ITHHBGSZ02AEM-Conduct Assessment

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
CONDUCT ASSESSMENT
Unit Code: ITHHBGSZ02AEM

Acknowledgements
Writer:
Dra. Anna Maria Issana Hendraswari, MA, Instructor, Vocational Education
Development Center (VEDC/PPPG Kejuruan) Jakarta
Others:
Indonesian Hotels and Restaurant Association
Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development
This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not
intended to replace current resources.
Package for Hospitality Training – Conduct assessment i

Glossary
Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.
Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.
Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.
Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.
Context of assessment
Specifies where, how and by what methods assessment should occur.
Elements
The skills, which make up a unit of competence.
Evidence guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular trainees or students.
Flexible
Acknowledges that there is no single approach to the delivery and assessment of performance
in a competency-based system.
Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.
Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.
Package for Hospitality Training – Conduct assessment ii

These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to frequent
progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal autonomy for
own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible for
the work of others.
Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.
National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.
Performance criteria
This is used to judge whether an individual has achieved competence in a unit.
Range of variables
This details the range of different contexts that may apply to a particular unit.
Reliable
Uses methods and procedures that confirm that the competency standards and their levels are
interpreted and applied consistently in all contexts and to all trainees or students.
Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel Agencies
(ASITA) to establish the Institute for the Standardisation and Certification of the competency of
Indonesian workers in the Hospitality and Tourism Industry. The institute will develop
competency standards and information systems for the Standardisation and Certification of
competencies as well as administer competency tests and certify Indonesian workers in the
Hospitality and Tourism industry.
Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.
Trainee or student
A trainee or student is a person who is being taught knowledge or skills.
Trainer or teacher
A trainer or teacher is a person who facilitates learning.
Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.
Unit descriptor
A general description of the competency standard.
Valid
Judgement on the same evidence and criteria
Package for Hospitality Training – Conduct assessment iii

will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Conduct assessment iv

Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________9
4.2 How to teach the competency standard_______________________19
4.3 Support materials (Overhead transparencies/Handouts)__________23
5. Assessment
5.1 Workplace assessment issues______________________________68
5.1.1 Workplace assessment.....................................................................68
5.1.2 Competent.........................................................................................68
5.1.3 Recognition of current competence...................................................68
5.1.4 Assessors..........................................................................................68
5.2 Underpinning skills and knowledge___________________________68
5.2.1 Assessment of underpinning skills and knowledge...........................68
5.2.2 Examples of assessment tasks.........................................................69
5.3 Suggested assessment for Conduct assessment________________71
Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.
This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.
This will help you teach the competency Conduct assessment.
This guide deals with the skills and knowledge required to conducting an assessment in
accordance with an assessment procedure in a specific context.
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no basis towards individual sectors. The range of
variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.
Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.
A delivery strategy has been provided for the teachers or trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.
The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers or trainers are encouraged to utilise their own industry
knowledge, experience, local examples and products to adapt the materials or develop their
own resources, in order to ensure the relevance of the training.
1.2 Time required to achieve competency
Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.
Package for Hospitality Training – Conduct assessment 1

Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?
2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.
Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.
2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.
2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotel and Restaurant Association (PHRI)
JL R.P. Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.
3.2 Competency standard

UNIT ITHHBGSZ02AES CONDUCT ASSESSMENT
UNIT DESCRIPTOR This unit covers the requirements for conducting an assessment
in accordance with an assessment procedure in a specific context.
ELEMENTS PERFORMANCE CRITERIA

01 Identify and explain the 1.1 The context and purpose of assessment are
context of assessment discussed and confirmed with the persons being
assessed.
1.2 The relevant performance standards to be used in the
assessment (e.g.: current endorsed competency
standards for the specific industry) are clearly
explained to the person being assessed.
1.3 The assessment procedure is clarified and
expectations of assessor and candidate are agreed.
1.4 Any legal and ethical responsibilities associated with
the assessment are explained to the persons being
assessed.
1.5 The needs of the person being assessed are
determined to establish any allowable adjustments in
the assessment procedure.
1.6 Information is conveyed using language and
interactive strategies and techniques to communicate
effectively with the persons being assessed.
02 Plan evidence 2.1 Opportunities to gather evidence of competency,
gathering opportunities which occur as part of workplace or training activities,
are identified covering the dimensions of competency.
2.2 The need to gather additional evidence, which may
not occur as part of the workplace or training
activities, is identified.
2.3 Evidence gathering activities are planned to provide
sufficient, reliable, valid and fair evidence of
competency in accordance with the assessment
procedure.
03 Organise assessment 3.1 The resources specified in the assessment procedure
are obtained and arrange within a safe and accessible
assessment environment.
3.2 Appropriate personnel are informed of the
assessment.
3.3 Spoken interaction and any written documents employ
language and strategies and techniques to ensure the
assessment arrangements are understood by all
persons being assessed and other appropriate
personnel.

04 Gather evidence 4.1 Verbal and no-verbal language is adjusted and
strategies are employed to promote a supportive
assessment environment to gather evidence.
4.2 The evidence specified in the assessment procedure
is gathered, using the assessment methods and tools.
4.3 Evidence is gathered in accordance with allowable
adjustments where applicable.
4.4 The evidence gathered is documented in accordance
with the assessment procedure.
05 Make the assessment 5.1 The evidence is evaluated in terms of:

decision  validity
 authenticity
 sufficiency
 currency
 consistent achievement of the specified standard.
5.2 The evidence is evaluate according to the
dimensions of competency:
 task skills
 task management skills
 contingency management skills
 job/role environment skills
 transfer and application of knowledge and skills
to new contexts.
5.3 When in doubt, guidance is sought from experienced
assessors.
5.4 The assessment decision is made in accordance with
the criteria specified in the assessment procedure.
06 Record assessment 6.1 Assessment results are recorded accurately in
results accordance with the specified record keeping
requirements.
6.2 Confidentiality of assessment outcomes is
maintained and access to the assessment records is
provided only to authorised personnel.
07 Provide feedback to 7.1 Clear and constructive feedback in relation to
persons being performance is given to the person being assessed
assessed using appropriate language and strategies and may
include guidance on further goals/training
opportunities.
7.2 Opportunities for overcoming any gaps in
competency, as revealed by the assessment, are
explored with the persons being assessed.
7.3 The person being assessed is advised of available
reassessment opportunities and/or review appeal
mechanisms where the assessment decision is
challenged.
08 Report on the conduct 8.1 Positive and negative features experienced in
of the assessment conducting the assessment are reported to those
responsible for the assessment procedure.
8.2 Any assessment decision disputed by the persons
being assessed is recorded and reported promptly
to those responsible for the assessment procedure.
8.3 Suggestions for improving any aspect of the
assessment process are made to appropriate
personnel.
RANGE OF VARIABLES
1. Assessment system may be developed by:

1.1 the industry
1.2 the enterprise
1.3 a registered training organisation
1.4 a combination of the above.
2. The assessment system should specify the following:
2.1 the purpose of assessment
2.2 competencies required of assessors
2.3 record keeping procedures and policies
2.4 any allowable adjustments to the assessment method which may be made
2.5 the appeal/review mechanisms and procedures
2.6 the review and evaluation of the assessment process
2.7 the linkages between assessment and training qualification/awards, employee
classification, remuneration, progression
2.8 relevant policies
2.9 quality assurance mechanisms
2.10 apportionment of costs/fee (if applicable)
2.11 marketing/promotion of assessment
2.12 verification arrangements
2.13 auspicing arrangements (if applicable)
2.14 partnership arrangement (if applicable).
3. Specific assessment context may be determined by:
3.1 purpose of the assessment such as:
a. to gain a particular qualification or a license
b. to determine employee classification
c. to recognise prior learning/current competencies
d. to identify training needs or progress.
3.2 location of the assessment such as:
a. on the job or off the job
b. combination of both.
3.3 assessment guidelines of training package or other assessment requirements
3.4 features of assessment system.
4. Characteristic of person being assessed may include:
4.1 language, literacy and numeracy needs
4.2 cultural, language and educational background
4.3 gender
4.4 physical ability
4.5 level of confidence, nervousness or anxiety
4.6 age
4.7 experience in training and assessment
4.8 previous experience with the topic.
5. Appropriate personnel may include:
5.1 assessors
5.2 persons being assessed
5.3 employee/union representatives
5.4 consultative committees
5.5 users of assessment information such as training providers, employers,
human resource department
5.6 training/recognition authorities
5.7 training and assessment coordinators
5.8 relevant mangers/supervisors team leaders
5.9 technical specialist.
6. Assessment procedure may include:
6.1 the assessment procedure is developed (and endorsed) by persons responsible
for the implementation of the assessment process in:
a. the industry
b. the enterprise
c. the training organisation
d. a combination of the above.
6.2 the assessment procedure should specify the following:
a. recording procedure

b. appeal/review mechanism
c. assessment methods to be used
d. instructions/material to be provided to the persons being assessed
e. criteria for making decisions of competent, or not yet competent
f. number of assessors
g. evidence required
h. location of assessment
i. timing of assessment
j. assessment group size
k. allowable adjustments to the assessment procedure depending on the
characteristics of the person being assessed.
7. Assessment methods may include:
7.1 work samples and/or simulations
7.2 direct observation of performance, products and simulation exercises
7.3 review of log books and portfolios
7.4 questioning
7.5 consideration of third party reports and authenticated prior achievements
7.6 written, oral or computer managed questioning.
These methods may be used in combination in order to provide sufficient evidence to
make a judgement.
8. Assessment tools may include:
8.1 specific instructions to be given relating to the performance of practical tasks,
process or simulation exercises
8.2 specific instruction to be given in relation to the production of projects and
exercises
8.3 sets of verbal/written/computer based questions to be asked
8.4 performance checklist
8.5 log books
8.6 descriptions of competent performance.
A number of these tools may be used in combination in order to provide enough
evidence to make judgements.
9. Allowable adjustments may include:
9.1 provision of personal support services (e.g.: reader, interpreter, attendant
career, scribe)
9.2 use of adaptive technology or special equipment (e.g.: word processor or
lifting gear)
9.3 design of shorter assessment sessions to allow for fatigue or medication
9.4 use of large print version of any papers.
10. Assessment environment and resources to be considered include:
10.1 time
10.2 location
10.3 personnel
10.4 finance/costs
10.5 equipment
10.6 materials
10.7 OHS requirements
10.8 enterprise/industry standard operating procedures.
11. Recording procedures may include:
11.1 Forms designed for the specific assessment result (paper or electronic)
11.2 Checklist for recording observations/process used (paper or electronic)
11.3 Combination of the above.
12. Assessment reporting
12.1 final assessments will record the units of competency in terms of code, title
and endorsement date
12.2 summarise assessment reports, where issued will indicate units of
competency where additional learning is required.
EVIDENCE GUIDE
1. Critical aspects of evidence

