Training and Assessment Policy and Procedure
- Andrew Read (Unlicensed)
- janelle.hamer
- Danah Smallwood (Unlicensed)
- Ethan Green (Unlicensed)
OVERVIEW
Status | CURRENT |
|---|---|
Classification* | INTERNAL |
Department | ALL |
Review | Mar 11, 2024 |
Notes |
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PUBLIC-FACING
Training and Assessment Information Sheet
During your time with us, you will participate in training and assessment. Through the training, you will gain knowledge and skills relevant to the qualification in which you are enrolled. Depending on which qualification you are undertaking, you may be required to perform hands-on tasks/assessments, complete assessment books, attend vocational placement, participate in role-plays, etc.
To gain competency for a subject, you are required to provide all necessary documentation and evidence as instructed by Strategix and complete activities in the suggested timeframes.
The Training and Assessment Process
At Strategix we ensure the training and assessment of all students is fair and non-discriminatory. We ensure the Principles of Assessment (including: fairness, flexibility, validity and reliability) and the Rules of Evidence (including; validity, sufficiency, currency and authenticity) are part of our assessment system and followed at all times.
There are four main steps included in the Training and Assessment Process:
Enrolment
Develop a Training Plan
Training and Assessment Activities
Completion and Qualification
1. Enrolment
The first step in your assessment journey with Strategix happens during your enrolment. During this stage we identify:
Your suitability for the course and if you require any additional support and
If you require any credit transfers or recognition of prior learning once enrolled.
2. Develop a Training Plan
A training plan is a formal document that outlines how, when and where training and assessment will occur. It can be used as a guide to monitor your progress towards achieving the qualification. Once developed, the training plan is signed by your trainer/assessor, your supervisor/employer (if applicable) and yourself.
Training plans are reviewed regularly throughout the course of study to ensure the effectiveness and validity of the subject selection and monitor the progress of your qualification. The reviews are generally completed every 2 – 4 months, depending on the funding source, contract requirements, client requirements and student progress.
3. Training and Assessment Activities
Training (Delivery)
The most important part of your time spent with us is your participation in training and education, without it, you will not be prepared for, or able to, undertake your assessments. Prior to, and in preparation for assessment, Strategix will provide you with all required learning materials and training.
As a learner, you will have a Training Plan or course schedule that outlines how, when and where training and assessment will occur. Your Training Plan includes the minimum learning required to be ready to participate in your assessment/s. During your course, the training you will participate in may include:
Scheduled contact hours:
Face-to-face classes
Course-related information sessions
Supervised study sessions
Mandatory and supervised work-based training (Vocational Placement)
Assessment sessions
Online tutorials (domestic students).
Self-paced study.
You must prepare yourself for your assessment by attending any education facilities (if applicable) and accessing the learner guides, resources and equipment.
Where applicable, Strategix ensures all resources, items, locations and facilities are available to you and/or ready for your use during the assessment period. Please note: If Vocational Placement is part of your course, it is your responsibility to organise your placement host. Prior to assessment, your trainer will inform you of the assessment requirements and expectations, and provide you with your assessment materials.
We will ensure that an effective learning environment is maintained at all times. The environment will be characterised by:
An effective training-learning relationship and rapport between workplace trainer/assessors and students
Teamwork, communication, feedback and cooperation between all involved
Openness, honesty, trust, respect and supportiveness
Sufficient time to practice and understand the content of the course
Quality training and assessment materials
Appropriate facilities, equipment and resources
Flexibility in training and assessment methods to meet your needs
Ensuring all trainers have the requisite training and technical skills, experience and attitudes
Consultation with industry regularly to ensure that:
Our training and assessment continues to meet industry needs and standards
Materials and strategies are aligned with industry through consultation with companies, industry associations and government
Our trainers’ experience is current through participation in industry release programs.
Assessment
In line with competency-based training methodology, assessments are progressive, with emphasis on demonstrating competence and practical application of skills and knowledge. How you are assessed and what the assessor is looking for will be made clear at the beginning of each subject. Assessment due dates are communicated by the trainer/facilitator where required. You must keep copies of all assessment tasks as you may be required to resubmit at a future date.
