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Many people think of assessment as something that’s been designed to ‘trick’ them or to ‘catch them out’. Assessment of the competency standards isn’t like that. At the front of each study text are learning guide and you’ll find the ‘evidence of competency’ section. This describes the evidence you’ll need to provide to demonstrate your ability to meet the performance criteria. The type of evidence varies and can include such things as: - written assignments
- activities
- the development of resource files
- practical demonstration on the job
- diary records
- plans and programs
- examples of workplace practice
- case studies of patients
Although each learning guide outlines assessment tasks you can negotiate alternative types of evidence with your facilitator. For instance, instead of providing a tape recording of your interactions with patients, you may arrange to submit a diary outlining your consultation with patients. Before you begin any assessment task make sure you know exactly what is required. If you have any doubts or queries check with your facilitator.
In almost all units, you’ll find a mix of assessment tasks-tasks that require you to provide direct and indirect evidence. Direct evidence means that you display the necessary skills in the workplace. Indirect evidence, on the other hand, is the term used to describe all the assessment tasks that involve displaying knowledge relating to skills. You may be wondering why we require these two different types of evidence. Basically many learners aren’t in a position to demonstrate all the performance criteria in the massage therapy setting-particularly if they are only there on a short term placement or are new to massage therapy field. Yet the performance criteria have to be met. Providing indirect evidence is another way of ensuring that people have the necessary skills and knowledge.
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