fbpx
EnglishSpanishPortuguese
EnglishSpanishPortuguese

Documents

Assessment Policy and Procedures

Assessment Policy and Procedures

Purpose

Gold Coast Learning Centre (GCLC) is committed to providing quality training and assessment in accordance with the Standards for Registered Training Organisations (RTOs 2015). As such, GCLC is required to implement an assessment system that ensures assessments (including recognition of prior learning) comply with the assessment requirements of national Training Packages and VET Accredited courses within it scope of registration.
This policy ensures Gold Coast Learning Centre assessment practices comply with SRTOs, provides GCLC assessors with clear information on assessment processes and evidence requirements, and ensures that assessments are conducted in accordance with the principles of assessment and rules of evidence.

Policy Statement

  • GCLC offers assessment opportunities to all enrolled learners.
  • GCLC is committed to ensuring that all assessment is conducted in a fair and equitable manner, meeting the requirements of the relevant Training Package, industry expectations and standards.
  • GCLC applies flexible assessment options, which recognize the diversity of individual learner needs and circumstances, facilitating wherever possible the realization of their learning and vocational goals.
  • Gold Coast Learning Centre ensures that: all assessment options and processes implemented are in compliance with competency-based assessment and Training Package requirements all assessments ensure the integrity of the VET system;
  • assessment complies with the Principles of Assessment (POA) as prescribed in the Standard for RTOs. evidence submitted for assessment is assessed in accordance with the Rules of Evidence (ROE) as prescribed in the Standard for RTOs; and all assessments are conducted by individuals who meet the necessary requirements as noted in the Standards for RTOs.

Definitions

The following words and expressions have the following specific meaning, as in the Standards for SRTOs 2015.

  • Assessment means the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.
  • Competency means the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.
  • Recognition of Prior Learning (RPL) 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 or VET accredited courses.
  • Formal learning refers to learning that takes place through a structured program of instruction and is linked to the attainment of an AQF qualification or statement of attainment (for example, a certificate, diploma or university degree).
  • Non-formal learning refers to learning that takes place through a structured program of instruction, but does not lead to the attainment of an AQF qualification or statement of attainment (for example, in-house professional development programs conducted by a business); and
  • Informal learning refers to learning that results through experience of work-related, social, family, hobby or leisure activities (for example the acquisition of interpersonal skills developed through several years as a sales representative).

Policy Principles

Underpinning Principles
Competency based assessment is a system of collecting evidence, about a person’s performance to a pre-set competency standard with emphasis placed on what a person can do (the outcome) rather than comparing a person’s achievement to others. There is no concept of pass or fail, only competent (C) or not yet competent (NYC). The training is focused and allows for greater participation of the learner in the assessment process.
Three levels of assessment:
Various levels of assessment may be used, including:

Self-Assessment also known as pre-assessment provides information about prior knowledge and skills. This baseline information may diagnose a problem or training requirement.
Formative assessment assists and supports training by monitoring and advising learners of their performance and rate of progress against the training outcomes. This provides feedback to the learner, supervisor and trainer on what development activities are needed to achieve the required competencies. Assessment accumulates.
Summative assessment evaluates of achievement of the Training outcome. Often conducted in the workplace, summative assessment confirms achievement of the competency requirements. Assessment culminates.
Assessment modes at GCLC are:

  • Off-the-job (Simulation)
  • Completion and submission of assignments / work projects
  • Recognition of Prior learning (RPL)
  • Credit Transfer

Evidence gathering methods commonly used by GCLC may include, but are not limited to

  • Projects
  • Written Assignments
  • Workplace Assignments
  • Workplace performance
  • Documentation
  • Demonstration
  • Questioning
  • Role Play
  • Simulation
  • Oral Presentations
  • Written tests
  • Portfolio
  • Third party reports
  • Assessment is carried out in accordance with the requirements of the relevant Training Package, on a consistent and timely basis to ensure that learning has taken place and that learners have acquired the knowledge and skills required to demonstrate competency.
  • All assessments will be recorded in accordance with GCLC Training Records Management Policy and procedures using appropriate documentation.
  • Assessment outcomes will be recorded and securely maintained in both electronic and manual systems.
  • Feedback is provided to learners and includes the assessment outcome and guidance for further learning and assessment (as appropriate).