When it comes time to complete your assessments, you must demonstrate competence by successfully meeting the requirements of each assessment to an acceptable level. You may encounter a range of assessment methods, such as:
Method | Instructions/Guide |
|---|---|
Short Answer Questions | These are knowledge-based questions to be completed on the assessment tool provided. You may either provide brief or detailed responses, answer with multiple choice or by filling in a form. For Short Answer Questions:
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Case Studies | Case studies are knowledge and/or skills-based questions. This assessment method requires you to analyse a case study and answer a series of questions and/or complete workplace forms. For Case Study Questions:
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Skills Observations - Simulated or Workplace-Based | Skills observations are practical tasks that the assessor must observe you performing in a simulated or actual workplace. A simulated workplace is an environment that reflects real workplace conditions. An actual workplace is a location where the student is currently working or completing vocational placement or a location that currently operates in the relevant industry. For skills observations:
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Projects | Projects are knowledge and/or skills-based tasks or questions. You will be required to research and analyse information to complete the tasks/questions and/or complete workplace forms. The instructions outlining what you need to do are included at the start of the assessment. For a Project:
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Role Plays | Role plays are practical tasks based on a scenario that the assessor must observe you performing. Role plays are performed in a simulated workplace environment that meet assessment conditions. For Role Plays:
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Work Skills Verification | The Work Skills Verification Form gathers information from your supervisor, mentor or another suitable person, to verify that you can apply the workplace skills and knowledge required to complete the subject. For Work Skills Verification:
The Work Skills Verification Form must be completed by a person who has suitable knowledge of the subject being performed. |
Vocational Placement | Vocational Placement (VP) is the mandated workplace placement. It includes specific work tasks/activities that must be completed in an actual workplace, not in a simulated environment. Employed students may complete the VP assessment activities within their workplace as part of their usual tasks and role. For your VP:
For more information on VP, please refer to the Vocational Placement Student Guide. For information regarding the rights of a Vocational Placement student, access the Fair Work website. |
Recognition of Prior Learning (RPL) | To apply for RPL, you need to:
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Credit Transfers (CT) | To apply for CT, you need to:
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When formulating your responses and/or participating in your assessment activities, you need to be sure that you respond in a way that matches the level of the course you are undertaking. For example, if you are undertaking a diploma-level qualification, your responses to questions would require more detail and be held to a higher standard than responses to questions in a certificate III qualification. Your learning and assessment material will drive your responses and if you do not quite meet response requirements, the assessor will provide feedback and allow you to attempt the question again.
Many elements of your training and assessment with Strategix will be through the use of electronic means (enrolment form, learning materials and assessment materials/methods), therefore it is important for students to have sound computer skills. On campus and at schools, students can access devices to complete their assessments. When studying online, students must have a suitable device to complete their course.
Marking Assessments
Before an assessor will mark your assessment/s you must have, where applicable:
Completed all assessment parts
Provided all required evidence, e.g. attachments, templates, vocational placement record books, etc.
Securely attached any paper attachments to the assessment tool and labelled with at least your name and the subject code and name
Recorded all responses, including verbal responses recorded by the assessor where applicable
For observations, recorded assessment conditions
Signed all areas requiring signatures (yours or your mentor/supervisor)
Correctly recorded any dates.
When marking your assessments, the assessor will follow a marking guide that contains a range of model answers and set requirements for student responses to questions. This ensures your assessment is marked fairly and consistently.
Assessment may take up to 14 days to be marked.
Assessment Outcome
You can only gain competence (or pass) in a subject once all assessment parts for that subject are marked as satisfactory. You can see your course progress through the assessment platform (electronic) or through your Record Book (paper-based).
If you withdraw, or your enrolment is cancelled, you cannot be awarded a final outcome for any subject that has outstanding assessment parts or failed attempts.
Working with Children Check and Police Check
Some courses require students to perform a Working with Children Check (Blue Card in Qld) or a National Police Check to participate in the Vocational Placement component of the course. Please note, that by signing the Blue Card Application Form you consent to the screening process. It is an offence for a ‘disqualified person’ to sign a blue card application form or renewal form.
To assist the student, applications may be submitted on the student’s behalf, all results and outcomes of the checks will remain confidential.
4. Completion and Qualification
Once you have been deemed competent in all relevant subjects and your Training Record Book, Assessment Book or assessments have been signed off, you have completed the qualification. You will receive your certificate from Strategix within 30 days of completion and finalisation of payment.
Student Handbook - Re-Assessment
If, after being assessed, the assessor has determined that you have not met the assessment requirements for any part of the assessment, the assessor will mark that part of the assessment as not satisfactory. At this time, you will be given retraining and an opportunity to re-attempt the assessment part. This will continue to happen through each subsequent unsatisfactory outcome.
