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Training and Assessment Policy and Procedure

Training and Assessment Policy and Procedure

OVERVIEW

Table of Contents

Table of Contents

Status

CURRENT

Classification*

INTERNAL

Department

ALL

Review

Mar 11, 2024

Notes

 

*See Information classification policy

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:

  1. Enrolment

  2. Develop a Training Plan

  3. Training and Assessment Activities

  4. 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:

  • You may use the learning materials or other information sources (open book) to help you formulate your responses/answer

  • Follow any specific instructions given in the questions

  • Make sure you attempt all questions before submitting the assessment

  • If all questions are not completed satisfactorily, you will receive another attempt.

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:

  • You may use the learning materials or other information sources (open book) to help you formulate your responses/answer

  • Make sure you attempt all questions before submitting the assessment

  • Once submitted, you will not be able to edit your responses

  • If all questions are not completed satisfactorily, you will receive another attempt.

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:

  • Read all instructions and requirements of the skills observation before you begin. This will include any tasks you will be required to complete, any resources and equipment you must have access to, as well as any time constraints

  • Your assessor will observe your performance of the required skills

  • If all skills or tasks are not performed satisfactorily, you will be given another attempt.

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:

  • You may use the learning materials or other information sources (open book) to help you with the project (make sure you reference all sources)

  • Make sure you read all instructions and requirements of the project before you begin

  • You may need access to specific software as outlined in the assessment task and a computer or laptop

  • Once submitted, you will not be able to edit your responses

  • If all questions and/or tasks are not completed satisfactorily, you will receive another attempt.

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:

  • Make sure you read all instructions and requirements of the role play before you begin. This will include any tasks you will be required to complete, any resources and equipment you must have access to, as well as any time constraints

  • You will be assigned a role to perform and others may be needed to perform other roles

  • Your assessor will observe your performance of the required skills

  • If all skills or tasks are not performed satisfactorily, you will be given a second attempt.

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:

  • Make sure you read all the tasks and instructions before you begin

  • You must give the form to your supervisor/mentor to complete

  • You must arrange a time with you supervisor/mentor to ensure that they can observe you performing the task in the workplace

  • Once submitted, you will not be able to edit your responses

  • If the form is not completed satisfactorily, you will receive another attempt.

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:

  • Make sure you read all the tasks and instructions before you begin

  • You must complete all the tasks as outlined in the project and task log. Ensure you use all the information provided

  • You must have access to any required equipment and documents to complete the tasks

  • You may use any information source to help you work out your responses

  • Each response must meet specific VP requirements to be deemed satisfactory.

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:

  • Notify us of your desire to apply for RPL during enrolment

  • Read through the RPL Information Sheet and complete the skills test – this will help you identify if you are able to provide sufficient evidence and/or if you feel you can meet the RPL conditions before you are taken through the RPL assessment process

  • Provide payment for RPL (if not funded) – After which you will receive the RPL Kit

  • Obtain and submit all supporting evidence with your RPL Kit to Strategix and wait for it to be assessed. The assessment process will be completed in line with the “Marking Assessments” section of this guide.

Credit Transfers (CT)

To apply for CT, you need to:

  • Notify us of your desire to apply for CT during enrolment

  • Provide us with a copy of your Qualification, Statement of Attainment or USI Transcript. Strategix will verify the authenticity of the evidence provided

  • Refer to the Credit Transfer Policy and Procedure for more information.

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 Criminal History Check

Some courses require students to perform a Working with Children Check (Blue Card in Qld) or a National criminal history check (NCCHC) 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 https://team-1597131381081.atlassian.net/wiki/spaces/QD/pages/3039920142 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.

 

PROCEDURE

Training and Assessment Procedure

Steps

Person Responsible

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:

SHORT ANSWER QUESTIONS

Short answer questions are knowledge-based questions. They can be short answer questions (where the student is expected to provide brief and detailed responses), multiple-choice, filling in forms, etc.

