DEVELOPING WORKPLACE

ASSESSMENT

TOOLS

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This resource has been developed as part of the Teaching and Learning Initiatives Projects funded by OTTE in 2004.

Copyright

© State of Victoria 2004 Copyright of materials present on the Victorian Government Website resides with the State of Victoria. Apart from fair dealing for the purposes of education and training, private study, research, criticism or review, as permitted under copyright legislation, no part may be reproduced or reused in whole or in part for any commercial purposes whatsoever without the written consent of the copyright owner. Materials produced as part of the Teaching and Learning Initiatives Project may be reproduced in whole or in part for education or training purposes, subject to the inclusion of an acknowledgement of the source. Written requests and enquiries concerning reproduction and rights should be addressed to: Office of Training and Tertiary Education PO Box 266D

East Melbourne Vic 3002

Acknowledgments

This resource has been developed as part of the Teaching and Learning Initiatives Project. The project is sponsored and funded by the Office of Training and Tertiary Education (OTTE). The Office of Training and Tertiary Education (OTTE) wishes to acknowledge Kim Windsor who contributed to the development of this product.

Available from: http://trainingsupport.otte.vic.gov.au/default.cfm

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Table of Contents

Introduction ..................................................................................... 4

Identifying the purpose of training.................................................... 4

Relating the unit to the needs of the workplace and the learner ...... 6

Designing ‘whole of work’ assessment tools .................................... 9

Selecting or designing appropriate assessment strategies ............ 14

Appendix 1 .................................................................................... 21

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Introduction This resource has been developed to support RTOs to engage workers and workplaces to structure effective, relevant and customized assessment tools. This supports the AQTF requirement that RTOs develop assessment strategies in consultation with enterprises/industry. Developing appropriate workplace assessment tools involves five basic steps:

1. Identifying the purpose of training.

2. Identifying the units to suit the job / training need.

3. Customising the unit to meet the needs of the workplace and the learner.

4. Designing whole of work assessment tools.

5. Selecting appropriate assessment strategies.

Identifying the purpose of training The first step to making assessment relevant is to make sure the appropriate units are selected. This means being clear on the purpose of training. What need is it addressing? In some cases this could mean delivering and assessing a whole qualification. Qualifications represent industry’s views of the number and type of competency standards typically required to support a whole work role at a given AQF level. They are designed to develop a useful and meaningful set of skills to support work. Sample qualification profiles for different types of jobs are provided in the Training Package. In other cases the requirement may be to develop skills to address a particular need. For example, it could be in response to a specific technical skill gap or as part of a strategy to meet legal compliance requirements. As most of the larger companies in the food industry have already engaged in certificate level training, this more targeted approach is increasingly required. Whether a client is requesting support to deliver and assess a whole qualification or specific units, it is important to establish the reasons for undertaking training and identify the expected outcomes. As most training occurs in workplaces, this means understanding the expectations of both managers and learners. These expectations should guide advice about which units are undertaken and help to shape the content in the assessment tools. The clearer the client is about what they want from training and assessment, the more likely that they will benefit from the results. Identifying units to suit the job / training need Where the client wants trainees to undertake the full qualification, you need to refer to the qualification advice in the Training Package for information on the number and type of units needed for a given AQF level. The structure of the qualifications provides scope to select from a wide range of units to address job requirements. It includes

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some units required by all industry employees called ‘core’ units. Unlike earlier versions of the Food Processing Training Package, core units are stand-alone. This means that the learner doesn’t need to be assessed in lower level AQF level units before progressing to higher level units. The content covered in the lower level units is included at the higher levels. Other units are grouped into two main groups. ‘Specialist’ units are units that describe main work or operating functions. Optional units are units that support the work role. For the client to benefit from the flexibility allowed by the qualification rules, the RTO needs to guide them in selecting the relevant units. Relevant units are those that relate to real needs. Delivering training if the learner does not have opportunities to apply their learning is of little value to either the learner or the workplace. To advise a workplace client on units most relevant to their needs, you need to know:

What jobs/roles are being assessed? Different jobs require different competencies. The Training Package provides some examples of units appropriate for sample jobs.