If this happens, you must work with the trainer on any re-training and rectify and resubmit the assessment as soon as possible. Practical assessments are to be re-scheduled and re-assessed appropriately. If you are not satisfied with the assessment outcome and wish to challenge the result, you have a right to appeal and request a re-assessment of the assessment. Refer to the Complaints and Appeals Information Sheet for further information.
Student course fees include an initial assessment plus one resubmission of assessment tasks. If a student is still assessed as “not yet competent” for a particular subject/s then subsequent re-sits or resubmissions of assessments may incur a fee. The cost must be paid prior to the re-assessment being undertaken.
POLICY
Training and Assessment Policy
Vocational Education and Training (VET) is education and training that focuses on providing skills and knowledge for individuals to perform workplace tasks to a specified standard in a specified industry.
Strategix maintains accreditation as a Registered Training Organisation (RTO) with the Australian Skills Quality Authority (ASQA) to:
Provide quality training,
Deliver courses developed with industry,
Issue a nationally recognised qualification.
Strategix is required under The Standards for RTOs to implement an assessment system that ensures:
Assessment judgements are consistently made on a sound basis,
Validation of assessment judgements is carried out.
This policy and procedure include the assessment philosophy and the procedure to carry out assessment activities as an RTO. It takes into consideration the Standards for RTO’s and Federal and State based funding agreements and serves to ensure students are provided with equal opportunities to achieve an assessment outcome.
Assessment Philosophy
Strategix is committed to creating an assessment system that meets the needs of our students and clients whilst maintaining integrity and consistency in its application.
To achieve these goals, Strategix will employ several different methodologies in its design, recruitment, training, assessment, and validation processes. These are:
Developing assessment tools and learning materials that meet the requirements of the training package and will ensure our students are able to consistently apply/demonstrate their knowledge and skills to the required standard of performance.
Implementing enrolment processes, that screen students’ abilities prior to commencement of studies.
Providing learners with sufficient opportunities to achieve an outcome.
Maximising outcomes by providing flexibility in learning and assessment.
Applying a comprehensive human resource management system that ensures our trainers and assessors have:
Current knowledge and experience in the relevant work roles and industries,
Current skills and knowledge in competency-based training and assessment.
Facilitating or Implementing validation processes that confirm students can demonstrate they can perform the tasks identified in the elements of the Unit of Competency (UoC) to an acceptable level and that trainers’ judgements and decision making are correct.
Strategix’s learning and assessment goals are for students to:
Develop an understanding of key concepts and principles, relationships between ideas, and lines of reasoning,
Relate previous knowledge and experiences to new concepts,
Find and develop the link between conceptual knowledge and real-world applications,
Practice and demonstrate practical skills in a realistic setting (workplace or simulated),
Examine issues, clarify problems, and formulate solutions,
Assist in the Development of foundations skills,
Integrate into a workplace.
Reasonable Adjustment
Reasonable adjustment is the practice of enabling learners with disabilities or barriers to participating in education and training on the same basis as all other learners by reducing or eliminating barriers. Reasonable adjustment may be applied to teaching, learning and assessment activity that reduces the impact of an individual’s disability/barrier on their capacity to learn. The learner must still produce the same evidence and meet the course standards and outcomes. Every reasonable adjustment needs to be justifiable (i.e. evidence retained to verify the reason for adjustment) and must uphold the integrity of the qualification.
Where candidates with disability or special needs are unable to complete an assessment task or activity, assessors must consider whether they are able to apply reasonable adjustment and adapt the assessment to enable the candidate to complete the task or activity. While trainers and assessors are required to consider the learner’s needs in the assessment process and make reasonable adjustments to accommodate the learner (such as providing oral rather than written assessment), it must be applied without compromising the rigour of the assessment process (e.g. if there is a requirement to complete documentation in a unit of competency, oral assessment would not be appropriate). The evidence criteria for making competent/not yet competent decisions should not be altered in any way. That is, the standards expected should be the same irrespective of the group and/or individual being assessed.
The Learner Support Policy and Procedure provides guidance and instructions on the application of Reasonable Adjustment.
Diploma of Nursing
Note: For any Diploma of Nursing students, any reasonable adjustment must be approved by the Head of Discipline in writing. Assessors must submit a reasonable adjustment request that outlines the adjustment to be considered and the reason for the adjustment to be applied.
Training and Assessment Procedure
Steps | Person Responsible | |
|---|---|---|
| 1 | Prepare for Assessment | Assessor |
| 2 | Release Assessment | Assessor, Admin |
| 3 | Complete Assessment | Assessor, Student |
| 4 | Assessing Outcomes | Assessor |
| 5 | Feedback | Assessor, Student |
| 6 | Award Assessment Outcome | Assessor, Assessment system |
Prepare for Assessment
During the Assessment Process, several parties must ensure students are sufficiently prepared for the assessment and given every possible opportunity to achieve a result. These parties include:
Strategix,
Students, and
Trainers and Assessors.
