projects Recognition of Prior Learning. Whilst there is no specific instruction or evidence collection documents for all the alternative assessment methods, assessors can record competency in the ‘Other’ section within the ‘Competency Recording Sheet’. Selection of assessment methods Each assessor will determine the combination of Assessment Methods to be used to determine Competency for each Competency Unit on a student by student basis. ‘Sufficient’ evidence to support the ‘Pass Competent’/’Not Yet Competent’ decision must be captured. In practice this means a minimum of 2 – 3 Assessment Methods for each candidate for each Competency Element is suggested. At least one method should provide evidence of practical demonstration of competence. The following assessment methods deemed to provide evidence of practical demonstration of competence include: Practical Work Projects Third Party Statement Observation Checklist. Assessing competency Competency based assessment does not award grades, but simply identifies if the participant has the knowledge, skills and attitudes to undertake the required task to the specified standard. Therefore, when assessing competency, an assessor has two possible results that can be awarded: ‘Pass Competent’ (PC) ‘Not Yet Competent’ (NYC). Pass Competent (PC) If the participant is able to successfully answer or demonstrate what is required, to the expected standards of the performance criteria, they will be deemed as ‘Pass Competent’ (PC). The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the necessary knowledge, skills and attitudes in all assessment tasks for a unit. Not Yet Competent’ (NYC) If the participant is unable to answer or demonstrate competency to the desired standard, they will be deemed to be ‘Not Yet Competent’ (NYC). This does not mean the participant will need to complete all the assessment tasks again. The focus will be on the specific assessment tasks that were not performed to the expected standards. The participant may be required to:
a) Undertake further training or instruction b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’. Regional Qualifications Framework and Skills Recognition System The ‘Regional Qualifications Framework and Skills Recognition System’, also known as the ‘RQFSRS’ is the overriding educational framework for the ASEAN region. The purpose of this framework is to provide: A standardised teaching and assessment framework Mutual recognition of participant achievement across the ASEAN region. This includes achievement in individual Units of Competency or qualifications as a whole. The role of the ‘RQFSRS’ is to provide, ensure and maintain ‘quality assurance’ across all countries and educational providers across the ASEAN region. Recognition of Prior Learning (RPL) Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject. This process is a learning and assessment pathway which encompasses: Recognition of Current Competencies (RCC) Skills auditing Gap analysis and training Credit transfer. Code of practice for assessors This Code of Practice provides: Assessors with direction on the standard of practice expected of them Candidates with assurance of the standards of practice expected of assessors Employers with assurance of the standards maintained in the conduct of assessment. The Code detailed below is based on the International Code of Ethics and Practice (The National Council for Measurement in Education [NCME]): The differing needs and requirements of the person being assessed, the local enterprise and/or industry are identified and handled with sensitivity Potential forms of conflict of interest in the assessment process and/or outcomes are identified and appropriate referrals are made, if necessary All forms of harassment are avoided throughout the planning, conducting, reviewing and reporting of the assessment outcomes The rights of the candidate are protected during and after the assessment Personal and interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes The candidate is made aware of rights and process of appeal Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency
Assessment decisions are based on available evidence that can be produced and verified by another assessor Assessments are conducted within the boundaries of the assessment system policies and procedures Formal agreement is obtained from both the candidate and the assessor that the assessment was carried out in accordance with agreed procedures The candidate is informed of all assessment reporting processes prior to the assessment The candidate is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment Confidentiality is maintained regarding assessment results The assessment results are used consistently with the purposes explained to the candidate Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Instructions and checklist for assessors Instructions General instructions for the assessment: Assessment should be conducted at a scheduled time that has been notified to the candidate Facilitators must ensure participants are made aware of the need to complete assessments and attend assessment sessions If a participant is unable to attend a scheduled session, they must make arrangements with the Assessor to undertake the assessment at an alternative time At the end of the assessment the Assessor must give feedback and advise the participant on their PC/NYC status Complete the relevant documentation and submit to the appropriate department. Preparation Gain familiarity with the Unit of Competency, Elements of Competency and the Performance Criteria expected Study details assessment documentation and requirements Brief candidate regarding all assessment criteria and requirements. Briefing checklist Begin the assessment by implementing the following checklist and then invite the candidate to proceed with assessment. Checklist for Assessors Tick () Remarks
Element 3: Clean industrial work equipment Assess suitability of equipment for cleaning Select appropriate cleaning equipment and chemicals Select the protective clothing and equipment to be used Prepare equipment for cleaning Clean equipment as identified Tidy work site Dispose of waste Clean, check and store cleaning equipment and chemicals Element 4: Maintain industrial work areas and equipment Identify maintenance tasks to be undertaken Perform maintenance tasks, as required Report problems and faults that require additional attention Store maintenance items and equipment Perform required administrative tasks Assist in special projects, where required Liaise with external contractors Equipment to be cleaned and maintained may include: Back-of-house items Front-of-house items Cleaning in place (CIP) equipment. Instructions in relation to cleaning and maintenance may include: Manufacturer’s instructions Job safety analysis sheets Scheduled maintenance sheets Work instructions and work orders Safety advice Material safety data sheets Specific cleaning instructions Instructional guides Operation manuals Standard operating procedures Specifications. Assess area may include: Identifying cleaning techniques to be applied Identifying access, including timing and physical access elements Evaluating options Identifying soil type Confirming condition of area to be cleaned
Refrigeration maintenance Laundry equipment maintenance Waste contractors Window cleaners Firefighting equipment maintenance Lift maintenance contractors Utility contractors Water and boiler treatment Cleaning equipment maintenance How would you plan to replace all air conditioning valves in 25 rooms on the 18th floor? Communicate with both Housekeeping and Front Office to determine when it would be possible to have access to all these rooms for the length of time needed to complete this work (do we need all the rooms at once or just a few each day?) Co-ordinate with the outside contractors to complete this work Cover all furniture in the immediate area in each room where the work will take place to prevent any unnecessary mess Communicate when rooms are complete so that they can be cleaned and sold.