Outcome 1 of the Outcome Standards of the 2025 Standards for RTOs “Training and Assessment” includes the following clauses:
Standard 1.1: Training is engaging, well-structured and enables VET students to attain skills and knowledge consistent with the training product.
a. training is consistent with the requirements of the training product;
b. the modes of delivery enable VET students to attain skills and knowledge consistent with the training product;
c. training is structured and paced to support VET students to progress, providing sufficient time for instruction, practice, feedback and assessment;
d. training techniques, activities and resources engage VET students and support their understanding; and
e. where the training product requires work placements or other community-based learning, necessary skills and knowledge are able to be attained in that environment.
Standard 1.2: Engagement with industry, employer and community representatives effectively informs the industry relevance of training offered by the NVR registered training organisation.
a. how it identifies relevant industry, employer and community representatives and seeks meaningful advice and feedback from those representatives;
b. it uses relevant advice and feedback to inform changes to training and assessment strategies and practices; and
c. training reflects current industry practice.
Standard 1.3: The assessment system is fit-for-purpose and consistent with the training product
a. the assessment is consistent with the requirements of the training product;
b. assessment tools are reviewed prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence set out under Standard 1.4; and
c. the outcomes of any such reviews inform any necessary changes to assessment tools.
Standard 1.4: The assessment system ensures assessment is conducted in a way that is fair and appropriate and enables accurate assessment judgement of VET student competency
a. the assessment system facilitates assessment which must be conducted in accordance with the following principles:
i. fairness – assessment accommodates the needs of the VET student, including implementing reasonable adjustments where appropriate and enabling reassessment where necessary
ii. flexibility – assessment is appropriate to the context, training product and VET student, and assesses the VET student’s skills and knowledge that are relevant to the training product, regardless of how or where the VET student has acquired those skills or that knowledge;
ii. sufficiency – the quality, quantity and relevance of the assessment evidence enable the assessor to make an informed judgement of the VET student’s competency in the skills and knowledge described in the training product;
iii. authenticity – the assessor is assured that a VET student’s assessment evidence is the original and genuine work of that VET student; and
This policy establishes a framework for complying with Outcome 1 of the Outcome Standards in the 2025 Standards for Registered Training Organisations.
This policy applies to all involved in the development and delivery of VET courses.
It is the responsibility of the Director of VET to ensure that there is a current and effective training and assessment strategy for every VET course offered within the College’s scope of registration, and to implement such strategies.
A training and assessment strategy (TAS) shall be developed by the Course Coordinator for each VET qualification prior to delivering any component of the qualification and the TAS shall be reviewed by the Director of VET, or delegated representative, on an annual basis. The TAS for each course shall be consistently used in all teaching locations, with some approved changes to cater to the specific local cohort profiles. All changes to the TAS for a particular course must be approved by the Manager, VET courses (or the Director of VET as appropriate), prior to course delivery.
The TAS for each course should address the requirements of Standards 1.1, 1.2, 1.3 and 1.4 at the course level.
The TAS is the overarching strategy for the delivery of the course, supported by individual Trainer and Assessor Guide (TAG) for each unit of competency within the course, for both core and elective units. The TAG for each unit of competency covers the design of assessments, evidence requirements and ensures that the assessments satisfy the requirements of the training product and takes into consideration the learning capabilities of the learner. The TAG addresses the Standards 1.1, 1.2, 1.3 and 1.4 at the unit of competency level.
The assessment tools are reviewed by the trainer and assessor prior to use, to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence.
Should an assessment be adjusted to meet the needs of the learner, the TAG will be updated with the adjusted assessment and expected responses, to ensure validity and sufficiency.
Where the training product requires work placements or other community-based learning, the Course Coordinator will review the context of the work placements, ensure that the necessary skills and knowledge are able to be attained in that environment.
Representatives of potential employer groups shall be encouraged and specifically invited to provide insight, advice and feedback relating to the training and assessment procedures of the College.
Details of such consultations shall be recorded in the respective Training and Assessment Strategy document of the relevant course.