skills and knowledge required to plan, prepare for and conduct the competency-based assessment of candidates using nationally recognised training products and validated assessment tools. It involves planning and preparing for the assessment based on the accessed training and assessment strategy and delivery plan. The unit also involves customising the assessment process; preparing candidates to be assessed; and then implementing assessment processes, including recognition of prior learning. Implementing assessment requires gathering quality evidence, making assessment judgements, and recording and reviewing the assessment process.
The unit applies to entry-level vocational education and training (VET) assessors who assess candidates against nationally recognised training products.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEASS412 Assess competence |
Element: |
1. Plan and prepare to conduct assessment |
Performance Criteria: |
1.1 Access registered training organisation (RTO) assessment system and legislative and regulatory requirements and confirm assessment policies and procedures relevant to own job role 1.2 Access training and assessment strategy and delivery plan and identify purpose, target group, requirements and resources for assessment 1.3 Access and analyse unit/s of competency and assessment tool, and check that tool maps to unit/s and assessment requirements and complies with the principles of assessment and rules of evidence 1.4 Identify actions required to be undertaken by candidate and assessor in preparation for assessment 1.5 Identify and obtain resources required to meet assessment conditions according to organisational procedures |
Element: |
2. Customise assessment process |
Performance Criteria: |
2.1 Identify where recognition of prior learning (RPL) and/or reasonable adjustment is required and can be appropriately applied to the assessment process without compromising the assessment's integrity 2.2 Review foundation skill requirements of the unit of competency and foundation skill levels of candidates 2.3 Seek specialist advice and support where foundation skill support is required prior to assessment 2.4 Review information about candidates' industry and/or work roles and identify any contextualisation required of assessment process 2.5 Determine and apply suitable methods to achieve required contextualisation 2.6 Record any modifications to assessment process according to organisational procedures |
Element: |
3. Prepare candidates |
Performance Criteria: |
3.1 Explain to candidates the assessment process, performance standards, and any customisation made to assessment process, according to organisational procedures 3.2 Confirm that candidates understand and agree to assessment process and are aware of their right to appeal 3.3 Confirm with candidates that they are ready for assessment 3.4 Schedule assessment activities according to organisational procedures |
Element: |
4. Collect evidence |
Performance Criteria: |
4.1 Organise, contextualise, and confirm assessment activities and candidate support according to assessment tool instructions 4.2 Use agreed assessment methods and instruments to gather, organise and document evidence in a format suitable for determining competence and according to principles of assessment and rules of evidence 4.3 Identify, monitor, and address within scope of own role work health and safety (WHS) hazards and risks during evidence collection 4.4 Monitor and adjust reasonable adjustments as required to accommodate candidate needs while maintaining rigour of assessment process 4.5 Record judgement of satisfactory or not satisfactory performance on all instruments, together with reasons for that judgement 4.6 Provide candidates with feedback on performance, support and opportunities to re-submit assessments according to organisational procedures |
Element: |
5. Make assessment judgement |
Performance Criteria: |
5.1 Review collected evidence and confirm that rules of evidence and principles of assessment have been met 5.2 Ensure that required assessment activities have been completed according to VET regulatory requirements and the assessment guidance and are assessed as satisfactory before making a judgement of competence 5.3 Seek moderation to assist in making the final judgement where required and according to organisational requirements 5.4 Make assessment judgement based on evidence of individual candidate's demonstrated competence against evidence requirements 5.5 Record judgement of competence, details of how judgement was made, and any modifications or adjustments made to assessment process 5.6 Provide feedback to candidate on performance and assessment judgement according to organisational procedures 5.7 Implement and document required follow-up for those candidates deemed not yet competent 5.8 Complete and submit assessment records and results according to organisational procedures |
Element: |
6. Review assessment practice |
Performance Criteria: |
6.1 Seek feedback relevant to own assessment practice and according to organisational procedures 6.2 Analyse assessment and own assessment practice and feedback and identify opportunities for improvements |
Learning Outcomes
Details of Learning Activities
This unit within the Certificate IV in Training and Assessment is clustered and co-delivered with TAEDES411 - Use nationally recognised training products to meet vocational training needs, and TAEASS413 - Participate in assessment validation. This cluster provides skills and knowledge to prepare for and facilitate the vocational training of both individual learners and groups of learners. You will be required to plan for both classroom based facilitation and workplace-based learning. This unit applies to entry-level vocational education and training (VET) teachers and trainers who use facilitation and technical skills to facilitate learning in the workplace and classroom based on products that are nationally recognised or aligned with other recognised frameworks.