Special Considerations

  • Learners who experience unforeseen circumstances or have special needs that affect their performance in an assessment may be eligible to apply for a special consideration and reasonable adjustment to assessment.
  • Special consideration may apply to learners who during training or assessment experience one of the following circumstances:
  • Serious illness or psychological conditions for example, hospital admission, serious injury, severe anxiety or depression (requires doctor’s certificate).
  • Bereavement.
  • Hardship/Trauma for example, victim of crime, sudden unemployment.
  • Other exceptional circumstances (to be assessed on application).
  • Learners wishing to apply for Special consideration in the above circumstances may do so by discussing their circumstances with Gold Coast Learning Centre manager.
  • Approved applications for Special consideration may be subject to one of the following outcomes:
    • Extension of submission date.
    • Deferred Assessment.
    • Additional Assessment.
    • No action.
    • Withdrawal from course without penalty.
    • Resubmit/reassessment; or
    • Opportunity to recommence course, dependent on availability or another date

Reasonable Adjustments to assessment

  • Learners have the right to apply for and receive adjustment to assessment activities to accommodate individual/special needs.
  • Adjustments to assessment cannot compromise the integrity of assessment, elements and performance criteria of the unit of competency.
  • Adjustments to assessment will not provide an unfair advantage / disadvantage to students.
  • Reasonable adjustments are made to ensure that the participant is not presented with artificial barriers to demonstrating achievement in the program of study. Reasonable adjustments may include the use of adaptive technology, educational support, and alternative methods of assessment such as oral assessment. The learning need that forms the basis of any adjustment to the training program will be identified and appropriate strategies will be agreed with the student. Any adjustments will be recorded in the student file and will not compromise the competency standard.

Assessment Submission

  • All assessments submitted must include a completed assessment cover sheet, for learner identification and disclaimer purposes.
  • Assessments must be submitted by learners within specified submission due date on the timetable provided at the commencement of any unit/course.
  • Learners who wish to submit assessment after the submission due date may be subjected to late submission penalty please refer to Late Submission Penalty and Pre-course commencement form, or may need to re-enrol in the unit/training course paying the scheduled course fee at the time.
  • Learners are allowed two “re-submit” for an assessment which has previously been deemed “Not Yet Competent”. Fees may apply for a Third “Re-submit”, at the discretion of the Academic manager.
  • Any further subsequent re-submissions are not allowed. Learners must undertake further learning and possibly re-enrol, therefore paying a further course fee.

Principles of Assessment

  • Assessment is a central and integrated component of the teaching and learning process. Assessment is carried out for a range of purposes, including diagnostic, formative and summative.
  • Assessment tasks are designed to assess relevant generic skills, such as academic literacy, numeracy and information skills, and graduate attributes as well as discipline-specific knowledge and skills. Assessment tasks draw upon a diversity of methods, forms and modes to address the needs, learning styles and abilities of all students. Within this context, this policy outlines principles of assessment for teachers for VET courses.
  • The principles have been designed for use by trainers engaged in the processes of curriculum development and quality review, the development and review of assessment and in marking, moderation and feedback processes.
    • Assessment is: Fair – The process of assessment should not discriminate against or disadvantage any student or group of students. Students are not disadvantaged in assessment by the mode of delivery in which they are studying.
    • Reasonable – Assessment workload is reasonable in the context of work volume and time expectations. Authentic and Relevant – Where possible, assessment includes real world and relevant application of knowledge and skills.
    • Valid and Reliable – Assessment items must be valid and reliable. A valid assessment accurately reflects a student’s knowledge, skills or understanding. Aligned – Assessment items must align with learning outcomes and learning activities within the subject/unit of study. Assessment is appropriate for the level of the subject/unit and aligns with the student’s stage of development.
    • Transparent – All assessment tasks should include a set of criteria or standards against which student work will be assessed. Where possible, descriptors of the various levels of achievement will be included.
    • Enabling – Where relevant to the aim and timing of assessment tasks students receive feedback that is timely, constructive, specific and respectful feedback, which clearly indicates how they can improve.
    • Compliant – Assessment practices meet the theory, knowledge and skills requirements associated with the relevant AQF level, all other regulatory frameworks, including VET training packages and professional body requirements.
    • Flexible: a flexible assessment should include different delivery modes such as on Job training, flexible delivery hours and offering RPL.

