© SKUP | WWW.SKILLEDUP.EDU.AU | V1.0.21 | RTO # 40471
Information about Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of
competency ensure the person being assessed has the skills to perform competently in a variety of different
circumstances. To be competent, you must demonstrate the following:
Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills
Principles of Assessment and Rules of Evidence
Assessment must be conducted in accordance with the rules of evidence and principles of assessment
(definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual
Assessment against the unit/s of competency and the associated assessment requirements covers
the broad range of skills and knowledge that are essential to competent performance
Assessment of knowledge and skills is integrated with their practical application
Assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations; and
Judgement of competence is based on evidence of learner performance that is aligned to the unit/s
of competency and associated assessment requirements.
‘Evidence presented for assessment is consistently interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment.’
‘Assessment is flexible to the individual learner by:
Reflecting the learner’s needs
Assessing competencies held by the learner no matter how or where they have been acquired
Drawing from a range of assessment methods and using those that are appropriate to the context,
the unit of competency and associated assessment requirements, and the individual.’
‘The individual learner’s needs are considered in the assessment process.
© SKUP | WWW.SKILLEDUP.EDU.AU | V1.0.21 | RTO # 40471
‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
‘The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’
Rules of Evidence
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the
module or unit of competency and associated assessment requirements.’
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.’
‘The assessor is assured that the assessment evidence demonstrates current competency. This requires
the assessment evidence to be from the present or the very recent past.’
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words
Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and ‘list.
These words will guide you as to the level of detail you must provide in your answers. Some questions will
also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the
below glossary to guide you on interpreting the words in the tasks.
Analyse – This means you should break an issue down into its component parts, identify them and
explain how they relate. You should discuss the issue in detail and methodically.
Compare – This means you should describe the similarity or differences between two or more things,
ensuring you also discuss the relevance of the differences. You may also be asked to ‘contrast’, as in
‘compare and contrast’, which means you are also focusing on the dissimilarity.
Describe – This means you should outline the most noticeable qualities or features of an idea, topic or
the focus of the question.
Discuss – This means you must point out the important issues or features, key points, possible
interpretations, and debate through argument. You should provide reasons for and against.
Explain – This means you need to make something clear or show your understanding by describing it or
providing information about it. You will need to make clear how or why something happened or
something is the way it is.
Identify – You must recognise something and indicate what the required information is. The length of the
answer should be guided by what you are being asked to identify.
List – You must record short pieces of information in a numbered or bulleted form with one or two words
or sentences on each line.
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