Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
ASSESSMENT POLICY
1.
Document Reviewer
Head of Innovation & Strategy
Manager , Teaching Excellence
KEY RESPONSIBILITIES
•
•
•
2.
Custodian
The Manager Teaching Excellence is responsible for ensuring that The Gordon’s
Assessment Policies, Procedures and systems are consistent with best practice principles
and the requirements of the relevant national or State Regulators and the Australian
Qualifications Framework.
Program Managers are accountable for ensuring that all assessment tools meet the
requirements of the relevant Training Package or Accredited Course, and are consistent
with those referred to in all associated Delivery and Assessment Plans.
Teachers are responsible for ensuring that all assessment methods and assessment tools
in use are consistent with the requirements of this policy, meet the requirements of the
relevant Training Package or Accredited Course, are consistent for the applicable
Qualification Strategy and Delivery and Assessment Plans; and are conducted in
accordance with the principles of assessment and the rules of evidence.
PURPOSE
To ensure that The Gordon’s assessment procedures meet ASQA’s requirements under the
Standards for NVR Registered Training Organisations 2015 for any endorsed Training
Products listed on the Institute’s Scope of Registration. Specifically the outcome of this policy
is to ensure assessment processes at The Gordon are relevant industry and applied
consistently to all students.
3.
SCOPE
This policy applies to all nationally accredited courses, or components of courses, listed on
The Gordon’s Scope of Registration. The organisation, as well as each individual assessor,
has a responsibility to ensure that Assessment is applied consistently.
This policy covers assessment policy guidance for all assessment processes, including: preentry, in-process assessment, graded assessment, validation processes; and inappropriate
conduct in assessment by staff of The Gordon.
4.
INTERNAL DOCUMENTS
TED PO 11
QA PR 11
QA RD 11.01
QA PO 10
QA FO 05.01
STS PO 56
SHRD PO 46
TED RD 03.01
TED RD 01.01
Advanced Standing (RPL & CT)
Student Conduct Management
The Student Code of Conduct
Complaints and Appeals Policy
Action Form
Access and Equity Policy
Teacher Qualifications, Competency and Supervision
Assessment Tool Developer Guide
Teachers Essential Tool – kit How to plan your delivery and assessment
at The Gordon
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Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
5.
EXTERNAL DOCUMENTS
Standards for Registered Training Organisations (RTOs) 2015
ASQA Guide to Developing Assessment Tools
Disability Discrimination Act 1992
The Disability Standards on Education 2005
6.
POLICY
Ensuring Competency
The Gordon is committed to the provision of quality education and training programs and to
the enhancement of the learning experience for all of its students. This is achieved through the
implementation of the following policy principles:
• Ensuring that its assessment processes meet the requirements of the Training Package
or Accredited Course Guidelines.
• Assessment activities shall be fair, reliable, flexible and valid.
• Ensuring that assessors follow the rules of assessment and sight current, sufficient,
authentic and valid evidence when forming their assessment decision.
• Applying the Student Code of Conduct.
• Assessment strategies shall be developed in consultation with industry, where
appropriate. Methods of industry liaison shall be documented in the Qualification Strategy.
• Students shall be provided with all assessment details at the commencement of each
subject/module/unit of competency. This includes an outline of assessment tasks,
assessment criteria/standards, due dates for assessment tasks, examination dates, the
marking scheme and re-assessment process. Assessment practice, as far as practicable,
needs to be consistent with the information provided to students.
• Students shall be evaluated against all requirements of the Unit of Competency, including
all performance criteria; dimensions of competency, required skills and knowledge;
employability skills; and critical aspects of assessment and evidence.
• Students have the right to raise grievances relating to assessment outcomes or processes.
• Teachers shall ensure that students’ work is assessed within two weeks of the submission
date. All results (including resits) must be completed within 4 weeks of the nominated
assessment submission/completion date, and entered into the Student Management
System (SMS). Formal feedback must be provided to students on their performance within
that same time period.
• Regular and constructive feedback on assessment must be provided to students.
• Continually reviewing and improving assessment processes, tools and records.
• Having a planned schedule of moderation and validation activities that ensures units are
moderated and validated by selecting a sample of two units per training product over a
five year period.
• Teaching staff shall take all reasonable steps to accommodate the needs of students with
special needs or disabilities, through providing modifications or adjustments that do not
compromise the academic standard or the essential nature of the academic program.
 Refer STS PO 56 Access and Equity Policy
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Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
Qualifications of Trainers and Assessors
The Gordon ensures that all trainers and assessors hold the required qualifications and
experience to deliver the qualifications, units of competency and courses with which they are
involved as specified by ASQA or its successor(s).
