Introduction



Training and Assessment PolicyVersion HistoryVersionDateRevised ByDetail of Amendment1.0Contents TOC \o "1-3" \h \z \u 1.Introduction PAGEREF _Toc410654960 \h 42.How Does ABMN work in Vocational education and training? PAGEREF _Toc410654961 \h 43.Recognition PAGEREF _Toc410654962 \h 44.Assessment PAGEREF _Toc410654963 \h 5Evidence PAGEREF _Toc410654964 \h 5Assessment Process PAGEREF _Toc410654965 \h 7Developing assessment strategies and tools PAGEREF _Toc410654966 \h 7Assessment Results PAGEREF _Toc410654967 \h 7Reassessment and Extension of Time PAGEREF _Toc410654968 \h 75.Assessment Strategies PAGEREF _Toc410654969 \h 7Developing assessment strategies and tools PAGEREF _Toc410654970 \h 86.Validation PAGEREF _Toc410654971 \h 97.Language, Literacy and Numeracy (LLN) PAGEREF _Toc410654972 \h 9Pre-Training Assessment PAGEREF _Toc410654973 \h 9Other LLN Assessment Tools PAGEREF _Toc410654974 \h 9Conducting a Training Needs Analysis PAGEREF _Toc410654975 \h 10Seeking LLN specialist support PAGEREF _Toc410654976 \h 10Training adjustments PAGEREF _Toc410654977 \h 10Developing a LLN Development Plan (LDP) PAGEREF _Toc410654978 \h 108.Privacy PAGEREF _Toc410654979 \h 129.Rights and Responsibilities of the Student PAGEREF _Toc410654980 \h 1210.Training Personnel PAGEREF _Toc410654981 \h 1311.Access and Equity PAGEREF _Toc410654982 \h 1312.Workplace Health and Safety PAGEREF _Toc410654983 \h 1313.Student Records PAGEREF _Toc410654984 \h 14Confidentiality of Student Records PAGEREF _Toc410654985 \h 1414.Appeals PAGEREF _Toc410654986 \h 1415.Grievances PAGEREF _Toc410654987 \h 1416.Code of Conduct PAGEREF _Toc410654988 \h 1517.Responsibilities of Parties to Training PAGEREF _Toc410654989 \h 1518.Plagiarism and Collusion PAGEREF _Toc410654990 \h 15How can you avoid plagiarism? PAGEREF _Toc410654991 \h 1619.Quality Assurance PAGEREF _Toc410654992 \h 1620.Policy Review PAGEREF _Toc410654993 \h 16IntroductionABMN acknowledges that in order to meet its role as a progressive provider of services to members, it is essential that we maintain a professional and progressive workforce. It is a high priority of ABMN to ensure that all employees are currently competent in workplace competencies and can successfully perform their role.ABMN is also committed to providing quality training services to our members and all business associates with a need for quality support. With these objectives in mind, ABMN’s training and assessment process is based on the following guiding principles:Access and Equity – the benefits of participating in vocational education and training are available to everyone on an equitable basisEqual Employment Opportunity – ABMN is an Equal Employment Opportunity Employer and, as such, all assessment and training is to be conducted in accordance with ABMN policiesLiteracy and Numeracy – assessment and training of workplace competencies will take into account literacy and numeracy requirements of participantsMeasurability – all ABMN assessment criteria shall align with recognised industry/competency standardsRelevance – assessment and training must be relevant to the working environment and duties of the employee or client, and should be conducted in the workplace where possibleReliability – assessment activities should yield results which are consistently similar to those that would be obtained in other environments using the same benchmarkValidity – assessment activities must measure what they claim to measureFlexible – the assessment process can be adapted to suit individual and work related needs Fair –the assessment process is non-discriminatory and inclusive of all employees and clientsHow Does ABMN work in Vocational education and training?Vocational education and training (VET) enables students to gain qualifications for all types of employment, and specific skills to help them in the workplace. ABMN uses a partnering RTO as an auspicing body to provide Vocational education and training to ABMN personnel and clients. ABMN works closely with the partnering RTO to deliver the best qualify of vocational training and assessment for all parties. ABMN develops and delivers a range of accredited and non-accredited training solutions to support the needs of employees and clients.RecognitionRecognition of Current Competence (RCC), or Recognition of Prior Learning (RPL) are means of recognising competencies through previous informal and formal learning or through work and life experience. ABMN recognises that RCC/RPL are important methods of recognising competency in an adult learning environment.ABMN employees undertaking RPL in a nationally recognised qualification are entitled to one half a day of leave to prepare their documentation. Leave will be granted when it is approved by a manager of ABMN. All leave must be applied for through the normal channels as indicated in the ABMN Human Resources Policy. Mutual Recognition endorses the recognition of Australian Qualifications issued by other RTOs, enabling individuals to receive national recognition of their achievements, as stipulated by the regulator.AssessmentAssessment is fundamental to any training and education program and involves