1.1 Assessment requires evidence of the following products to be collected:
a. description of the assessment context, including the purpose of
assessment
b. the relevant competency or other performance standard and assessment
procedure used
c. description of how evidence gathered is valid, authentic, sufficient, fair
and reliable to ensure competency
d. conduct of assessment in accordance with competency requirements
e. recording of the assessment results in accordance with the specified
assessment procedure and record keeping requirements
f. report on the conduct of the assessment, including positive and negative
features and suggestions for improving any aspect of the assessment
process.
1.2 Assessment requires evidence of the following process to be provided:
a. how agreement was sought with the persons being assessed on the
conduct of the assessment
b. how opportunities to gather evidence were identified as part of workplace
or training activities
c. how evidence was gathered in accordance with the assessment
procedure
d. how evidence gathering activity covered the dimensions of competency
e. how resources were arranged according to the assessment procedure
f. how appropriate personnel were consulted
g. how evidence was gathered in accordance with allowable adjustments to
the assessment method where applicable
h. how evidence was evaluated in terms of validity, authenticity, sufficiency,
currency and consistent achievement of the specified standard
i. how the assessment was conducted to ensure that::
 all arrangements and activities were understood by all parties
 the person was put at ease and a supportive assessment
environment was created
 language, literacy and numeracy issues were taken into
consideration.
j. how constructive feedback was provided to the persons being assessed
including instances of not yet competent
k. how guidance was provided to persons being assessed on how to
overcome gaps in competency.
2. Interdependent assessment of units
2.1 This unit of competency may be assessed in conjunction with other units that
form part of a job role.
3. Required knowledge and skills
3.1 Knowledge of standards of performance including industry or enterprise
competency standards and assessment guidelines.
3.2 Knowledge of legal and ethical responsibilities including occupational health
and safety regulations and procedures, equal employment and anti-
discrimination requirements relevant to the specified context.
3.3 Planning of own work including predicting consequences and identifying
improvements.
3.4 Understanding of policies and procedures of the workplace and/or job role
together with any related legislation or regulatory requirements.
3.5 Understanding of the assessment principles of reliability, validity, fairness,
flexibility, authenticity, sufficiency and consistency.
3.6 Understanding an application of assessment guidelines of the training
package for assessment and workplace training.
3.7 Skills in the application of various assessment methods, relevant to workplace
context.
3.8 Language, literacy and numeracy skills required to:
 give clear and precise instructions and information in spoken or written
form

 seek confirmation of understanding from the persons being assessed
 adjust language to suit target audience
 prepare required documentation using clear and comprehensible
language and layout
 ask probing questions and listen strategically to understand responses
of the person being assessed
 seek additional information for clarification purposes
 use verbal and non-verbal language l to promote a supportive
assessment environment
 use language of negotiation and conflict resolution to minimize conflict.
3.9 Communication skills appropriate to the culture of the workplace and
individuals.
4. Resources implications
4.1 Access to relevant competencies, sources of information on assessment
methods, assessment tools and assessment procedures.
4.2 Access to persons wishing to be assessed, any relevant workplace
equipment, information and appropriate personnel.
5. Consistency of performance
5.1 Competency in this unit needs to be assessed over a period of time, in a
range of contexts and on multiple occasions involving a combination of direct,
indirect and supplementary forms of evidence.
6. Assessment context
6.1 Assessment should occur on the job or in a simulated workplace. The
candidate assessor should use competencies relevant to their technical
expertise.
KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT
Collecting, organising and 3 Using mathematical ideas and 1

analysing information techniques
Communicating ideas and 3 Solving problems 3
information
Planning and organising 3 Using technology 1
activities
Working with others or in teams 3

Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Range of Variables Additional Training Topics Activity Visual
Performance Criteria Content
01. Identify and explain the Assessment system may be Overview of the process: Learning the OHT 1
context of assessment. developed by:  introduction of the flowchart
 the industry stages in the Disc the steps
 the enterprise assessment process.
1.1 The context and purpose of  a registered training
assessment are discussed organisation
and confirmed with the  a combination of the above.
persons being assessed.
1.2 The relevant performance The assessment system should Briefing the candidates: Review the OHT 2
standards to be used in the specify the following:  th information will be
assessment (e.g.: current  the purpose of assessment e range of purposes, given.
endorsed competency  competencies required of context, processes and Fill in the table.
standards for the specific assessors needs
industry) are clearly  record keeping procedures and  id
explained to the person policies entify all possibilities.
being assessed.  any allowable adjustments to
the assessment method which
may be made
 the appeal/review mechanisms
and procedures
 the review and evaluation of the
assessment process
 the linkages between
assessment and training
qualification/awards, employee
classification, remuneration,
progression.

 relevant policies
 quality assurance mechanisms
 apportionment of costs/fee (if
applicable)
 marketing/promotion of
assessment
 verification arrangements
 auspicing arrangements (if
applicable)
 partnership arrangement (if
applicable).
1.3 The assessment Appropriate personnel may include: What does the candidate Review HO 1
procedures are clarified  assessors need to know? information that
and expectations of  persons being assessed  the candidate must well should be given to
assessor and candidate  employee/union informed the candidates
are agreed. representatives  the candidates get the
 consultative committees opportunity to practice.
 users of assessment
information such as training
providers, employers, human
resource department
 training/recognition authorities
 training and assessment
coordinators
 relevant mangers/supervisors
team leaders
 technical specialist.
1.4 Any legal and ethical Characteristic of person being The competency A new concept: Disc HO 2
responsibilities associated assessed may include: standards  the difference between Cs
with the assessment are  language, literacy and time serving and

explained to the persons numeracy needs competency based
being assessed.  cultural, language and assessment and the
educational background importance of being
 gender objective.
 physical ability
 level of confidence,
nervousness or anxiety
 age
 experience in training and
assessment
 previous experience with the
topic.
1.5 The needs of the person Allowable adjustments may include: A participatory process: Cs HO 3
being assessed are  provision of personal support  competency based Q- about situation
determined to establish services (e.g.: reader, assessment is a RP
any allowable adjustments interpreter, attendant career, candidate driven
in the assessment scribe) system.
procedure.  use of adaptive technology or
special equipment (e.g.: word
processor or lifting gear)
 design of shorter assessment
sessions to allow for fatigue or
medication
 use of large print version of
any papers.
1.6 Information is conveyed Communication: Review HO 4

using language and  understand the GW
interactive strategies and importance of Disc
techniques to communicate communication. RP
effectively with the persons Setting tone: Dis HO 5

being assessed.  to respond the people GW
based on situation.
Checking for Disc HO 6
understanding: GW
 to making the
information understood.
02. Plan evidence-gathering

opportunities.
2.1 Opportunities to gather Assessment methods, Assessment Opportunities to gather Review HO 7a-d
evidence of competency, tools evidence: Cs
which occur as part of  evidence gathering Disc
workplace or training should reflect real work GW
activities, are identified as many ways as Fill in the table
covering the dimensions of possible.
competency.  look for ways to assess,
2.2 The need to gather which procedure
additional evidence, which authentic evidence in
may not occur as part of manner which disrupts
the workplace or training the workplace as little
activities, is identified. as possible.
2.3 Evidence gathering
activities are planned to
provide sufficient, reliable,
valid and fair evidence of
competency in accordance
with the assessment
procedure.
03. Organise assessment

3.1 The resources specified in Assessment environment and Partner arrangements: Cs HO 8a-b
the assessment procedure resources to be considered include:  working with an Q – on Partner
are obtained and arrange  time organisation in a arrangement

within a safe and  location partnership. Dis
assessable assessment  personnel GW
environment.  finance/costs
3.2 Appropriate personnel are  equipment Team assessment: Review HO 9
informed of the  materials  look ways that assessor Q
assessment.  OHS requirements can work together and Dis
 enterprise/industry standard what each person in the
operating procedures. team needs to do.
Workplace Workplace requirements: Review HO 10
standards  to make sure that Q
workplace standards Dis
are covered in an
assessment.
3.3 Spoken interaction and any Assessment procedures, Creating a comfortable Dis HO 11
written documents employ Assessment environment and environment: Fill in the table
language and strategies resources  to help the candidate Cs
and techniques to ensure relax and perform at Q
the assessment their best.
arrangements are  confirming competence.
understood by all persons Mistakes assessors made: Cs HO 12
being assessed and other  assessors need to be Q
appropriate personnel. focused and able to Dis
observe without
comment.
Know your biases! Disc OHT 3
It is important to know that Fill in the table
you have biases and work
to neutralise them.
What skills are required of Cs HO 13

the assessor? Dis
Identify what skill is

required of an assessor.
04. Gather evidence.

