vet assessment procedure · training package or skill set. recognition of prior learning (rpl) is...

VET Assessment ProcedurePolicy Code: LT1241

Table of ContentsPurpose ......................................................................................................................................................... 1Scope ............................................................................................................................................................ 1Definitions ...................................................................................................................................................... 1Actions ........................................................................................................................................................... 5

Planning & Management of Assessment Processes .................................................................................. 5Responsibilities ............................................................................................................................................ 26Implementation and Communication .............................................................................................................. 26Records Management ................................................................................................................................... 27Supporting Documents .................................................................................................................................. 29

Legislative Context ............................................................................................................................... 29University Statutes and Regulations ....................................................................................................... 29University Policies and Procedures ........................................................................................................ 30Forms and Templates ........................................................................................................................... 30

Purpose

This procedure is designed to implement the University's VET Assessment Policy by specifying training andassessment strategies and related practices that are responsive to industry and learner needs and meets therequirements of Training Packages, VET Accredited Courses and VCAL Curriculum. This procedure reflects theStandards for Registered Training Organisations 2015 and the current VET Funding Contract (Dual Sector). TheseStandards form part of the VET Quality Framework, a system which ensures the integrity of nationally recognisedqualifications.

Scope

This procedure applies to learners and staff undertaking assessment within the University for all VET and VCALprograms and units offered. This procedure does not include Recognition of Prior Learning (RPL) and CreditTransfer. Refer to: Recognition of Prior Learning (RPL) and Credit Transfer.

This procedure is designed to be read in conjunction with Federation University VET Assessment Policy.

Definitions

This procedure includes definitions taken from the Standards for Registered Training Organisations 2015 or theAQF Handbook.

Term Definition

Australian QualificationsFramework (AQF)

is the framework for regulating qualifications in the Australian education andtraining system.

University Procedure

Authorised by: Academic Board | Document Owner: Pro Vice-Chancellor, Vocational Education and Training | Original Issue: 21/11/2001 |Current Version: 13/11/2020 | Review Date: 12/12/2021 | Policy Code: LT1241

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http://policy.federation.edu.au/learning_and_teaching/assessment/recognition_of_prior_learning_he/ch02.php


Term Definition

AQF qualification is the result of an accredited complete program of learning that leads to formalcertification that a graduate has achieved learning outcomes as described in theAQF.

Assessment is the process of collecting evidence and making judgements on whethercompetency has been achieved, to confirm that an individual can perform to thestandard required in the workplace, as specified in a Training Package or VETaccredited course and is conducted in accordance with the principles ofassessment and the rules of evidence.

Assessment system is a coordinated set of documented policies and procedures (includingassessment materials and tools) designed and implemented to ensure thatassessment of learners conforms to assessment policy and procedures.

Assessment requirements are the endorsed component of a Training Package that underpins assessmentand sets out the industry’s approach to valid, reliable, flexible and fairassessment.

Assessment tools include the following components: the context and conditions of assessment;tasks to be administered to the student; an outline of the evidence to begathered from the candidate; and evidence criteria used to judge the quality ofperformance (i.e. the assessment decision-making rules). For further informationrefer to: Assessment Tool Templates.

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

• The unit outline was not explicit ie. it did not detail how many assessmenttasks were required to be undertaken; how students will be assessed; and/orwhen they will be assessed.

• The assessor did not fairly and appropriately apply the assessment criteria asspecified in the unit outline.

• The assessor did not conduct assessment tasks as described in the unitoutline.

Further information refer to Regulation 5.3

Assessors A qualified assessor is a person who has the competencies required under theStandards for RTOs and relevant training package or curriculum qualificationwho assesses a learner's competence. For further information refer to Standard1 Clauses 1.13 – 1.16

Block Credit is credit granted towards whole stages or components of a program of learningleading to a qualification.

Cheating is the intention to gain an unfair advantage in the assessment of a unit ofcompetence/or module. 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;




https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates

Term Definitionf. bringing into an assessment unauthorised material or information;

g. knowingly helping others to cheat;

h. taking actions which intrude on the ability of others to complete theirassessable tasks.

Competency is the consistent application of knowledge and skill to the standard ofperformance required in the workplace. It embodies the ability to transfer andapply skills and knowledge to new situations and environments.

Competency BasedCompletion (CBC)

is where Apprentices are no longer locked into fixed time periods and cancomplete the apprenticeship at their own pace. The apprenticeship is completedwhen the RTO receives employer confirmation of competence in all areasrequired under their qualification.

Cumulative Assessment is the process for progressively collecting evidence that a learner is competentas per the assessment requirements, essential knowledge, skills, critical aspectsand learning outcomes/elements of a unit. To do this learners usually undertakemultiple assessment tasks (each adhering to the rules of evidence including theprinciples of validity, fairness, currency and authenticity)

Credit Transfer relates to institutional recognition of any unit of competency or module a studenthas successfully completed at any other RTO. Credit transfer is a process thatprovides students with agreed and consistent credit outcomes based onidentified equivalence in content and learning outcomes between matchedqualifications.

