The assessment criteria of the qualification are embodied in the Unit Standards. The depth of technical expertise that will be assessed across the various contexts are clearly articulated in the relevant specific outcomes, assessment criteria and range statements within these Unit Standards.
Integrated Assessment:
Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas, skills and actions across unit standards to achieve competence that is grounded in and coherent in relation to the purpose of the qualification.
Integrated assessment must judge not only the quality of the observable performance but also the thinking and understanding that underpins it. This applies to both formative and summative assessment. In formative assessment a greater weighting should be given to the application of knowledge in real work situations as well as to the actual demonstration of skills. A greater weighting may be given to the understanding of theory in summative assessment.
Assessment tools must encourage learners to give an account of the thinking and decision-making that forms the basis for their demonstrated performance. In other words, learners must provide an interpretation of their actions. This is especially important with regard to this qualification considering that part of its purpose is to provide a foundation for the learner who is entering or has just entered the industry. In the case of current employees seeking recognition of prior learning or employees who have been a short while in the industry, assessors must be particularly vigilant to ensure that justification for and explanation of actions are provided. This is to prevent routine or repetitive types of behaviour being mistaken for demonstration of competence.
An integrated mix of task-orientated and theoretical assessment tools should be used with the ultimate focus being on the assessment of applied competence.
In particular when assessing the applied competence (practical, foundational and reflective competencies) of this qualification, assessors must assess the ability of the learner to:
1. Identify and solve problems in which responses display that responsible decisions, using critical thinking, have been made
2. Work effectively with others as a member of a team, group, organisation or community
3. Organise and manage his/herself and his/her activities responsibly and effectively
4. Collect, analyse, organise and critically evaluate information
5. Communicate effectively using visual, mathematical, and/or language skills in the modes of written and/or oral presentation.
Specific examples of demonstration of the above Critical Cross-Field Outcomes are described in each Unit Standard.
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