Current evidence is important in determining if a learner is competent. When considering what is Current evidence you need to consider if it reflects current industry practice.
In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.
For an RTO to make a judgement of competence you must decide how valid the evidence is. What time has passed since the evidence was generated, and what changes within that industry have occurred in that timeframe. If the industry hasn’t changed much then that is a bonus.
If the timeframe was, lets say over 10 years ago, then consider if the skills have been practiced in that time since – however in a different context. Alternatively have the skills and knowledge been lost over time?
Currency is a particular risk with recognition of prior learning, as you may be presented with a range of evidence gathered over a number of years. This does not mean evidence that is not recent is not valid; however, you must ensure there is sufficient evidence of the person’s competence at the time you make the assessment decision.
To ensure you are collecting current evidence all the time set up an assessment system that contains a range of procedures. The procedures could outline:
- how to develop assessment materials
- how to test and approve assessment materials before use
- how to undertake assessment,
- Criteria on judgement of evidence,
- how to record and retain assessment evidence.
Criteria on judgement.
Part of the evidence that assessment has been conducted adequately will be the evidence criteria that are used by assessors to judge the quality of performance and make their decisions.
This takes many forms and could be:
- model answers or responses
- samples of work items that meet specifications
- general guidance for assessors on timeframes of evidence
- guidance on characteristics of satisfactory responses
- guidance on what behaviours look like.
The detail you provide depends on the nature of the unit—units from lower AQF level qualifications will tend to be more prescriptive with ‘correct’ responses, while those at higher levels may have broader guidelines.