Consider the candidate
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This presentation is part of the online TAE40110 Certificate IV in Training & Assessment course offered by Fortress Learning. Fortress Learning's TAE program is based on the belief that every student is unique. Each student has an individual program tailored to reflect their prior learning, current situation, future goals and their preferred learning style. More information is available from www.fortresslearning.com.au or by telephoning 1300 141 994.
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Consider the candidate
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- The candidate must be considered when we plan our assessment. If we do not think about the candidate, we probably will not meet the principles of assessment.
- The following can all be factors that impact the ways we choose to assess a particular candidate:- industry or workplace requirements- language barriers- literacy and numeracy levels- physical impairment or disability - learning difficulties- psychiatric or psychological disability- religious and spiritual observances- cultural background or perceptions- age, gender and sexuality- level of work experience- level and experiences of previous learning and assessment and- motivation for assessment
- Preferred learning styles also contribute to the choices we make for assessing different candidates.
- As assessors, we can not lower the standards in order to help candidates pass an assessment. What we can do is take into context the issues that may limit their ability to demonstrate competency, and make reasonable adjustments to accommodate those limitations.
- The candidate is still responsible for demonstrating the set standard of competence. The predetermined requirements may be set by:- the requirements of individual state/territory registering bodies- award or enterprise agreements and relevant industrial arrangements- confidentiality and privacy requirements- scope of registration- relevant legislation from all levels of government (eg, OHS, EEO and others)- environmental issues- industry codes of practice
- There are a variety of things that we can adjust as trainers and assessors in order to get an accurate picture of a candidate’s abilities. We can make reasonable adjustments to delivery methods and learning activities, as well as assessment methods.
- Adjustments to delivery methods and learning activities include allowing for additional demonstrations and time for practice, use of adaptive technologies, tutoring, using modified information or support services. Activities can also be modified to meet the needs of different learners.
- There are a variety of adjustments that can be made to assessment methods. Observations and demonstrations can be adjusted for time, format, venue, etc.
- It is essential that we consult relevant parties to determine the most appropriate ways to make reasonable adjustments. We can consult:- other trainers and assessors- specialist staff- supervisors- professional associations- networks- individual consultants- government agencies and- support groups
- Integration of assessment activities can be a big help for candidates. This is when the candidate can complete a task that demonstrates competency for more than one element or unit of competency.
- Often, on the job assessments allow us to credit the participant with a demonstration of competence in a variety of skills at one time. These can help save time for the participant and the assessor.
- Some factors to consider when finalising assessment plans include:- any contextualisation of competency standards- evidence requirements as documented in your evidence plan- characteristics and needs of candidates- reasonable adjustments- integration of assessment activities and- candidate’s capacity to support an application for RPL or RCC.