One of the biggest mistakes that students and some trainers/assessors can make is to think that the learner guide and presentations are the only sources of answers for summative assessments. This is not the case! The assessor should be looking for evidence that the student has actually understood the content and can apply it in a real-world context. Copying and pasting from the learner guide or presentations do not demonstrate this understanding and should likely lead to a not-yet-competent grade. So what should students do instead?

The best way to prepare for summative assessments is to make sure that the students have a thorough understanding of the content. This means going beyond just reading or listening to the material – students need to be able to explain it in their own words and apply it to real-world situations. A great way to test their understanding is to try and teach the content to someone else. If they can explain it clearly and answer any questions they have, then the trainers/assessors know they’re on the right track!

Another useful strategy is to create a mind map or summary of the key points for each topic. This will help students to remember the main points and will also give them something to refer back to if they get stuck during an assessment.

Finally, don’t forget that as an assessor you should be available to help – if they’re not sure about something, they should ask! You must be able to give them guidance and feedback that will help them improve their understanding.

If your students are only relying on the learner guide and presentations for their answers, they may also be at risk of plagiarism. Plagiarism is when someone copy-and-pastes text from another source without giving credit to the original author. This is considered cheating and can lead to serious consequences, like getting expelled from school.

To avoid plagiarism, make sure your students understand that they need to answer questions in their own words. They can use the learner guide and presentations as a resource, but they should not copy verbatim from these sources. Instead, they should paraphrase the information and cite any direct quotes.

If you’re not sure how to teach your students about plagiarism, there are many resources available online, such as this article from the Purdue Online Writing Lab https://owl.purdue.edu/owl/avoiding_plagiarism/index.html

So, don’t rely on the learner guide and presentations as the only source of answers for summative assessments. Make sure your learners understand the content thoroughly and can apply it in a real-world context. If they do this, they’ll be well on their way to success!

Simulation can provide a realistic environment in which to observe and assess student performance. A variety of assessment tools are available to support observation using simulation, including checklists, global rating scales, observation guides and structured debriefing. Each has its own strengths and weaknesses, and the choice of tool should be based on the specific learning objectives for the simulation session.

Checklists are often used to assess basic technical skills, such as handwashing or equipment setup. They are easy to use and can be completed quickly, making them ideal for high-volume simulated experiences such as mass casualty drills. However, checklists may not capture more complex aspects of student performance, such as decision-making or team communication.

Global rating scales are another common assessment tool for simulation. These scales allow observers to rate a learner’s overall performance on a specific task or scenario. They are often used in conjunction with checklists to provide a more comprehensive assessment of student performance. However, global rating scales can be subject to observer bias, and it can be difficult to compare ratings across different learners.

Observation guides should be used as a way to focus observations and should not be used as a means of recording every single detail of the simulation.

Structured debriefing is a process in which the learner and observer(s) reflect on the simulation experience together. This type of debriefing can be beneficial in helping the learner to identify areas of improvement and develop a plan for addressing them. However, structured debriefing can be time-consuming, and it may not be feasible to use this approach for large-scale simulations.

The information collected through an effective assessment tool can then be used to help inform instructional decision-making. Additionally, using simulation for assessment can help reduce bias in evaluations, as it allows all students to be assessed on an equal footing. Therefore, simulation should be considered as a possible assessment tool to support observation in order to improve student learning outcomes.

It is also important to note that assessment tools should not be used in isolation, but rather should be used in conjunction with other methods of assessment such as debriefing and post-simulation discussion. By using a variety of assessment methods, educators can more accurately identify areas of strengths and weaknesses for individual students.

The choice of assessment tool should be based on the specific learning objectives for the simulation session. Checklists, global rating scales, and structured debriefing are all valid options for assessing student performance in simulation. The most appropriate tool for a given simulation will depend on the nature of the task or scenario being simulated, the number of learners participating, and the time available for debriefing.

Assessment evidence in the VET sector refers to the process and methods used by assessors to gather, generate and judge the quality of evidence for the purpose of making informed judgements about vocational competence.

It includes how assessors:

• Design and select assessment instruments
• Plan and conduct assessments
• Interpret and use assessment results as evidence of a student’s claim of competence

There are different types of assessment evidence that can be used in the VET sector, including:

Direct evidence: This is generated when an assessor observes a candidate undertaking a task or activity, or when the candidate provides a first-hand account of their own performance.

