include the following components: the context and conditions of assessment; tasks to be administered to the student; an outline of the evidence to be gathered from the candidate; and evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules).

For further information refer to: Assessment Tool templates

refer to the process whereby a student may appeal within 10 working days of official publication of the final grade on any of the following grounds:

Further information refer to Regulation 5.3

A qualified assessor is a person who has the competencies required under the Standards for RTOs, and relevant training package or curriculum qualification who assesses a learner's competence.

For further information refer to Standard 1 Clause 1.13 - 1.16

is the intention to gain an unfair advantage in the assessment of a unit. This may include (but is not limited to):

a. fabrication of data and/or results;

b. colluding with others;

c. allowing another person to complete an assessment on behalf of a student;

d. accessing an advanced copy of a test paper;

e. copying from others in an assessment;

f. bringing into an assessment unauthorised material or information;

g. knowingly helping others to cheat;

i. taking actions which intrude on the ability of others to complete their assessable tasks.

relates to institutional recognition of any unit of competency or module a student has successfully completed at any other Registered Training Organisation (RTO). Credit transfer is a process that provides students with agreed and consistent credit outcomes based on identified equivalence in content and learning outcomes between matched qualifications.

Refer: VET Recognition of Prior Learning (RPL) and Credit Transfer Assessment Policy

The practice of assessing and reporting aspects of varying levels of performance in competency-based training. It is generally used to recognise excellence. Graded Assessment enables competency based assessment (CY/CN) to include Competent with Merit (CM) and Competent with Distinction (CD). Graded Assessment is the process of awarding the learner with a grade based on a higher level of performance once competency has been achieved.

Refer to: VET Graded Assessment Application Form

HESG facilitates participation and achievement in senior secondary and tertiary education and training by supporting partnerships between providers, employers and the community and advising on public funding and regulation.

HESG manages the Government-funded training market, public provider governance and accountability, and the apprenticeship system.

is validation carried out by a validator or validators who:

a. are not employed or subcontracted by the RTO to provide training and assessment; and

b. have no other involvement or interest in the operations of the RTO.

is when learners, employers and industry have confidence in the integrity, currency and value of certification documents issued by the RTO. RTO’s must document and maintain current evidence of industry engagement activities.

This must be demonstrated though a range of strategies of industry engagement and the systematic implementation of the outcomes of that engagement to ensure relevance of the; training and assessment strategies, practices and resources, and the current industry skills of its trainers and assessors.

is the presentation of the works of another person / other persons as though they are one’s own by failing to properly acknowledge that persons / those persons. Proper acknowledgement means to clearly identify which parts of a work originate from which source.

Refer: Student Plagiarism Policy

means an assessment process that assesses an individual’s formal, non-formal and informal learning to deter- mine the extent to which that individual meets the requirements specified in the Training Package or VET accredited courses.

Refer to: VET Recognition of Prior Learning (RPL) and Credit Transfer Assessment Procedure

are the approach of, and method adapted by, an RTO with respect to training and assessment designed to enable learners to meet the requirements of the training package and accredited course. They include the amount of training provided, which will be consistent with the requirements of Training Packages and VET accredited courses and the assessment practices that enable each learner to meet the requirements for each unit of competency or module in which they are enrolled.

TAS Template can be found on the Quality Services Resource Page

is defined as any qualification, accredited course, skills set or individual unit of competency listed of the University's scope on Registration.

A unit of competency is only considered a training product if it is listed separately on the Scope of Registration

Validation is the quality review of the assessment process. Validation involves checking that the assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited course are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, processes and/or outcomes of acting upon such recommendations.

Refer: Validation Record

The individual learner’s needs are considered in the assessment process.

Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.

The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Assessment is flexible to the individual learner by:

Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.

Validity requires:

Record stored in University Business Systems (i.e. Campus Solutions) Permanent

Hard copy credit transfer forms – store on the Faculty/School/Centre/College student file - retain 7 years after completion of the program.

Transfer non active student file to archives as per transfer process in Records Management procedure.

Destroy 2 years after last date of action.

Dispose of hard copy records as per disposal process in Records Management procedure.

All completed student assessment items.

(The actual piece(s) of work completed by a student or evidence of that work, including evidence collected for an RPL process. An assessor’s completed marking guide, criteria, and observation checklist for each student may be sufficient where it is not possible to retain the student’s actual work. However, the retained evidence must have enough detail to demonstrate the assessor’s judgement of the student’s performance against the standard required).

Store on Student File – retain 7 years after completion of the program.

Transfer non active student files to archives as per transfer process in Records Management procedure.

Retain in the School for 2 years

Dispose of hard copy records as per disposal process in Records Management procedure.

Destroy 3 years from date of last action.

Dispose of hard copy records as per disposal process in Records Management procedure.

VET Assessment tools, which includes:

Permanent

Student file in Faculty or ECM if electronic

records are kept

Permanent

Transfer non active hard copy records to archives as per transfer process in the Records Management Procedure

Permanent

Transfer non active hard copy records to archives as per transfer process in the Records Management Procedure

1 year from date application made

Dispose of hard copy records as per disposal process in the Records Management procedure.