Training and Assessment Policy & Procedure


Purpose
Definitions
Policy
Procedures
1. Course development
2. Industry consultation
3. Training and Assessment Strategies
4. Facilities, equipment and resources
5. Class preparation and delivery
6. Workplace visits
7. Student support
8. Reasonable adjustments
9. Practical placements
10. Conducting assessments
11. Recognition of Prior Learning
12. Plagiarism, cheating and collusion
13. Records of assessment
Document Control

Purpose

The purpose of this policy and procedure is to outline the approach taken by GLOBAL TRAINING ACADEMY to deliver high quality training and assessment to its students.

This policy aligns closely to Standard 1 from the Standards for RTOs and ensures the strategies and practices used in relation to training and assessment are responsive to industry and student needs and meet the requirements of the qualifications and courses provided.

Definitions

AQF means Australian Qualifications Framework which can be accessed at http://www.aqf.edu.au/

ASQA means Australian Skills Quality Authority which is the national VET regulator and the RTO’s registering body

Course means any nationally recognised qualification, unit of competency, skill set or short course delivered by the RTO.

Principles of Assessment means assessment decisions are based on the principles of fairness, flexibility, validity and reliability, which definitions of each of these as outlined below1:

Fairness

The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.
The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Flexibility

Assessment is flexible to the individual learner by:

  • Reflecting the learner’s needs;
  • Assessing competencies held by the learner no matter how or where they have been acquired; and
  • Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

Validity

Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.  Validity requires:

  • Assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance;
  • Assessment of knowledge and skills is integrated with their practical application;
  • Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and
  • Judgment of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.

Reliability

  • Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Reasonable adjustment means a modification made to the learning environment, training or assessment methods used to enable students with a disability to access and participate in training on the same basis as those without a disability.The adjustment must be ‘reasonable’ in that it must not impose unjustifiable hardship on the person or the RTO.

Recognition of Prior Learning means an assessment process that assesses the competency(s) of an individual that may have been acquired through formal, non-formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package of VET accredited courses.  For definitions of formal, non-formal and informal learning, refer to the definitions in ASQA’s User’s Guide for the Standards for Registered Training Organisations 20152.

RTO means Registered Training Organisation

Rules of Evidence means that the evidence on which an assessment decision is based is valid, sufficient, authentic and current, with definitions for each as outlined below:3 

Validity

The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

Sufficiency

The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgment to be made of a learner’s competency

Authenticity

The assessor is assured that the evidence presented for assessment is the learner’s own work.

Currency

The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

Standards means the Standards for Registered Training Organisations (RTOs) 2015 from the VET Quality Framework

Policy

  1. Industry consultation
    GLOBAL TRAINING ACADEMY effectively engages with industry on each of the Courses it develops and/or delivers and uses industry feedback and input to contribute to the way in which a Course is delivered and structured.
  2. Training and assessment strategies
    GLOBAL TRAINING ACADEMY develops and implements a comprehensive training and assessment strategy for each Course it delivers or maintains on its Scope of Registration. Training and assessment strategies are developed in consultation with industry and meet the requirements of the training package or VET Accredited Course.
  3. Delivery of quality training
    GLOBAL TRAINING ACADEMY provides quality training to its students for all Courses. This means:

