ASSESSOR TRAINING

Unit 1: Demonstrate understanding of outcomes-based assessment

• Comparisons between outcomes-based and another form of assessment of learning highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages. 
• RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanation highlights the potential impact of RPL on individuals, learning organisations and the workplace.
• A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.
• Key principles of assessment are described and illustrated in practical situations. The description highlights the importance of applying principles in terms of the possible effects on the assessment results.
• The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment.

Unit 2: Prepare for assessments

• Preparation of assessment resources, logistics, documentation and environment meets the requirement of the assessment at hand and ensures fairness and safety of assessment.
• Parties involved in the assessment are notified in good time. Checks are carried out to ensure parties involved in the assessment are ready and available to meet required schedules.
• All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements.
• Assessment details are explained to candidates clearly and constructively. Opportunities for clarification are provided and responses promote understanding of requirements.
• Candidate readiness for assessments is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies.

Unit 3: Conduct assessments

• Assessment practices promote effective, manageable, fair and safe assessment. Assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicable. 
• The assessment is carried out according to the assessment design and in line with the assessment plan. Adjustments are justified by the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessment. 
• Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non-leading and is appropriate to the assessment at hand and the language ability of the candidate. 
• Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made. 
• Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence. 
• Records of the assessment are in line with the requirements of the organisation’s quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals. 

Unit 4: Provide feedback on assessments