4.1 Verbal and non-verbal Recording procedures may include:
language is adjusted and  forms designed for the specific
strategies are employed to assessment result (paper or
promote a supportive electronic)
assessment environment  checklist for recording
to gather evidence. observations/process used
(paper or electronic)
 combination of the above.
4.2 The evidence specified in When is the candidate Review HO 14a-
the assessment procedure ready? Q c
is gathered, using the  if the candidate is not GW
assessment methods and ready they should not Dis
tools. complete the RP
assessment. If they will
never be ready they
should be counselled
into another position.
4.3 Evidence is gathered in
accordance with allowable
adjustments where
applicable.
4.4 The evidence gathered is Collecting evidence: Review HO 15
documented in accordance  another case study CS
with the assessment which highlights a Dis
procedure. problem with GW
assessment procedure.
0.5. Make the assessment

decision.
5.1 The evidence is evaluated Specific assessment context, Asking the right questions: Dis HO 16a-

in terms of: Assessment procedures,  the advantages and Fill in the table c
 validity Appropriate personnel disadvantages of each Project
 authenticity type in different
 sufficiency contexts
 currency
 consistent achievement
of the specified
standard.
5.2 The evidence is evaluated What do you consider when Fill in the table HO 17a-
according to the making the assessment Dis b
dimensions of competency: decision? GW
 task skills  in weighing up all the
 task management skills evidence gathered in
 contingency the assessment you are
management skills evaluating the evidence
 job/role environment against a number of
skills factors.
 transfer and application
of knowledge and skills
to new contexts.
5.3 When in doubt, guidance is Observations: Dem HO 18a-
sought from experienced  an assessment should Q b
assessors. be a confirmation of Dis
competence.
5.4 The assessment decision Specific assessment context, Assessing knowledge Review HO 19
is made in accordance with Assessment environment and The underpinning Q
the criteria specified in the resources knowledge is rigorously Dis
assessment procedure. checked.
Alternatives to workplace Review HO 20
assessment GW
Situation sometimes arise Answer the

where the skill or job being questions
assessed can’t be
observed in the workplace
because it involves
confidential information or a
workplace situation is not
available.
06. Record assessment Recording procedures, Assessment Documenting the Review HO 21

result. methods assessment Q
Dis
6.1 Assessment results are Feedback CS HO 22a-
recorded accurately in Assessment should be a Q b
accordance with the confirmation of RP
specified record-keeping competence.
requirement.
6.2 Confidentiality of Assessment What do you do if the Review HO 23a-
assessment outcomes is result should be candidate is not yet Q b
maintained and access to informed clearly competent? Dis
the assessment records is to the person In competency-based
provided only to authorised being assessed. assessment, you only need
personnel. to reassess those part in
which the candidate was
not competent.
07. Provide feedback to Analysing reasons for non- Review HO 24

persons being assessed competence: Q
7.1 Clear and constructive  if a candidate is
feedback in relation to repeatedly found to be
performance is given to the not yet competent, it
person being assessed suggest a serious
using appropriate language problem
and strategies and may

include guidance on further
goals/training
opportunities.
7.2 Opportunities for Allowable adjustment Appeal and review process. Dis HO 25
overcoming any gaps in Q
competency, as revealed
by the assessment, are
explored with the person
being assessed.
7.3 The person being

assessed is advised of
available reassessment
opportunities and/or review
appeal mechanisms where
the assessment decision is
challenged.
08. Report on the conduct of Assessment How did the assessment Dis OHT 4a-
the assessment reporting: go? Q b
8.1 Positive and negative  final assessments will record  learners should try out Writing a checklist
features experienced in the units of competency in assessments, Fill in the table
conducting the assessment terms of code, title and  they should identify
are reported to those endorsement date what they look for
responsible for the  summarise assessment when assessing
assessment procedure. reports, where issued will another assessor.
indicate units of competency
where additional learning is
required.
8.2 Any assessment decision Sharing information about Dis HO 26
disputed by the person assessment: Q
being assessed is recorded  to maintain quality is

and reported promptly to reflection and
those responsible for the collaboration through a
assessment procedure. network.
8.3 Suggestion for improving Project: Writing HO 27a-

any aspect of the  conduct an assessment Project b
assessment process are Dem
made to appropriate
personnel.
Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Handout – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V
Explanation - Exp

4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee
or student to have?
Overview of the process Trainer to show and discuss OHT 1 [Overview of the process].
Trainee to discuss the steps with the group.
Briefing the candidates Trainer to show OHT 2 [Briefing the candidate] and discuss Handout to identify purpose, context, process and
candidate.
Trainer to give an example of doing so by asking question:
1. Why are you conducting the assessment
2. What is the larger assessment environment?
3. What evidence are you collecting?
4. How will you collect it?
5. What are you assessing?
6. What special needs do they have?
What does the candidate need to know Trainer to review with the group the clear instruction should be given to the candidate.
Trainees to tick the list of information needed through Handout 1 [What does the candidate need to know
about the assessment?]
A new concept Trainer to give and discuss Handout 2 [A new concept].

Trainee to answer the questions.
Participatory process Trainer to give and discuss Handout 3 [A participatory process].
Trainee to answer the questions:
What is the role of the assessor in a competency based assessment?
1. What is the role of the candidate in a competency based assessment?
2. What is it different to the roles of the examiner and student in a traditional assessment?
Role-play for the communication application between assessor and candidate.
Communication Trainer to give and discuss Handout 4 [Communication].

Trainee to answer the questions.
Trainee to role-play the communication process.

or student to have?
Setting the tone Trainer to give and discuss Handout 5 [Setting the tone].
Group discussion.
Trainer asks the group for a role-play.
Checking for understanding Trainer to give Handout 6 [Checking for understand].

Review the scenario given.
Trainer discuss with the group.
Role-play for each scenario.
Opportunities to gather evidences Trainer to give Handout 7a-d (Opportunities to gather evidence].
Trainer to review the case study with the group.
Partner arrangements Trainer to give and discuss Handout 8a-b [Partner arrangements].
Team Assessment Trainer to give and discuss Handout 9 [Team assessment].
Workplace requirements Trainer to give and discuss Handout 10 [Workplace requirements].
Creating a comfortable environment Trainer to ask the group whether they have been a candidate for assessment or job interview.
Trainer to give Handout 11 [Creating a comfortable environment].
Group discussion and fill in the table.
Mistake assessor make Trainer to give Handout 12 [Mistakes assessors made].

Trainee to fill in the table.
Know your biases Trainer to show OHT 3 [Know your biases].

Trainee to complete.
What skills are required of an Trainer to give and discuss Handout 13 [What skills are required of the assessors?]
assessor? Trainee to discuss case study.
When is the candidate ready? Trainer to give and discuss Handout 14a-c [When is the candidate ready?]

or student to have?
Collecting evidence Trainer to give and discuss Handout 15 [Collecting evidence].
Asking the right questions Trainer to give Handout 16a-c [Asking the right questions].
Trainer to demonstrate how to ask with the right to questions.
Group discussion to fill in the table and Identify type of questions.
Decision-making Trainer to give and discuss Handout 17a-b [What do you consider when you are making your decision?].
Group to discuss and finish the checklist.
Observation Trainer to give and discuss Handout 18a-b [Observations].

Assessing knowledge Trainer to give and discuss the Tasks skill with the group.
Trainer to give Handout 19 [Assessing knowledge].
Trainees work in group to complete table.
Alternatives to workplace observation Trainer to give Handout 20 [Alternatives to workplace observation].

Trainer to discuss with the group.
Group discuss to answer the questions.
Documenting the assessment Trainer to give Handout 21 [Documenting the assessment].

Discuss recording system with the group.
Trainees works on designing recording form.
Feed back Trainer to give Handout 22a-b [Feed back].

Trainer to discuss case study with the group.
Trainees to answer the questions.
What do you do if the candidate is not Trainer to give Handout 23a-b [What do you do if the candidate is not yet competent?].
yet competent? Trainer to discuss what will be done if the candidate is not yet competent.
Analysing reason for non competence Trainer to give Handout 24 [Analysing reasons for non-competence].
Trainees to analyse the case study with the group and present their analysis.

or student to have?
Appeal and review process Trainer to review with the group through Handout 25 [Appeal and review processes].
Trainees to answer the questions.
What do you think should be involved in an appeals/review mechanism?
What information should be provided for the appeal./review group?
Who to present the information and in what format?
What are the steps in the appeals process in your organisation? If you don’t’ have one, what should the steps be?
How did the assessment go? Trainer to show OHT 4a-b [How did the assessment go?]
Trainees to design checklist.
Trainees to fill in the table referring to Handout 5 B.
Sharing information about assessment Trainer to discuss with the group.

Trainer to give Handout 26 [Sharing information about assessment].
Trainees to answer questions.
Project Trainer to give Handout 27a-b [Project].

Trainees to conduct an assessment.
Trainees to design their report.

4.3 Support materials
(Overhead transparencies/
Handouts)
OHT 1
Overview of the process
Conducting assessment
Brief the Give

candidate feedback
Gather Evaluate Make

evidence evidence decision

OHT 2
Briefing the candidate
Purpose Context
Why are you conducting the What is the larger assessment
assessment? environment?
For example, after a learning For example, qualification
program outcome
- -
- -
- -
- -
Process Candidate
What evidence are you Who are you assessing?
collecting?
What special needs do they
How will you collect it? have?
For example by observation For example, speaker of a
language other than English
-
-
-
-
-
-
-
These are the basic steps for carrying out an assessment.

1. What does the assessor have to do at each step?
2. What information does the assessor need for each step?

HO 1
What does the candidate need to know

about the assessment?
Tick which of these should be included in the briefing session

for the candidate:
What do you need to explain? Yes No
The purpose of the assessment
The relevant competency standards
Qualification outcomes
Details about the Registered Training
Organisation
The VET sector
What happens if the candidate is competent
What happens if the candidate is not yet
competent
Details about other candidates
The appeals process
The assessor’s qualifications
What evidence is needed
How the evidence will be collected
What records are kept
Who has access to the records
Workplace assessment policies

HO 2
A new concept
Some assessors can’t help but behave as their teachers did at school. Some
assessors even enjoy the opportunity to assert their power! Power should be
used wisely and not used to make the assessment uncomfortable and unfair.
Read through the following case study and answer the questions.
Case study
Juli is a supervisor in a hierarchical and traditional hotel company. He has

worked there for eighteen years and has progressed through the ranks of the
organisation to reach the position of training and development supervisor. He
is well liked in the hotel company, and well respected.
Part of the tradition of the hotel company is that new recruits are at the bottom
of the heap and begin work under the management of their seniors. They are
expected to do as they are told and have to spend their time at the bottom just
like everyone else. Juli supports this tradition and believes it creates loyal
workers and a team bond. He is very proud of his own long and hard
progression through the hotel company, which required much hard work and
dedication.
Juli is to assess a new recruit who is an exceptionally bright young man. He

has evaluated Arun's portfolio of evidence for a Frontline Management
competency and does not feel that he will be found competent, but since the
assessment is not complete, he has not yet fully made up his mind
Arun is the new recruit. He sees that the training and development
opportunities in the company are excellent and wishes to get credit into and
then complete the Frontline Management Certificate.
He feels a bit resentful that so much of the assessment process has been
organised without his input, he has been informed of how, when and who will
be conducting the assessment. He does not know Juli very well, and is a bit
concerned about his possible attitude to the assessment.
Arun has gathered together his portfolio of evidence, which Juli has been
reviewing. They are going to have a question and answer session to
conclude the assessment process.
1. What are the dangers in this situation?
2. If you could intervene, what would you do to improve the situation?