Indirect evidence: This is generated from sources other than the candidate themselves, such as witness testimony, video or audio recordings, or documents produced by the candidate.

Anecdotal evidence: This is information that is not directly related to the candidate’s performance, but which may nonetheless be useful in making a judgement about their vocational competence. This could include information from references, employer feedback, or third-party observations

Direct Evidence

Training and assessment in the VET sector relies heavily on direct evidence.

This is because learners in the VET sector are typically engaged in practical, hands-on activities that allow assessors to directly observe their skills and knowledge in action.

Direct evidence can take many forms, but it typically includes:

• Observations of learners carrying out tasks
• Interviews with learners about their experiences and learning
• Products or artefacts produced by learners as part of their learning (e.g., essays, drawings, models)

Assessment tasks specifically designed to test specific skills or knowledge areas.

Direct evidence is usually collected by assessors during the normal course of teaching and assessment activities.

However, it can also be collected through specialised assessment tasks or activities that are specifically designed to assess particular skills or knowledge areas.

One of the advantages of using direct evidence is that it provides a clear link between the evidence and the relevant skill or knowledge area. This can make it easier for assessors to make judgements about whether a learner has demonstrated the required level of proficiency.

Another advantage of direct evidence is that it can be very specific. This means that it can provide detailed information about what a learner knows and can do, which can be very useful for diagnosis and planning purposes.

However, there are some disadvantages of using direct evidence. One of these is that it can be time-consuming and expensive to collect, especially if specialised assessment tasks are required.

Another disadvantage is that direct evidence is often open to interpretation without proper benchmarking in assessor’s copy of the training and assessment resources. This means that there can be scope for assessors to make different judgements about the same piece of evidence, which can lead to inconsistency in assessment decisions.

Indirect Evidence

Indirect evidence is often used to supplement direct evidence in order to get a more holistic picture of the learner’s achievement.

Indirect evidence has its advantages and disadvantages.

Advantages of indirect evidence:

• Can be used to assess a wide range of skills and knowledge
• Can be less time-consuming and expensive to collect than direct evidence
• Can be used to assess learners who are not able to physically perform a task

Disadvantages of indirect evidence:

• May be less reliable than direct evidence
• May be prone to bias
• May not provide as much detail as direct evidence

Indirect evidence can be collected in a number of ways, including through

• questionnaires,
• tests, and
• interviews.

Each method has its own advantages and disadvantages.

Questionnaires:

Advantages:

• Can assess a wide range of skills and knowledge
• Can be administered to a large number of people at once
• Can be relatively quick and easy to administer

Disadvantages:

• May be subject to response bias
• May not provide as much detail as other methods such as interviews or observations

Interviews:

Advantages:

• Can assess a wide range of skills and knowledge
• Can provide more detail than other methods such as questionnaires or tests

Disadvantages:

• May be time-consuming and expensive to administer
• May be subject to bias
• May not be able to assess a large number of people at once

The type of evidence used will depend on the particular assessment context and the purpose of the assessment.

For example, direct evidence may be more appropriate where a candidate’s practical skills are being assessed, while indirect evidence may be more suitable for assessing theoretical knowledge.

Anecdotal evidence

Anecdotal evidence is also known as “Supplementary evidence”

As the VET sector continues to grow and evolve, so too does the need for high-quality training and assessment. A key part of ensuring that training and assessment are of a high standard is the use of evidence-based practices.

One type of evidence that can be used to inform training and assessment practices is anecdotal evidence. Anecdotal evidence consists of stories or accounts of events that have been experienced by an individual or group. This type of evidence can be useful in providing insights into the effectiveness of different approaches to training and assessment.

However, it is important to note that anecdotal evidence should not be used as the sole basis for decision-making. Rather, it should be used in conjunction with other forms of evidence, such as research evidence, in order to make informed decisions about training and assessment practices.

It is important that assessors use a range of evidence sources to build up a comprehensive picture of the candidate’s competence.

This will help to ensure that the assessment is fair and accurate and that any judgement made about the candidate’s vocational competence is well-informed.

Photo source: NCVER

NCVER’s latest research examines how Australian employers have been affected by the COVID-19 pandemic and their future workforce training plans.

To survive financially during the pandemic, many businesses had to adjust and digitise their operations, as well as shift quickly to remote working arrangements.