    • Providing an appropriate amount of training for each Course to ensure effective outcomes for students in line with industry expectations, Training Package or VET Accredited Course requirements, and AQF requirements.
    • Providing suitable educational and support services sufficient to meet the numbers of students enrolled with GLOBAL TRAINING ACADEMY.
    • Providing training resources that are accessible to students regardless of their location or mode of delivery.
    • Ensuring there are sufficient numbers of skilled trainers and assessors who are appropriately qualified and experienced in line with the Standards (Clause 1.13-1.25) and the RTO’s Staff Management Policy and Procedures, who are able to deliver the Courses on the GLOBAL TRAINING ACADEMY’s scopeto the number of students enrolled with the GLOBAL TRAINING ACADEMY.
    • Identifying the support that each individual student needs prior to their commencement or enrolment with GLOBAL TRAINING ACADEMY and providing access to the educational and support services necessary to meet these needs and Course outcomes.
  4. Suitable resources
    GLOBAL TRAINING ACADEMY ensures it has access to suitable resources, facilities and equipment to deliver all Courses on its Scope of Registration. This includes access to relevant training rooms, learning aids, machinery, tools, workplaces or simulated workplace environments that appropriately reflect a workplace that a student is likely to work in once qualified.
  5. Assessment principles
    GLOBAL TRAINING ACADEMY has an assessment system that ensures assessment:

    • Is conducted in accordance with the Rules of Evidence and the Principles of Assessment.
    • Is conducted in line with the requirements of the relevant Training Package or VET Accredited Course.
    • Requires the student to demonstrate all of the skills and knowledge outlined in the components of the relevant unit of competency or module.
    • Requires the student to demonstrate the ability to perform tasks in a variety of situations, adapt to different contexts and environments and perform tasks to an appropriate level expected by a workplace.
    • Considers’ the students’ dimensions of competency when making all assessment decisions.Where ever possible to ensure no students are disadvantaged, assessors will make Reasonable Adjustments to assessment tasks or processes to accommodate individual needs.GLOBAL TRAINING ACADEMY has a plan for, and implements, systematic validation of assessment practices and judgments. Refer to the Assessment Validation Policy & Procedure for further information.
  6. Assessment documentation
    Assessment documentation has been developed for all units of competency or modules in each Course. These documents include:

    • Detailed instructions to the student about the tasks they must complete
    • Benchmark answers and decision making rules for the assessor
    • Recording tools for the assessor
    • Mapping documents showing how the assessment tasks relate to the requirements of the unit of competency or module.In some cases, GLOBAL TRAINING ACADEMY may group units of competency or modules together to form a cluster/subject. In this case, assessment requirements may relate to a group of units rather than one unit, however this will be made clear in the assessment task instructions and in course information.
  7. Submission, feedback and re-assessment
    Students must submit each task with a completed and signed Assessment Task Cover Sheet within timelines specified in the assessment instructions.Written and theoretical tasks will be assessed within 4 weeks of submission. Each task will be marked as Satisfactory or Not Satisfactory. A unit or module will be marked as Competent once all tasks for the unit or module have been marked as Satisfactory.Students have up to three attempts per assessment task. Where a task is marked as Not Satisfactory, the student will be provided with feedback and be given the opportunity to resubmit/re-attempt the task.Where a student exhausts their attempts at re-assessment, the student will be required to re-enrol in the unit or module, participate in further training and undertake the whole assessment again.Students will receive detailed feedback for each task either in written or verbal form from their assessor.
  8. Assessment appeals
    Students have the right to make an appeal against an assessment decision by following the Complaints and Appeals Policy and Procedure.
  9. Recognition of Prior Learning (RPL)
    Recognition of Prior Learning is available for all Courses and all students are offered the opportunity to participate in RPL upon enrolment.A streamlined RPL process has been developed which requires the student to make a self-assessment of their skills, participate in an interview with an assessor, provide documentary evidence and demonstrate practical skills where relevant.
  10. Student plagiarism, cheating and collusion
    Students are expected to complete all assessments ethically: without plagiarism, collusion or cheating. Any students suspected of unethical behaviour will be managed through the disciplinary procedures which may require the student to attend disciplinary meetings, submit their assessment again, or for repeated acts may be asked to withdraw from the course.
  11. Arrangements with third parties to deliver training and assessment
    Any third party delivering training and assessment services on behalf of GLOBAL TRAINING ACADEMY are required to deliver them in line with GLOBAL TRAINING ACADEMY’s policies and procedures. Refer to the Third Party Agreements Policy and Procedure for further detail.
  12. Record keeping
    GLOBAL TRAINING ACADEMY will comply with the requirements of ASQA’s General Direction: Retention requirements for completed assessment requirements available at http://www.asqa.gov.au/news-and-media/retention-requirements-for-completed-student-assessment-items.html.
  13. Feedback and improvements
    GLOBAL TRAINING ACADEMY collects feedback about its training and assessment practices and systems from students, trainers/assessors and industry.  Feedback will be collected regularly, collated and analysed in order to bring about effective improvements.  Refer to the Quality Management Policy & Procedures for further details.