What units could apply? Check the unit detail – not just the title Providing advice on unit selection requires the RTO to be familiar with the units available. The unit titles provide a very general idea of what is contained in the unit but unless you have some knowledge of the industry, it is easy to give incorrect advice. For example, you could select a unit like: FDFZPRCR2A Work in a clean room environment because you assume all food workers should work in clean work areas. If you look more closely at the unit content you would see that it is describing a very specific process involving gowning up and bacteria control methods that would typically only apply to a limited number of processes in sectors such as pharmaceutical and some types of dairy manufacture. Use units to build a picture of the job or role Guiding a client on selection of appropriate units means helping them use the units to build a picture of the job or work role. If the purpose of training is to develop targeted skills in a given area such as food safety, unit selection is more straightforward. Where a qualification outcome is required, selection of units requires an understanding of the work arrangements. For the purpose of a qualification, only core units are mandatory at each AQF level. The remaining units can be selected within the guidelines provided, to reflect work requirements. You should already have a good idea from the client about what they want to achieve from training/assessment. Work through the unit titles to identify the units that look appropriate and then check the unit content to confirm whether they apply. Remember that simply performing part of a function is not the same as needing to be fully competent. For example, if an operator is required to collect samples according to a sampling schedule and place them aside for testing, this would be covered within the process operation unit. They would not need to undertake the AQF 2 unit on sampling procedures. If

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however they need follow more complex sampling procedures such as for aseptic sampling and/or ensure required conditions to maintain the integrity of the sample, this unit would be useful.

Checklist: By now you should be able to advise a food business on selecting relevant competency standards. Here are the key steps:

Identify the purpose of the assessment.

Identify the job/s or skill areas to be assessed.

Talk to your client about their expectations of the role. What skills or knowledge areas do they see as most important? Do they see the job changing or developing in future and what could this mean for skill requirements. Selection of competency standards should take account of current practice and future developments.

Look at the unit tiles and select those that could apply.

Always check the content of the unit (including the evidence guide) to confirm that the content and level is appropriate to meet the need.

If you are structuring a qualification-related program, check whether the units you have identified meet the qualification requirements. If not, you need to check whether you have missed any relevant units. If you still don’t have the required number and type of units for a qualification outcome, you need to advise your client. They could use this opportunity to identify additional competencies that could contribute to improved performance.

Customising the unit to meet the needs of the workplace and the learner Because units are written to cover whole industries, they need to be translated into the language and context of a given workplace. A customised assessment tool is one that relates directly to the specific workplace context at the same time as preserving the intent and meeting the requirements of the unit. It is this process that makes the competencies come alive for workplace and for learners and it can only be done with their input. The Range Statement in each unit describes how the unit application or conditions could vary in different workplace contexts. For example, it would typically list the kinds of equipment you may find in use for a given process. You can confirm which of these variables relates to your client by finding out how the unit applies in their workplace. The elements and performance criteria provide an overview of the unit but the detail of what needs to be covered is contained in the Evidence Guide. Table 1 provides an example of customized information collection for the mixing / blending process. It is based on sections of the evidence guide for AQF 2 unit FDFZPMMB2A Operate a mixing/blending process. Often relevant information can be found in workplace documents. The Table highlights the types of documents you could check for this information.

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Table 1 Customising assessment content

Competency standard: evidence guide

Sample sections from: FDFZPMMB2A Operate a mixing/blending process

What it means in the workplace

Workplace Observation

1. Access workplace information to identify

mixing/blending requirements Check the production schedule/plan to

identify mixing requirements.

Call up recipe on screen and confirm ingredients and quantities.

2. Select, fit and use personal protective clothing

and/or equipment Wear uniform, hair nets/snoods as

required, hearing protection, safety shoes, safety glasses (if using compressed air) and other PPE/clothing as required.

3. Confirm supply of necessary materials and

services On computer, confirm quantities and

locations of bulk ingredients according to materials addition SOP

Liaise with dispensing and confirm supply of minor ingredients

Check steam pressure 4. Conduct pre-start checks. This may involve

inspecting equipment condition to identify any

signs of wear; selecting appropriate settings

and/or related parameters, cancelling isolation or

lockouts as required, confirming that equipment

is clean, correctly configured for processing

requirements, sensors and controls are correctly

positioned, any scheduled maintenance has been

carried out and all safety guards are in place and

operational

Conduct a visual inspection of equipment to check that it is cleaned and that guards are fitted/in position. Complete pre-start checksheet and confirm on screen.