As restrictions started easing in 2020, businesses were faced with changing working environments. This resulted in new staff training demands, particularly on how to operate safely in the prevailing COVID-19 business conditions, and in health and safety and infection control. Digital skills also emerged as a key training need.

For more information, click here.

Formative and summative assessment, the two main types of assessing knowledge and skills, are often confused with one another. Both types of assessment have a place in the teaching and learning process, but it can be difficult to distinguish between formative and summative assessment.

Both formative and summative assessments are used to assess learning, provide feedback to students and collect information for the purposes of future planning. Therefore, it is important to understand the differences and their purposes in education and training.

Assessment is defined as the process of collecting, analysing and evaluating information about a student for educational purposes.

Assessment involves gathering evidence to understand where a student is in their learning journey and what they know and don’t know, as well as how to improve the quality of what the student is learning.

When planning a lesson or teaching session, what kind of assessment strategy, formative or summative, should you use?

Formative assessment (FA) is ongoing during the learning process, and provides feedback for improving instruction.

Summative assessment (SA) is characterised as a one-time event used to make a judgment or decision about a student’s knowledge or skills.

The main difference between these two types of assessments lies in how the information is used by the trainers/assessors.

Formative assessments, also known as formative evaluation (FE) , occur while the student is studying. Formative assessment measures the student’s progress throughout the learning process and provides immediate feedback to help the student improve skills. These assessments give trainers and assessors feedback on how well the students understand what they have been taught so far, and is an ongoing process throughout a teaching session or unit of study. The goal of formative assessment is to identify what each learner knows and does not know so that teaching can be customised accordingly. Some examples of formative assessments are quizzes, observations, homework, classwork, exit surveys, discussions in class, turning in research for early feedback, classroom polls, creating diagrams and charts such as Venn diagrams, T/charts and so on. The purpose of formative assessments is usually to improve student’s learning. The formative assessments consider evaluation as a process.

A summative assessment is the end assessment, meaning it occurs at the very end of a course or curriculum unit. It measures everything that the student has learned throughout the study period – not just one lesson – and also shows how much they have improved or mastered specific skills. A summative assessment results is a grade or other evaluation that determines the placement, advancement or competency of a student. This type of assessment generally does not provide feedback for improvement; rather, it is an endpoint from which to decide where the student stands with regards to meeting objectives set by the assessor. A summative assessment is usually based on certain standards and criteria that evaluates the student’s learning related to a training product. Some examples of summative assessments include end of unit/term assessments, end of unit portfolios, standards-based assessments, final projects or papers and so on. The purpose of summative assessments is usually to evaluate the student’s achievements and performance. The summative assessments consider evaluation processes as an end product.

The main difference between formative and summative assessments:

In addition, there is a significant difference between the assessment strategies in terms of obtaining reliable information about the student’s learning.

Formative assessments are used to determine if a student requires additional assistance by closely monitoring the learning process.

Summative assessments offer competency to students. It tells you whether a student has met the learning objectives based on performance.

The purpose of the assessment process

During the formative assessment, the goal is to help students enhance their overall learning. It is necessary to be able to provide meaningful feedback in order to do this.

In formative assessment, the evaluation takes place numerous times throughout the learning process, whereas with summative assessment, the evaluation takes place at the conclusion of a unit of competency or course. This also explains why the assessments may have different size and duration of completion.

The formative assessment covers only a small number of curriculum areas. For instance, a small set of questions based on one element from a unit of competency.

In summative assessment, the goal is to determine how well a student has done academically.

Decide whether or not you want your students to be the best at something, or whether you want them to transcend themselves each and every time they take part in it.

The summative evaluation comprises the evaluation of entire chapters or content areas in a unit of competency. For example, at the end of a unit of competency, there may only be one evaluation. Therefore there will be a number of assessments included when students are doing their summative assessments.

Critical skills for checking the quality of your assessment resources.

The purpose of the assessment tool

The main purpose of an assessment tool, student assessment, or assessment pack is to ensure that trainers and assessors can effectively establish whether a learner is competent or not yet competent in a training product. There are three ways a trainer/assessor can establish competence:

• Tell me what you can do (Demonstration of knowledge)
• Show me what you can do (Demonstration of skills)
• Make me something (Application of knowledge and skills)

In order to accomplish this, we will need to establish the following:

Step 1: Understand how the assessment materials meet the training package requirements

This step necessitates you concentrating on how the assessment materials fit the requirements of the training package. This is the step when you understand what competence in this particular unit of competency will look like.