Procedures

1. Course development

Refer Clause 1.1, 1.2, 1.3 and 1.4 of Standard 1.

Procedure

Responsibility

A. Review requirements of Course

  • Review the Training Package and VET Accredited Course guidelines to identify the needs of the Course delivery.
  • Identify target market needs by conducting research or speaking to potential students and industry representatives.
  • Consider elective options in line with requirements.
  • Determine options for training delivery models – considering AQF level, unit requirements, facility and equipment requirements, skills and knowledge to be covered. Consider class-based, workplace-based, distance, online,
  • Research nominal hours assigned to each unit/module in the Course in the relevant state/s.
  • Determine suitable length of Course and structure based on the above information.
  • Decide on whether units/modules will be clustered.
  • Source options for training materials – ensure they suit proposed delivery model/s.
  • Source options for assessment materials – ensure they suit proposed delivery model/s.
  • Consider the requirements of the ASQA Fact Sheet: Delivering elective units available at http://www.asqa.gov.au/media-and-publications/delivering-elective-units.html
GM/ Trainer and Assessor
B. Prepare course overview

  • Prepare an outline the proposed course, outlining the details as above.
GM/ Trainer and Assessor

2. Industry consultation

Refer Clause 1.5 and 1.6

Procedure

Responsibility

C. Consult with industry representatives

  • Locate industry representatives such as current employers, industry groups, and professional associations etc. that are willing to provide input.
  • Provide them with the overview of the course prepared earlier.
  • Provide example training and assessment materials where available.
  • Develop a range of questions for industry representatives to gather feedback on the course design – include delivery structure, selection of units, proposed delivery methods, training and assessment materials.
  • Ask questions around current performance expectations of job roles, technology requirements, methods used in the workplace etc.
  • If there are any areas of uncertainty about the course design, include in the questionnaire.
  • Gather feedback to questions from a number of industry representatives.
  • Feedback can be provided verbally but must be documented in detail.
CEO
D. Other industry engagement strategies

  • Using feedback received from employers during workplace based training
  • May engage with the skills council
  • May engage with industry associations on a regular basis

In all cases you must discuss how you act on these strategies and use them to inform your training and assessment.

CEO
E. Act upon and record industry consultation

  • Review feedback collected from industry representatives and decide on actions to be taken.
  • Record on the Industry Consultation Register the details of the feedback received and the changes made based on the feedback.
  • The relevant TAS should be updated to reflect the industry consultation process, the feedback received and how the feedback has informed the development of the course.
GM/ Trainer and Assessor

3. Training and Assessment Strategies

Refer Clause 1.1, 1.2, 1.3 and 1.4 of Standard 1.

Procedure

Responsibility

F. Prepare a Training and Assessment Strategy (TAS)

  • Prepare a TAS.
  • Each section of the TAS should be completed in detail.
  • The TAS should be a roadmap to the whole Course. Provide sufficient detail and specifics in the TAS so that anyone who reads it can pick up the TAS and know exactly how the Course it to be run.
  • Where there are different delivery methods for the same Course, describe each model in detail – clearly differentiating between different delivery models.
  • A description of the industry consultation process should be included in the TAS along with:
    • details of the industry reps engaged in consultation
    • a description of how the industry feedback was used to shape the course should be provided.
  • Record review due date in the TAS.
  • TAS’s should be approved by the CEO.
Trainer and Assessor/ GM
G. Review and maintain Training and Assessment Strategies

  • TAS’s should be reviewed at least annually.
  • When reviewing, consider if there have been changes to the delivery, changes in units or modules, changes in legislation, equipment, facilities etc.  Update accordingly.
  • Act on any feedback collected during Course delivery and describe in the TAS how this feedback has been used to improve or develop the Course.
GM/ Trainer and Assessor

4. Facilities, equipment and resources

Refer Clause 1.3 and 1.4 of Standard 1.