5. Add/load materials in correct quantities and

sequence. This may involve monitoring

automatic ingredient addition and/or manual

addition

Transfer ingredients to mixer – screen acknowledgement according to operating SOP

Monitor weighcell to confirm correct ingredient addition according to recipe

6. Start, monitor and adjust batching/mixing process

equipment as required to achieve required

outcomes. This may include monitoring flow

rates/quantity, time/temperature and

mix/blending settings. It also includes monitoring

control points and conducting inspections as

required to confirm process remains within

specification

Follow screen prompts to confirm mixing parameters according to SOP.

Follow procedure for conducting basic tests following test procedures for viscosity, density, pH and solids.

Knowledge of:

7. Purpose and basic principles of preparing mixes

and blends. This includes an understanding of the

characteristics and basic function of ingredients

and additives used, method and sequence of

ingredient addition required to achieve required

blend characteristics. It may also include an

understanding of the purpose of conditioning,

maturation or holding stages required prior to

further processing of the mix

What is the role of each of the main ingredients?

What is the sequence for mixing?

Why is the sequence for pre-mixing important to follow?

Why is the temperature of ingredients at the point of addition important? How does it affect the mix?

How do you check that slurry meets

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specification before adding?

8. The flow of the mixing process and the effect of

mix preparation on downstream processes Why is does the mix temperature affect

further processing and packing?

9. Procedures for requisitioning, receiving and

returning ingredients from stores If there is an interruption to production,

what should you do with unused ingredients?

At the end of a shift what do you do with unused minor ingredients?

10. Ingredient handling requirements and shelf-

life/coding How long can slurry be prepared before it

must be used?

What factors in the mixing process affect the shelf life of the final product?

What ingredient information do you need to record and why is this important?

11. Quality characteristics required of ingredients and

additives and their effect on mixing process

performance. This may include methods used to

condition or prepare ingredients prior to addition

Which bulk ingredients must receive clearance from the quality department and how can you check that this has been done?

What affect can ambient temperature and humidity have on the mix?

12. Basic understanding of specific gravity and bulk

density as appropriate for ingredients used

Some ingredients are lighter than others so that a given volume of liquid will weigh different amounts depending on the ingredient. Given a list of typical liquid ingredients, which ones are lighter/heavier.

The example provided in Table 1 illustrates how to relate the generic language of a unit to a given workplace context. It should encompass broadly applicable principles and information – for example, a basic explanation of specific gravity and bulk density common to any set of ingredients. It should also reinforce these broad concepts by linking them to the specific application in the workplace. If the requirement is to develop an assessment process based on a single unit, the next issue is to decide on the assessment methods. In many cases, multiple units need to be assessed. In this case, the assessor needs to understand where and how units overlap.

Checklist: By now you should be able to describe how the requirements of the unit relate to a workplace client:

Select the primary unit that most closely describes the work role.

Using the evidence guide, work with the client to identify what this means/how it applies to the workplace.

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Designing ‘whole of work’ assessment tools As far as possible, effective assessment is not about whether a person is competent in individual units but whether they can combine their collective skills and knowledge to perform a whole job. In order to confirm this, assessment at the qualification level needs to offer an approach that can simultaneously assess a number of units to reflect the way units overlap in the performance of a work function. The specialist or work-related unit/s that most closely describes the main work role is the most useful place to start to look for overlaps of skills and knowledge. Because the other units support work performance, assessment of the specialist unit/s can support simultaneous assessment of related units. For example, the mixer in our hypothetical plant couldn’t perform their job without using the process control system. Similarly, no operator can work effectively without demonstrating appropriate health and safety, food safety, quality and communication skills. Table 2 shows the overlap between units, starting with a specialist unit. The evidence guide from the ‘Operate a production process’ has been used in the example. Specific units have been developed for most industry processes. If you need to cover a function that is not described by an existing unit, this is the unit you could use. This unit follows the general structure common to all process operation units so you will find similar overlaps in the other units. The left column is taken directly from the unit evidence guide. The right column identifies the units that overlap with the requirements of this unit. These areas of overlap point to the other units that may be relevant to support the work role.