Focus points include understanding of:

• What is the AQF level where the unit of competency will be used?
• What is the unit descriptor/application of the unit saying about work activities included in the unit of competency?
• What are the prerequisite or corequisite requirements related to the unit of competency?
• What level of skill is required for this unit according to where (which qualification) the unit of competency will be used
• What are the elements, performance criteria, range of conditions, foundation skills, knowledge evidence, performance evidence, assessment conditions
• Read the assessment conditions and foundation skills: What are the conditions under which this work activity should be conducted
• Are there any other specific requirements applicable to this unit of competency?

Before moving on to practical task activities, the learner must first demonstrate that he or she understands the subject through demonstration of knowledge.

KNOWLEDGE – you need to have knowledge before you can perform

Look over the requirements for the training package and have a close look at the knowledge evidence to see if it says “once is sufficient.” If it does not state that, it implies that you must address each of the knowledge evidence criteria at least twice. We can address the knowledge evidence requirements using a variety of activities such as questions and answers, case studies, report writing, and other knowledge-based assessment methods.

PERFORMANCE – means that you have to do something

Then it’s time to look at performance criteria and performance evidence, and once again, pay attention to whether or not there are instructions on how many times this should be addressed. If this is not the case, each performance criteria and the performance evidence must be addressed in the assessment tasks and activities at least twice, if not more, utilising a variety of assessment methods and activities such as projects, portfolios, practical task activities, workplace tasks and observations and so on.

Focus on the action verbs and action keywords

Focus on all action verbs and action keywords included in the training package when developing your assessment resources. Each and every action verb and keywords must be addressed through the assessment resources.

Bloom’s taxonomy of measurable verbs is a good starting point to understand more about the action verbs.

Ensure if something is plural you have addressed them more than once

If there is anything mentioned as plural such as strategies, you must ensure the assessment resources have at least two (2) or more strategies mentioned in them.

You must establish if each component of the training package requires evidence in the form of knowledge, skill or product.

Step 2: Check the content for validity and reliability

Ensure all content is complete, error-free, plagiarism and copyright issues free, you also need to ensure that:

• Assessment resources have sufficient and clear information regarding what, when, how, where, why for your assessment template and all assessment tasks and activities.
• Assessment resources have robust benchmarking and/or trainers’ guidance.
• Assessment resources are allowing the trainer/assessor to assess the skills and knowledge of students through different assessment tasks over a period of time to ensure consistency and sufficiency.
• Each and every question and assessment task has very clear guidelines around what is expected from the students in terms of both quantity and quality.
• You have customised the off-the-shelf resources according to your RTO needs and requirements and not using them as-is.
• Your assessment resources are written by industry experts with subject matter experts and are industry-relevant and current.
• Your assessment resources address all requirements of the training packaging rules
• Your assessment resources have detailed and valid performance checklists/observation checklists for assessing and observing the students before, during and after any skill assessment activity or workplace task
• Your trainers and assessors gather sufficient, valid evidence for competency assessment
• Your organisation offers appropriate simulated environments for conducting assessments
• The authenticity of assessment, particularly in distance and online delivery is established and maintained
• The context and conditions of assessment. For example, an assessment tool is developed to cater for a particular language, literacy and numeracy requirements, the learner’s workplace experience or other learner needs that require reasonable adjustment.
• The context of the assessment may also take into account assessments already completed, and the competencies demonstrated in these assessments. By looking at the context, you can consider the conditions under which evidence for assessment must be gathered.
• All activities are conducted adequately using the required:
  • equipment or material requirements
  • contingencies
  • specifications
  • physical conditions
  • relationships with team members and supervisors
  • relationships with clients/customers
  • timeframes for completion.
• Assessment methods or tasks are suitable to the requirements of the units of competency and students are assessed on the tasks and activities according to the requirements of the training package.
• The language used is simple English
• The evidence required to make a decision of competency is clearly outlined
• The types of activities and tasks students need to perform are clearly outlined
• The level of performance required for each assessment activity is clearly outlined
• Adequate exposure to workplace conditions, including appropriate simulated environments, is provided
• Sufficient knowledge-based assessment tasks and activities such as written questions and case studies etc.
• Sufficient practical based assessment tasks and activities such as projects, role plays, workplace tasks and observations etc.
• Assessment resources are error-free and free from any grammar, copyright or plagiarism issues

Step 3: Focus on evidence collection and assessment methods

Focus on evidence collection and assessment methods after ensuring that the assessment resources meet the training package requirements. The focus points should include:

• What are the assessment methods selected for evidence collection?
• Are these suitable and appropriate for evidence collection?
• What are the other methods that may be used for evidence collection?
• Where and how should evidence be collected?
• What resources are required for evidence collection?