Procedure

Responsibility

H. Ensure appropriate facilities

  • For each course, determine the facilities required. These should be listed in the TAS.
  • The Training Package, Accredited Course, unit, module and/or industry may provide guidance on the facilities required.
  • Ensure GLOBAL TRAINING ACADEMY has access to the required facilities for the student numbers for each Course.
  • New facilities should be assessed using the Facilities Inspection Checklist.
  • Consider the requirements of the ASQA Fact Sheet: Health and Safety requirements for educational purposes available at:  http://www.asqa.gov.au/media-and-publications/health-and-safety-requirements-for-educational-premises.html
CEO/ Trainer and Assessor
I. Ensure appropriate equipment

  • For each course, determine the equipment required to deliver the course. These should be listed in the TAS.
  • The Training Package, VET Accredited Course, unit, module and/or industry may provide guidance on the equipment required.
  • Ensure GLOBAL TRAINING ACADEMY has access to the required equipment for the student numbers for each Course, ensuring these are available at the facilities in which training will occur.
GM/ Trainer and Assessor
J. Learning materials

  • GLOBAL TRAINING ACADEMY has suitable learning materials for each unit, module or cluster in each Course. This may include student/learner guides, textbooks, online materials, session plans, handouts or other – which must be suitable for the delivery method to be used.
  • Upon the development of new Courses, ensure learning materials suit the delivery model.  Consider the delivery model – class-based, workplace based, distance, online etc. Are the materials written to suit this method?
  • Ensure learning materials cover the required skills and knowledge of each unit/module/cluster by matching to unit requirements.
  • Adjust materials if required to ensure suitability or develop supplementary materials where required.
  • Learning materials to be used in each Course should be recorded in the TAS.
  • Learning materials should be updated and reviewed on a regular basis based on feedback received from students, trainers and industry, and also in light of any Training Package or VET Accredited Course changes.
CEO/ Trainer and Assessor
K. Assessment materials

  • GLOBAL TRAINING ACADEMY has valid and suitable assessment materials for each unit, module or cluster in each Course. This includes:
    • Set assessment tasks with clear guidance to the student
    • Marking guides for the assessor with clear instructions and benchmark answers
    • Mapping showing how tasks relate to the unit of competency or module requirements
    • Appropriate recording tools to record observations, feedback, outcomes and decision making rules used.
  • Upon the development of new Courses, ensure assessment materials are valid and appropriate for the delivery model using the Assessment Validation Checklist.  Consider the delivery model and how the assessments will be used – will the students be in class, in the workplace, completing them by distance, online etc. Are the materials written to suit this method?
  • Adjust assessment materials if required to ensure suitability.
  • Record assessment materials to be used in each Course in the TAS.
  • Assessment materials should be updated and reviewed on a regular basis based on feedback received from students, assessors, validation outcomes and industry, and also in light of any Training Package or VET Accredited Course changes.
  • Consider the requirements of the ASQA Fact Sheet: Using third-party evidence to assess competence available at: http://www.asqa.gov.au/media-and-publications/using-third-party-evidence-to-assess-competence.html
CEO/ Trainer and Assessor

5. Class preparation and delivery

Refer Clause 1.3 and 1.7 of Standard 1.

