Prior to conducting the assessment
• Read the assessment task as detailed throughout this document
• Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
• Read the assessor instructions and checklist prior to commencing the assessment
• Ensure the workplace (or simulated environment) is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
• Make suitable modifications to the workplace if required to allow all tasks to be observed
• If undertaken on the job - discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process
• Ensure the student is allocated the appropriate time and resources for the task
• If undertaken on the job - Determine and agree with the supervisor an acceptable time frame for each assessment.
• Advise the student prior to conducting the assessment of:
o what will occur throughout the assessment process
o when the assessment will occur
o the level of competency expected
o NB: You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid. The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment
o DO NOT give the student a copy of the checklist prior to the assessment
Conducting the assessment
• Establish and oversee the evidence gathering process to ensure remains valid, reliable, fair and flexible
• Advise the student when to commence the assessment
• Observe the student undertake the tasks as outlined
• Record your observations in the assessor checklist
• Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
• Where a checklist point is not appropriate, write "N/A" in the space provided
• Gather supporting documentation where available and appropriate (as evidence)
• Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment
• Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else
• If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see.
• Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided
Making the decision
• The student needs to be deemed satisfactory in the full unit to gain competency.
• If you are in doubt, gather further evidence to help guide your decision.
• Assess the students on what you see during the assessment period, not on actions before or after the assessment.
• Use both the checklist and your professional competency to determine the final outcome for the student.
• If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment.
After the assessment
• Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.
• Provide the student with:
o Clear and constructive feedback based on the assessment decision
o Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.
o An opportunity for reassessment if appropriate or requested by the candidate
o Information on appeal process as applicable to your organisation
• Where the students performance is deemed satisfactory, provide the student with a copy of the completed checklist, ensuring the comments section is completed.
• Where the students performance is deemed not-satisfactory - provide a copy of the comments / feedback, but not the checklist. This is to ensure the assessment remains valid on re-assessment.
Record and report the assessment outcome as per your RTO's procedures