Table 2 Unit overlaps with FDFZPRPR2A Operate a production process

Ability to:

1. Access workplace information to identify

processing requirements

Underpinned by communication skills: ability to access, understand and interpret information such as production schedules, recipes or product specifications and operating instructions

2. Select, fit and use personal protective clothing

and/or equipment Application of OHS knowledge

3. Confirm supply of necessary materials and

services

4. Conduct pre-start checks. This may involve

inspecting equipment condition to identify any

signs of wear; selecting appropriate settings

and/or related parameters, cancelling isolation or

lockouts as required, confirming that equipment

is clean, correctly configured for processing

requirements, sensors and controls are correctly

positioned, any scheduled maintenance has been

carried out and all safety guards are in place and

operational

Checks such as positioning of safety guards and isolation procedures are applications of OHS knowledge

5. Start, operate, monitor and adjust process Application of quality knowledge

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equipment to achieve required outcomes. This

may include monitoring control points and

conducting inspections as required to confirm

process remains within specification

6. Monitor supply and flow of materials to and from

the process

7. Take corrective action in response to out-of-

specification results

Application of quality knowledge

8. Respond to and/or report equipment failure

within level of responsibility

Application of quality knowledge

9. Locate emergency stop functions on equipment

10. Follow isolation and lock out/tag out procedures

as required to take process and related equipment

off line in preparation for cleaning and/or

maintenance within level of responsibility

Application of OHS knowledge

11. Complete workplace records as required Underpinned by communication skills: ability to record information in required formats

12. Maintain work area to meet housekeeping

standards

Application of food safety knowledge

May include ability to:

13. Use process control systems If operators require more highly developed understanding of control systems they may need FDFZPRCI2A Operate a process control interface

14. Demonstrate batch/product changeovers (may not

apply to some continuous operations If changeover processes require basic maintenance skills to disassemble and reassemble equipment, refer to FDFOPTCRM2A Conduct routine maintenance

15. Collect samples and conduct tests If sampling involves knowledge of techniques such as aseptic methods, refer to FDFOPTISP2A Implement sampling procedures. If operators need to understand the principles of test methods, refer to PMLTEST300A Perform basic tests. If test methods are based on sensory analysis and require the operator to participate in taste panels, refer to FDFOPTSA2 Participate in sensory analysis

16. Conduct routine maintenance For relevant skills and knowledge, refer to FDFOPTCRM2A Conduct routine maintenance

17. Clean and sanitize equipment If the operator needs an understanding of detergents and sanitizers and different cleaning methods, refer to FDFZCSCS2A Clean and sanitize equipment. If the cleaning process requires the operator to set up and run a cleaning in place system, refer to FDFZCSCIP2A Clean equipment

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in place.

Knowledge of:

18. Purpose and basic principles of the process

19. Basic operating principles of equipment. This

may include an operational understanding of

main equipment components, status and purpose

of guards, status and purpose of guards,

equipment operating capacities and applications

and the purpose and location of sensors and

related feedback instrumentation. It also includes

knowledge of services required and action to take

if services are not available

20. The flow of this process and the effect of outputs

on downstream processes

21. Quality characteristics to be achieved by the

process

22. Quality requirements of materials and effect of

variation on process performance

23. Operating requirements, parameters and

corrective action required where operation is

outside specified operating parameters

Application of quality knowledge

24. Typical equipment faults and related causes. This

includes recognition of signs and symptoms of

faulty equipment and early warning signs of

potential problems

25. Methods used to monitor the production process.

This may include inspecting, measuring and

testing as required by the process. It requires

awareness of inspection or test points (control

points) in the process and the related procedures

and recording requirements

Application of quality & food safety knowledge

26. Contamination/food safety risks associated with

the process and related control measures

Application of quality & food safety knowledge

27. Common causes of variation and corrective

action required

Application of quality knowledge

28. OHS hazards and controls. This includes

awareness of the limitations of protective

clothing and equipment relevant to the work

process

Application of OHS knowledge

29. Requirements of different shut downs as

appropriate to the process and workplace

production requirements. This includes

emergency and routine shutdowns and

procedures to follow in the event of a power

outage

30. Isolation, lock out and tag out procedures and

responsibilities

Application of OHS knowledge

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31. Procedures and responsibility for reporting