Foundation skills, assessment conditions, performance evidence, performance criteria and knowledge evidence should be taken into consideration when designing the evidence collection and assessment methods.

The evidence collection and assessment methods should change according to the AQF level where the units of competency will be used. For example, for a Certificate II, III level true or false, match the following statements with, multiple-choice questions, fill in the blanks might be appropriate but for Certificate IV and Diploma short answer questions, closed book, time-limited exams, contrast and separate, and other assessment methods could be used. We have included an AQF summary for you to understand how each AQF level requires a different set of requirements.

Training and assessment materials are normally protected by copyright in Australia. They are a valuable resource and should be protected from unauthorised copying, which may reduce their value and the value of the business which supplies these resources.

Copyright is automatic

In Australia copyright protection is automatic. As soon is an author records their thoughts in a physical form – whether on paper or in a form of electronic storage – copyright exists, provided that the work has not been copied from somewhere else and at least a minimum amount of effort has gone into the work. There is no system of copyright registration in Australia (although you can register your copyright in some countries such as the USA and China).

Copyright notice

Whilst it is not essential, it is recommended that a copyright notice be placed on all valuable copyright works. A common version is:

© [Name of copyright owner] [year of publication] [place of publication] All rights reserved.

This notifies any user that you are claiming copyright in your work and are warning against infringement. It also has other benefits if you sued for copyright infringement.

Contracts

There are also contractual methods that you can use to protect your training and assessment materials, firstly, when they are being made, and secondly, when they are being used.

1. Commissioning copyright works – It is a little known fact that, if a business commissions someone else to write its training and assessment materials, normally copyright in the materials will be owned by the author or their employer, not the commissioning party, unless the parties have agreed that the commissioning party is to own the copyright.

It is essential that a copyright assignment be included in a written agreement with the author or their employer upfront if the commissioning party wants copyright ownership. Trying to obtain a copyright assignment some time down the track can be met with various obstacles such as: the author cannot be found, or demands an unacceptably high sum for the assignment, or refuses to assign copyright all together.

2. Why would you want copyright ownership? Because it gives you the maximum freedom to use the materials as you wish, including allow others to amend and update them. It also allows you to take action against someone who is copying the materials without your authority.

3. Letting others use your materials – letting others use copyright material is called a “copyright licence” in legal terminology. A licence can be in writing, oral or even implied from the circumstances. But if your materials are valuable, you should set out in a written contract how they can and cannot be used. If you do this and someone misuses the material, you will have a legal right to claim breach of contract. If it is unclear how your materials can be used, you are in a weaker position.

If someone else is using your copyright material

1. Infringement – What if you believe that someone is infringing your copyright? The best thing to do is to speak to a copyright lawyer. I gave more information about what this involves in an article in The VET Sector on 4 October 2021. It is important that you are vigilant in watching out for unauthorised use of your training and assessment materials because this may detrimentally affect your business, especially if you are missing out on sales or licence fees.

2. Educational copying – Some copying of educational materials is permitted under the Copyright Act through an education copying scheme called the Statutory Education Licence. This Licence is administered by the Copyright Agency, which collects licence fees from educational institutions. It distributes royalties to copyright owners and is free to join – www.copyright.com.au Are you a member?

3. Third party websites – Sometimes academic resources are posted by students on third party websites. Two that come to mind are www.coursehero.com and www.scribd.com. These websites operate out of the United States, which means that there is a takedown facility under the USA Digital Millennium Copyright Act (DMCA). You can fill out a form on these websites verifying that you own the copyright in material posted on their sites and that it is infringing content and the material will be removed, although the person posting has a right of reply.

For businesses that develop training and assessment materials, a key component of the value of their business is their copyright, which gives them a level of exclusivity in the use of their materials. But this needs to be protected, firstly, by securing ownership of the copyright, secondly, in taking care when licensing others to use the materials and thirdly, by taking action against those who infringe the copyright.

