In particular, assessors should check that the learner can demonstrate an ability to consider a range of options and make decisions and apply the skills that relate to:
Record keeping and the related processes
Information systems in relation to record keeping
Processing instructions
Processing telephone calls
Standards of professionalism in relation to handling customer queries, applying business ethics and behaving appropriately in a business environment
Ensuring that office equipment is properly maintained
Managing time and work schedules effectively
Understanding the work context and how to solve problems within that work context
Resolving customer problems and queries
Integrated Assessment:
Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is required for this qualification.
Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic administration contexts wherever possible.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
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