This assessment method is mapped to the required knowledge evidence the student must demonstrate. The knowledge evidence specifies what the student must know to safely and effectively perform the work task described in the unit of competency.

Assessment Instructions
The student instructions are written at the start of the assessment and advise the student:

  • The number of questions there are in the assessment

  • They must get all questions correct to successfully complete this assessment

  • Access to learning materials or other information sources to help them work out their answers.

  • They need to follow any specific instructions given in the questions

  • To attempt all questions before submitting the assessment

  • That once the assessment has been submitted, they cannot edit their responses

  • If all questions are not completed satisfactorily, they will receive another attempt.

Assessment Conditions
Short Answer questions can be completed in a classroom (individual or groups) or home environment. Students can use learning materials or other information sources to help them work out their answers. Students should be advised not to directly copy this information and to put the information into their own words to demonstrate understanding.

Marking Guidelines
To achieve a satisfactory result, students must correctly respond to all questions as per Marking Guide recommendations. Students can respond to questions in writing (handwritten or typed) or verbally. The assessor must record the student’s verbal response verbatim on the assessment tool. Refer to step 3.

Please note, that while the marking guide may provide a list of suitable responses, it is not going to be all-encompassing. Student responses may vary but must still meet the required criteria for a satisfactory response. Where “Response must include” is used, the student must give an answer that provides all

required information and/or the correct number of responses as indicated in the Marking Guide. Learner guide references are also provided for further information and examples.

CASE STUDIES

Case studies are knowledge-and/or skills-based questions. This assessment method requires students to analyse a case study and answer a series of questions and/or complete workplace forms.

This assessment method is mapped to the required knowledge evidence and/or performance standards the student must demonstrate.

Assessment Instructions
Case study questions are like SAQs. The student instructions are written at the start of the assessment and advise the student:

  • To read the scenario then complete the questions or workplace form

  • The number of questions there are in the assessment

  • They must get all questions correct to successfully complete this assessment

  • Access to the learning materials or other information sources to help them work out their answers.

  • They need to follow any specific instructions given in the questions

  • To attempt all questions before submitting the assessment

  • That once the assessment has been submitted, they cannot edit their responses

  • If all questions are not completed satisfactorily, they will receive another attempt.

Assessment Conditions
Case study questions can be completed in a classroom (individual or groups) or home environment. Students may need to use the learning materials provided, the internet or other resources to complete these activities. Where students don’t have access to the internet, trainers must use reasonable adjustments to ensure these students are not disadvantaged.

Marking Guidelines
To achieve a satisfactory result, students must correctly respond to all questions as per Marking Guide recommendations. Students can respond to questions in writing (handwritten or typed) or verbally. The assessor must record responses verbatim on the assessment tool. Refer to step 3.

Please note, while the marking guide may provide a list of suitable responses, it is not going to be all-encompassing. Student responses may vary but must still meet the required criteria for a satisfactory response. Where “Response must include” is used, the student must give an answer that provides all

required information and/or the correct number of responses as indicated in the Marking Guide. Learner guide references are also provided for further information and examples.

PROJECTS

Projects are knowledge- and/or skills-based tasks or questions. This assessment method requires students to research and analyse information to complete the tasks/questions and/or complete workplace forms.

This assessment method is mapped to the required knowledge evidence and/or performance standards the student must demonstrate.

Assessment Instructions
The student instructions are written at the start of the assessment and advise the student:

  • The number of tasks or questions they must complete

  • They must read all instructions and requirements of the project before they begin

  • The equipment and documents they need access to complete the project

  • The areas of research that must be done to complete the project

  • How to reference their sources

  • They can use the learning materials or other information sources to help them work out their answers

  • That once the assessment has been submitted, they cannot edit their responses

  • If the project is not completed satisfactorily, they will receive another attempt.