Margaret Ryan is a lawyer and trade marks attorney with over 30 years’ experience in intellectual property, including copyright, and consumer protection law, working with organisations to find solutions, maximise the value of their IP and protect their business. IP by Margaret® – www.ipbymargaret.com.au

When it comes to training, there are many factors that contribute to the effectiveness of the training. However, one of the most important factors is how effective and efficient your training and assessment strategy is.

There are a number of key considerations in training and assessment strategies including but not limited to:

– Learner experience
– Learner engagement
– Quality learning and assessment outcomes

The goal of this roadmap is to provide a guide for quality training. It provides practical strategies for effective learning, assessment, and evaluation.

To create the ultimate learning course, you need to understand how your learners learn best. You need to tap into their interests, goals, styles of learning, and more to give them the best chance of success. This requires careful planning at the beginning of your course development process. This roadmap will help you identify what types of activities will engage your learners and provide them with a rewarding experience that will keep them coming back for more!

A Training and Assessment Strategy (TAS) is 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, Standards for RTOs 2015).

The Training and Assessment Strategy (TAS) is a high-level view of a program that guides the learning requirements and the teaching, training and assessment arrangements of a VET qualification. It is a “how-to” guide that defines and explains the process of developing, delivering and managing a training program.

The Training and Assessment Strategy (TAS) is also called a Learning and Assessment Strategy (LAS), Qualification Delivery and Assessment Strategy (QDAS) or simply; a helicopter document. We strongly suggest you name your document according to the terminology and words mentioned within the Standards for Registered Training Organisations (RTOs) 2015.

The Training and Assessment Strategy (TAS) is used to convey information such as;

• The qualification (if applicable) or unit of competency training product codes and titles
• Requirements to enrol in the course (set by the RTO)
• The core and elective units of competency in the course and a rationale
• Details of the training product and alignment with the qualification packaging rules
• Prerequisites (pre-existing knowledge and skills) to enrol in the training product (as per the training package)
• Details of the training organisation and contact person
• Any clustering (grouping) of units
• The learner cohort/ training group (description of employment status, academic background, domestic or international, related industry experience)
• The mode and method of training delivery
• The mode and method of assessment
• Entry and exit points
• Pathways to, from and employment
• Timeframes for delivery and assessment
• The volume of learning and amount of training
• Information regarding work-placement requirements, if applicable
• Information on how training and assessment is going to take place
• Details of staff qualified to deliver and assess the training
• Equipment, facilities and resources required
• Explanation and outline of industry consultation
• Explanation and outline of how industry feedback has contributed to changes in training and assessment, facilities and resources, training and assessment skills of trainers and assessors
• How the program has been validated
• The sequence of delivery of units according to a priority order
• Review and approval processes for training and assessment strategies to both staff and regulators (in the case of nationally recognised training).

This information is initially constructed to form an overarching strategy that will allow the training organisation to validate that it possesses the organisational capacity to deliver the qualification; giving thought to any specific venue, access to equipment as well as qualified staff; both from a vocational and training and assessment perspective.

The Training and Assessment Strategy, therefore, outlines the macro-level requirements of the learning and assessment process.

The Training and Assessment Strategy tool or template can be developed using a Word document (.docx). It is an active document and should be modified and updated to match what, where, when and how the training organisation is delivering a training product.

How auditors use the training and assessment strategy

The auditors make sure the strategy provides the framework to deliver a quality training product. Their main focus stays on:

• Where the training will be delivered
• How the training will be delivered
• What the method of the course delivery is
• What resources and/or support services are provided to the student
• Who is delivering the training and any skill-gaps
• How clear are entry and exit requirements
• How clear the instructions and information for trainers and assessors are when using the strategy

The regulatory body can ask you to provide a compliant training and assessment strategy at any time before, during or after an audit or any regulatory activity such as at the time of addition to scope application etc.

You must develop a training and assessment strategy before you start delivering training. The strategy should be validated to ensure it is “fit-for-purpose”. You need to develop training and assessment strategies when you are planning to deliver a course/training product.

