Information Sheet No.

1.3-5 Evidence
Gathering Tools

Learning Objectives

After reading this information sheet you must be able to identify

the different evidence gathering tools.

Evidence Gathering
Tools Observation
checklist
An observation checklist is useful when observing performance in
both real-work situations or in simulated environments where
candidates are able to demonstrate skills, application of workplace
procedures, including OHS.
An observation checklist enables the assessor to observe in a
focused way, to take structured notes that can be referred to when
making the assessment decision, to provide informed feedback to
candidates, and to enhance the objectivity of the assessment decision.
Observation is not appropriate for ...

● activities that occur irregularly, take place over an extended

period of time or are difficult to observe

● activities that require privacy and confidentiality

● situations where it may be culturally inappropriate to observe

the activity

● situations where workplace safety may be compromised.

Sample observation checklist with questioning
DEMONSTRATION

Candidate name:
Assessor name:
Project-Based Assessment:
Qualification:
Date of assessment:
Time of assessment:
Instructions for demonstration

Given the necessary materials, tools and equipment, the candidate must be
able
--------------------------------------------------------------------------------------------------------------in
hours.

Materials and equipment

(Please refer to the CS)

OBSERVATION ✓ to show if
evidence is
demonstrated
During the demonstration of skills, did
Y No N
the candidate:
e /
s A
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The candidate’s demonstration was:
Satisfactory ❑ Not Satisfactory ❑
 QUESTIONS

Satisfactory
Questions to probe the candidate’s underpinning knowledge response

Extension/Reflection Questions Ye No
s
1.
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Safety Questions
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Contingency Questions
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Infrequent Events
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Rules and Regulations
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The candidate’s underpinning
❑ Satisfactory ❑ Not
knowledge was:
Satisfacto
ry
Feedback to candidate
General comments [Strengths / Improvements needed]

Candidate signature: Date:

Assessor signature: Date:

Questioning
Asking questions is a widely used teaching, learning and
assessment technique. Tools that you might develop to support this
methodology include:

● oral questioning

● written questions

● interviews

● questionnaires

Oral questioning is a common assessment technique, which is

used in a number of situations. It does not involve a large investment
of time, and responses lo oral questions provide useful evidence of:

● a candidate's technical knowledge

● their understanding of workplace procedures, legislation and

safety requirements.
Questioning allows you to probe to obtain clarification,
confirmation or supplementation when needed. For example,
responses to "what would you do if..." questions are effective ways of
determining whether a candidate is able lo deal effectively with
contingencies (an important dimension of competency) and to
anticipate and pre-empt problems that may arise out of the work
process.
Oral questioning may also be a reasonable way to accommodate
a candidate's need for consideration of their language and literacy skill
levels. Remember that the assessment should not demand higher
literacy, language or communication skills than those required for the
job itself.
Questioning is appropriate for .,.

● Times when observation cannot be used

 ● Verifying observations

● Underpinning knowledge

● Dimensions of competency

Third party Report

Third party evidence is evidence gathered from workplace
supervisors, peers and others to support an assessment decision. An
assessor cannot always observe a candidate over a period of time and
some competencies are difficult to assess by observation alone.
Therefore gathering third party evidence can be an essential part of
the assessment process.

Portfolio
A portfolio is a collection of materials prepared by a candidate to
demonstrate their knowledge, skills and understanding. It has often
been used as a tool for candidates seeking RPL. New streamlined
approaches to RPL encourage assessment methods that reduce the
previous reliance on paper-based evidence and provide opportunity for
candidates to gather evidence of their competency in a range of ways
that better match the requirements of the unit/units.
Increasingly, methods that are being used to gather evidence for
RPL mirror assessment methods that are used in a training program.
These include self-assessment, interview processes and/or direct
observation either on the job in the workplace, or in a simulated
environment.
If you elect to use portfolios, as part of the evidence on which
you base your assessment judgement, your guidelines for candidates
need to leave no doubt as to the intended purpose and expected
composition of the portfolio." Portfolios can be time-consuming to
compile and to assess, so if you elect to use this methodology, you
need to exercise care in developing precise guidelines.
Sample Portfolio Record Sheet

PORTFOLIO RECORD SHEET

Candidate name:
Assessor name:
Competency Standards:
Unit of Competency:
Item
number

Type of evidence
[insert information in the column]
The evidence shows that I ……

∙
I declare that all evidence presented is my own work and accurately represents my abilities.
Candidate Date
signature: :
PORTFOLIO EVALUATION FORM

Candidate name:
Assessor name:
Competency Standards:
Unit of Competency:
The evidence provided by the candidate is:

❑ Valid ❑ authentic ❑ sufficient ❑ current

The contents of the portfolio provided satisfactory evidence that the candidate [tick the Ite
box]: m
no
[s]

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 For each of the evidence gathering methods there is
a corresponding evidence gathering tools such as:

Evidence Gathering Methods Evidence Gathering Tools

Written test Multiple Choice, Matching

type, True or False

Oral Questioning Checklist

Observation Observation checklist

Demonstration Demonstration Checklist

Portfolio Portfolio assessment checklist