The scenario

The context

You are a trainer and assessor for ABC Training House, an RTO. ABC Training House's clients are members of the public who:

may or may not be working, although most clients are working in some capacityfull time, part time or casual, in paid or volunteer positions

have diverse characteristics, industry expertise, experience and needs:

- LLN and other foundation skills they hold will vary

- some may have disabilities that will require a reasonable adjustment.

A recent experience

You have just finished assessing competence of Candice Candidate. In this case, Candice approached ABC Training House and asked if she could apply for RPL in the unit, BSBTWK201 Work effectively with others.She said that she was confident compiling her own portfolio, without needing an RPL 'kit' to follow. She simply interpreted the unit of competence and compiled a portfolio of evidence that she thought would work.

You experienced some minor challenges with the evidence that Candice provided, and realise that RPL assessments such as these would be far more reliable and fair if ABC Training House could produce an RPL assessment plan and instrument that candidates and assessors could use. Determine the assessment approach

Instructions

Determine the assessment approach.Answer the questions below, based on the scenario information on the previous page.

Questions for consideration

1. Who are the target candidates?

How many people will be assessed?

What do we know about the candidatesWhat industry are they from? What key characteristics should we consider? What specific needs might they have? How might they prefer to be assessed?

2. What is the purpose and context of the RPL assessmentwhy might candidates apply for RPL in this unit?

3. What are the assessment benchmarksi.e. what unit of competence will be covered in the assessment plan and instrument?

BSBTWK201 Work effectively with others.

4. Is there an overarching training and assessment strategy (TAS) that you should use to inform and guide development of the assessment plan?

There is no overarching TAS in this case.

5. What assessment system policies and procedures should you incorporate into the assessment plan?

6. Who might to be involved inor informed ofthe assessment?

Consider who must approve the plan, who will assess candidates, who might support candidates and who should be informed of the assessment.

7. What safety issues must be considered?

Consider physical and psychological safety implications of the assessment.

8. Other than the unit/s of competence and training and assessment strategy (if applicable), what other documentation will you use to inform and guide development of the assessment plan and instrument?

Consider advice available from the training package developer, ABC Training House and elsewhere.

9. What elsemight affect the assessment plan or instrument?