You must have a fit for purpose training assessment strategy for:

• each course and/or training product
• each delivery mode (classroom-based, online, workplace delivery etc)
• each learner cohort
• each location
• or any other variation in teaching, learning, assessment and support arrangements

Where any variations occur in training and assessment you must provide a modified TAS. A common situation occurs where a training and assessment strategy has been developed for one learner cohort, however, the training organisation is asked to deliver to a very different cohort. For example, a TAS was initially developed to deliver training to mature students with substantial industry experience with a shorter delivery time frame and assessment methods that utilise the candidates’ prior experience- or application to the workplace. If the RTO’s new learner cohort has little to no experience, the TAS will not be fit for purpose.

There is also no “single size” template for a TAS. All variations must be correctly recorded through a customised or new training and assessment strategy. The training organisation must consider:

• How the revised or updated training and assessment strategy provides a clear framework for delivering a quality training product or course
• Support needs and requirements to deliver a training product
• How the course delivery suits the learner cohort or alternatively, referring the opportunity to another provider if the cohort does not meet their business model.

In our next editions, we will discuss:

• What should be included in a training and assessment strategy (TAS) template
• How to complete a training and assessment strategy (TAS) template
• Review and manage training and assessment strategy (TAS) tool

Can a training and assessment strategy be used for different learner cohorts?

A simple answer to this question is “no”. The regulatory requirements require the training provider to ensure they have employed suitable and effective training and assessment practices after evaluating and assessing the needs of each of their learner. You can certainly categorise the learners, according to their preferences, needs and requirements into a separate learner cohort but then you must design a learning and assessment strategy for each of your learner cohort.

You can offer learners a learning experience that is unique to the cohort they belong to by categorising them into smaller groups based on the category they fall into. You can separate and organise discussion topics by cohorts so that participants only communicate with people from their own group. You can design course material in such a way that different cohorts of learners receive different assessments or training materials designed and prepared to meet their individual learning and training needs and requirements.

Regulatory guidelines related to this matter are:

Standards for RTOs 2015:

Clause 1.1

The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled.

Clause 1.2

For the purposes of clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:

• the existing skills, knowledge and the experience of the learner
• the mode of delivery
• where a full qualification is not being delivered, the number of units and/or modules being delivered as a proportion of the full qualification.

Clause 1.3

The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient:

• trainers and assessors to deliver the training and assessment
• educational and support services to meet the needs of the learner cohort/s undertaking the training and assessment
• learning resources to enable learners to meet the requirements for each unit of competency, and which are accessible to the learner regardless of location or mode of delivery
• facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment.

Clause 1.4

The RTO meets all requirements specified in the relevant training package or VET accredited course.

Clause 2.2

The RTO:

• systematically monitors the RTO’s training and assessment strategies and practices to ensure ongoing compliance with Standard 1
• systematically evaluates and uses the outcomes of the evaluations to continually improve the RTO’s training and assessment strategies and practices. Evaluation information includes but is not limited to quality/performance indicator data collected under clause 7.5, validation outcomes, client trainer and assessor feedback and complaints and appeals.

Let us understand this concept using some practical real-life examples.

Example 1:

The training organisation has the opportunity to offer training through different training delivery modes such as online, workplace, distance, classroom or blended (combination of two or more delivery modes). However, the training organisation will not be able to use the same strategies, resources, equipment, and materials for all the different delivery modes. The same condition applies to the training and assessment strategies as well. Online learners might need access to learning management system, discussion forums, interactive training sessions, online meetings and so on when traditional classroom learners may need face to face, live interactions with trainers and assessors, set time and set location for training and learning activities, physical distancing, different sets of equipment and training materials. Therefore, you will not be able to design a single strategy that can meet the requirements of these completely different kinds of learner cohorts.

Example 2:

Another example is for learners who may or may not require prerequisite learning and assessment criteria before enrolling into a course. There are several courses where students are required to have adequate and sufficient knowledge, skills and understanding to enrol into the course. Without meeting these fundamental enrolment and admission requirements, which can be set by the training product, a regulatory body, at the state or federal level or by the training organisation, the learners should not be able to enrol, study and complete a course. You will therefore require two separate sets of training programs, one for the learner cohort who can commence training after demonstrating they meet the admission and enrolment criteria and another one for learners who must complete the prerequisites before enrolling into a course. This example also includes learners who need to improve their English proficiency skills before they can enrol to complete a training program, completing a training course before enrolling into a pathway program, completing a hands-on employment training program or work—experience for a certain time period and so on.