Procedure

Responsibility

L. Session plans and supporting materials

  • Sessions are to be delivered using the approved session plan for the topic/ unit / module.
  • Session plans are a summary of the content and activities to be covered in each session and refer the trainer to relevant parts of learning and assessment materials to be covered.
  • They will often be supported by other resources such as PowerPoints, handouts, textbooks etc.  Supporting materials will be outlined on the plan.
  • Session plans ensure that what should be covered in a session is covered. Trainers are able to adjust session content to suit the needs of the group where required.
  • Trainers should provide feedback for improvement to session content and materials.
CEO/ Trainer and Assessor
M. Session delivery

  • All sessions are to be delivered according to the approved session plans.
  • The trainer should set up the class-room to suit the requirements of the session.
  • All students should sign the Attendance Roll.
  • The trainer should ensure all details on the roll are correct and all students have signed, and then sign it at the bottom.
  • Trainers should collect session feedback as required according to the Quality Assurance Procedures on Feedback and Surveys.
  • Students may require individual support during, before and after classes. This should be documented accordingly
  • The completed attendance roll should be provided to the head office (GLOBAL TRAINING ACADEMY) for data entry within one week.
GM/ Trainer and Assessor

6. Student support

In the Standards, RTOs are not required to have a language, literacy and numeracy (LLN) assessment for all students. Individual needs can be identified through self-assessment or identification. However GLOBAL TRAINING ACADEMY chooses to have all students complete a LLN assessment prior to entry into a course.

Refer Clause 1.7 of Standard 1.

Procedure

Responsibility

N. Assessing individual needs

  • Pre-Course Interview, Application or Enrolment Forms are to be reviewed to identify if the student has indicated they require any additional support on the form.
  • Individual needs may also be identified verbally during initial enquiry, entry /pre-training interviews or other.
  • Where individual support needs have been identified this to be referred to the CEO/ Trainer and Assessor
  • The CEO / Trainer and Assessor will further discuss the needs with the student to identify how the RTO can support the student. An individual support plan may be developed to assist the student through the course. Or, the student may be referred to an external service for support before enrolment – this might be to English language courses, employment support, lower level or more suitable qualifications delivered by other providers.
  • A student may not be offered a place for enrolment if the GLOBAL TRAINING ACADEMY is not able to support the student in the course.
  • An LLN assessment must be conducted to identify the level of support required.
CEO/ Trainer and Assessor
O. Language, literacy and numeracy assessments

As per instruction above.

  • Students will be required to complete an LLN assessment as part of the enrolment process. This will be conducted during the enrolment process and before a place in the course is offered.
  • There is a different LLN assessment for each course.
  • The trainer/assessor should use the LLN Marking Guide to assess the test.
  • The outcome will be used to identify the current level of LLN skills the student has and the support required for the course. An individual support plan may be developed to outline the support required for the student.
GM/ Trainer and Assessor
P. Individual support plans

  • For students that have had individual support requirements identified, an Individual Support Plan will be developed which will outline the strategies used to provide the student with additional support over and above what is normally offered in the course.
  • This may include:
    • Additional one-on-one support from the trainer/assessor.
    • Assigning of a mentor/coach that is able to provide additional support in the workplace and who works closely with the student and the trainer/assessor.
    • Adjustments to the way training resources are accessed or provided.
    • Adjustments to the way assessments are to be conducted or extra time for assessments.
    • Additional online support
    • Professional help/ Advise
    • Linking with additional resources in the community
GM/ Trainer and Assessor

7. Reasonable adjustments

Refer Clause 1.7 and 1.8 of Standard 1.

Procedure

Responsibility

Q. Making Reasonable Adjustments

GM/ Trainer and Assessor

8. Conducting assessments

Refer Clauses 1.7 and 1.8 of Standard 1.