Where the above qualifications and experience requirements cannot be met due to availability
of appropriately qualified trainers and/or assessors, The Gordon will ensure that appropriate
supervision procedures are in place in accordance with the Teacher Qualifications,
Competency and Supervision (SHRD PO46) policy.
Validation of Assessment Tools and Assessment Judgements
The Gordon implements an annual plan for ongoing systematic validation and moderation of
ongoing assessment practices and judgements that includes for all aspects of its scope of
registration. This process will ensure that each training product is validated at least once
every five years, with at least 50% of products validated within the first three years of each five
year cycle, taking into account the relative risks of all of the training products on the RTO’s
scope of registration, including those risks identified by the VET Regulator.
The Gordon ensures its trainers and assessors participate in regular moderation, validation
and benchmarking activities to ensure their training practices and assessment decisions, and
that the principles and rules of assessment have been followed (refer to ASQA’s User’s Guide
to the Standards for Registered Training Organisations 2015.
The Gordon’s validation will involve the review of assessment practices and judgements by
suitably qualified and experienced assessors as described in ASQA’s User’s Guide to the
Standards for Registered Training Organisations 2015.
Program Managers will maintain detailed Moderation and Validation Plan that will show:
a)
When assessment validation will occur and which training products will be the focus of
the validation
b)
Who will lead and participate in validation activities and
c)
How the outcomes of these activities will be documented and actioned.
External or Independent validation will meet the purposes of Clause 1.25 of the standards for
RTOs 2015, and will be carried out by a validator or validators who:
a)
b)
are not employed or subcontracted by The Gordon to provide training and assessment;
and
have no other involvement or interest in the operations of The Gordon.
Assessment Processes
The assessment processes used by The Gordon, includes the collection of a broad range of
evidence for the assessor to base their decision on. The Gordon provides detailed
instructions to assessors on the processes of assessment used by The Gordon in its
Assessment Tool Developer Guide TED RD 03.01 and the Teachers Essential Tool – kit
How to plan your delivery and assessment at The Gordon TED RD 01.01.
The Gordon provides approved Assessment Tool templates on the Operational Management
System (OMS) which cover the range of assessment methods used in vocational education
and training. These templates must be used when developing new assessment tools, or
revising existing assessment tools. Where assessments are conducted via online via Gordon
Online or other learning management system assessors and students must be provided
same level of the information as in the templates. Samples of online templates that meet this
requirement are provided by Teaching Excellence and Design.
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Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
Training and Assessment Strategies
All new qualifications, accredited courses or units of competency, must have an approved
and comprehensive Qualification Strategy. The strategy outlines the assessment approaches
and schedule to be used in the delivery of the qualification, course or unit of competency.
Qualification Strategies for new training products must be approved by the Program Manager
and Manager of Teaching Excellence and Design prior to any delivery.
Information about Assessment
To ensure students can prepare appropriately for all assessments, students will be
appropriately informed of the assessment arrangements for each unit of competency or cluster
of units. Information about each unit’s assessment requirements is provided in the learning
guides and assessment booklets. Students will be:
a)
Informed of the arrangements, context and purpose of all assessment tasks at the
commencement of the unit or cluster of units;
b)
Informed of the performance criteria against which they are being assessed; and
c)
Given advance warning of all assessment arrangements.
Storage and access to Assessment Tools
From start of 2016 The Gordon is working towards having all assessment tools stored and
accessed from Gordon Online as the standard document repository. Assessment documents
loaded to this site must be validated, and are the only assessments that can be used with
students.
Assessment Outcomes
Consistent with competency based assessment principles and direct feedback from the
Australian Skills Quality Authority (ASQA) all AQF qualifications covering Certificates I, II, III
and IV, Diploma and Advanced Diplomas must follow a competent/not yet competed
resulting model.
Graded assessment will not be authorised unless there is a specific requirement under a
regulating authority such as VCAA, ASQA, HESG or other industry regulator; or required for
a Deakin University Guaranteed pathway course, or other higher education course that
stipulates a graded result.
When a graded result is required the Program area must create a new non-accredited Grade
Point Unit for the course. This unit is a portfolio type unit that consists of a set of graded
assessment tools that are used to determine an average grade for the course. Portfolio items
may include tests, exams, assignments/case studies, demonstrations, practical tasks or a
production portfolio. Each item assessed must have an approved rubric outlining the basis of
the grades.