Note: Some of these requirements can be co-requisite (must be studied at the same time of completing other components of the training and assessment) and others are prerequisites (must be successfully completed before enrolling into the training program).

Example 3:

We discussed this example in part 1 as well but thought to include it again to ensure the readers understand why we need to develop separate training and assessment strategies to meet the needs of the different learner cohorts.

For example, a TAS was initially developed to deliver training to mature students with substantial industry experience with a shorter delivery time frame and assessment methods that utilise the candidates’ prior experience- or application to the workplace. If the RTO’s new learner cohort has little to no experience, the TAS will not be fit for purpose.

There is also no “single size” template for a TAS. All variations must be correctly recorded through a customised or new training and assessment strategy.

What are the different learner cohorts?

• The learner cohorts can also be based on a number of other factors such as:
• The location where training and assessment will be delivered is it online, classroom, workplace, blended etc.
• The facilities, equipment, materials, support services and resources required to deliver the training.
• Skill gaps identified in the learner cohorts or expected pre-requisite knowledge, skills and work experience required to enrol and complete the course
• The course duration and timings and arrangements to cater for these needs.
• Course entry and exit requirements
• English language proficiency requirements
• Support needs and requirements of each learner
• Disability, demographics, degree, dialect, difference
• Aboriginal or Torres Strait Islander, first in the family to attend university, non-English speaking background.
• Multicultural, mindset, motivation, morals
• Employment status of the learners
• Reason for enrolling into the course
• Relevant industry and work experience in the specific stream
• Course delivery structure and sequence
• Recognition of prior learning and recognition of current competencies
• Duration of the training course
• Other possible variations for learners with different learning and assessment needs and requirements

Note: This is not an exhaustive list and is written for reference purposes only.

In our next editions, we will discuss:

• What should be included in a training and assessment strategy (TAS) template
• How to complete a training and assessment strategy (TAS) template
• Review and manage training and assessment strategy (TAS) tool

Risk assessment and risk management at your organisation should be a continuous process. It involves best practices like identifying, assessing and mitigating risks.

Risk assessment is the process of identifying and analysing the hazards, risks, and threats to an organisation. A risk assessment is a process to identify and evaluate the potential risks and threats to an organisation’s people, property, reputation, or mission. It includes vulnerability mapping, which helps identify where an organisation might be vulnerable to future threats or hazards. Many organisations have access to a wide range of risk assessments tools such as issue identification tools for identifying risks in operations or training courses, incident reporting tools for communication between organisations about potential incidents, safety alert systems for communication between organisations about safety issues etc.

Risk management is the process of reducing the impact or probability of a hazardous, risky, or threatening event from occurring by taking protective measures. Risk management is important as it helps the companies to identify the hazards as early as possible and take actions to mitigate those hazards. Risk Management is an ongoing process that should involve risk assessments, mitigation of identified risks, and continuous monitoring of progress towards achieving this goal.

The best way to prevent risks in your organisation is by putting in place risk assessment and risk management strategies. They can identify risks that could potentially lead to negative outcomes and/or damage the reputation of your organisation.

The most common risk assessment strategies are using formal or informal questionnaires to gather data on risky behaviours, incidents, and environmental factors that may present risks to people or property.

Some examples include:

– A questionnaire asking employees about their job satisfaction levels or students for their course satisfaction levels.
– A questionnaire asking employees about their thoughts on compensation plans for long term absences from work
– A questionnaire asking employees about their thoughts on how often they work overtime hours

When should organisations implement these strategies?

Before you start operating, you need to establish all the risks present in your operating environment, the best ways to assess, mitigate and manage them.

The benefits of risk assessment and risk management

Risk assessment and risk management can help to:

– Strengthen organisational resilience by providing the right information to the right people at the right time.
– Improve employee safety, wellbeing, wellbeing and motivation.
– Increase productivity by improving transparency in decision-making processes.

Examples of risk assessment techniques are an audit of student records, evaluating your financial reports, human resource policies, physical security procedures, workplace health and safety practices, the building design process for fire safety. Examples of risk management strategies are assessing work content risks while planning activities or using the job rotation principle while organising work schedules, having more than one trainer and assessor for each course etc.

Call us on 1800 266 160 or email info@caqa.com.au to find out more regarding how we can help you with risk assessments and risk management.