HO 3
A participatory process
In traditional assessment the candidate is told when

they are going to be assessed and how they are to
be assessed. They have no power over the
process.
Competency based assessment is very different. It
is not a test. It is meant to confirm that the
candidate can do the job, that they are competent.
That means that the candidate participates in the
process they should not feel scared by the process.
1. What is the role of the assessor in a competency

based assessment?
2. What is the role of the candidate in a competency

based assessment?
3. How is it different to the roles of the examiner and

student in a traditional assessment?

HO 4
Communication
In the briefing session the assessor needs to:
 encourage participation from the candidate
 explain the process carefully
 put the candidate at ease
 explain the purpose, context and process of the assessment.
Case Study
Lili is getting ready to conduct her first workplace assessment and is a bit
nervous. She is putting together some written instructions and they will be
given to the candidate, Niko, with some verbal explanations as well. Her
written instructions read as follows;
This assessment of Niko Suparman is taking place on 4 October, at his
current place of work. If found competent, Niko will be awarded a Statement
of Attainment in ITHHBGSZ404AEM Train small groups. The assessment will
involve a number of steps.
1. Niko will conduct a short training session with a small group of colleagues
on a subject previously organised.
2. Niko will get evaluations from the group, from me and he will do a self-
evaluation of his performance.
3. Niko will answer some verbal questions and we will discuss the session.
4. I will give Niko feedback on his written training plan, which I have already
received.
Lili takes the written instructions to the assessment and gives them to Niko.
He reads them. Then she gives him some verbal explanations of the
assessment context and other related information:
1. What is good and what is bad about the instructions that Lili has given to
Niko?
2. When you are preparing a candidate for assessment, how do you involve
the candidate in the process?
3. What do you think is the most important thing to communicate to the
assessment candidate? How will you communicate this?
4. How do you feel when someone you don’t know well explains something
to you, which you do not understand?
5. What do you do in these situations?
6. Prepare what you would say in the briefing session and practice on
another learner or colleague.

HO 5
Setting the tone
Read the following scenarios of the first meeting between the candidate
and assessor. How should you as the assessor respond to these
people?
a. Dani is young, this is her first ever assessment of this kind. She
has been in her job only a short time and is desperate to please
her boss by being found competent. She arrives at your initial
discussion very apprehensive, very quiet and doesn't ask many
questions.
b. Andri is a loud, confident and brash man in his mid-forties. He

has been working as a sales rep in this hotel company for four
years, and to him this assessment is really a formality of what he
already knows about himself. He says he is ready, understands
everything and is rearing to get started.
c. Lenny is a bright, articulate and confident woman in her thirties.

She seems to be at ease with the process, is interested and has
a few questions, but does not appear to fussed or anxious.
d. Herman is an older man, who has recently changed career. In his

previous career he was very well educated. He has never had
an assessment like this before, but knows his own abilities well,
and seems to be looking forward to the challenge.
e. Yono is in his twenties. He works for the same company his

father currently works for and his grandfather worked there as
well. He is keen to stay in that job and he enjoys it. Part of the
salary structure depends on training and assessment, but he
seems apprehensive about being found competent and moving
up the ranks.
f. Sutrisno is very bright and often displays great wit and insight.
He is really popular with his mates in the company. He has
never engaged in formal education, is reluctant to talk about what
he is good at, but could have the potential to really move through
the company.

HO 6
Checking for understand
How do you know someone has understood an arrangement?

Often you won't know they didn't understand until it is too late,
until they have made a mistake, or not turned up and so on.
Remember that before an assessment, the candidate may be

nervous and uncomfortable so you have to make sure that
they have understood.
1. How can you check that the candidate understands the
assessment arrangements, the methods to be used, the
requirements of the individual and organisation and the
resources required.
2. Prepare an assessment briefing and act out the briefing
meeting with a colleague or another learner.
3. Get another person to check how clear your instructions
were.
 Did the person know what they were supposed to
bring?
 Did they know the time and the place for the
assessment?
 Could they explain the methods and process for
assessment?
 Were your instructions clear and specific?
 Is there anything you should have included but
didn’t?
 What is the key to making your information and
communication understood?

HO 7a
Opportunities to gather evidence
You have planned the evidence that you want to gather to demonstrate
competence, now you have to plan opportunities for gathering that evidence.
 What resources will be required?
 Who needs to be involved?
Below is a case study of an assessment situation. Read this and then
think about the question beneath the case study.
Case study
Jono is a supervisor in a hierarchical and traditional company. He has worked
there for eighteen years and has progressed through the ranks of the
organisation to reach the position of training and development supervisor. He
is well liked in the company, and well respected.
Part of the tradition of the company is that new recruits are at the bottom of
the heap and begin work under the management of their seniors. They are
expected to do as they are told and have to spend their time at the bottom just
like everyone else. Jono supports this tradition and believes it creates loyal
workers and a team bond. He is very proud of his own long and hard
progression through the company, which required much hard work and
dedication.
Jono is to assess a new recruit who is an exceptionally bright young man. He
has evaluated Arun's portfolio of evidence for a Frontline Management
competency and does not feel that he will be found competent, but since the
assessment is not complete, he has not yet fully made up his mind
Arun is the new recruit. He sees that the training and development
opportunities in the company are excellent and wishes to get credit into and
then complete the Frontline Management Certificate.
He feels a bit resentful that so much of the assessment process has been
organised without his input, he has been informed of how, when and who will
be conducting the assessment. He does not know Jono very well, and is a bit
concerned about his possible attitude to the assessment.
Arun has gathered together his portfolio of evidence, which Joe has been
reviewing. They are going to have a question and answer session to
conclude the assessment process.
1. What will the assessor need to do to organise an assessment, which is
fair, valid, reliable and sufficient?
2. What are the dangers in this situation?
3. If you could intervene, what would you do to improve the situation?

HO 7b

(cont’d)
This table is a sample of an approach to gathering evidence for the unit TEC
302. Have a look at the table and compare it to the information given in the
case study.
On the following page there is a blank table. Complete it using a competency

standard relevant to your own industry.
Unit Evidence Organisational

requirements
TEC 302 Design  Observation of workplace  Candidate to provide

and develop practice documents by
documents, Wednesday.
reports and  Samples of completed
worksheets documents  Supervisor to provide
report based on criteria
 Knowledge of procedures by Wednesday.
and processes
 Interview to check
 Supervisor’s report of ability underpinning
to repeat performance knowledge
 Observation
Elements Assessment methods Organisational

requirements
Identify 1. Observe and check how the  Workplace observation

document document requirements are Thursday, 12pm
requirements worked out in the workplace
context.  Clear with supervisor
2. Question and evaluate  Interview immediately

responses about: after observation
 Interpreting what is
needed
 What they would do if

they didn’t understand

HO 7c

(cont’d)
Elements Assessment methods Organisational

requirements
Design and 1. Observe and check the process Workplace observation-

enhance for designing and enhancing the Thursday 12pm
document document.
formats
2. Question and check
understanding of: Interview
 workplace procedures
 transferring process to other

types of documents
 fixing things when they go

wrong.
3. Check completed document
4. Check supervisor’s report to By Thursday

make sure that the candidate
can repeat the performance.
Unit Evidence Organisational

requirements
Elements/ Assessment methods Organisational

Evidence guide requirements

HO 7d

(cont’d)
Now answer these questions about your evidence gathering:
1. How have you gathered evidence of all the dimensions of

competency?
2. How will the evidence that you gather affect the workplace and
the people in it?
3. How can you gather evidence that is part of the candidate's job
or training?
4. Who should you consult in the workplace concerning the

evidence to be gathered?
5. How long will you need to gather evidence?

HO 8a
Partner arrangements
In order to make assessment work, Registered Training Organisations need to

work with enterprises. Assessors need the skills to approach the workplace
appropriately, follow the organisation’s requirements of competence, and
incorporate the assessment into the job function of the candidate.
Read the following case study.
Case study
Tuti is going to conduct an assessment at a five stars hotel. The candidate,

Joko has let her know he is ready. Tuti arranges a date and time with Joko
when she will come to conduct the observation portion of the assessment on
the job. Joko mentions it to his boss who says that sounds fine, but does not
follow up any more than that. Joko assumes that Tuti will organise the details
as her Registered Training Organisation has been working in partnership with
his hotel company for a while.
On the day of the assessment, Tuti arrives at the designated time and meets
Joko. They begin the observation portion of the assessment. Joko's boss
walks by his desk at the time and asks what is going on. It is the middle of the
observation and Tuti quickly explains, embarrassed and hoping the boss will
go away. He does walk away, but he is very unimpressed, he had booked a
meeting with a client and wanted Joko to attend, not knowing he was being
assessed.
Joko is rattled by the boss appearing and makes a few mistakes in his
performance. Tuti is embarrassed and annoyed that Joel did not organise
things. After the observation she goes to explain to the boss that she thought
Joko would organise his time better. The boss lets her know that the system
needs to better organised, someone has to take control of organising these
activities, because it can't work otherwise.
Tuti discusses with Joko the results of the assessment, and they decide
because of the interruption that they will re-do the observation in a few days.
Tuti drives back to her office concerned by the events of the day, because
forming these partnerships takes time, and when work is disrupted and things
don't go well, it does not reflect well on the training organisation.

HO 8b
Partner arrangements (cont’d)
Partner arrangements
Now answer these questions:
1. Whose responsibility is it to organise the assessment with the

company and Joko's boss?
2. What should Tuti have done prior to the assessment?
3. What should Joko have done prior to the assessment?
4. What factors need to be included in the consultation process?
5. Whose responsibility is it to keep documentation of the

assessment in a partnership arrangement?
6. What would you have done if you were assessing Joko, to

organise things better?

