Standard 10.12 – Course assessment strategy

This Standard relates to Section B: 6.1 of the National course document template.

This part of the course document requires you to outline the approach to assessment and evidence-gathering that should be followed by a training provider delivering your course.

The assessment strategy should provide a general overview that will guide training providers when developing their assessment strategy. This will not be the same as the training provider’s specific strategy for implementing the course.

You should describe how the assessment approach will ensure that a training provider’s assessor can make sound judgements about student competency and achievement of course outcomes.

Your course’s assessment strategy may contain ‘mandated’ and/or ‘suggested’ requirements for assessment of the units of competency. Keep in mind that mandated requirements apply not only to delivery of the course by the course owner but to all training providers that may enter into a licensing arrangement with the course owner. As such it is important to avoid writing the assessment strategy based on a particular training provider’s strategy.

Mandated requirements should match the information provided in the assessment requirements template for all units that make up the course.

Students will be assessed against all the tasks required by each unit. They need to be able to demonstrate that they can perform these tasks to an acceptable level, and that they have all the required skill and knowledge identified in the unit assessment requirements.

Your assessment strategy should also clearly identify any workplace and/or regulatory requirements (such as legislative requirements) so that training providers can develop their assessment strategies, tools or processes to meet these requirements.

Where units of competency are imported from a training package, the information in your assessment strategy must match the assessment guidelines in the parent training package and its implementation guide.

If units of competency are imported from another VET accredited course, the information in your assessment strategy should match the assessment guidelines in that course.

Training providers are required to conduct assessment in accordance with the Principles of Assessment and the Rules of Evidence from the Standards for Registered Training Organisations (RTOs) 2015 (Table 1.8-1 and 1.8-2). These principles are set out in Appendices 5 and 6 to this Guide.

Section B: 6.1 Assessment Strategy in the National course document template.

The assessment strategy for this course includes:

• Assessment of practical skills must be conducted via direct observation in a simulated environment.  The simulated environment must reflect actual workplace and industry conditions.
• Knowledge requirements must be assessed via oral/written questions and role plays. Oral/written questioning will be used to elicit a broad range of general and specific underpinning knowledge. Written questioning will include both multiple choice and short answer questions.
• Workplace observed practice.  Workplace activities must be signed off by a peer for validation by the assessor. A report will be supplied by a member of staff that works in the primary healthcare setting in which the participant is undertaking the course, typically this will be the General Practitioner or Registered Nurse. GP/RN roles will include agreeing to support and engage with the participant, to create and provide a positive learning environment within the workplace for the duration of the course.

All assessment strategies for this course are mandated.

The assessment incorporates all unit requirements, including the specific performance evidence and knowledge evidence.

All workplace observed activities must be undertaken in accordance with workplace policies and procedures of the facility where the activity is being conducted.

Note: This case is modelled on the current accredited course 10754NAT Course in Immunisation Practice in Primary Healthcare. Permission for ASQA to use this information from the accredited course was provided by the course owner, The Benchmarque Group Pty Ltd.

(Section B: 6.1 Assessment Strategy in the National course document template.)

The strategy must enable the student to demonstrate their practical skills in a real work environment over a period of time to provide sufficient judgement opportunities.

Practical skill assessments must be conducted by direct observation by the training provider assessor.

Assessment of knowledge may be conducted in the form of:

• oral questioning
• practical demonstration
• direct observation
• written tasks and assignments
• theoretical examination
• third-party evidence.

Assessment of skills must take place under the following conditions:

• in a therapeutic equine program which may include:
• therapeutic riding or diving
• equine facilitated health and well-being programs
• unmounted equine programs.

Skills must be demonstrated in an environment that meets the requirements of the Code of Practice – Managing risks when new or inexperienced riders or handlers interact with horses in the workplace.

Demonstrations may include individuals without disability if the student is able to demonstrate the application of their skills and knowledge sufficiently. In the case where a wheelchair user is required, the use of a person without disability will enable practical assessment of students to go ahead if there is not a wheelchair user available. This will ensure that the student or training provider is not disadvantaged.

Assessment in a workplace environment is a mandatory requirement due to the complex nature of the operating environment which includes horses, individuals with disability or impairment, support assistants and horses. The assessment must ensure that a student is able to meet performance criteria of enterprise units and respond to immediate hazards. This cannot be simulated in a classroom or role play without the use of horses and people in an equine environment.

Note: This case is modelled on the current accredited course 10776NAT Certificate III in Equine Therapy Programs for People with Disabilities. Permission for ASQA to use this information from the accredited course was provided by the course owner, Riding for the Disabled Association (NSW).

(Section B: 6.1 in the National course document template.)

Assessment must be conducted in accordance with the requirements for assessment described within the Standards for Registered Training Organisations (RTOs) 2015.

Enterprise units of competency:

Each unit must be assessed in accordance with the requirements of the assessment conditions section of each unit. For example there must be demonstrated evidence the student has completed the following tasks:

• maintained at least 2 bolt action rifles safely and in accordance with authorised instructions and organisational procedures
• diagnosed and repaired a fault in at least 2 different component parts of one or more bolt action rifle safely and in accordance with authorised instructions and organisational procedures.

Skills must be demonstrated in an authorised and licensed weapon repair facility.

Assessment in a simulated environment:

If assessment cannot take place in a workplace for reasons of safety or access to equipment and resources, a simulated environment may be used to provide the full range of contexts and situations. Simulated assessment environments must simulate the real-life working environment where the skills and knowledge of the unit would be performed, with all the relevant equipment and resources of that working environment.

A training provider should ensure any simulated environment used provides opportunities for students to:

• test the full range skills and knowledge
• use up to date equipment and resources
• reflect time pressures and deadlines
• show the complexity of dealing with multiple tasks
• involve prioritising among competing tasks
• deal with clients, including difficult ones
• work with others in a team, if relevant
• communicate with diverse groups, if relevant
• find, discuss and test solutions to problems
• explore health and safety issues
• answer practically oriented, applied knowledge questions; and
• show the level of written and verbal expression sufficient for, but not exceeding, the work requirements.

Skills must be demonstrated over time and in a variety of situations.

There are no prescribed methods of assessment for the units of competency. A range of assessment methods should be used to assess practical skills and knowledge. Such methods may include:

• written and/or oral presentations
• portfolios of evidence, including work samples
• written and/or oral questions
• direct observation
• demonstration of skills
• role plays.

An assessment strategy designed with reference to the above will contribute to a valid, reliable, flexible and fair assessment approach which will facilitate consistency with the assessment requirements of the course and support the collection of sufficient, valid, reliable and authentic evidence.

Note: This case is modelled on the current accredited course 10925NAT Certificate IV Small Arms Weapon Maintenance.  Permission for ASQA to use this information from the accredited course was provided by the course owner, Thales Australia Pty Ltd.