production and performance information

Application of communication knowledge

32. Environmental issues and controls relevant to the

process. This includes waste/rework collection

and handling procedures related to the process

Where the operator needs further development in environmental skills and knowledge, refer to FDFOPTENV2A Implement environmental policies and procedures

May include knowledge of:

33. Basic operating principles of process control

where relevant. This includes the relationship

between control panels and systems and the

physical equipment

See comments under ‘May include ability to’ heading.

34. Product/process changeover procedures and

responsibilities

35. Sampling and testing associated with process

monitoring and control

36. Routine maintenance procedures

37. Cleaning and sanitation procedures

Another way to illustrate this overlap is shown in Figure 1. Figure 1 Skill and knowledge overlaps Figure 1 draws on the information collected for Table 1 as well as the overlap information in Table 2 to provide an example of the range of skills and knowledge needed to operate a mixing and blending process. A similar approach can be used to map the overlap between any set of units. For example you could assess communication skills at the same time as assessing health

Mixing and

blending

Health and safety

Food Safety/Quality

Numeracy/calculations

Communications

Workplace induction – policies and procedures

Process control

Clean in place

Dispense non-bulk ingredients

Operate a depositing process

Operate bulk liquid transfer process

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and safety knowledge. The reason this section has suggested starting with a job or task specific unit is that it provides the greatest synergies with related units. In fact, the core units are only useful if they can be effectively demonstrated in a real work context. This provides an opportunity to confirm a grasp of generic or theoretical concepts as well as the application of this knowledge to practical situations. Effective assessment of core units therefore requires assessment of at least part of the specialist units. The other reason to encourage this approach is that many RTOs tend to focus on delivering and assessing core units and leave assessment of specialist units aside or in the hands of their industry partner. While this can be appropriate, it is important that the different parts of assessment are robust and complementary. The approach outlined here provides the basis for well-integrated assessment processes. The examples above focus on the specialist unit. Once the assessor has identified the information to be covered in the job-based assessment, there will still be aspects of related units that are not covered by this primary assessment. Table 3 looks at the AQF 2 health and safety unit in a hypothetical workplace to identify what could be covered by the job-based assessment component and which parts still need to be addressed. It shows that the main aspects from the ‘ability to’ section that would not be thoroughly addressed by the job-based assessment are the company-wide policies and procedures. The numbering of the evidence guides in each unit is designed to support easy reference when mapping across multiple units. A further source of advice on unit overlaps is provided in each individual unit under the heading ’Relationship with other units.’

Table 3 Identifying unit overlaps

Competency standard: evidence guide

‘Ability to’ section of: FDFCORHS2A Implement occupational health and safety systems and procedures

Relationship to process operation unit/s

Workplace Observation

1. Access and apply workplace information

on health and safety policies and

procedures relating to own work

Covered

2. Fit and use appropriate personal

protective clothing and equipment

Covered

3. Regularly check own work area to

identify health and safety hazards. This

must include identification of hazardous

manual handling

Partly covered. May include further evidence collection to check knowledge

4. Recognise and take action to remove

hazards according to workplace

procedure and level of responsibility

Partly covered. May include further evidence collection such as hypothetical scenarios to check knowledge

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5. Report hazards according to workplace

procedure. This includes reporting to the

appropriate personnel, in required detail

and in a timely manner according to

workplace procedures

Cross company policy/procedure

6. Follow safe work procedures. This

includes demonstrating procedures used

to control OHS risks

Covered

7. Participate in arrangements to manage

and improve OHS in the workplace

Cross company policy/procedure

8. Maintain housekeeping standards in

work area

Covered

9. Identify and respond to emergency

procedures including evacuation

Cross company policy/procedure

10. Participate in incident investigations/risk

assessments

Cross company policy/procedure

Checklist: By now you should be able to confirm the relationship between units (where multiple units are being assessed).

