Training and Assessment Procedures - VET

Status


Last reviewed
Mon, 27 November 2017

To establish responsibilities so that the RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses.

Public
visibility
Approved on: 09 Apr 2015
Amended on: 27 Nov 2017
Review cycle: 1 Year
Owned by

VET Co-ordinator

Approved by

Principal

Category: 
Policy Contact: 
VET Co-ordinator
Purpose: 

To establish responsibilities so that the RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses.

Scope: 

These procedures apply to the VET Co-ordinator, all VET trainers and assessors, the Quality Processes Officer, the Dean of Academic Administration, and the Director of Marketing.

Statement: 

Responsibilities of the VET Co-ordinator

  1. The VET Co-ordinator and/or delegated representatives shall regularly meet with industry representatives and trainers and assessors on the training and assessment strategies for every VET course and every VET unit of competency offered within the college’s scope of registration.
  2. Bring these training and assessment strategies to the VET Sub-committee of the Learning, Teaching and Research Committee for review. The strategies shall then be presented to the Learning, Teaching and Research Committee for formal acceptance.
  3. A Teaching and Assessment Strategy (TAS) is developed for each new training package prior to delivery. All the stated requirements (including assessment requirements) of the training package/VET accredited course must be reflected in the TAS.
  4. The TAS shall be reviewed by the VET Co-ordinator, or delegated representative, on an annual basis. Each TAS shall include:
  • An overview of the qualification (identifying information, qualification packaging rules, a list of the units of competency, clients),
  • Course delivery (duration, delivery modes, pathways, entry requirements, RPL, learner support resources, trainer and assessor support)
  • Course structure, sequencing and delivery (core and elective components)
  • ACSF levels for entry and at exit
  • Assessment techniques for each unit of competency
  • Trainers and assessors matrix
  • Industry consultation
  • Changes to scope
  • Validation and moderation.

Responsibilities of the Unit Co-ordinator and the Academic in Charge

  1. Develop or review a Unit Guide for each unit of competency or cluster of competencies (when individual units are delivered together).
  2. The Unit Guide shall specify the following:
    1. Competency code(s) and full title(s)
    2. Trainers and assessors for the unit
    3. Delivery mode, location, times, and duration
    4. Any pre-requisite or co-requisite units
    5. An overview of the unit
    6. A listing of competencies and specific elements of these competencies
    7. A description of the unit’s content
    8. A description of training strategies to be employed
    9. A schedule for training
    10. A listing of all assessment tasks
    11. A clear description of each assessment task including: due date, assessor, and a link to specific elements of competency
    12. Contact procedures for trainers and assessors
    13. A statement on resubmission.
  3. Develop and/or review a Trainer and Assessor guide for each unit of competency prior to delivery of the unit.  This guide shall give specific instructions for trainers and specific instructions for assessors.
  4. Oversee the review and updating of all units of competency prior to delivery, with particular attention to the Trainer and Assessor guides.
  5. Ensure that each assessment task is designed to test specific elements of competency for the unit.
  6. TEnsure that all elements of competency associated with the unit have been covered by the range of assessment tasks for the unit. 

Responsibilities of Trainers and Assessors

  1. Refer extensively to the specific Unit Guide and the specific Trainer and Assessor guide for each element of competency that they train and/or assess.
  2. Follow the schedule in the Unit Guide.
  3. Grade each assessment task submitted after consulting the Trainer and Assessor guide as either “Competent” or “Not yet competent”.
  4. Ensure a learner who receives a “Not yet competent” grade be given the opportunity to resubmit.
  5. Ensure a learner only be deemed competent for a unit of competency when competency has been demonstrated for all elements of the unit. 

Responsibilities of the Dean of Academic Administration

  1. In conjunction with the Director of Marketing ensure that the college’s handbooks and advertising materials are reviewed and updated to reflect any variations to the training and assessment strategies. 

Responsibilities of the Director of Marketing

  1. In conjunction with the Director of Marketing ensure that the college’s handbooks and advertising materials are reviewed and updated to reflect any variations to the training and assessment strategies. 

Responsibilities of the Quality Processes Officer

  1. Ensure that all components of the unit guide have been completed before a unit of competency shall be made available for delivery.
  2. Ensure that all elements of competency are linked to at least one assessment task.