5.1 Discuss the learning process 5.1 38 20, 21 5.2 Plan and prepare for delivery of National Assessor training 5.2 39 – 49 22 5.3 Conduct National Assessor training 5.2 50 – 56 23 5.4 Evaluate National Assessor training 5.2 57, 58, 59 24
Product knowledge Workplace health and safety First aid Customer relations and service Communication skills Room preparation, service and cleaning Valet Laundry Security Business and management English language. Tour Operation This Labour Division addresses competencies relating to: Product knowledge Workplace health and safety First aid Customer relations and service Communication skills Bookings/reservations and information management Tour guiding and conducting tours Driving and vehicle maintenance and repairs Camping and on-tour catering Security and risk management Sensitivity and respect for local cultures Business and staff management English language. Travel Agencies This Labour Division addresses competencies relating to: Product knowledge Workplace health and safety First aid Customer relations and service Communication skills Processing bookings/reservations
Be supported by the Assessor in their efforts and with any questions or difficulties they may have. Space exists on the Third Party Statement to: Enter student name and name of authorised/approved Third Party Contact number for the Party – to facilitate contact by the Assessor if there is a query or of follow-up information is required Indicate the relationship between the candidate the Third party competing the Statement Room for them to indicate their opinion (‘Yes’, ‘No’, ‘Not Sure’) regarding the competency of the candidate for the Elements and Performance Criteria – in many cases Performance Criteria have been combined in this document to make it easier and quicker for workplace Third Party personnel to compete the form Space for the Third Party to provide more detailed/written feedback regarding candidate performance – if the Third Party wishes to do so Space for the Third Party to sign to authenticate the document/their contributions. A section titled ‘Specifications for Third Party Statement’ is contained at the start of every Assessor Manual. Competency Recording Sheet The final document in the assessor manual is the Competency Recording Sheet. One Competency Recording Sheet needs to be prepared by the Assessor for every candidate for every Unit. This document: Is provided in the same format for all Competencies Provides a central location for the evidence captured during assessments to be recorded Is the main reference point for making the final Pass Competent/Not yet Competent decision Contains room to enter: Student and Assessor name Dates assessment commenced and was completed Follow-up action required by student in the event they initially failed to achieve competency Observations made by the Assessor about the candidate and/or the assessment process – if deemed necessary/appropriate Indication of the of assessment used to capture evidence on a Performance Criteria-by- Performance Criteria basis Signatures (with dates) of: Assessor – to authenticate the document Candidate – to verify their assessment has been given to and explained to them. A section titled ‘Instructions for Recording Competency’ is contained at the start of every Assessor Manual. Work Projects
Obtain tips and advice Obtain resources and materials which can be used. Determination of assessment approach The approach to assessment can be determined the Assessment Checklist: Review Competency standard Consult the critical aspects of assessment – as listed in the Competency Standards to identify what is important for the assessment decision Identify and align the Elements/Performance Criteria to the domains of knowledge and skill – which need to be assessed Develop an assessment matrix Select the appropriate mix of assessment methods from the matrix – to ensure the necessary/identified evidence is captured as a result of the assessment process Acquire or design the assessment tools – the Toolbox provides several assessment tools but there is always opportunity (and sometimes a need) to develop others Test the assessment tools – to ensure they meet the rules of evidence. Preparation of assessment plan The Assessment Plan may contain/combine: Name/title of Competency Standard being assessed Determination of types of assessment required – diagnostic, formative, summative, holistic, RPL Identification of the assessment methods and tools to be used – as identified in the Assessment Matrix Development of an Assessment Decision Grid Identification of the time, date and venue for the assessment Communication of assessment arrangements with candidates – and negotiation of ‘reasonable adjustment’. will always be a need to liaise with the Trainer to finalise this stage of the assessment process. Assessment To collect evidence ‘assessment tools’ will need to be used. These tools are used to collect and interpret evidence of competence
Essential activities include: Obtain a: Soft copy of the Competency Standard – which can be obtained from www.ATPRS.org Hard copy – it is always good to have a paper-based copy to refer to. Hard copies may be obtained from: The National Assessor toolbox – Trainer Assessor Manual The training provider. Read the document: Allocate sufficient time to do this free from interruptions Take notes of things which come to mind as the document is read: Questions and issues which need to be followed up References or contacts which immediately come to mind as being useful and relevant Content which is new, unknown or anticipated to be somewhat difficult to research and or deliver. Re-read it – something more will always be gained from a second and third reading. Note the nominal hours – 35 hours Spend some time looking at the detail provided under Unit Variables – to: Gain appreciation for how they align with Performance Criteria and Elements Identify what is provided for and what is not – there is a need to develop all ‘content’ where there is no entry for Performance Criteria under the heading of Unit Variables. Note the requirements and suggestions listed for assessment – under: Assessment Guide Critical Aspects of Assessment Context of Assessment Assessment Methods. Reflect on the ‘Resources required’: To get a feel for where the training may need to take place To start to understand what resources may be needed. Think about the information presented in relation to Key Competencies: To grasp the level of complexity of the Unit To see how these key competencies might apply. Follow-up When the above has taken place it can be useful to: Talk to the Training organising the training: About what their expectations and requirements are