HO 9
Team assessment
Sometimes an assessor may need to team up with an expert or rely on the

opinion of an expert.
Read the following two scenarios of an assessment situation.

Scenario 1
Tomi is an assessor in the hotel industry. He works in a small country town,
training and assessing. He is a receptionist and has good general knowledge
of domestic hotel. He has been asked to conduct an assessment for a small
hotel company that works in domestic hotel. The candidate is being assessed
in reservation by phone.
Scenario 2
Benny is an assessor in the hotel industry. He needs to assess a candidate in
the use of equipment for house keeping. The candidate is 200km away and if
Benny goes to observe him using the equipment, it would be a simulated
situation and Benny is concerned that the assessment would not be sufficient.
He needs to know that the candidate can handle and operate the equipment
under a whole range of conditions and in all sorts of situations.
In both these scenarios, the assessor is in a situation where they need some
help with the assessment. Answer the questions on the following page about
these situations.
1. How can the assessor gather appropriate evidence of competence in each
of these situations?
2. If you consider a team assessment appropriate,
3. What is the expert assessor’s role?
4. What is the technical expert’s role?
5. What sort of additional planning is required if you work in partnership with
someone else on an assessment?
6. Which part of the assessment would the assessor and partner undertake
in the two scenarios given above?
7. Do you think that over a period of time a supervisor could provide enough
evidence to Brett in Scenario 2 that would satisfy the assessment
requirements? Why? Why not?
8. If you conduct a team assessment, is the assessor or the partner the one
who is actually conducting the assessment?

HO 10
Workplace requirements
Read the following scenario and think about what you

would do.
Scenario
A candidate who works in a hotel is required by the
organisation to adhere to certain OH&S rules and
regulations. One of them is that when on site,
everybody must wear appropriate uniform and
operate equipment needed. You have organised to
do part of an assessment that will take place in a
simulation of the hotel. When you and the candidate
arrive at the designated room, there are no
appropriate equipment to be found. The candidate
goes to look for some, but has no luck. You are
getting pressed for time. What will you do?
1. What do you think you need to do when what is being

assessed is not specifically written in the competency
standard, but is most clearly spelt out as an organisation
policy?
2. Who should be responsible for ensuring all the resources
are available on the day – the organisation where the
candidate works, the candidate, the assessor or the
company the assessor works for?
3. Why are good partnerships, with clear agreements so
important?
4. What different consultation strategies would need to be

employed if you were assessing in a safety intensive job,
for example, fire fighting, compared to a non-safety
intensive job like office administration?

HO 11
Creating a comfortable environment

Have you been a candidate for assessment or a job interview?
If so, what are the things, which make you comfortable or uncomfortable?
Comfortable Uncomfortable
 Positive body language  Glancing at a watch

 
 
 
How can you make the environment for assessment positive and supportive?
Read this case study and answer the questions.
Case study
Trisno has conducted some workplace assessments. He believes

himself to be a good and fair assessor, and he regularly reviews his
assessment methods and tools against the principles of assessment
and evidence. He prefers not to engage in social chatting with the
candidate, as he believes the assessment process is a serious one
and should be treated as such. He keeps a certain distance from the
candidate, thinking that he will distract them from the task if he takes
too much time, or engages them in other activities or conversation. e
also does not like to talk to the candidate much during the assessment
and doesn’t let them know how they are going, because he does not
want to give them the impression they are doing well or badly until they
have completed all parts of the assessment.
Trisno is surprised when his employer asks for a meeting with him saying
that the evaluations of some of his candidates have been less than
positive.
1. What do you think the evaluations might say?
2. If you were Trisno’s employer, what would you do to help him change
his approach?
3. How do you think Trisno should behave when the candidate is

undergoing the assessment?

HO 12
Mistakes assessors made
When someone is judging information, it is very easy to make common

judgement errors.
Case study
Tomo is assessing a group of workers at a hotel company.. When he

assesses them, the following incidents occur:
Yeni is working at the computer and accidentally prints out the wrong
document. Tomo is recording some information from a response to a
questions and does not notice and Yeni doesn't tell him.
When Tomo is evaluating Totok as “competent”, “needs more evidence” “not

yet competent “. When he looks back at the ratings he has given, he is
surprised to see that all the ratings are “needs more evidence”
Tomo is looking forward to assessing Anna as they get on really well and are
good friends, and he is sure she will do well. He has trained her in the past
and found her to be very competent and she understood him easily. They run
through the assessment and Tomo is happy that she did so well.
To save time, Tomo decides to assess three of the candidates at once on a

simple task they all need to carry out. He is confident that he can record all
the results at the same time, as it is a simple task, which he has assessed
several times before.
Tomo is especially aware of an area of competence which looks are

documentation. It is an area the organisation rates highly as well. Usually he
assesses this portion of the competence first. When Heni comes for the
assessment, she performs particularly well in this section of the assessment
and Tomo is very pleased with her. He gives her lots of positive feedback on
the assessment and they move on to the next section.
In each of these scenes it is possible that Tomo has committed the common
assessor errors.
These may be:
 marking down the middle  failing to record

 the halo effect  the mirror effect.
 failing to observe
1. Which error is evident in each story above?
2. What Paul should do to avoid the error in each case?

OHT 3
Know your biases!
It is very easy to make assumptions about what

people can and can’t do based on their gender,
their age, their race and so. It is not only against
the law but it is unfair and unwise.
It is important to know if you have biases and work

to neutralise them.
For example, ask yourself what assumptions would

you bring to each of these assessment situations:
 a computer programmer from Singapore
 a young female office trainee
 a middle-aged woman as a childcare worker
 a male plumber.

HO 13
What skills are required of the

assessor?
Conducting an assessment requires a great deal of concentration

and focus from the assessor as well as the candidate.
You might have to:
 match the evidence to the criteria
 observe the candidate's performance
 encourage and calm the candidate keep records
 evaluate evidence
 ask questions and evaluate answers
 give feedback
 make sure that you are being ethical
 make sure that your assessment meets the principles of
assessment.
Case study
Abdul is in the middle of a project working with an organisation
who need to have a number of staff assessed. Abdul has been
contracted from a Registered Training Organisation to conduct the
assessments and issue the relevant qualifications. There is a tight
time frame on the project, and Abdul has been conducting up to
four assessments in one day, for a couple of weeks.
As he assesses more and more candidates on similar tasks, he is
finding his concentration drifting, and it is becoming quite routine
for him. He is starting to worry that the assessments he conducted
today are not as stringent and focussed as the assessments he
conducted at the beginning of the project.

HO 14a
When is the candidate ready?
Assessment for qualification purposes is about confirming

competence. Ideally all assessments should be positive.
If the candidate is not ready they should not complete the
assessment. If they will never be ready they should be
counselled into another position.
1. What might cause a candidate to declare they are ready

for assessment? For example, factors at work or in
their personal lives which might make them eager to
move through assessment rapidly.
2. As the assessor, what will you do if someone tells you

they are ready for assessment, but you don't believe
they are?
3. On the other hand, what might cause a candidate to

repeatedly say they are not ready for assessment,
when you know they are because either you, their
colleagues or supervisor has seen them doing the job
well?
4. Identify a situation in which you have been anxious

about performing a task, for example, doing a
presentation, giving negative feedback. How did you
feel when it was finished?
5. Is there anything that could have happened to make it

easier or more comfortable for you?

HO 14b
When is the candidate ready? (cont’d)
Read the following example and answer the questions below
Example
Dewi has not attended any formal training in a classroom for

years. She has been reluctant to go to the training for the
new computer being installed in her office, but sees no
alternative. As it turns out, she has excelled in the group,
picked things up very quickly and is using her new computer
every day. She has to be assessed using the computer to
achieve the relevant qualification and therefore get a pay
rise.
You are not concerned about assessing her as she is clearly

so competent and you have had positive feedback from a
number of people. The assessment process consists of an
observation, some discussion and review of some
documents previously prepared by Dewi coupled with a
supervisor’s report. You are surprised when Dewi has still
not approached you to organise the assessment three
weeks after the course is finished.
You decide to go and talk to her about it and she insists she
is just not ready, even though you can see from just looking
at her desk that there are numerous documents produced
by the very computer she will be assessed on.
Finally you manage to encourage her enough to undertake

assessment. On the morning of your meeting set for that
afternoon, Dewi calls to say she is not well and cannot do
the assessment. This is very strange, as someone in the
corridor had just mentioned seeing her and did not say
anything about her being unwell. Something about the
assessment is obviously bothering her a great deal.

HO 14c
When is the candidate ready? (cont’d)

Read the following example and answer the questions below
Example
Dewi has not attended any formal training in a classroom for

years. She has been reluctant to go to the training for the new
computer being installed in her office, but sees no alternative.
As it turns out, she has excelled in the group, picked things up
very quickly and is using her new computer every day. She has
to be assessed using the computer to achieve the relevant
qualification and therefore get a pay rise.
You are not concerned about assessing her as she is clearly so

competent and you have had positive feedback from a number of
people. The assessment process consists of an observation,
some discussion and review of some documents previously
prepared by Dewi coupled with a supervisor’s report. You are
surprised when Dewi has still not approached you to organise
the assessment three weeks after the course is finished. You
decide to go and talk to her about it and she insists she is just
not ready, even though you can see from just looking at her desk
that there are numerous documents produced by the very
computer she will be assessed on.
Finally you manage to encourage her enough to undertake

assessment. On the morning of your meeting set for that
afternoon, Dewi calls to say she is not well and cannot do the
assessment. This is very strange, as someone in the corridor
had just mentioned seeing her and did not say anything about
her being unwell. Something about the assessment is obviously
bothering her a great deal.
1. What are you going to do? How should you approach Dewi and
what will you say to help her?
2. How far should an assessor go in encouraging a candidate to

undertake assessment?
3. What skills does the candidate need to drive the assessment

process?