Strategix must ensure Students are prepared for assessments by performing:
Screening check/s prior to commencement of the course to ensure that they have sufficient skills, knowledge, and experience,
Suitability check prior to commencement of the course and on enrolment. Refer to the Learner Support Policy and Procedure
Access to training resources, formative assessments/activities, and support to develop the required skills and knowledge to undertake the assessment (will depend on prior learning)
Instructions on how to access and complete assessment (including the feedback and resubmission process).
Students must prepare for assessments by:
Completing sufficient training and practice to prepare for assessment,
Accessing learner support services and discussing individual needs with their trainers.
Assessors must prepare for assessments by:
Establish a respectful learning environment,
Reading the directions outlined in the Assessment Instructions (located in the Marking Guide, Paper-Based Assessment Tool, Strategix Assess App or Strategix eLearning Portal),
Ensuring all training/delivery is on track (as per the student's individual training plan and/or course delivery schedule),
Ensuring students are aware of and understand the methods of assessment and instructions to create a fair environment for them to participate in assessment,
Ensuring preparation for assessments is in line with the relevant Training and Assessment Strategy (TAS),
Ensuring all resources, items, locations, and facilities required for assessment are available and/or ready for use during the assessment period, as per the assessment instructions,
Providing an appropriate environment for each assessment type
Pre-assessing the need for and arranging for Reasonable Adjustments for individuals who require them.
Assessment methods include:
Release Assessment
Assessors are responsible to release assessments appropriately and in line with the release schedule, this will differ depending upon the course requirements, the delivery cohort and the assessment tool to be used:
Workplace – Paper and Strategix Assess App. or Strategix eLearning Portal
Campus – Strategix Assess App
Online – Strategix eLearning Portal
Schools – Strategix Assess App.
Delivery Method | Process |
|---|---|
Strategix Assess App | Students enrolled into Cloud Assess by admin and sent information on how to login via email. Trainers release assessment to student through assigned classes on Cloud Assess. |
Strategix eLearning Portal | Students are enrolled into a course and sent information on how to login to Moodle via email. Students are given access to a set UoC of study. Assessment is only released to student after they agree to the assessment guidelines displayed on this platform. |
Paper | Students given a paper copy of the assessment. |
Complete Assessment
Assessors are responsible to ensure:
The student understands the instructions and conditions for assessment and the maximum number of attempts*,
All resources are confirmed and made available to the student,
Assessments are completed in a safe manner/environment,
Reasonable or allowable adjustments are made to suit the needs of the student where applicable,
The assessment is completed by the student being assessed.
Students are to complete the assessment as directed in the instructions provided to them. Students must complete assessments in accordance with the Student Misconduct Policy and Procedure.
Upon completion, students are required to submit:
Completed assessments by the due date
All assessment tasks in full.
Note: where students need to write responses, reasonable adjustment can include verbal responses. Circumstances where this would be valid include where the student’s literacy level or understanding of English has been assessed and Strategix has been advised that this is the best way to assess the student. This will only be the case where it has been deemed it will not affect the student’s ability to perform the job role and the training package does not require foundation skills in reading and writing.
Assess Outcomes
The assessor is responsible for ensuring all assessments are assessed within the maximum timeframes of the student’s submission. The maximum Assessment marking/turnaround times are as follows:
Academy, Online and Workplace Cert II, III and IV – within 7 days
College Diplomas – within 14 Days.
UoCs contain Assessment Parts, these must be marked individually and can be marked by multiple assessors. A Competent outcome cannot be awarded if the student has not achieved a satisfactory outcome in all allocated assessment parts included in the UoC.
Prior to marking an assessment, assessors must check the following:
Item | Detail |
|---|---|
Enrolment status |
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Assessment Completion | Once an assessment has been received the assessor must validate the submission:
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Resources | Correct Marking Guide available. These are either found in the Assessment App, online learning system or on aXcelerate dependent on the course being delivered. |
When marking or determining competence the marker/assessor must consider all the methodology relating to each UoC and assessment part. Competence is only achieved when an individual meets all the assessment requirements in accordance with the following principles and methodologies:
Satisfactory or Competent Outcome/s
Where a student has met the requirements for a satisfactory outcome, the assessor can proceed to Step 6 - Award Assessment Outcome.