the gathering and judging of evidence in order to decide if competence has been met. The principles of assessment inform the assessment process, in particular: validity, reliability, flexibility and fairness.Assessment can be used to:Issue a qualification Determine whether an individual can perform to the expected standards (e.g. industry standard, unit of competency)Identify the training needs of an individual or organisation to help determine what development a person/company needs Identify what functions or range of functions a person can carry out to an industry standardGive workers a licence to perform particular tasks (e.g. forklift licences)Evaluate the effectiveness of a training programAssessment outcomes provide an opportunity for greater capacity to:Fully utilise the skills of the workforceEnsure that training meets industry needs and delivers a measurable outcomeEmploy people with recognised competencies for the work functions requiredInvest a suitable amount of time, effort and finance into skill development with confidence of an achievable outcomeEvidenceEvidence is proof of competence against unit(s) of competency or industry standards. All evidence that gives an indication of a person’s competence can be used i.e., past and current experience, certificates, internal training etc. Evidence may include (but is not limited to):Written assessments of knowledgePractical demonstrations and simulationsWork product or outputWorkplace observation over a period of timeOral assessmentProject workAll evidence must be:Valid – meets the requirements that are essential to competency performance as set out in the unit(s) of competency (or equivalent)Sufficient – there is sufficient quality and quantity of evidence Current – evidence must reflect current performance of competence of the student. This means that evidence needs to be less than 2 years old. Where competence is determined over time, a mix of current and past evidence may be acceptable.Authentic – evidence must be the student’s own workAssessment ProcessThe assessment process should match as closely as possible the type of skill used and the working conditions of the candidate. The development and use of assessment tools to collect evidence will be facilitated by the ABMN Training Department. Quality control of assessments will be monitored by the Training department.Developing assessment strategies and toolsAssessment strategies will be developed, adapted or delivered in accordance with the following principles and regulatory requirements:Methods used for assessments are documentedThe assessment materials are consistent with the requirements of the Training Package or accredited program and meet the needs of the target group catering to diversity within the target groupAll assessment tools are subject to an appropriate version control processAssessment Results Assessment results must be recorded as either COMPETENT or NOT YET COMPETENT. All candidates shall be provided with constructive feedback.Reassessment and Extension of TimeWhen a student does not demonstrate performance during reassessment to the specified standard on two occasions for a single unit of competency the Training Manager will investigate and make recommendations as to the appropriate program of action. Such action may include a review of the training delivery or assessment methodology or consultation with the student and their manager regarding the student’s readiness to complete the task.There may be circumstances beyond the control of the student that impact on their capacity to meet the due dates for the submission of assessment tasks. In instances where there are extenuating circumstances likely to result in assessment tasks not being submitted by the due date, an application for an Extension of Time (EOT) should be requested. Assessment StrategiesAssessment strategies and the TAS (Training and Assessment Strategies) must be developed in consultation with relevant expert personnel from the area and the partnering RTO. For external clients it is important that line managers or department heads are engaged in consultation prior to, during, and after training programs involving assessment.In conjunction with the partnering RTO, all assessment strategies and assessment tools must be reviewed when there is a change in the Training Package/Qualification or course requirements.The Training Manager must allocate appropriately qualified and competent staff to develop assessment strategies, consistent with the target student group and modes of delivery.Developing assessment strategies and toolsAssessment strategies will be developed, adapted or delivered in accordance with the following principles and ASQA requirements:Methods used for assessments are documentedThe assessment materials are consistent with the requirements of the Training Package or accredited program and will meet the needs of the target group catering to diversity within the target groupAll assessment tools are to be subject to an appropriate version control process including:Version number/development dateTraining Package codeUnit of Competency codeAll assessment tools should be appropriate to the target student group, cover all aspects of competency and focus on the standard of workplace performance. The following requirements apply:Allocate competent staff to develop assessment strategies, consistent with the target student group and modes of deliveryDevelop the assessment strategies in consultation with relevant areas of expertiseEnsure the assessment strategies are educationally soundReview assessment strategies and assessment tools when there is a change in the Training Package.All assessment tools must meet the following minimum requirements:Assessment tasks must be developed in the Assessment Task Template.At least two assessment tasks must be developed for each unit. Each assessment task must comprise one method of assessment.Assessment tasks must enable competency to be demonstrated twice for each component of competency (such as CA, RK, PC, etc.), using two different assessment methods/types of evidence.Assessment task design must adhere to the rules of evidence.Assessment tasks for a unit must collectively reflect the principles of assessment.Once the above requirements have been met, the overall assessment task/instrument design and structure will be at the discretion of the developer, but must ensure:The evidence to be collected is clearly stated, and examples are provided.The collected evidence can be recorded by the assessorAssessment tasks must contain clear instructions for assessors and candidatesValidationAlong with the auspicing RTO, the Training department will validate assessment strategies and tools used with ABMN staff or clients, at least once in a twelve month period by reviewing, comparing and evaluating assessment processes, tools and evidence contributing to judgements made by a range of assessors against the same competency/industry standard. All assessment validation activities must be considered with impartiality to ensure fair outcomes.All actions taken to improve the quality and consistency of assessments must be documented.At ABMN validation outcomes are used in an advisory capacity only to support the process of continuous improvement and rigour of the auspicing RTO.Validation activities require the utmost attention to ethical principles during all stages. Outcomes from validation activities may be legally binding in certain circumstances and must be recorded and filed in the Training Department.ABMN assessors are under a legal obligation to act in a highly ethical manner at all times and exercise their responsibilities judiciouslyABMN cooperates fully with our training and assessment partners and uses their badged assessment tools for the purpose of validation activities. ABMN assessment tools as applicable to validation activities will also be used. ABMN has a requirement that on completion of all validation meetings the ABMN Validation Outcome form is completed for ABMN recordsLanguage, Literacy and Numeracy (LLN)At ABMN LLN assessments are conducted for learners and identified LLN development needs are included in all training and assessment strategies. These strategies are applied and evaluated.Pre-Training AssessmentTrainers and assessors may, at their own discretion, issue the Pre-Training Assessment to learners prior to course commencement, or when a possible skills gap has been identified. Refer to the Pre-Training Assessment – Assessor Instructions for further information about how to conduct the assessment.Other LLN Assessment ToolsTrainers and assessors may, at their own discretion, identify other methods to gather the information necessary to make an informed decision about learners’ LLN development needs. These methods may include:Face-to-face interviews (Learner Profiles)Observation of work tasksCollect samples of work.Conducting a Training Needs AnalysisRefer to (or complete) the Core Skills Analysis to determine the required ACSF Level for a specific unit of competency. Refer to (or complete) the Core Skills Qualification Analysis to identify the required ACSF level for the qualification.Conduct an LLN Assessment with the learner, using at least two assessment methods or tools.Document the assessment results in the Training Needs Analysis spreadsheet for each learner, for each unit:Document the required ACSF Level for the unit in the Required Skill Level column;Record the assessment results in the Current Skill Levels columns. You will need to identify the assessment method used, as well as the results of each assessment method;The spreadsheet will average the results and round down in the Overall column;The spreadsheet will identify whether LLN skill development is required in the Skill Development Required? column;Charts have also been provided to enable a visual depiction of the learner’s current vs. required Core Skill Level.Seeking LLN specialist supportThe Training Manager is an LLN specialist. You may require advice or assistance from the LLN specialist to identify suitable approaches to training and assessment based on the identified skill development needs of the learner. The LLN specialist can spend time with the learner to develop their skills where alternative resources or sources of support are not adequate or suitable.Training adjustmentsAdjustment to training and assessment practices may be needed to ensure that the learning and assessment tools and resources are appropriate to the required ACSF Levels. Learning and assessment tools and materials should be measured against the required ACSL levels for the unit/qualification, and adjusted accordingly. For example, learning materials (in particular) may be too wordy and complex for the required ACSF Level.Developing a LLN Development Plan (LDP)If gaps in the learner’s LLN skill requirements have been identified, the trainer or assessor will develop a Training and Assessment Strategy for the learner for each unit.Open the LDP template and save this for each learner. The following sections of the LDP MUST be completed:Special NeedsConsider the special needs of the learner that may impact on their ability to develop the required LLN skills. Consider the cultural, financial, social, language, geographical needs and how these might impact on the training and assessment strategy.Core Skill RequirementsRecord the information from the learner’s Training Needs Analysis.Resources/SupportList the available resources and sources of support that the learner can draw upon to improve their skills. Consider resources that will enable them to enhance the required Core Skills. For example, to improve the Reading skills of the learner, identify available workplace or business documents that can be used as part of a training strategy. Available resources and sources of support may include:Training or learning materials (written)Instructional or training videosWorkplace documents (such as procedures)Examples of completed business documents (such as letters and reports)Trainer or assessorColleague or supervisor (to observe and ask questions)LLN specialistApplications to support learning (accounts for all learning styles)Identify any resources that may require customisation to suit the current LLN skills of the learner.Learning outcomesLearning outcomes will determine the focus of training and assessment strategies. Essentially, the learning outcomes are the Performance Level Indicators for the required core skill/s. Document the learning outcomes in the LDP.Skill development Skill development focuses on developing the learner’s LLN skills to align with those required for their training or job (and to achieve the learning outcomes). Skill development occurs separately from learners’ existing training or tasks, but occurs within the context of both. This approach allows the learner to develop their LLN skills without added pressure to meet training or job requirements. Learners are requested to attend a weekly 30-minute training session with their trainer or assessor, or as negotiated and agreed upon between the learner, trainer or assessor and their manager.Training content should focus on gaining skills and knowledge as indicated in the Performance Features for the required core skill or level.When considering the context of training, consider workplace-based or training activities or tasks the learner could undertake to improve their skills. This enables the learner to develop relevant training and job skills. To assist you with this:Refer to the Workplace & Employment and Education & Training Domains of Communication for the required Core Skill for suggested activities to meet required skill level, and/or; Refer to the Unit Aspects in the Core Skills Analysis for the unit/qualification.Important Note:Training strategies and activities must incorporate visual, auditory and written means of communication. Skill development must include at least one training session and one workplace-based activity.Assessment strategyIdentify how you will assess the learner’s competence in the learning outcomes. Two different assessment methods are required. When developing assessment strategies, consider workplace tasks the learner can perform to demonstrate competency. Work with the learner to identify a suitable assessment strategy.The following approaches may assist in developing assessment strategies:Option 1: Develop an assessment tool based on the relevant unit within the Foundation Skills (FSK) Training Package; and/orOption 2:Select a sample activity within the Workplace and employment domain of communication from the list of sample activities for the required core skill or level.Select a sample activity from the Education and Training domain of communication from the list of sample activities for the required core skill or level.Refer to the Performance Features* to identify the assessable steps. These can help to determine the structure of activities (such as what tasks to perform, how to perform them, etc.).*Performance Features indicate what a learner is expected to be able to do at that level, and provide ideas as to assessment activities. You’re not expected to address all performance features, but make sure to select those that the learner will be able to demonstrate in the context of their training or job. Document your assessment strategies in the LDS.PrivacyAll assessments and student details must be treated as confidential in accordance with ABMN’s Privacy Policy.Rights and Responsibilities of the StudentThe student has the right to a fair assessmentThe student has the right to view the written records of their assessment (e.g., assessment report, assessment record)The student may defer an assessment until further training is provided, that enables the student to reach the required standard The student has the right to appeal against an assessment decisionThe student must be on time for the assessment or notify the assessor as soon as possible before the assessment is to take place, of a need to rescheduleThe student must complete the assessment within the agreed time frame or request an extension of time as per the agreed procedure for the assessmentThe student is encouraged to give timely and accurate feedback on any aspect of the assessment if requestedThe student must submit original work for assessment without plagiarism or collusionThe student is to take the initiative and consult appropriately when problems ariseTraining PersonnelAssessors are responsible for determining competency using the assessment tools, processes and guidelines approved by the Training Department in conjunction with the auspicing RTO.Trainers must hold the training qualification mandated by the regulator and be able to demonstrate equivalence of competencies at least to the level being delivered and assessed.Trainers must be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and trainer/ assessor competence.If a trainer does not have all the assessment competencies as defined then one or more persons with the combined expertise may work together to conduct the assessment.Additionally assessors as ABMN must:keep their qualification current, partake in and seek opportunities for professional developmentonly use assessment tools approved by the Training Departmentdocument the process and outcome of assessment according to the guidelines outlined in the assessment toolforward the documented assessment outcomes to the Training Department within seven days of conducting the assessment or upon requestfamiliarise the student with the standards and assessment criteria and check that the student understands what they are required to demonstrate in relation to the criteriathe student should be provided with a copy of the relevant criteria and expected performance level before any evidence is collectedadvise the student on the process of assessment (how, where and when it will happen and who is involved) – this should be discussed and agreed between the student and assessorprovide opportunity for the student to give feedback on assessmentadvise the student of their rights and procedures for appealassessors are to assist students to learn from assessment tasks by providing them with timely and constructive feedbackassessors must provide students with opportunities to be involved in structuring of their own learning experiences and encourage them to take joint responsibility for their own learningAccess and EquityABMN supports the principles of access and equity and ensures that equity principles for all people are implemented through the fair allocation of resources and the right to equality of opportunity without discrimination. Discrimination towards any group or individual in any form is prohibited.Workplace Health and SafetyAll training and assessment activities will:be conducted in accordance with the ABMN’s Workplace Health and Safety (WHS) Policyinclude persons with relevant WHS qualifications for the standards being assessedidentify and address WHS issues associated with undertaking relevant training and assessment activitiesensure that WHS requirements of the training and/or assessment environments are maintainedensure that the WHS competencies needed by learners are addressed in the relevant contextconduct WHS risk assessments when selecting new venuesStudent RecordsABMN will maintain a database, and hard copy supporting documentation, for all competencies achieved and credentials issued (statements of attainment or certificate) will be maintained. Hard copy supporting documentation will include, but is not limited to, assessment checklists and summary sheets as completed by the assessor. Training and assessment records, including student results, will be stored securely, including backup of electronic records, with authorised access to electronic records and locked storage for hard copy documentation. Student records are available to the student upon request. Photocopies will be provided with the originals to be kept on file.All records relating to training and assessment will be:treated according to the ABMN Records Management Policy managed to ensure their accuracy and integrityConfidentiality of Student RecordsAll records relating to assessment and training will be treated according to the ABMN Privacy Policy. Records about a student will not be disclosed to a third party without the written consent of the student except where required under law. A student may apply and gain access to their student record information. A copy of information held may be supplied on the authorisation of the student to any expressly specified party. Authorisation must be given in writing.AppealsIf a student is not happy with an assessment outcome or feel they have been treated unfairly in the assessment process they have the right to appeal and request re-assessment. The appeal may be made in relation to fairness, validity, reliability or flexibility of the assessment process used to arrive at the decision. The appeal must be lodged with the Training Department no later than 14 days after the assessment. The Training department will then notify the auspicing RTO of the appeal. The Training department must accurately document the appeals procedure and respond to the appeal in a timely manner Based on the findings of the appeal enquiry the Appeals Panel shall make recommendations to the Manager, Training Department. These recommendations may include:GrievancesStudents may raise any matters of concern relating to training and/or assessment, e.g. the quality of the training, student amenities, fairness of assessment and other issues which may arise.Grievances in relation to training and assessment matters from students will be managed equitably, fairly and as soon as practicable according to the prescribed timelines in the policy. Informal processes should be attempted before initiating any formal or external grievance processes.ABMN applies the following principles relating to grievance:The grievance process is fair, equitable and transparent to all parties concerned.Students have the right to be able to raise concerns when they believe they have not been treated appropriately. Students have the right to have their concerns heard and responded to in an equitable, effective and timely manner. Confidentiality and the principles of natural justice are a key component of the grievance policy and will be observed throughout the process. Students shall be protected from victimisation and harassment for raising a concern through the grievance policy.The respondent to a formal grievance has the right to be informed of the grievance within five working days of notification of the grievance by either the Training Manager or the trainer. The Training Department must be provided with a written statement setting out the details of the concern and the name of the student/client who has made the complaint. The respondent to a grievance has the right to respond to the matters raised and be treated in a fair and equitable manner. Code of ConductAll ABMN staff are expected to conduct themselves in a manner consistent with the ABMN Code of Conduct.Responsibilities of Parties to TrainingStudents are responsible for raising their grievance as soon as practicable and no later than 12-months after the alleged event provided it is not frivolous, vexatious or otherwise lacking in merit.The Training Department are responsible for hearing a student grievance in the first instance and attempting to resolve the situation if possible.ABMN personnel are responsible for liaising to negotiate an acceptable outcome at all stages. The Training Manager may elect to request another senior manager or a delegate of the Manager to assist in the resolution process.Plagiarism and CollusionPlagiarism is the action or practice of taking someone else’s work (e.g. thoughts, writings or other work) and presenting it as one’s own work. It occurs when you make intentional or unintentional use of the work of someone else without proper acknowledgment.Plagiarism includes:the use of the whole or part of a written work including the use of paragraphs or sentences in assessable work which are neither enclosed in quotation marks nor otherwise properly acknowledgedthe paraphrasing of another’s work without attributioncopying any material from books, periodicals, study notes or tapes, the internet, CDs, the work of other students, or any other source without acknowledgment rephrasing ideas from books, periodicals, study notes or tapes, the internet, CDs, the work of other students, or any other source without acknowledgment collaborating without authority with other students in producing an assessment taskHow can you avoid plagiarism?Be aware of the style of acknowledgment that is recommended for use in your program, including the referencing techniques required for information sourced from the Internet. Write the source on any notes or copies you make from any document or electronic sources such as the internet. Copying or 'cutting and pasting' from a source as you read is very risky. It is easy to forget that the notes and excerpts you have cut and pasted are not your own work. Acknowledge all sources from which you have extracted or developed ideas for your assessment material even if you put those ideas into your own words. Always use quotation marks when quoting directly from a work. It is not enough merely to acknowledge the source. Avoid excessive paraphrasing and quoting, even where you acknowledge the source. Use a coversheet for assessment tasks and verify originality.Quality AssuranceABMN Training department has adopted a process for periodic self-assessment and is committed to continual improvement of our educational and administrative processes. Policy ReviewThis policy is to be reviewed every 12 months. ................
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