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Designing assessment resources

Assessment resources are prepared materials that assessors can use to assist with the process of collecting evidence regarding whether candidates have achieved competency. In some cases, assessors may use prepared assessment materials or develop their own assessment materials.

The process

There is no set format or process for the design, production or development of assessment materials. However the following seven-step process provides a general approach to the design and development of such materials.

Select the unit(s) of competency to be assessed
Interpret the unit of competency
Identify the type and amount of evidence to be collected
Plan the assessment activity
Prepare the assessment resource
Validate the assessment resource
Prepare the final version of the assessment resource

1. Select the unit(s) of competency to be assessed

Identify the unit of competency that is to be assessed. The assessment resource may focus on a single unit of competency or a cluster or group of related units of competency.

2. Interpret the unit of competency

The unit of competency describes the work and the required standards of performance. Read the full unit of competency carefully and familiarise yourself with the:

Unit description – this outlines the aspect of work to be assessed.
Elements and performance criteria – these describe the nature of the task to be assessed and the standard of performance that is expected of the candidate.
Range of variables – this describes the conditions under which the task must be performed.
Evidence guide – this provides information on the key things which a candidate must be able to do [critical aspects of competency], the underpinning knowledge and skills required to perform the task [underpinning knowledge and skill] and units of competency that may be grouped for assessment purposes [interdependent assessment of unit].
Identify the key skills that the candidate will require to perform the work activity described in the unit of competency. These are:
- Task skills – these involve performing the task to the required standard as described in the unit of competency
- Task management skills – these involve managing a number of different tasks within the job
- Contingency management skills – these involve responding to problems, breakdowns and changes in routine
- Job/role environment skills – these involve fulfilling the responsibilities and expectations of the workplace.

3. Identify the type and amount of evidence to be collected

Prepare a list of the evidence that might be collected to show that the candidate is able to perform the work activity described in the unit of competency. There are three broad categories of assessment evidence that may be used in conducting competency assessments. These are:

Product – this refers to something that is made or a service that is delivered
Process – this refers to the way in which a product is produced or achieved.
Knowledge – this refers to the information that is required to perform the aspect of work described in the unit[s] of competency. This may include knowledge of specific information, knowledge of specific laws, regulations and Codes of Practice and knowledge of principles, processes and procedures.

This evidence may be collected through a variety of methods. These include:

Observation – observation of workplace activities and demonstration of specific tasks, observation of activities under simulated workplace conditions, observation of a role play.
Questioning - oral questioning, written tests, interviews
Supplementary evidence – supervisor reports, employer references, documentation about past or prior achievements, portfolios.

The assessor must determine the type and amount of evidence that is required and how this will be collected.

4. Plan the assessment activity

Prepare a brief written description of the assessment activity that will be used to collect the required evidence. For example, this may be an observation of workplace activity, a simulation, a test or some other form of evidence gathering technique. The description does not have to be detailed but should at least describe, in broad terms, the nature of the activity to be undertaken. The description should detail the:

type of evidence gathering eg observation, questioning, supplementary evidence
tasks which the candidate is required to do
location of the assessment activity ie on or the off the job
time allocated to the activity.

In planning the activity, consideration should be given to using evidence gathering methods that:

are appropriate to the industry context
are gender and culturally inclusive
take into account the language, literacy and numeracy skills of both the assessor and the candidate
minimise the cost of assessment
involve the collection of a variety of forms of evidence
may be customised to take into account local conditions, site requirements and enterprise specific practices
utilise industry and enterprise reference materials, such as standard operating procedures and Material Safety Data Sheets
allow for the updating of evidence requirements and work practices in line with changes to legislation, regulations and codes of practice
take account of safety considerations and the assessment environment, especially for New Apprenticeship pathways, which are likely to have first time workers, and for assessment of high-risk operations or in high-risk industries.

5. Prepare the assessment resource

The assessment resource is developed in accordance with the plan for the assessment activity. The assessment resource should:

address the relevant unit(s) of competency
require the candidate to demonstrate the four key components of competency
identify the evidence requirements and evidence collection methods
include the resources needed to conduct the assessment activity
include instructions for candidates and those involved in administering the assessment activity
be checked for ease of use, validity, reliability, fairness and flexibility
incorporate allowable adjustments to the assessment procedure.

6. Validate the assessment resource

The assessment resource should be piloted with a small sample of assessors. Information gathered through this process should be analysed to establish any amendments that may be required. The assessment resources are redrafted incorporating suggested amendments as appropriate.

7. Prepare the final version of the assessment resource

The assessment resource is published in an appropriate format, either print or electronic, and made available to assessors within the relevant organisation. Arrangements are put in place for the ongoing maintenance and cyclic review of the assessment resource.

More information

Business Service Training Australia, Training Package for Assessment and Workplace Training
Australian National Training Authority, Training Package Development Handbook, ANTA, Melbourne