When a graded result may be considered an advantage for students Program areas may
apply for having a non-accredited graded unit added to a course Study Package with the
endorsement and approval of the Enterprise Manager. Final approval will be authorised
through the submission of a short report outlining the reasons for requiring a graded result
case to the Head of Innovation and Strategy and/or Board of Studies.
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Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
Assessment Outcomes will be categorised into two types:
i. Competency Based Assessment (CM/NYC)
ii. Graded Assessment - Competent with Pass (CS), Competent with Credit (CC), Competent
with Distinction (CD) and Competent with High Distinction (CHD). Graded Assessment is
the process of awarding the learner with a grade based on a higher level of performance
once competency has been achieved.
If approval for graded assessment is granted then the course must ensure that competency
is achieved first before a grade can be applied. This will be assured by a single additional
“Grade Point Average” unit added to the usual list of units of competency to be attained. All
students must be offered the opportunity for graded assessment and this must be done at
the commencement of the course for all students.
Certain principles should apply when developing a graded assessment system at the
program level. These principles are that graded assessment be:
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Criterion-referenced with structured rubric or similar
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Applied once competence in the unit or assessment task is determined
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Easily understood by both the assessor and the person being assessed
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Students are to be advised prior to enrolment of the graded assessment process, and
advised during each unit of which assessment tasks will be graded as part of the Grade
Point Average unit
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Students will be automatically enrolled in the Grade Point Unit and there are no
additional fees or charges to be applied for this unit
•
Students must be offered the option to ‘opt out’ of the graded assessment process.
Appropriate validation processes, such as consensus moderation, will also be required for a
graded assessment qualification.
NOTE: All aspects of this policy related to graded assessment will apply to courses
commencing from 1 January 2016. Students currently in graded courses may be
taught out with the existing graded system that applies to their qualification.
Feedback
Students will be given constructive feedback from their assessor on the outcomes of
assessment and on opportunities for further development whenever it is identified.
The Gordon collects formal and informal feedback from students about the assessment
processes used throughout its qualifications, courses and units of competency. The feedback
collected will be used to bring about improvements to the course delivery methods, tools, and
processes used by The Gordon
Re-Assessment
Students may be assessed on their work up to two (2) times before a unit of competency will
be deemed Not Yet Competent. If a re-assessment is deemed Not Yet Competent the Student
may re-enrol in the unit or make an appeal about the assessment decision by following the
Complaints and Appeals Policy and Procedure.
The Gordon’s re- assessment policy has established the following guidelines:
• A student who does not meet the required assessment standards has the right to a single
re-assessment at no cost, within the enrolment period for the unit or individual
competencies.
• Students who are not deemed competent for a test or exam within the unit’s scheduled
date will be granted one re-sit which must occur within two weeks of the unit end date.
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Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
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The result of any supplementary assessment shall be recorded as either a satisfactory or
not satisfactory, i.e. no grading will be undertaken.
Special circumstances will be taken into consideration regarding assessment schedules
and activities (eg examinations or tests), non-appearance and performance. Special
circumstances include:
- Severe current illness prevents attendance – this must be justified by a medical
certificate which clearly states the medical reasons for nonattendance – mild illnesses
such as colds, migraines and stomach upsets are not sufficient grounds for
consideration.
- Close family death – supported by verifiable documentary evidence.
- Court attendance – which is scheduled as unavoidable, again documentary evidence
which verifies the attendance is required.
Applications will only be considered if the specified documents are within the hands of the
appropriate Teacher or Course Co-ordinator prior to or within two working days after the
scheduled date, as appropriate.
Due date extension:
• A student who is unable to meet an assessment deadline may apply for an extension of
time by direct negotiation with the appropriate teacher, provided that the application is made
prior to the due date and there are valid reasons why the deadline cannot be achieved.
• This application may or may not be granted and the Teacher or Course Co-ordinator carries
the authority for such a decision. This decision and revised deadline must be recorded in
the Student Management System eCentral.
Assessment Appeals
Students can appeal an assessment decision up to twenty-one (21) days after the decision
was made. Assessment appeals can be made using the Complaints and Appeals Policy and
Procedure.
 Refer QA PO 10 Complaints and Appeals Policy
Recognition of Prior Learning
The Gordon has a comprehensive Recognition of Prior Learning (RPL) process for all courses
and units within its scope of registration. All students will be provided with information on RPL
prior to enrolment and offered the opportunity to take up this option during the enrolment
process. Once training has commenced on a particular unit however, RPL is no longer
available.
The RPL assessment can occur at any time during a course; however, it is best to commence
the process at the start of a course to ensure appropriate arrangements are made for any
training that may be required.