Assessment Conditions
Projects are designed to be completed over time, students can work on projects in their home environment or in class and should be supported by the trainer/assessor to complete the required tasks. Projects will require students to do some research. Students may need to use the learning materials provided, the internet or their local library to complete these activities. Where students don’t have access to the internet, trainers must use reasonable adjustments to ensure these students are not disadvantaged.

Marking Guidelines

To achieve a satisfactory result, students must correctly respond to all tasks/questions as per Marking Guide recommendations. Students can respond to questions in writing (handwritten or typed) or verbally. The assessor must record responses verbatim on the assessment tool. Refer to step 3.

Please note, that while the marking guide may provide a list of suitable responses, it is not going to be all-encompassing. Student responses may vary but must still meet the required criteria for a satisfactory response. Where “Response must include” is used, the student must give an answer that provides all

required information and/or the correct number of responses as indicated in the Marking Guide. Learner guide references are also provided for further information and examples.

SKILLS OBSERVATIONS

Skills observations are practical tasks that the trainer must observe the student 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 in, performing vocational placement in or a location that currently operates in the relevant industry.

This assessment method is mapped to the required performance evidence and performance criteria the student must demonstrate. The performance evidence specifies the skills that must be shown as well as the frequency or volume that must be performed.

Assessment Instructions
The student instructions are written at the start of the assessment and advise the student:

  • To read all instructions and requirements of the skills observation before they begin

  • The resources and tasks they will be required to complete and the equipment they must have access to as well as time constraints

  • That their trainer will observe their demonstration of the performance evidence and performance criteria

  • If all skills or tasks are not performed satisfactorily, they will be given another attempt.

Simulated Workplace - Assessment Conditions
Prior to an assessment, the assessor must set up the campus environment to ensure it reflects real workplace conditions. Instructions on how to do this are noted in the relevant marking guide and assessment. This includes what resources (PPE, safety equipment, work teams, etc.) must be used and the legislation, workplace forms, procedures, etc. the student must have access to.

When being assessed, students must be informed of the assessment conditions (time, expectations, etc.). The assessor must observe the student safely performing each task as detailed in the assessment tool observation checklist and marking guide.

Actual Workplace - Assessment Conditions
The workplace supervisor is provided details about the required resources and facilities prior to student enrolment. Before the assessment, the assessor must notify the student and their supervisor that the student is ready for assessment and set up a suitable time to observe the practical skills. This may involve negotiation with the student’s supervisor as well as the student.

The student must safely perform each task as detailed in the observation checklist. If the student does not have access or authority to complete a certain task, the assessor can adjust the assessment, so the student is not disadvantaged. Adjustments must still ensure that competency can be shown. For example, asking a student to simulate a shutdown process is like shutting down a process but asking students to talk through what they do is not a demonstration of skills.

Marking Guidelines
To achieve a satisfactory result, students must be seen to competently demonstrate the practical skills and knowledge as outlined in the observation checklist and marking guide criteria. The assessor must also record the equipment used, date/time and location of assessment as required.

Marking guide examples are provided for all observation criteria. These examples explain how the skills should be demonstrated during the skills observation. Learner guide references are also provided for further information and examples.

ROLE-PLAYS

Role-plays are similar to skills observations in that they are practical tasks that the trainer must observe the student performing. Role-plays are performed in a simulated workplace environment that meets assessment conditions.

This assessment method is mapped to the required performance evidence and performance criteria the student must demonstrate. The performance evidence specifies the skills that must be shown as well as the frequency or volume that must be performed.

Assessment Instructions
The student instructions are written at the start of the assessment and advise the student:

  • To read all instructions and requirements of the role-play before they begin

  • The role they will be playing as well as the role of others where required

  • The resources and tasks they will be required to complete and the equipment they must have access to as well as time constraints

  • That their trainer will observe their demonstration of the performance evidence and performance criteria

  • If all skills or tasks are not performed satisfactorily, they will be given a second attempt.

Assessment Conditions
Prior to an assessment, the assessor must set up the campus environment to ensure it reflects real workplace conditions. Instructions on how to do this are noted in the relevant marking guide and assessment. This includes what resources (PPE, safety equipment, work teams, etc.) must be used and the legislation, workplace forms, procedures, etc. the student must have access to.