Not Satisfactory or Not Competent Outcome/s
Where a student has not met the requirements and is unable to achieve a satisfactory outcome for any part of the assessment, the assessor must mark the assessment as not satisfactory.
Where a student has unsuccessfully completed the assessment activity, the following steps must occur:
Feedback,
Retraining
Opportunity to resubmit.
Feedback
Assessment can be an intimidating component of adult education. Supplying feedback to students is an important part of the assessment and re/training process. Writing feedback without providing a direct response is an extremely difficult art to master.
Some tips for providing feedback that is effective and ethical include:
Feedback can be both formal and informal:
Informal feedback includes discussions and the re-training process in practical or observation assessment types. It may be utilised for knowledge tests, or in Reasonable Adjustment situations as well, however, the assessment platforms provide the opportunity to provide written and more formal feedback in those situations
Formal Feedback may be provided via correspondence (SMS, email, telephone, online session) or by using the online assessment platforms capabilities (notes or comments sections). The feedback should be labelled by the attempt number the student has submitted.
Feedback should be used to:
Facilitate further learning
Relate to the topic and desired outcome (what are the benefits to this section)
Provide feedback to students concerning their own progress, clarifying for the student what he or she needs to do to improve, extend or enhance learning
Diagnose student's needs or barriers to learning and help inform necessary changes to the teaching/assessment process
When formulating feedback, assessors should ask themselves:
What is the desired outcome of the assessment and does the student understand that?
What is the experience and educational background of the learner?
How can the student correct their response or performance?
Does the student need to be retrained or just supplied directions to the correct information?
Can the student access the information, coaching or training independently or do you need to arrange a further time and access to materials and resources?
Feedback should be:
Attribute | Guidance |
|---|---|
Timely | Give feedback as close as possible to the event. Marking standards dictate assessments should be marked within the specified timeframes, this is one reason why. |
Concise | The first hurdle for the student is to understand the message. If they do not, feedback is almost certain to be ineffective. Address each question or assessment part individually and provide clear and concise information for the student. For example: “Attempt 1, Q5 – Please review your response. Information is contained in the learner guide from P3-5.” |
In an appropriate setting | Positive feedback can be effective when given in an open classroom in front of peers. Negative feedback (constructive criticism) should only be given in a private and confidential setting. |
Specific | Don’t provide vague or generalised praise or criticism, it is difficult to act upon. Be specific and the student will know what to do. Adopt a straightforward manner, be clear and give examples where possible. Remembering that if feedback is given in a language, they are not familiar with, they may not connect it. Because trainers and assessors have experience and knowledge which the student sometimes lacks, it can often be assumed that they have already developed an appropriate vocabulary and will be able to see where and how the message applies to their training and assessment. |
Constructive | Provide feedback that focuses on the positive. Avoid dampening positive feedback by qualifying it with a negative statement (“You did well in choosing the correct responses for Q1 - 8, but ...”). For constructive criticism, talk in terms of what can be improved, rather than what is wrong. Ask the supervisee for a self-assessment of their performance. Try to provide feedback in the form of solutions and advice. Also, if the student makes an error, feedback needs to clear. |
Award Assessment Outcome
Once an assessment has been marked and determined as satisfactory, depending upon the assessment method, the outcome is to be awarded as follows:
Delivery Method | Process |
Strategix Assess App (Cloud Assess) | Once an assessment part/activity has been marked as satisfactory, the results are added to the UoC. Once all parts are un/successfully completed, the assessor will award and outcome at the UoC level. This outcome is then pushed through to the student’s profile on aXcelerate. Any assessments parts or UoC’s that do not pass the preset validation/s or are allocated as a Review are held to be manually reviewed. Examples of reviewable situations:
Reviewable UoC outcomes include:
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Strategix eLearning Portal | When all the required assessments for a unit of competency have been marked as satisfactory by the assessor, the unit is awarded a Competent Outcome. This outcome is then pushed through to the student’s profile on aXcelerate. |
Paper | Upon receiving the completed assessment, the administration assistant must ensure:
The administrative assistant enters the result in aXcelerate, once all the above points have been checked. |
Records of assessment will be archived in line with legislative requirements as referenced and set out in the Student Records Management Policy.
Please note, the information provided here is for individual assessment methods. A student will need to receive a satisfactory result in all different assessment methods associated with the specific UoC to be deemed competent in that UoC.
Authority |
| See Funding |
|---|---|---|
Regulatory Documents |
| List the Contract, audit evidence requirements, standards etc. and the applicable section or clause from each document |
Approved By | Name here | Details / Decisions: |