Rules of Evidence

Assessments are conducted ensuring compliance with the Rules of Evidence (ROE) as prescribed in the Standards for RTOs.

  • 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 judgement 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.

Moderation and Validation of Assessment

It is the responsibility of all RTO’s to ensure that internal and external moderation and validation processes are maintained to ensure consistency of assessment feedback, judgments and grading, especially where courses are delivered. Moderation and validation processes must be consistent with relevant policy documents.

Grading Standards

Assessment is carried out at both the individual task level and at the level of the unit or subject. Assessment tasks within units and subjects are marked according to specific marking criteria. Students enrolled in VET courses qualifications, unit of competency outcomes are recorded as Competent or Not Yet Competent and learners need to achieve competency for each assessment task. Assessment tasks within a unit or competency are recorded as Satisfactory or Not Yet Satisfactory, or either Result Pending or Resubmission Required.

Assessment Extensions

Applications for an assessment extension must be submitted in writing (e.g. email) to the VET coordinator before 9:00 am on the assessment due date. Only in exceptional circumstances will a late application be accepted. GCLC manager may take into consideration the applicant’s prior history of Assessment extensions. The following circumstances will normally result in extensions being granted by the Academic manager provided that the required supporting documentation is submitted:

  • Medical grounds with medical certificate signed by a medical doctor or allied health professional.
  • Unforeseen work or volunteer commitments with supporting letter from employer;
  • Other grounds, comprising extenuating circumstances beyond the student’s control, e.g., a death in the immediate family or an accident, victim of crime, carer’s illness, unexpected weather event (flooding, hail), damage to property, with supporting evidence such as death notice, medical certificate or police report.

If you are granted an extension, it is important that you attach a copy of the email granting you that extension. In exceptional circumstances, if the extension is granted over the phone, the Academic manager must confirm this immediately in an email. The extension due date for your assessment submission will also be recorded and a copy saved in the student’s file.
The following circumstances are unacceptable grounds for extensions:

  • Inability to have an Assessment word processed by the due date
  • Other Assessments due on or about the due date
  • Disk, computer or ICT failure
  • Foreseeable work, travel or social commitments

Length of Extensions

The School has a duty of care to ensure that the student will still be able to keep up with their study and assessment submission. Therefore, the normal maximum extension period is ten (10) days. In extraordinary circumstances, the Academic manager may agree to a longer extension but this will require additional evidence about the student’s ability to catch up with their work.

If a student is unable to meet the extended deadline, they will be required to pay Assessment Late Submission Penalty please refer to late submission penalty and Pre-course commencement form.

Supporting documentation required

You must provide a copy of supporting documentation with your application for an extension. If you do not have the documentation at the time when you make your application, you should include a note to this effect in your application. You should forward your documentation as soon as possible.
Please note – GCLC will not process your extension application until supporting documentation is received.

Assessment Late Submission Penalty

Penalties for late submission of assessments

Assessments that are received after the submission date or, where an extension has been granted, after the extended date, will be subject to a late submission penalty:

  • Assessments received after the due date or after the extended submission date, will be penalised at (AUD 10) per day for a maximum penalty period of two weeks (10 consecutive business days).
  • If an Assessment is received after the maximum penalty period, then the student will be required to pay a re-enrolment fees.
  • Academic manager has the discretion to extend the penalty period to a maximum of 4 weeks (20 consecutive business days). In units where such an extended penalty period is applicable in consultation with the trainer.

Students should be aware that any assessment submitted late must comprise a genuine attempt of the task required. Late Assessments are also likely to be returned with a significantly reduced level of feedback and commentary.
It is Gold Coast Learning Centre policy that an extension will not be granted beyond the end of the date where the student is completing their course. Students must then apply for a statement of attainment or pay the whole fees to study the qualification again.