When being assessed, students must be informed of the assessment conditions (time, expectations, etc.). The assessor must observe the student safely performing each task as detailed in the assessment tool observation checklist and marking guide.

Marking Guidelines
To achieve a satisfactory result, students must be seen to competently demonstrate the practical skills and knowledge as outlined in the observation checklist and marking guide criteria. The assessor must also record the equipment used, date/time and location of assessment as required.

Marking Guide examples are provided for all observation criteria. These examples explain how the skills should be demonstrated during the role play. Learner guide references are also provided for further information and examples.

WORK SKILLS VERIFICATION FORMS

The Work Skills Verification Form (Supervisor report) gathers information from the student’s supervisor, mentor, or another suitable person, to verify that they can apply the workplace skills and knowledge required to complete the unit of competency.

Work Skills Verification Forms are mapped to the required performance evidence and performance criteria that must be consistently shown or demonstrated in an actual workplace. The performance evidence specifies the skills that must be demonstrated as well as the frequency or volume that must be performed.

The Work Skills Verification Form must be completed by a person that has suitable knowledge of the unit of competency. The trainer must ensure all areas of this report are completed to the required standard.

Assessment Instructions
The student instructions are written at the start of the assessment and advise the student:

  • They must give the form to their supervisor/mentor to complete

  • They must arrange a time with their supervisor/mentor to ensure that they can observe them performing the task in their workplace.

Marking Guidelines
To achieve a satisfactory result, students must be seen to competently demonstrate the practical skills and knowledge as outlined in the checklist and mentor guide. The mentor guide provides an explanation of the tasks the student must be seen to perform in the workplace. It details exactly what the student will do, the minimum number of times they must be seen to perform a task, and any equipment they’re expected to use.

The assessor must validate the completion of this assessment.

VOCATIONAL PLACEMENT

Vocational Placement is the mandated workplace placement. This placement is specified in the relevant training packages. Vocational placement may include specific work tasks/activities that must be completed in an actual workplace. Vocational placement usually requires students to perform tasks during a set number of hours. Refer to the https://team-1597131381081.atlassian.net/wiki/spaces/QD/pages/3037593727 for more information.

This assessment method may include a project and/or task log as well as an attendance record. Vocational placement projects are mapped to the required knowledge and performance evidence and/or performance standards the student must demonstrate. Vocational placement task logs are mapped to the required knowledge and performance evidence as well as performance criteria that must be consistently shown or performed in an actual workplace. The performance evidence specifies the skills that must be demonstrated as well as the frequency or volume that must be performed. The attendance record is used to record the mandated work hours.

Vocational Placement Project - Assessment Instructions
The student instructions are written at the start of the assessment and advise the student:

  • The number of tasks or questions they must complete

  • They must read all instructions and requirements of the project before they begin

  • The equipment and documents they need to access to complete the project

  • The areas of research that must be done to complete the project

  • If the project is not completed satisfactorily, they will receive another attempt.

Vocational Placement Project - Marking Guidelines
To achieve a satisfactory result, students must correctly respond to all tasks/questions as per Marking Guide recommendations.

Please note, that while the marking guide may provide a list of suitable responses, it is not going to be all-encompassing. Student responses may vary but must still meet the required criteria for a satisfactory response. Where “Response must include” is used, the student must give an answer that provides all

required information and/or the correct number of responses as indicated in the Marking Guide. Learner guide references are also provided for further information and examples

Vocational Placement Skills Observation - Refer to the Skills Observation section for further information.

Vocational Placement Task Log - Assessment Instructions
The student instructions are written at the start of the assessment and advise the student:

  • The performance evidence that must be met

  • How to complete the project and/or task log

  • The resources and equipment they need to have access to

  • They must record the hours they have worked in the workplace

  • Completion of tasks and hours must be verified by their mentor