HO 15
Collecting evidence
Case study
Widi is preparing for the last part of her assessment, which

is an interview about a workplace project she has
completed.
Widi is feeling confident about her project, but is a bit

nervous about the questions and how difficult they might
be.
A couple of hours before the assessor, Kacong, is due to

come for the interview, he phones Widi. He says that he
wants to talk to her supervisor as well to get some feedback
about her work. He asks if that's okay. Widi is surprised
and unsure about what to say. She does not want to upset
the assessor so says all right.
Widi feels worried about the assessor talking to her

supervisor. She gets on well with her supervisor, and
thinks that the supervisor would be positive about her work,
but this is a new area of assessment that has not prepared
for and she is uncertain about what might happen. She
doesn't know what to do and only has a couple of hours
until the assessor arrives.
1. What has happened here? What should Justine do and what

should the assessor do given the change of plan?
2. If Justine allows the assessor to meet the supervisor that

afternoon, what technical principles of assessment are being
breached? Also, what Code of Practice dictates are being
breached?

HO 16a
Asking the right questions
Almost every assessment will involve some form of questioning, and

asking the right questions in the right way is important. The way you
phrase and ask a question can determine the amount and quality of the
information you get.
Questions can be:
 Open, for example, “What are the advantages of this type of

lubricant?”
 Closed, for example, “Would you use this cleaning agent in this
situation?”
 Leading, for example, “You wouldn’t use that would you?”
 Probing, “ If the machine broke down, what would be your first

course of action?
Fill in the second column of this table.
Assessors should Do you?
 Allow the candidate to give the correct

response,
 Be easily understood,
 Cover what is being assessed,
 Use language that is familiar to the

candidate.
Assessors should not Do you?
 Ask leading questions
 Answer their own questions
 Ask rhetorical questions
 Prompt for answers

HO 16b
Asking the right questions (cont’d)

There are a number of questions listed below. Identify the type of each question.
Question Question
type
O/C/L/P
1. Do you understand that this is an

assessment of your competency?
2. When you say you don't have the

opportunity for managing systems, what
do you mean?
3. Can you explain how this works?
4. Do you think that if you use that machine

you might end up with a widget?
5. What do you think this does
6. When you push this, is that what happens?
7. Has there been any part of this that has

been overlooked?
8. Are you able to use the computer?
9. So what you're saying is that you can use

the engine under certain situations. Can
you explain them to me again?
10. I suppose you will try to move into a

higher qualification is this assessment
goes well?
Now write four questions for an assessment of competency in

your industry.
Practice asking them and listening for the answer.
HO 16c

Asking the right questions (cont’d)
When you ask questions, you have to make sure

that you are asking for information that is required in
the competency standard. This will often be found
in the underpinning skills and knowledge section.
Questions should be relevant. For example, if you
were assessing the candidate's ability to operate a
tractor, it is not relevant to ask a question about the
history of tractors and who invented the gear stick.
Look at these questions in the diagram below,
designed to test underpinning skills and knowledge
of safe lifting:
Choose an industry competency standard that you
are likely to assess against. Develop a number of
questions that could be used to check underpinning
knowledge or skills.
a. Try out the questions with a colleague who is
familiar with the standard to make sure that you
are asking for the correct information.
b. Were your questions clear and relevant? Ask
your colleague.
c. How could you improve them? Review their
answers.

HO 17a
What do you consider when you are

making your decision?
When you are weighing up all the evidence that you have
gathered in the assessment, you are evaluating the
evidence against a number of factors:
i. The performance criteria and elements of the
competency standard
ii. The underpinning knowledge and skills within the
competency standard
iii. The dimensions of competency
iv. The key competencies
v. The technical principles of assessment
If you can visualise it, you are overlaying all these factors
affecting evidence over each other in order to reach an
accurate conclusion about competence.
iv. Key
v. Technical principles of assessment
c
o
m
iv. Key Competencies p
e
t EVIDENCE
e
iii. Dimensions of competency
n
c
i
ii. Underpinning knowledge and
e skills
s
i. Performance criteria

HO 17b
What do you consider when you are

making your decision? (cont’d)
Finish off the checklist on the following page. This will help you to focus on how you make an
assessment decision.
Is the evidence that I have gathered: YES NO

Assessing a broad and relevant range of
knowledge and skills?
Demonstrating the workplace application of
skills and knowledge?
Sufficient and gathered on a number of
occasions and in a range of contexts?
Focusing on the appropriate areas of
competence and skills, and AQF level?
Provided through assessment of realistic
workplace experiences?
Demonstrating the ability of the candidate to
transfer skills to other situations?
Linked to workplace performance?
Gathered from a number of sources?
Gathered from clearly stated criteria, which is
followed during the assessment?
Within the Assessment Guidelines from the
relevant training package?
You can continue this checklist in this format or in another

more suitable to your requirements.

HO 18a
Observations
Observation of a person performing a task or skill is a common

method of assessment. When you observe someone performing a
task or skill, you are forced to make a decision one way or another
based on what you have observed. It is important that you weigh
the evidence, take your time and make an informed decision.
Part A
Now, you will conduct an assessment using observation.
Choose a simple task, for example:
 changing the printer cartridge
 ordering some stationary supplies
 changing a fuse
 using a micrometer.
Work with either another learner, or somebody in your workplace.

Remember, you are not out to trick them or find them not to be
competent, the point of this exercise is to evaluate how and why
you made your decision.
1. Ensure the candidate is ready for assessment.
2. Design a short performance checklist in order to assess this job

or skill.
3. Inform the candidate exactly what will be expected of them in

this assessment.
4. Give the candidate all the necessary information, and organise

the details of the observation.
5. Conduct the observation.

HO 18b
Observations (cont’d)
Now answer the following questions:

a. Did you find the candidate to be competent at the task?
b. How and why did you come to that decision?
c. As you look back over the assessment, do you think
you were:
 assessing what you claimed to be assessing
(validity)?
 assessing something you are competent at
yourself and using the criteria you stated to the
candidate (reliability)?
 assessing the candidate in a way that was
appropriate to the context and the person
(flexibility)?
 providing the candidate with all the information
they needed, providing clear assessment
objectives and involving the candidate in all
aspects of the assessment (fairness)?
d. What criteria were you using to decide competent/not
competent during the assessment?
e. In retrospect, are there any changes you would make to
the assessment procedure? Did everything go as
you thought it would? Why/why not?

HO 19
Assessing knowledge
When you are assessing, you have to look at whether the

candidate has the task skills. You also have to check that they
have the underpinning knowledge required in the standard. That
is, the candidate will need to know what to do if something goes
wrong, where to get the materials you need, the difference
between a poor job and good job.
What assessment methods do you think you can use to assess

underpinning knowledge? Listed below are a number of
assessment methods.
Can you think of an example of how each of these

assessment methods might be used to assess underpinning
knowledge?
If you can’t think of an example, is it because the method is

not suitable to assess knowledge or is there another reason?
Assessment method Assess knowledge?
Observation of work performance
Demonstration of a task
Simulations
Role plays
Analysis of products
Historical records
Third party reports
Documentation
Questions/discussion

HO 20
Alternatives to workplace observations

Situations sometimes arise where the skill or job being assessed can’t be
observed in the workplace because it involves a high-risk for example, or the
equipment is extremely precious, or it involves confidential information or the
a workplace situation is not available. What do you do in these situations?
Read the following scenarios and work out how you would assess in
these situations.
Tini is assessing a college student who is undertaking training in a Diploma of

Counselling. It is not possible to assess the student actually counselling a
real client, because of the breach of confidentiality and the pressure that
would be put on both client and counsellor. She needs to be sure that the
student can apply all the skills she has been practicing over the last months in
a counselling situation. What can Violet do to assess the student?
Answer:
Jenny is a senior nurse in a large hospital, who is also the workplace assessor
for her department. She needs to assess some junior nurses in many skills,
one of which is the ability to insert an intravenous drip in an emergency
patient under a range of conditions. So, how can she assess the nurse's skills
in using an intravenous drip in the emergency department?
Answer:
Max needs to assess some workers using the tower crane on a city
construction site. It is an expensive piece of machinery, and if used
incorrectly can also put people's lives at risk. Max needs to know that the
workers are competent in using the crane, but cannot conduct a workplace
assessment on the top of a skyscraper. What can he do to ensure they can
competently use the machinery?
Answer:
Franco is studying horticulture full time. He is working to achieve the Training

Package qualification, which stipulates workplace assessment. Franco,
however, doesn’t work.
Answer:

HO 21
Documenting the assessment

It is important that you keep thorough documentation of how you reached an
assessment decision. Why?
In this activity you will work out what sort of record system you need.
Follow the steps below to design your recording form:
1. What is the critical information you will need to record on the assessment
recording sheet? For example:
 candidate details,
 competency standard details,
 relevant qualifications involved,
 evidence collected,
 signature's of relevant people,
 mark for competent/not yet competent.
2. What evidence do you need to keep?
3. Design a short form with space for the relevant information so it is clear
and legible.
4. Compare your form to those kept by your company or other organisations
5. Who will have a copy of the recording form?
6. How many copies will be required?
7. Who should sign the form?
8. How long should you keep the documentation for?
9. What other forms might need to be designed as part of documentation of

the assessment process?
Some organisations design forms for the application for assessment, the
assessment plan (this is like the performance checklist) and the review/appeal
process application.
Check with your workplace which forms are likely to be required, and discuss
with your trainer whether you should design any other forms.

HO 22a
Feedback
Assessment should be a confirmation of competence. If the process has
been planned adequately, ideally no – one should be found not to be
competent. If the candidate is not ready they should have more time, if they
will never be ready, they should be counselled and directed to another
competency. However, it often does not work that way and the assessor has
to be able to convey negative feedback in a positive way.
Part A Consider this case study and answer the questions:
Case study
Amara is an assessor who is new at the job. She has just assessed
Doni who she thinks is a young, nervous man, recently employed in
the company. She really likes him and wants him to do well. He has
made it quite clear that the assessment is the most terrifying thing he
has had to do, but Amara has found him not yet competent on their
first competency standard. She is nervous about telling him and
unsure as to what his response might be. She hopes she did not
give him the wrong impression when she was being positive about
his work, she did not want to discourage him. She has organised a
meeting with him to tell him what the outcome of the assessment has
been. She has observed him at work, collected third party reports
and reviewed a portfolio of products that he has supplied.
Unfortunately, only the performance of the task was adequate, so the
other parts need to be re-assessed following some training.
Doni was really nervous about the assessment and is relieved at

having completed it. He really got the impression from Amara that he
had been found competent. They have scheduled a meeting to
discuss the outcomes of the assessment, and he is convinced he will
have been found competent and Rebecca will tell him so. He
absolutely cannot do the assessment again, it was too nerve racking,
he just wants to get back to work.
1. How is this meeting likely to progress? What will be Rupert's reaction to

Rebecca's news?
2. How should Rebecca tell Rupert what has happened and what will happen
to overcome the gaps in competency?
3. What could Rebecca do differently next time to make this process less
painful for both of them?