Contextualisation of Assessment
The Gordon recognises the need for assessment processes, tools and methods to be
contextualised from time to time to reflect the local outcomes required. When contextualisation
is required, The Gordon will make the changes in line with the guidelines on contextualisation
as set out in the relevant Training Package or Accredited Course Guidelines.
Assessment Records
The Gordon will operate and maintain a consistent, secure and reliable system for recording
and storing all assessment decisions. The following mechanisms are in place to ensure the
security and integrity of all assessment records:
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Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
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An assessment cover sheet accompanies each individual assessment task which is then
used to record the outcome and feedback from the assessment.
An overall assessment record sheet is kept for each unit of competency or cluster of units,
for each student, to show achievement against each assessment task. This record is
signed by both assessor and student as it is updated.
Each student has a delivery file (this can be electronic or paper based) which is
continuously updated by the trainer/assessor with details of the students’ progress and
outcomes.
Students will be advised of all assessment outcomes in a written format as they are achieved.
Students can request a printed statement of attainment at any time and at no cost.
Teaching areas must maintain master copies of student assessment and training resources in
accordance with the Institute’s Records Management Procedure (RM PR 03).
Assessments records for each unit or cluster of units for a minimum period of 6 months post
completion of the related unit. Records will be maintained to ensure that the following are
accessible:
a)
The assessment schedule for each unit of competency.
b)
A copy of all assessment tasks, including tests, assignments, and role plays, projects
and any other type of assessment task used to assess any enrolled student.
c)
A copy of class materials used in the delivery of a unit of competency (or cluster of units).
d)
A copy of any workplace logs or workbooks used to form the evidence of competency
including at least one sample of a completed log or workbook.
e)
Samples of student assessments with results which includes an outcome against each
discrete assessment task.
f)
Overall results by student, for each unit.
Although assessed works remains the property of the student, in order to limit the likelihood of
plagiarism, copying or other forms of deceit, assessment results should be held by the class
teacher until after the due date.
All examination and test papers as well as checklists, comment and assessment sheets and
other assessment materials generated by Gordon staff remain the property of The Gordon and
shall be retained and discarded as defined in the record management procedure.
Assessment Conduct and Conditions
Any form of inappropriate conduct in assessment is unacceptable and students proven to be
involved in such conduct shall be subject to disciplinary procedures, which describes the
processes and penalties that are to apply.
 Refer QA PR 11 Student Conduct Management
Unacceptable assessment conduct during an assessment activity includes but is not limited
to:
• copying (eg tests, exams, case studies, portfolios, record books)
• deception / dishonesty
• inducement to gain a pre or post assessment advantage
• plagiarism
Substantiated cases of plagiarism require that a fail or not yet competent (NYC) result be
recorded for the specific unit/module/subject linked to the inappropriate conduct.
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Document ID: TED PO 10
Sub Category: Assessment
ABN 27 241 053 246
Grievances, Re-assessment or Re-mark
Where a student raises an assessment concern or grievance a re-mark or re-assessment may
be deemed justified by a Program Manager. All assessment outcomes must be consistent with
the decision making rules in the relevant Delivery and Assessment Plan, and specific marking
guide contained in the Assessment Tool.
• Assessors are not required to justify themselves to candidates – whether they carried out
the original assessment or a re-assessment. Any formal grievance raised shall be
mediated by an independent third party.
• A remark or reassessment shall not be considered if the student has already passed the
unit/module/subject – unless a grievance has been deemed justifiable by the Program
Manager, or the assessment has a graded result.
• The prime purpose of a re-mark is to review the marks allotted in an assessment process
to assure the candidate that the assessment process and result are fair and valid.
• Only one review or re-mark shall be considered.
•
A remark is not appropriate where the conditions and comparative nature of the initial
assessment may not be reproducible (eg class presentation, live work, demonstration,
performance or practical work). In this case another assessment process should be
undertaken. In these instances:
- The re-assessor shall be an alternative qualified assessor (with appropriate vocational
and educational expertise).
- The assessed result of the re-assessment or remark is not open to further appeal and
over rides any previously record final result on the permanent student record (SMS).
Students with Disabilities
Teaching staff shall take all reasonable steps to modify existing course assessment or provide
‘reasonable adjustments’ as defined by the Disability Discrimination Act to accommodate the
needs of a student with a disability, providing such modifications or adjustments do not
compromise the principles and rules of assessment or the essential nature of the course
requests.
The responsibility for disclosure of disability rests with the student, and requests for reasonable
adjustment must be raised with the Teacher prior to the assessment being undertaken.
 Refer STS PO 56 Access and Equity Policy
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