Throughout the session times; there will be an opportunity to participate and collaborate as a group; You will participate in learning activities such as: analysis of case studies and scenarios, role plays, developing learning programs, developing lesson strategies group discussions and working in groups. Other activities will include: online research, and reading articles provided by your trainer.
At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:
• Simulations of training and assessment work environments
• Work based projects completed within your own workplace.
Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.
Teaching Schedule
This unit is co-delivered with TAEDES411 - Use nationally recognised training products to meet vocational training needs, and TAEASS413 - Participate in assessment validation. Please refer to your timetable for class times and room allocation. It is expected that you attend all classes to get the best learning experience, and be assessed as competent for the unit. Please notify your teacher of an expected absence. While all course content will be delivered, the order and mode of delivery may change depending on the availability of specialist facilities and equipment. Please check Canvas regularly as any updates will be communicated by your teacher.
Learning Resources
Prescribed Texts
References
Other Resources
Electronic resources can be found in the Canvas Shell (Learning management system).
- Powerpoint presentations
- Assessment examples
- Weekly Modules
University Library
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The Learning Lab
https://www.rmit.edu.au/students/study-support/learning-lab
The Study Support Know How workshops
https://www.rmit.edu.au/students/study-support/workshops
The Study Support Hub One on One
https://www.rmit.edu.au/students/study-support/study-support-hub
Overview of Assessment
Performance Evidence
The individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- conduct a total of at least 6 assessments, at least 1 of which must use recognition of prior learning (RPL).
The above assessments must be for 3 different candidates against all requirements specified in at least 2 different units of competency from a nationally recognised training package or accredited course. The same 2 units may be used for each candidate.
In the course of the above assessments, the individual must:
- use current and validated assessment tools
- customise the assessment process of at least 1 of the above candidates to:
- contextualise for candidate’s work role and environment, and
- make reasonable adjustments for special needs where this will not compromise the requirements of the unit of competency, or explain and justify a reasonable adjustment that could be made in at least one of the above assessments
- make assessment judgements according to vocational education and training (VET) regulatory requirements
- identify and apply at least 3 changes to improve own assessment practice based on feedback from candidate and self-reflection.
Knowledge Evidence
The individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- legislative and VET regulatory requirements relating to assessing competence, including those relating to:
- assessor requirements, including qualifications and currency
- principles of assessment
- rules of evidence
- recognition of prior learning
- use of industry experts
- reasonable adjustment
- assessment system policies and procedures, including organisational requirements for:
- planning and preparing for assessment
- preparing candidates for assessment
- customising assessment process
- conducting recognition of prior learning
- making and recording reasonable adjustments
- gathering, organising and recording assessment evidence in line with ethics, privacy and confidentiality requirements
- making and moderating assessment judgements
- making and recording assessment judgements
- communicating assessment judgements and feedback to the candidate
- key features of competency-based assessment, including:
- VET as a competency-based system
- how competency-based assessment differs from other types of assessment
- definition of competence
- assessment purposes and contexts
- nature and scope of evidence gathered, including evidence collected from other parties
- processes for analysing nationally recognised training products to identify evidence needed to demonstrate competence
- dimensions of competency and how they guide assessment practices
- processes for identifying and organising foundation skills support for candidates, including use of current authorised Australian foundation skills frameworks
- types of assessment pathways, including:
- learning and assessment
- assessment only, including recognition of prior learning
- difference between assessment tools and assessment instruments
- key structure, functions and content of assessment tools:
- instructions to the candidate and assessor
- context and conditions of assessment
- tasks to be administered to candidate
- mapping against units of competency
- assessment methods, including suitability for gathering evidence, suitability for nationally recognised unit of competency content, resource requirements, and associated assessment instruments:
- direct observation
- product-based methods
- questioning
- methods to contextualise an assessment process while maintaining its integrity
- nature and scope of reasonable adjustment in assessment, and when it applies
- how to check and maintain the rigour of the assessment process using the mapping against units of competency
- how the principles of assessment guide the assessment process
- how the rules of evidence guide the assessment process
- how to make objective assessment judgements, and manage own bias and conflicts of interest
- practices and methods that promote safe and inclusive assessment environments, including using appropriate and inclusive language when providing candidates with information
- work health and safety (WHS) responsibilities relating to assessing competence.
Feedback
Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.
You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.
To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates
Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
Assessment Matrix
A detailed assessment matrix can be found in the Canvas shell, and provided on request by the Program Coordinator.
Other Information
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Information about your studies:
You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.
https://www.rmit.edu.au/students
Assessment:
Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview