Training and Assessment Policy and Strategies

version Sep 2015; revised Dec 2016

Training and Assessment Policy Statement

The College through its Training and Assessment Policy will:

  • ensure that it provides high quality training and assessment services to students and clients
  • treat compliance with Standards 1 and 2 of the Standards for RTOs as minimum benchmarks
  • implement processes to evaluate and improve training and assessment practices
  • implement resource management techniques to ensure that the needed high quality resources are available to support training and assessment practices
  • manage staff training and assessment qualifications and vocational competencies to ensure regulatory standards are met and high quality services are delivered to students
  • deliver the requirements of Training Packages and also associated regulatory guides eg RG146
  • provides students and clients with customised training and assessment plans/ strategies

Training and Assessment Policy Details

  • Responsive to Industry and Learner Needs

    At enrolment the qualification chosen will be customised to meet the student and client needs by selection of the best suited range of elective subjects.

    Generic subjects like safety and customer service will also be adjusted to be industry specific options eh Safety in a Medical Practice.

    College Validation and Industry Engagement processes will directly inform the content of learning and assessment materials to ensure industry relevance and currency.

  • Skilled Trainers and Assessors

    The College ensures it has sufficient skilled trainers and assessors by:

    • focusing recruitment efforts on obtaining industry experts who would be suited to roles where they can share their knowledge and expertise
    • having structured and meaningful staff training and professional development plans and activities
    • emphasising skills development in training and assessment activities as part of staff PD days and programs
    • implementing internal quality assurance and audit processes
    • managing student enrolment forecasts to predict staffing needs
    • implementing work practices to enable staff top support one another and ensure students have access to multiple trainers and assessors
  • Determining Student Special Needs at Enrolment Application Stage

    a) Prior to commencement of a course the College will undertake an Initial Skills Assessment that includes identifying any LLN or special needs of each individual.

    b) In the case of employment based enrolments such as traineeships, the College will work in conjunction with workplace supervisors to identify and address any individual learning needs.

  • Quality Learning Materials that get Great Reviews

    Our step by step course materials have been written by industry experts specifically for the College to give you the most relevant and useful learner information you need.

    The resources give you industry insight and understanding by simplifying industry jargon and concepts, and focusing on current real world business practices.

    We pride ourselves on providing high quality learner resources that set you up for success.

    Our students have the opportunity to give us immediate subject reviews so we always have the opportunity to get even better.

  • 24/7 Access to Course Materials

    Everything you need is a click away. Access your course materials 24/7, submit your assessments, update your contact details, view your results and see your assessors feedback.

    All of the course materials are accessed online so that you can complete your subjects at a time and place that suits you. You receive your login details by email within an hour of enrolling!

    You don't need to be connected to the internet all the time though – you can download and then work on the study documents offline.

    If you prefer pen and paper – you can even print your assessments and then scan them when you are ready to submit.

    If you really, really prefer paper and don’t have access to a printer we can print and post. A small fee applies to cover our costs to do this for you.

    For a small number of courses we use specialist textbooks that will be sent to you at no additional cost.

  • College Facilities and Intrastructure

    Although our main delivery method is online - there is still the need to have significant resources and systems to ensure quality training and assessment delivery.

    This includes:

    • computer systems
    • software licences
    • high speed internet and cloud storage
    • redundancy and back up systems
    • staff desks and equipment
    • phone and email and skype communication systems

    In addition, for classroom delivery in our office locations we support quality student study areas and training facilities.

  • Meeting Training Package Requirements

    We ensure that all subjects address the requirements of their relevant Training Package.

    This includes:

    • equipment eg virtual computer access for IT students
    • access to legislation and regulatory information eg ASIC RG146
    • use of case studies that address specific industry requirements and practices
    • having skills communication assessment components in the assessment tools
    • utilising online quizzes to address required knowledge areas 
    • offering RPL options
  • Expertise in ASIC Obligations

    Work with professionals who know your industry and the RG requirements. Obtain certification from an independent nationally recognised Registered Training Organisation and meet record keeping requirements.

    Our finance team are pro-active in staying up to date with regulatory changes and industry compliance needs. We even go as far as referencing the ASIC Regulatory Guide requirements in each of the finance licencing courses we offer – so that you can also understand the exact requirements.

  • Training and Assessment Strategies

    The College will confirm the agreed needs of employers and the industry relevance of our qualifications, programs, materials and processes documented in a formal Training and Assessment Strategy. This will be supported by the Training and Assessment Policy.

    Training and Assessment Strategies will identify specific industry subjects to be delivered and the manner of delivery. 

  • Offering and Publicising RPL

    a) Published information available to students such as this website, Student Handbook and Webclass (the student portal) will explain RPL. The RPL application for each unit of competency is available in Webclass. A summary Application is available in Forms.

    b) In the Induction / Welcome first contact calls to students the allocated Student Adviser will confirm that the student is aware of RPL and ascertain if they will be applying. The Initial Skills Assessment and enrolment data will show if the student has undertaken prior formal studies.

  • RPL Assessment Process

    a) Suitably industry experienced and qualified Assessors will undertake the RPL assessment.

    b) RPL on the basis of work experience and portfolio (as opposed to Credit Transfers for past studies) will be reviewed and authorised by a Director of Training Services who hold the unit TAEASS504A Develop and implement recognition strategies (as recommended under the NSW Recognition Framework).

    c) Students will be advised in writing of the result.

    d) Normal assessment would take 14 days; but may take as long as 30 days depending on complexity and other workloads.

    e) Assessment includes activities to confirm authenticity of any submitted evidence. A third party report or statement will not, in isolation, be treated as adequate evidence of authenticity.

  • Continuous Improvement and Quality Assurance Processes

    The College has a wide range of continuous improvement systems that allow accurate determination of current standards and the ability to identify ways to improve our future performance.

    These include:

    Student Subject Feedback

    • Direct instant student feedback forms on Webclass on each subject. They have specific questions about the learning resources and assessments that ask for ratings. There are also free text comment sections. 
    • The rating system is shown as a satisfaction rating (A - D). Ratings of C or D are highlighted for staff review. All comments are highlighted for staff review.
    • A curriculum designer reviews the feedback and identifies the action required
    • The overall rating for that subject from all students that have completed that subject (and specific ratings and comments) is calculated as a percentage available for staff to review by staff validating or updating a subject.
    • Validation priorities are informed by the ratings - with low ratings triggering a higher review priority.
    • The rating level % of each student is visable to their Student Adviser so that specific questions can be asked about how to best meet that students needs.

     

    Classroom Evaluations

    • Each classroom participant is provided a feedback form for each day of class
    • These are evaluated to ensure class and individual needs are being met

     

    Assessor Observations

    • College Assessors can lodge "issues" against that subject which will then be investigated and prioritised.
    • High priority issues will trigger a subject to be revised immediately
    • Low priority issues will be addressed immediately if able to be done or at the next subject validation

     

    Client Feedback

    • Client requests that can be immediately addressed will trigger an update to that client groups Training and Assessment Strategy
    • Other client requests would be prioritised in our systems as either a subject "issue" or a "project"
    • Industry input is regularly requested as part of subject revisions. Where practical written commentary on draft resources is obtained from clients.
    • Where appropriate client meetings are conducted to debrief the current or last delivery program and identify changes for the future

     

    Validation / Moderation Activities

    • College Trainers and Assessors are scheduled as part of the professional development to participate in validation sessions.
    • A key aspect of the validation session is to confirm consistency of assessor "marking". This ensures students of reliability between the marking approaches of different assessors.
    • Refer to the Validation Policy

     

     Subject Legislative Impacts

    • College subjects are "tagged" with the range of legislation that applies to that subject. 
    • When that legislation is amended this allows all subjects affected to be immediately updated

     

    Internal Audits

    • Training Plan completion audits are undertaken to ensure that staff are making proper efforts to identify learner needs and customise their training and assessment and support provided
    • Assessment / marking standards are in place. These are used as the benchmark for random audits to determine marking quality
    • Failure to make regular contact to students is identified by the College system, ensuring that students are not missed or forgotten

     

    Staff Monitoring and Supervision

    • College trainers and assessors work in small teams with close access to their Team Leader. This facilitates support and day to day training and improvement.
    • With student consent, call monitoring will be undertaken to enable new staff to actively listen in to student interactions with experienced staff while they are being trained.
    • Also with student consent, call recording can be implemented if that level of staff supervision is needed.

     

    College Procedures

    • The College has standard procedures for most key activities. Staff have access to these either as published on the website or the internal intranet
    • At staff meetings staff are actively encouraged to identify improvements in current procedures
    • Specific staff may be assigned "project" to review an existing procedure and recommend improvements

     

Training and Assessment Strategy for Online Delivery via Webclass

  • About the Online Course Training and Delivery Strategies

    Training and Assessment Strategies and practice are: the approach of, and method adopted by, an RTO with respect to training and assessment designed to enable learners to meet the requirements of the training package or accredited course. [Glossary, Users’ Guide to the Standards for Registered Training Organisations (RTOs) 2015, ASQA]

    This document therefore describes the way ACCM delivers training, and assesses student competency, where the students are enrolled in any online qualification.

  • Qualification Details

    Qualification Title: Each qualification is described on this website using its national code and name.

    Qualification Code: Each qualification is described on this website using its national code and name.

    Qualification Rules: Each qualification has "packaging" rules that specify the number of units of competency; which are core; which are electives and any specific rules applicable to the selection of electives. These are available at Training.Gov.Au 

    College Course and Subject Structure: The College offers "subjects" as the way a student is informed about, and can select, the content of their qualification.

    Each qualification has been designed by the College to group or "cluster" units of competency into a "subject" where it makes sense to train and assess that "subject" together.

    Subjects may have one or multiple units of competency in them.

    Subjects that contain a core unit are set by the College as compulsory for all students.

    Subjects may have a Core unit and elective units within them. In that case the College will require the elective unit to count towards the Training Package elective options.

    Note a student can request to take another elective unit instead of one clustered in a subject with a core; but they would still have to do the whole subject in any case. The student will still be registered in the elective unit that is clustered with the core unit and given a formal result for that unit.

    The website publishes for each course the compulsory subjects and also the number of electives needed. The number of electives needed may vary based on the number of units within each subject and also any specific rules about "groups" of electives in the packaging rules.

    Electives, where they meet packaging rules, can also be chosen from other College courses.