HO 22b
Feedback (cont’d)
Part B Read the following dialogue and answers the

questions below.
a. Is this feedback clear?
b. What is wrong with it?
c. Why is it difficult to give clear feedback when

someone it is not positive?
d. What can you do to help them understand what

happened?
e. What strategies can you use to ensure that your

feedback is: constructive, clear and appropriate?

HO 23a
What do you do if the candidate is not

yet competent?
During the planning of the assessment, you should have provided

the candidate with information about what happens if they are not
yet competent. Depending on the skill or job being assessed, it is
possible that the person will not have to be re-assessed on the
entire assessment, just the portion that they did not complete
properly.
For example, if someone is being assessed driving a taxi, and they

have competently driven the taxi to standard, and can clearly
handle it in different conditions, but they did not recognise all the
street signs correctly, how would you reassess them?
The following examples are of candidates who have been found

not yet competent in an assessment. In each one, do you think
just the portion could be re-assessed or does the whole
assessment need to done again?
1. If someone is being assessed using a computer to produce

documents, and they are found not competent in printing out the
document, but everything they did on the computer was correct,
do you assess the whole process or just the printing?
Answer:
2. Being assessed against a Frontline Management competency

standard, the candidate provides an adequate portfolio of
evidence, amongst other pieces of evidence, but one of the
reports is unclear and you cannot find them competent on all
aspects of the competency, do you re-assess the whole
portfolio, or just a portion?
Answer:

HO 23b
What do you do if the candidate is not

yet competent? (cont’d)
3. Someone driving a forklift can turn it on, operate the safety

equipment, drive it forward, and load a pallet competently.
However, when they have to reverse it, they crash into a pile of
bins. Do you assess the whole performance again, or just the
reversing?
Answer:
4. A candidate handling dangerous goods in a storeroom as part

of an assessment can identify all but two of the signs that
indicate various chemicals and danger signals. Do you assess
them on all the signs, all of the parts of the assessment, or just
the two signs?
Answer:
What advice should you give a candidate who is not yet

competent? If reassessment is appropriate, what else would
you suggest?

HO 24
Analysing reasons for non –

competence
It is possible that you might have a candidate who

repeats the assessment for a competency a number
of times, but is never competent. What should you
do in these situations?
1. What reasons might exist for a candidate to not
achieve competency in an area of assessment?
Think about all the factors that might contribute,
for example, LL&N, the assessor
characteristics, inappropriate assessment
methods and so on.
2. If you are working with a candidate who is
assessed repeatedly, but never achieves
competence, what should you do? Write a list
of the things you could check, change or
investigate to get to the bottom of the problem.
3. What strategies could you then employ to help
the candidate? Should you keep trying to help
them achieve competence in this area, or is
there a point where you would decide it was
hopeless?
4. What is likely to be happening for the candidate if
they are continually found not competent?

HO 25
Appeal and review processes
If a candidate has been found not yet competent

and they feel the assessment was unfair, or not
correct then they have the right to make an appeal.
All Registered Training Organisations need to have

an established appeals process.
It is your responsibility as assessor to inform the

candidate of the processes available should they
feel that the assessment did not meet the principals
of assessment or that the assessor did not comply
with the Code of Conduct for Assessors. (See
Training Package Assessment Guidelines.
1. Who do you think should be involved in an

appeals/review mechanism?
2. What information should be provided for the

appeal/review group?
3. Who should present the information and in what

format?
4. What are the steps in the appeals process in

your organisation? If you don’t’ have one, what
should the steps be?

OHT 4a
How did the assessment go?
After the assessment, you need to reflect on how it

went. You might ask:
 Did the methods you chose work as well as you
thought?
 Did the candidate understand the procedures and all
the instructions?
 Is there anything you could have done differently?
 Do the assessment procedures and results need to
be reported to anybody?
In this activity you can design a checklist to use as a
review process to reflect over the assessments you
conduct.
1. What issues will you need to consider when you
have completed an assessment? Your list might
cover:
 assessment methods
 dealings with the candidate
 decision-making
 questions
 technical principles of assessment
2. What are you going to do with your reflections?

OHT 4b
How did the assessment go?
The table below is the beginning of a self-evaluation. Complete it and use it when you conduct your
next assessment.
During the assessment: Yes No

Did I check for understanding in the
candidate?
Did I follow the technical principles of
assessment?
Did I give appropriate feedback to the
candidate?
Areas where changes/improvements need to be made:

Areas which worked well and should be built on:

HO 26
Sharing information about assessment
It is important for the assessor to have colleagues

or peers to discuss issues with. Think about why
assessors might need support when answering
these questions:
1. In what ways would assessment emotionally

draining?
2. How will it help you to have other people to talk to

about assessment events?
3. What benefits are there to you and the people

you network with?
4. Who can you talk to about the assessments that

you will conduct?
5. How can networking improve the quality of the

assessment system?
If you don't have anybody, there are networks and

associations that might be helpful that your trainer
can talk to you about.

HO 27a
Project
Conduct an assessment
In this project you will practice conducting an assessment
using the skills you have learnt so far. There are a number of
steps you can follow to organise your assessment, which are
listed below.
1. You will need to work with a partner to complete this
project, so find another learner, or a work colleague or
friend who will work with you.
2. Discuss with your partner a task or skill that you can assess
them on. For example, you may assess them doing
something in their job, like answering the telephone or
using a piece of equipment. If you can’t find a work task
choose a common task such as folding a serviette or
icing a cake.
Make sure that you both agree on what task will be
assessed and that you are both happy to work on that
task. Remember that the point of this exercise is not to
trick your partner or find them not competent, but to
practice your skills as an assessor.
3. Using your knowledge of planning an assessment, work out
how you will assess the task, gather the evidence, what
questions you will ask and so on. Develop a brief
assessment plan.
4. Work out how you will gather evidence of the five
dimensions of competence, and any requirements you
should consider when gathering the evidence of
competence.
5. Brief the candidates on the assessment, what will happen,
when, where and how? Provide the candidate with any
information or equipment they need prior to the
assessment.

HO 27b
Project (cont’d)
6. Check for understanding and confirm the assessment

process with the candidate before you begin. Be aware
of your use of power in the assessment, make the
candidate feel comfortable, use language they
understand and encourage their participation.
7. Conduct the assessment. Pay special attention to:
 The questions you ask.
 How you are judging the information the candidate
provides.
 How are you assessing knowledge? How are you
assessing skills?
 How you are documenting the assessment.
8. Refer to Learning Option 16 for the checklist you
developed, which covers all the factors you should
consider when making your assessment decision. Use
this information to make sure you are covering
everything during the assessment.
9. Following the assessment, give appropriate feedback to the
candidate on how they went.
10. When the assessment is complete, get feedback from
the candidate on how they felt the assessment was, get
feedback from observers if there were any present and
reflect on the assessment yourself and make some
notes. Answer these questions:
 Was there anything in the assessment that you
were particularly pleased with?
 Was there anything in the assessment that you felt
you could improve?

Section 5
Assessment
5.1 Workplace assessment issues
5.1.1 Workplace assessment
Assessment is the process of collecting evidence and making judgements on progress towards
satisfying the performance criteria set out in the competency standard. At the appropriate point,
judgement is made as to whether competence has been achieved. Assessment identifies the
achievements of the trainee rather than relating the performance of the trainee to other trainees.
5.1.2 Competent
Ask yourself the question, “what does an employee really need to be able to do?” The answer to this
question will tell you what we mean by the word “competent”. To be competent in a work related skill
implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the above issues to reflect the
real nature of work.
5.1.3 Recognition of current competence
An integrated national assessment principle provides the recognition of current competencies

regardless of where they have been acquired. Assessment recognises that individuals can achieve
competence in a variety of ways:
 prior qualifications
 informal learning.
Recognition of current competence gathers evidence to assess an individual against competency

standards in order to determine whether they have achieved the required competence for a job role or
for recognition for a formal qualification. The assessment of recognition of current competence is
undertaken by industry certified workplace assessor.
5.1.4 Assessors
In workplace situations, an industry certified assessor would determined whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to assess
this unit, then you may choose from the methods offered in this guide, or develop your own to conduct
assessment. Assessors must look at the evidence guides in the competency standards before
arriving at the assessment methods to use.
5.2 Underpinning skills and knowledge
5.2.1 Assessment of underpinning skills and knowledge

Evidence should include a demonstrated ability to correctly explain and apply principles and practices
in the hospitality industry.
You must now assess your trainees or students’ underpinning skills and knowledge. This section
must be completed before you go on to the next section. Underpinning skills and knowledge for
competency standard are:
1. Knowledge of standards of performance including industry or enterprise competency standards
and assessment guidelines.
2. Knowledge of legal and ethical responsibilities including occupational health and safety
regulations and procedures, equal employment and anti-discrimination requirements relevant to
the specified context.
3. Planning of own work including predicting consequences and identifying improvements.
4. Understanding of policies and procedures of the workplace and/or job role together with any
related legislation or regulatory requirements.
5. Understanding of the assessment principles of reliability, validity, fairness, flexibility, authenticity,
sufficiency and consistency.
6. Understanding an application of assessment guidelines of the training package for assessment
and workplace training.
7. Language, literacy and numeracy skills required to:
 give clear and precise instructions and information in spoken or written form
 seek confirmation of understanding from the persons being assessed
 adjust language to suit target audience
 prepare required documentation using clear and comprehensible language and layout
 ask probing questions and listen strategically to understand responses of the person being
assessed
 seek additional information for clarification purposes
 use verbal and non-verbal language l to promote a supportive assessment environment
 use language of negotiation and conflict resolution to minimise conflict
8. Communication skills appropriate to the culture of the workplace and individuals.
Should your trainees or students not have the underpinning skills and knowledge required, you must
ensure that you deliver this material before you progress to the next section.
This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.
5.2.2 Examples of assessment tasks
Use these tasks to determine if your trainees have the necessary underpinning skills and knowledge.
The table below can be used to record the result of each student and what further training is needed.
Assessment tasks Yes No Further training

needed
1. Identify and explain the context of assessment:
 check evidence of a briefing
 ask questions and check their understanding
 check evidence from relevant learning
activities as required