Start by customising the evidence guide for the primary, job-related unit.

For support units, cross off items that could already be addressed by the primary assessment and identify the gap that needs to be addressed.

Selecting appropriate assessment strategies The focus so far has been on collecting the information needed to customize assessment strategies. The next step is to select or design relevant assessment strategies. Assessment strategies describe the methods used to collect the required evidence. Strategies need to meet the requirements of the AQTF. This includes a requirement to cover all aspects of the evidence guide/s and to develop strategies in consultation with the client at the development stage. For further information on requirements, refer to the ‘Assessment Guidelines’ section of the Food Processing Training Package. All RTOs should be familiar with this information. In addition, each unit includes a section on ‘Resources required for assessment’. This provides guidance on the assessment context including any relevant information or equipment that needs to be available.

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There are numerous methods for collecting evidence. This section discusses some of the most common strategies. It is not intended as an exclusive list. Assessment Strategies The two main strategies divide along the lines of the unit structure. The ‘ability to’ section of the unit can typically be observed on-the-job. To underpin consistency of assessment it is important to establish the required performance. This is typically described in company documentation such as standard operating procedures (SOPs). The ‘knowledge of’ section is not always possible to directly observe. It will typically require methods that allow the learner opportunities to communicate their understanding of an area. English language and literacy skills in the food industry remain mixed. Assessment strategies that require the learner to read questions and write answers could discriminate by requiring a higher level of reading and writing than they would normally need on the job. It is important to know who you are assessing and their current skill levels in order to determine appropriate methods. Verbal questioning is a common method to assess knowledge. Techniques such as workplace simulations are useful to allow the learner to respond to situations that cannot easily be created or observed in day-to-day operations Examples of this application include situations that could be dangerous or disruptive to set up such as emergencies or troubleshooting. This approach can also offer opportunities to explore complex problems (contingency management) that require the learner to draw information from a range of different sources. Projects are another useful way to provide an opportunity for the learner to demonstrate a range of skills simultaneously. They can be a useful way to cover either competency or generic skill requirements that may be difficult to meet through day-to-day workplace activities. For example, an operator who works independently in a control room for most of the shift may have limited work-related opportunities to demonstrate higher level communication skills. A project could be structured to require investigation of a technical problem and communication of findings to a management team. Projects should be based on real work situations where possible. Referee’s reports can be a useful and efficient method of collecting evidence on day-to-day practices. This is particularly useful where ongoing evidence is required such as in demonstrating appropriate personal hygiene and safety conduct. Production records are another useful third party report to provide evidence of performance over time. Resource Requirements Each strategy has resource requirements and implications. For example, workplace observation requires that the person being assessed has access to production equipment; project work may require the learner to access personnel or records; all assessment activities need time allocation and where assessment is not undertaken on the job, rooms may need to be reserved. Once you have identified assessment strategies, list the proposed resourcing requirements so that you can confirm these with your client.

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Assessment Strategy Map RTOs need to document their assessment strategies to check that the assessment process covers the whole unit. You should aim to cover each item with more than one assessment strategy. The following table shows an example of what this could look like for a single unit. The numbers in the left hand column relate to the evidence guide items. Elements and performance criteria are outcome-focused. As illustrated by Table 4, this is well suited to covering the ‘ability to’ items in the evidence guide. It is less applicable to the ‘knowledge of’ section which is equally important. This covers the knowledge that underpins work performance such as understanding the equipment and how it functions, health and safety procedures and communication, are not well reflected at this level. The map needs to indicate strategies that cover both levels of the unit. Also note that the standards often include evidence guide items in a ‘May include’ section. This allows scope to reflect workplace practice. Items in this section need to be assessed only if they apply to the workplace.

