Information Sheet No.
1.4-1 Evaluation of
Evidences
Learning Objective
After reading this information sheet, you must be able to explain the
evaluation of evidence based on the dimensions of competency, rules of
evidence and the requiremnts of the competency/ies in making
assessment decision.
Once the evidence has been collected, it should be compared with
the relevant unit(s) of competency to make the assessment decision. If
the assessment process has been valid, reliable, fair, and flexible and the
evidence meets the rules of evidence, then the decision making should be
straightforward.
It will finally come down to the assessor’s honest appraisal of the
evidence. Sometimes the candidate has provided all the evidence
required and it matches the requirements for competency but the
assessor still feels unsure. Alternatively, the candidate may seem
competent, but has not met all the requirements for competence specified
in the evidence gathering tools. In this case it may be a case of reviewing
the process.
In making assessment decisions, the assessor must consider the
following :
Dimensions of competency
In evaluating the evidence, the assessor should examine each of
he dimensions of competency to ensure all aspects are demonstrated
within the evidence. This involves asking four key questions.
1. Did the candidate demonstrate the appropriate task skills?
● Check the evidence to ensure that the candidate carried out
the work tasks according to workplace procedures.
2. Did the candidate demonstrate the appropriate task management
skills?
● Check the evidence to ensure the candidate has appropriate
skills in selecting equipment, planning, coordinating,
organising and prioritising.
3. Did the candidate demonstrate the appropriate contingency
management skills?
● Check the evidence to ensure that the candidate knows how
to deal with unplanned events, emergencies and breakdowns.
4. Did the candidate demonstrate the appropriate job/role
environment skills?
● Check the evidence to ensure that the
candidate is aware of enterprise policies and
procedures, functions effectively in the
workplace and contributes to the
organization’s quality system.
Rules of evidence
The final check is that the evidence meets the rules of
evidence.
Assessors need to ensure that the evidence:
1. reflects the skills and knowledge described in the
relevant unit(s) of competency
2. shows application of the skills in the context
described in the range statement
3. indicates that skills and knowledge are applied in
real workplace situations
4. demonstrates competence over a period of time
5. demonstrates repeatable competency
6. is corroborated
7. is the work of the candidate
8. is able to be verified
9. demonstrates the current skills and knowledge of the
candidate.
Requirements of the unit of competency
Does the evidence match the requirements of
the elements and performance criteria? Does the
evidence address the critical aspects of competence
and the underpinning knowledge and skill
requirements of the units of competence? This
involves answering the following questions:
1. Does the candidate show the relevant level of knowledge
and skills?
2. Can the candidate apply the appropriate level of
problem solving and information processing
skills?
3. Is the candidate able to demonstrate the
appropriate level of responsibility for the
candidate’s own work and that of others?
Corroboration of evidence
Does one piece of evidence support other
pieces of evidence and help to build a 'picture' of
competent performance. For example is the
assessor's observation of the candidate supported by
a supervisor's reference, an example of a work
product or the candidate's response to oral questions.
CORROBORATION OF EVIDENCE
OBSERVATION OF
WORK PERFORMANCE
INTERVIEW WITH SKILL TEST TO
EMPLOYER TO CHECK GATHER EVIDENCE ON
CONSISTENT SPECIFIC SKILLS OR
PERFORMANCE APPLICATION
WO TRAINI CLIENT
RK NG REFERENCE
SAMPLE RECORD
The above illustration shows the interrelationship of the
evidences that can be gathered from the assessment
activity