Assessment tasks Yes No Further training
needed
 check evidence from others as required
2. Plan evidence gathering opportunities:
 check the evidence plan
 check learning activities as required
3. Organise assessment:
 check plans to make sure all the
organisational details were covered
 check the observation part of the assessment
went smoothly
 check the candidate was given the correct
instructions
 check learning activities
4. Gather evidence:
 observe an interview or an observation
assessment
 ask question
 check the supervisor’s report
 check relevant learning activities
5. Make the assessment decision
 observe the way the candidate checks the
evidence to make sure it meets criteria, the
dimensions of competency, the principles
of assessment
 ask question and check their understanding
6. Record assessment results
 observe the documents used to record results
 ask questions to check they understand
confidentiality and the workplace process
7. Provide feedback
 observe the way they give feedback to the
candidate
 ask questions to check that they know how
to give different types of feedback
8. Report on the conduct of the assessment
 check what was good about the
assessment, and what should be improved
 check any documentation such as self-
evaluations, candidate evaluations.
5.3 Suggested assessment for Conduct assessment
The following pages list some of the methods that can be used to assess this competency. The
proposed assessments have been designed to address each element, performance criteria and
underpinning skills and knowledge for the competency.
Results of a successful assessment should indicate sufficient and relevant knowledge and
understanding to be able to infer competence. Therefore the trainee is assessed as either competent /
competence to be achieved. Examples of assessment results sheets are included in Appendix 1 and
2.

5.3.1 Assessment methods
Competency in this unit needs to assess over a period of time, in a range of contexts, and on multiple
occasion involving a combination of direct, indirect and supplementary forms of evidence.
Holistic assessment
Wherever possible, this unit should be assessed as part of a normal work function. It can be
integrated for assessment with other units of competence, for example: BSZ401A Plan assessment
and BSZ403A Review assessment.
Evidence you could gather for Conduct assessment

The examples below represent typical for conforming competency in this unit. Evidence may be
collected as part of the learning program or through a recognition only pathway:
 A portfolio of evidence from work products, learning activities, which are collected either during
the learning program or from another source if the candidate is following a recognition only
pathway.
 Evidence of conducting a candidate briefing and a plan for how evidence will be collected
 Evidence of workplace assessment. It may be an observation assessment or an interview
 Question/answer to clarify or confirm competence in some areas.
 Third party reports of repeated performance.
Please note: Your assessment should confirm that the candidate has shown evidence of having
conducted more than one assessment over a period of time.

Possible assessment methods
The table below shows assessments of this unit. The first column is drawn directly from the elements in the competency standard. The second column lists some assessment
methods that might suit the candidate. These are not comprehensive; there are other methods of assessment you can use. Also note that these are options and you do not
need to follow any or all of them.
Evidence Required Possible assessment methods

Can the candidate You might choose items from the following to suit the assessment needs of your candidates.
Identify and explain the context of 1. Check evidence of a briefing that the candidate:
assessment  explained the assessment process, the context and what happens as a result
 explained workplace policies and procedures
 gave instruction in friendly manner.
2. Ask questions and check their understanding of:
 the candidate’s needs
 the role of the assessor
 competency based assessment and other relevant issues.
3. Check evidence from relevant learning activities as required
4. Check evidence from others as required
Plan evidence gathering opportunities 1. Check the evidence plan to make sure that:
 the opportunities to gather evidence are relevant and not disruptive
 the dimensions of competency are covered
 the principles are met
2. Check learning activities are required.
Organise assessment 1. Check plans to make sure all the organisational details were covered
2. Check the observation part of the assessment went smoothly
3. Check the candidate was given the correct instructions
4. Check learning activities
Gather evidence 1. Observe an interview or an observation assessment and check that:
 it is a comfortable environment
 questions are clear and relevant
 the assessment plan was followed
 the correct records were kept.

Evidence Required Possible assessment methods
2. Ask questions to check:
 how they made allowable adjustments
 what happened in other assessments they have carried out
3. Check the supervisor’s report
4. Check relevant learning activities
Make the assessment decision 1. Observe the way the candidate cheeks the evidence to make sure it meets criteria, the dimensions of
competency, the principles of assessment.
2. Ask questions and check their understanding of:
 the principle of assessment
 dimensions of competency
Record assessment results 1. Observe the documents used to record results and check that:
 they are an accurate record of the assessment decision
 they are complete and sufficient
2. Ask questions to check they understand confidentiality and the workplace process
Provide feedback 1. Observe the way they give feedback to the candidate:
 it was clear and constructive
 where there is a gap, suggestion are given
 the appeals process was explained
2. Ask questions to check that they know how to give different types of feedback.
Report on the conduct of the 1. Ask questions to check:
assessment  what they thought was good about the assessment
 what could have been improved
2. Check any documentation such as self evaluations, candidate evaluations

Appendices
Appendix 1
Competency assessment result

Unit code: ITHHBGSZ02AEA Title: Conduct assessment
Trainee or student name:
Assessor name:
The Trainee was assessed as: Competent 
Competency to be achieved 
Feedback to trainee
Signatures
The trainee has been informed of the Signature of assessor:

assessment result and the reasons for
the decision
Date:
I have been informed of the Signature of trainee:

assessment result and the reasons for
the decision
Date:
Package for Hospitality Training – Conduct assessment Appendix 1 - Page 1

Appendix 2
Group trainee or student assessment record

Group:
Assessor name:
Trainee name Competent Competency

to be
achieved

Appendix 3
List of overheads and handouts
Overhead Handout Title

number Number
(OHT) (HO)
1 Overview of the process
2 Briefing the candidate
1 What does the candidate need to know
about the assessment?
2 A new concept
3 A participatory process
4 Communication
5 Setting the tone
6 Checking for understand
7a-d Opportunities to gather evidence
8a-b Partner arrangements
9 Team assessment
10 Workplace requirements
11 Creating a comfortable environment
12 Mistakes assessors made
3 Know your biases!
13 What skills are required of the
assessor?
14a-c When is the candidate ready?
15 Collecting evidence
16a-c Asking the right questions
17a-b What do you consider when you are
making your decision?
18a-b Observations
19 Assessing knowledge
20 Alternatives to workplace observation
21 Documenting the assessment
22a-b Feed back
23a-b What do you do if the candidate is not
yet competent?
24 Analysing reasons for non –
competence
25 Appeal and review processes
4a-b How did the assessment go?
26 Sharing information about assessment
27a-b Project

Appendix 4
Trainee or student evaluation sheet
Agree Don’t Disagree Doesn’t

The following statements are about the competency
know apply
you have just completed. Please tick the appropriate
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   
The best things about this unit were
The worst things about this unit were
The things you should change in this unit are
Package for Hospitality Training – Conduct assessment Appendix 4 – Page 1

Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHBGSZ02AEM
Unit title: Conduct assessment
Example:
No Amendment Version Page Line Amender Date

number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02
No Amendment Version Page Line Amender Date

number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Package for Hospitality Training – Conduct assessment Appendix 5 – Page 1

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHBGSZ02AEM

Package for Hospitality Training – Conduct assessment i

Access and equity

Competency Based Training

Critical aspects of assessment

Package for Hospitality Training – Conduct assessment ii

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Package for Hospitality Training – Conduct assessment iii

Package for Hospitality Training – Conduct assessment iv

This will help you teach the competency Conduct assessment.

Teachers and trainers should structure their sessions according to the:

1.2 Time required to achieve competency

Package for Hospitality Training – Conduct assessment 1

2.2 Delivery strategies

2.3 Delivery requirements

2.4 Source of additional information

Package for Hospitality Training – Conduct assessment 2

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

Package for Hospitality Training – Conduct assessment 3

05 Make the assessment 5.1 The evidence is evaluated in terms of:

Package for Hospitality Training – Conduct assessment 4

Package for Hospitality Training – Conduct assessment 5

Package for Hospitality Training – Conduct assessment 6

Package for Hospitality Training – Conduct assessment 7

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

Collecting, organising and 3 Using mathematical ideas and 1

Package for Hospitality Training – Conduct assessment 8

Package for Hospitality Training – Conduct assessment 9

Package for Hospitality Training – Conduct assessment 10

1.6 Information is conveyed Communication: Review HO 4

Package for Hospitality Training – Conduct assessment 11

02. Plan evidence-gathering

03. Organise assessment

Package for Hospitality Training – Conduct assessment 12

What skills are required of Cs HO 13

Package for Hospitality Training – Conduct assessment 13

04. Gather evidence.

0.5. Make the assessment

Package for Hospitality Training – Conduct assessment 14

Package for Hospitality Training – Conduct assessment 15

06. Record assessment Recording procedures, Assessment Documenting the Review HO 21

07. Provide feedback to Analysing reasons for non- Review HO 24

Package for Hospitality Training – Conduct assessment 16

7.3 The person being

Package for Hospitality Training – Conduct assessment 17

8.3 Suggestion for improving Project: Writing HO 27a-

Package for Hospitality Training – Conduct assessment 18

A new concept Trainer to give and discuss Handout 2 [A new concept].

Communication Trainer to give and discuss Handout 4 [Communication].

Package for Hospitality Training – Conduct assessment 19

Checking for understanding Trainer to give Handout 6 [Checking for understand].

Workplace requirements Trainer to give and discuss Handout 10 [Workplace requirements].

Mistake assessor make Trainer to give Handout 12 [Mistakes assessors made].

Know your biases Trainer to show OHT 3 [Know your biases].

Package for Hospitality Training – Conduct assessment 20

Observation Trainer to give and discuss Handout 18a-b [Observations].

Alternatives to workplace observation Trainer to give Handout 20 [Alternatives to workplace observation].