OP-GDL-03 – General Assessor Instructions when Conducting Assessments

1. Assessment Task
2. Training and Assessment Strategy (TAS)
3. Delivery and Assessment Plan
   Thoroughly review the above-mentioned documents associated with the unit being assessed. The assessment tool/task will provide you with instructions on how to administer the assessment and the tools or instruments available to collect supporting evidence. The TAS will provide you with information on your cohort and the intended approach to assessment. Finally, the delivery and assessment plan may provide you with additional information related to the timing and structure of the assessment process.
   NOTE: Most essential information will be found in the Master Assessment Tool.

• Review both the student and assessor instructions thoroughly.
• Examine any accompanying assessment tools before commencing the assessment.
• If you have any doubts regarding the assessment outcomes or questions about the criteria in this document, consult the General Manager for clarification prior to starting.

• The steps involved in the assessment process.
• The timing and schedule of the assessment.
• The expected level of competency required to achieve a satisfactory outcome.

• Do Not Lead the Student: Avoid instructing the student on how to perform the task during the assessment, as this compromises the integrity of the process and renders the assessment invalid.
• The student should already know how to complete the task, as these skills are taught during the training phase. The assessment is designed to evaluate their ability to apply what they have learned independently.

• Do not provide the assessor checklist: Under no circumstances should the student receive a copy of the assessor checklist before or during the assessment.
• Feedback to students: Before completing the course, students may receive verbal or written feedback based on their performance. Students can access their results upon course completion, including the assessor checklists.

• Master Assessment:
  A comprehensive version containing:
  • Model answers.
  • Assessor checklists.
  • Instructions for both assessors and students.
  • The assessment mapping document.
• Student Assessment Tool:
  This version has:
  • All assessor instructions and checklists (green sections) removed.
  • All model answers removed.
• Assessor Checklists (if relevant):
  This version includes:
  • Only the assessor checklists.
  • All student instructions (green sections) and model answers were removed.

• Communicate with the student to confirm the agreed commencement time and date for the assessment.

• Wherever possible, directly observe the student performing the required tasks as outlined in the assessment instructions.
• Ensure the assessment remains valid, reliable, fair, and flexible.

• For example, if the student consistently logs in from a specific IP address when completing learning tasks but uses a different IP address during assessments, this discrepancy may indicate that someone else is attempting the assessment on their behalf.

• Record your observations clearly and accurately in the assessor checklists.
• If a checklist item is not applicable, mark it as “N/A” in the space provided.

• Collect and include supporting documentation as appropriate to reinforce the evidence gathered during the assessment.

• Apply any allowable adjustments to the assessment process as necessary to meet individual student needs, ensuring that these adjustments do not compromise the assessment’s integrity.

• Once the assessment has been completed:
  • Record your comments in the designated sections of the checklist or reporting tool.
  • If providing verbal or written feedback, do so promptly and professionally.
• Advise the student that the assessment process has concluded.

• To achieve a competent outcome, a student must be deemed satisfactory in all assessment tasks for the full unit of competency.

• If the evidence provided by the student is insufficient to determine their abilities, skills, or knowledge of the subject matter, gather additional evidence to guide your decision.

Important: This applies only when evidence is lacking, not when the evidence provided is incorrect. Incorrect evidence demonstrates a lack of understanding, which requires a Not Yet Competent (NYC) result.

• Base your assessment solely on the evidence observed and collected during the assessment process, not on actions, thoughts, or opinions from before or after the assessment.
• If you are uncertain about the rules of evidence, consult the General Manager for clarification.

• Utilise both the assessor checklist(s) and your professional judgement to determine the student’s competency.
• As a qualified assessor with industry experience, understand that not every student response will match the model answers provided in the Master Assessment Tool. In such cases, ask yourself:
  • Does the student’s response or practical performance meet the intended UOC (Unit of Competency) criteria?
    • If YES, the student can be deemed Competent for that question or criterion.
    • If NO, apply an NYC result.
  • (As a validation check, ask yourself) Does the student’s response or practical performance align with industry or workplace standards for someone in that role?
    • If NO, document this as a critical issue in the Continuous Improvement Register for investigation by the compliance team. Mark the risk level as CRITICAL.

• If a student is deemed Not Yet Competent (NYC) for an assessment task:
  • Clearly document your reasons for this decision, including specific examples where applicable.
  • Provide constructive feedback outlining how the student can improve their skills and knowledge before attempting a reassessment.

• Refer to the Assessment Correct (Marking) Guidelines to ensure consistency and accuracy when correcting student work.

• Once the assessment and correction process is complete, provide constructive feedback to the student regarding their performance. Feedback can be delivered verbally or in writing.

• Do not comment on actions or behaviours outside the assessment period (before or after).

• Review your feedback for clarity and professionalism before sending it to the student.

• Clear and Constructive: Align feedback with the assessment decision.
• Gap-Focused: Offer information on addressing identified competency gaps.
• Open to Discussion: Provide pathways for the student to discuss the assessment process and outcome with you.
• Informative on Reassessment and Appeals: Include details about reassessment opportunities and the assessment appeals process.
• Reassessment Opportunities (if applicable): Advice on reassessment procedures, ensuring alignment with I.T.S policies.

• Assessment Review:
  • Regardless of whether the student is deemed Satisfactory (SC) or Not Yet Competent (NYC), you must allow the student to review their performance via the completed assessor checklist.
  • Ensure all checklist sections are completed before allowing the student to inspect it.

• Request the student to sign the checklist in the appropriate section to confirm they were assessed according to the listed criteria.
• Do not provide a copy of the checklist to the student to maintain its integrity for future use with other students.

• Record and report assessment outcomes as the Assessment Correct (Marking) Guidelines

• Purpose: Indicate sections meant for the student to complete or read.
• Examples of Blue Sections:
  • Student assessment task instructions
  • Student assessment tools or instruments
  • Student checklists

• Purpose: Indicate sections meant for the assessor to complete or read.
• Examples of Green Sections:
  • Assessor assessment task instructions
  • Assessor assessment tools
  • Assessor feedback or results

Creating the Student Assessment Version

1. Make a copy of the Master Assessment document.
2. Remove all Green sections (assessor-specific content).
3. Remove all model or suggested answers (usually highlighted in yellow) from the Blue (student) sections.
4. Rename the document as follows:
   • Format: <Unit Code> Student Assessment – <Year.Version>
   • Example: BSBXYZ101 Student Assessment – 2024.1

Creating the Assessor Checklist Version

• Make a copy of the Master Assessment document.
• Remove all Blue sections (student-specific content).
• Include only the assessor checklists, removing assessor instructions.
• Rename the document as follows:
  • Format: <Unit Code> Assessor Checklists – <Year.Version>
  • Example: BSBXYZ101 Assessor Checklists – 2024.1

• Use the Master Assessment document only as a reference for instructions or model answers.
• Safeguard the Master Assessment: Ensure it is securely stored and accessible only to authorised personnel.
• Always verify version numbers and document codes to ensure accuracy and consistency in record-keeping, using only the lastest version.

• Updated the title of this document with OP-GDL-03