Procedure

Responsibility

R. Preparing for assessment

  • Requirements of assessment for each unit/module/cluster are outlined for the student in the Assessment Task Booklet and instructions are provided for assessors in the relevant Marking Guide.
  • Ensure students are advised of the assessment requirements at the start of the unit/ module/ cluster and they show their agreement by signing the Assessment Plan.
  • Ensure students are advised of relevant due dates for each assessment task if applicable.
  • Reasonable Adjustments required should be recorded on the plan where relevant.
GM/ Trainer and Assessor
S. Assess written work and provide feedback

  • Each written Assessment Task should be submitted by the student with a signed and completed Assessment Task Cover Sheet. Students can use the one cover sheet to submit multiple tasks.
  • Tasks can be submitted by sending them to GLOBAL TRAINING ACADEMY, Suite 17, 41-45 Rickard Road Bankstown NSW 2200, submitting them online at info@GLOBAL TRAINING ACADEMYsydney.com.au , or providing them to their trainer/assessor at class/visit etc.
  • Students should be advised to keep a copy of their written work as it will not be returned to them and they are responsible for providing a new copy if an assessment goes missing in the post.
  • Submitted assessment tasks should be assessed within 4 weeks of it being received.
  • Provide students with detailed written feedback on the Assessment Task Cover Sheet. A copy of the cover sheet will be kept on the student’s file with the assessment tasks, and the original cover sheet will be returned to the student.
  • Assessors may use additional verbal questioning to fill gaps in written tasks where they deem it necessary to determine competence. This will be recorded in the Assessment Record Tool.
CEO/ Trainer and Assessor
T. Assess practical tasks

  • Practical tasks may be assessed during classes and/or visits. Instructions for completing tasks will be outlined in the relevant Assessment Task Booklet.
  • A record of the observations made during the assessment should be recorded in the Assessment Record Tool. During a visit, feedback can be documented on the Workplace Visit Form.
  • A student should be given a verbal summary of the feedback and asked to sign the Assessment Record Tool to confirm they have received their outcome.
Trainer and Assessor
U. Recording outcomes

  • Record the outcome of the assessment task on the Assessment Outcome Page in the Assessment Record Tool.
  • Each task should be given an outcome of either Satisfactory or Not Satisfactory.
  • A student will receive a competent outcome once all the tasks for a unit have received a satisfactory outcome.
  • A Not Yet Competent outcome will be recorded against a unit where either:
  • All tasks have been assessed and some or all have been marked as Not Satisfactory, or
  • Only some tasks have been submitted even if they have all been marked as Satisfactory.
 Trainer and Assessor
V. Re-submission

  • Students have up to three attempts per assessment task to achieve a satisfactory outcome.
  • Resubmission outcomes should follow the same process for feedback and recording as outlined above.
  • If a student has attempted a task three times but hasn’t achieved a Satisfactory outcome after the third attempt, the student must re-enrol in the unit or module and undertake further
GM/ Trainer and Assessor

9. Recognition of Prior Learning

Refer Clause 1.12 of Standard 1

Procedure

Responsibility

W. Student applies for RPL

  • A student may indicate they wish to apply for RPL at any stage during the enquiry or enrolment process.
  • Determine initial suitability for RPL based on experience in industry and previous training, overseas qualifications etc.
  • If considered suitable for RPL, the student is to be sent a Candidate Application Kit. This will allow the student to make an initial self-assessment of their skills and knowledge and identify any evidence they may be able to provide of their skills.
  • Students who express an interest in RPL but who, based on their experience and initial discussion with <Organisation, are not considered to likely be suitable for RPL may still go through the self-assessment process.
  • The student completes an initial self-assessment against the units/qualification they are seeking RPL for. This self-assessment process will help them decide whether RPL is a suitable pathway. Further guidance about how to use the self-assessment is outlined in the Candidate Kit. During this phase, the student may also wish to discuss the process with a Trainer/Assessor who will be made available to them by GLOBAL TRAINING ACADEMY.
  • The student should then return the completed self-assessment along with the RPL Application Form.
Student/ RPL Candidate
X. RPL Application is reviewed