Table 4 Assessment Strategy Map: Single Unit

FDFZPRPR2A Operate a production process

Elements and performance criteria

Wo

rkp

lac

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ob

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ati

on

Ve

rbal

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Wo

rkp

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ep

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ble

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ing

Element 1 1, 3 1.1

1, 4 1.2

4 1.3

4, 5, 13 1.4

4, 13 1.5

4 1.6

Additional strategies

Comment: Items 2 and 12 underpin operator conduct and will be assessed by a workplace referee report (see OHS unit overlap) Items 9, 18, 19, 20, 28, 30 and 33 to be assessed by questioning prior to using equipment.

Element 2 5, 6, 13 2.1

5, 13 2.2

8, 13, 16 2.3

17

5, 6, 13 2.4

5, 7, 13 2.5

12 2.6

11 2.7

Comment: Knowledge items 20 – 27 to be assessed by questioning. Items 22, 25, 26 and 27 to be covered as part of a troubleshooting project relating to a food safety problem. Items 6, 8, 24, 29, 30, 31 to be covered by a simulation based on a common equipment fault.

Element 3 8, 10 3.1

8, 10, 17 3.2

8 3.3

Additional strategies

Comment: Items 29, 31 and 32 to be assessed by questioning.

Checklist: By now you should be able to confirm determine the most appropriate assessment strategies:

Check the skill levels and any special requirements of people being assessed.

Talk to the client to determine appropriate assessment methods and confirm assessment resource requirements.

Select appropriate assessment strategies.

Map strategies ensuring that the whole evidence guide is effectively covered.

Identify and negotiate resource requirements. Table 4 provides an example of mapping at the level of a single unit. You can translate this information to map the strategies for a whole qualification. The following Evidence map provides a format to present this information. It allows you to identify sections from multiple units to be covered by each assessment strategy.

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Assessment Strategy Map: AQF 2 Qualification

Assessment Strategies

Units

FD

FC

OR

WC

M2

A

FD

FC

OR

HS

2A

FD

FC

OR

QA

S2

A

FD

FC

OR

FS

Y2

A

FD

FC

OR

BM

2A

FD

FZ

PR

W1

A

FD

FZ

PM

DN

B2

A

FD

FZ

PR

PR

2A

FD

FZ

PR

DT

P2

A

FD

FZ

PR

CI2

A

FD

FZ

CS

CIP

2A

FD

FO

PT

PIP

3A

Workplace observation

1, 3, 4.

5, 6, 7, 8, 10, 11, 12, 13, 17

Verbal questions

2, 18, 19, 20, 21, 22, 23, 24, 25,26, 27, 28, 29, 30, 31, 32, 33

Workplace records

1, 4, 5, 7, 8, 11, 13, 16

Simulation – Equipment problem

6, 8, 24, 29, 30

Project: Troubleshooting out-

5, 7, 13,22, 25, 26, 27

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of-spec process

Workplace referee report

2, 12

20

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Appendix 1

FDFZPRPR2A Operate a production process

Unit descriptor

This is a Specialist unit. It covers the skills and knowledge required to set up, monitor,

and adjust a production process or sub-system. This unit is generic and should be

customised for a given process. It should only be selected where no process-specific

unit is available.

Element Performance criteria

1. Prepare the equipment and

process for operation

1.1 Materials are confirmed and available to meet

operating requirements

1.2 Cleaning and maintenance requirements and

status are identified and confirmed

1.3 Machine components and related attachments

are fitted and adjusted to meet operating

requirements

1.4 Processing/operating parameters are entered as

required to meet safety and production

requirements

1.5 Equipment performance is checked and

adjusted as required

1.6 Pre-start checks are carried out as required by

workplace requirements

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2. Operate and monitor the

process

2.1 The process is started and operated according to

workplace procedures

2.2 Equipment is monitored to identify variation in

operating conditions

2.3 Variation in equipment operation is identified

and maintenance requirements are reported

according to workplace reporting requirements

2.4 The process is monitored to confirm that

specifications are met

2.5 Out-of-specification product/process outcomes

are identified, rectified and/or reported to

maintain the process within specification

2.6 The workplace meets housekeeping standards

2.7 Workplace records are maintained according to

workplace recording requirements

3. Shut down the process 3.1 The appropriate shut down procedure is

identified

3.2 The process is shut down according to

workplace procedures

3.3 Maintenance requirements are identified and

reported according to workplace reporting

requirements