  • The application will be reviewed to determine whether the self-assessment and evidence listed by the student demonstrates suitability for RPL for the units applied for.
  • If suitable, the Assessor contacts the student to make arrangements for first interview.
  • The Assessor may request further information from the Student at this stage.
Assessor
Y. Conduct initial interview

  • The assessor will review the information supplied by the student for each unit of competency.
  • The assessor will use the interview as a time to make a preliminary judgment about the student’s skills and knowledge against each unit.  The Assessor will ask a range of questions to identify the student’s broad level of competency.  This interview is called the ‘Competency Conversation’ and findings and observations are recorded in the RPL Assessors Kit.
  • During this conversation the Assessor and Student will decide on which units RPL should be continued for and work out a plan for the evidence to be collected by the student prior to next meeting.
  • The student completes an Enrolment Form at this stage if continuing with RPL process.
Assessor
Z. Contact professional referees

  • The professional referees are contacted to confirm the student’s skills, work experience and knowledge.
  • Records of the conversations are kept in the RPL Assessors Kit.
  • The assessor may require that the student provides further information or evidence in relation to the conversations held with the referees.
Assessor
AA. Conduct further interviews and practical assessments

  • Further interviews are conducted with the student to cover the questions in the Assessors Kit.
  • Practical assessments are made in the workplace to assess on-the-job skills.
  • Student provides further evidence to support their history and experience.
  • The Student has the Third Party Kit completed as part of their evidence where possible.
  • A decision about whether RPL will be granted for each unit is made and recorded in the Assessor’s Kit.
  • Arrangements for gap training are made if required.
Assessor
BB.  Gather feedback

  • Feedback is collected from each RPL candidate using the RPL Candidate Feedback Survey.
Assessor

10. Plagiarism, cheating and collusion

Refer Clause 1.8 of Standard 1

Procedure

Responsibility

CC. Dealing with academic misconduct

  • Where a trainer/assessor believes there to be an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this to the CEO along with reasons for allegation. Reasons may include:
    • Similarity between student responses
    • Use of un-referenced source materials
    • Copying of other students work
    • Copy of material from the internet or textbooks
  • The CEO/Trainer/Assessor will then address this with the student by asking them to respond to the allegation and provide an explanation.
  • The CEO/ Trainer and Assessor will then make a decision about the steps to be taken. This may include:
    • Requiring the student to resubmit the assessment
    • Using an alternative form of assessment to determine the student’s understanding
  • Where a student has repeated serious allegations of academic misconduct they may be given special or altered conditions for their assessment task or in serious cases they may be asked to withdraw from the course.
CEO/ Trainer and Assessor

11. Records of assessment

Refer Clause 1.8 of Standard 1

Procedure

Responsibility
DD. Keep records of assessment

  • Records of assessment, including all assessment tools, completed tasks and assessment evidence for a unit, will be kept for a period of at least six (6) months from the time the judgment of competence was made.
  • Records will be kept securely in the following way:
  • (Scanned and saved on student management system, or stored in files etc.)
CEO/ Trainer and Assessor

Document Control

Document No. & Name: TA7 – Training and Assessment P&P
Quality Area: TA Training and Assessment
Status: Approved
Approved By: Global Training Academy
Approval Date:

04.02.2015

Review Date: One year after approval
Standards: Clauses 1.1 – 1.8 and Clause 1.12 of Standard 1.
  1. Definitions quoted from Australian Skills Quality Authority. User’s Guide to the Standards for RTOs 2015. Accessed on December 8, 2014, from http://www.asqa.gov.au/verve/_resources/Users_Guide_to_the_Standards_for_Registered_Training_Organisations_RTOs_2015.pdf
  2. Definitions quoted from Australian Skills Quality Authority (ASQA). User’s Guide to the Standards for RTOs 2015. Accessed on December 8, 2014, from http://www.asqa.gov.au/verve/_resources/Users_Guide_to_the_Standards_for_Registered_Training_Organisations_RTOs_2015.pdf

  3. Definitions quoted from ASQA as above.