Reference: VET Recognition of Prior Learning and Credit Transfer Procedure

Education Manager is the person responsible for the management and leadership of a program or arange of programs.

Graded Assessment is the practice of assessing and reporting aspects of varying levels ofperformance in competency-based training. It is generally used to recogniseexcellence. 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 gradebased on a higher level of performance once competency has been achieved.

Refer to:Graded Assessment Forms

Independent validation is validation carried out by a validator or validators who:

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

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

Licensed or regulatedoutcome

is compliance with an eligibility requirement for an occupational license or alegislative requirement to hold a particular training product in order to carry outan activity.

Learner a person being trained and/or assessed by the RTO for the purpose of issuingAQF certification documentation.

Mode of delivery the method adopted to deliver training and assessment, including face-to-face,online, distance, or blended methods.





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Term Definition

Moderation of assessment the process of bringing assessment judgments and standards into alignmentwhich ensure the same standards are applied to all learner assessment resultswithin the same units.

Official Publication of Results refers to when students’ results are entered into the Student ManagementSystem and published.

Plagiarism is the presentation of the works of another person / other persons as thoughthey are one’s own by failing to properly acknowledge that persons / thosepersons. Proper acknowledgement means to clearly identify which parts of awork originate from which source. Reference: Student Plagiarism Policy

Professional development are activities that develop and/or maintain an individual’s skills, knowledge,expertise and other characteristics as a trainer or assessor. This includes bothformal and informal activities that encompass vocational competencies,currency of industry skills and knowledge and practice of vocational training,learning and assessment, including competency based training andassessment.

Program is a series of units of vocational education and training, or the modules of a VETaccredited course that combine to become a qualification from an accreditedTraining Package or skill set.

Recognition of Prior Learning(RPL)

is an assessment process that assesses an individual’s formal, non-formal andinformal learning to determine the extent to which that individual meets therequirements specified in the Training Package or VET accredited courses.

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

Skill set is a single unit of competency or a combination of units of competency from atraining package that link to a licensing or regulatory requirement or a definedindustry need.

Special consideration is the making of alternative arrangements for the assessment of students whoare unwell or experience hardship. As required under the principles ofassessment fairness, reasonable adjustments are applied by the RTO to takeinto account the individual learner’s needs. Refer to: VET Special considerationProcedure

Statement of attainment recognises that one or more accredited units has been achieved.

Third Party (Subcontracting) is any party that provides services on behalf of the RTO but does not include acontract of employment between an RTO and its employee.

Training and assessmentstrategies

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

TAS Template includes - TAS Part A - Training and Assessment Strategy, TASPart B - Unit Delivery Plan, TAS Part C - Periodic Review Checklist and issupported by the Trainer Skills Matrix.

Training Package refers to a set of qualifications for a defined industry, occupational area orenterprise endorsed by the Industry and Skills Council or its delegate in




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Term Definitionaccordance with the Standards for Training Packages. The endorsedcomponents of a training package are: units of competency; assessmentrequirements (associated with each unit of competency); qualifications; andcredit arrangements.

Training Product is defined as any qualification, accredited course, skills set or individual unit ofcompetency listed of the University's Scope on Registration.

A unit of competency is only considered a training product if it is listedseparately on the Scope of Registration. When a qualification is listed on theScope of Registration, the units of competency within that qualification are notconsidered a 'training product' rather the qualification is the training product.

Unit of competency is the unit of learning in a VET qualification and includes assessmentrequirements and the specification of the standards of performance required inthe workplace as defined in a training package.

Validation is the quality review of the assessment process. Validation involves checkingthat the assessment tool/s produce/s valid, reliable, sufficient, current andauthentic evidence to enable reasonable judgments to be made as to whetherthe requirements of the training package or VET accredited course are met. Itincludes reviewing a statistically valid sample of the assessments and makingrecommendations for future improvements to the assessment tool, processesand/or outcomes and acting upon such recommendations.

Refer to:Validation of Assessment Record

VASS is the Victorian Assessment Software System. It is the centralised database forsenior secondary students enrolled in VCAL and VCE courses.

VCAA The Victorian Curriculum and Assessment Authority (VCAA) is the statutoryauthority of the Government of Victoria responsible for the provision ofcurriculum and assessment programs in Victoria which, for the purposes ofFederation University, applies to all VCAL programs.

VCAL Victorian Certificate of Applied Learning – Foundation, Intermediate and Senior.

VET accredited course means a course accredited by the VET Regulator in accordance with theStandards of VET Accredited Courses.

Vocational competencies as applied to trainers means broad industry knowledge and experience usuallycombined with a relevant industry qualification. Vocational Competency isdetermined on an industry-by-industry basis and with reference to the relevanttraining package or VET accredited course.

VRQA The Victorian Registration and Qualifications Authority (VRQA) are anindependent statutory authority that works to assure the quality of education andtraining in Victoria. They apply standards to education and training providersand accredit courses and qualifications. They register apprentices and trainees,approve their employers and assure all parties meet their contractualobligations.

Actions

Planning & Management of Assessment Processes





1. Develop a Training and Assessment Strategy (TAS) for each program offered

ACTIVITY RESPONSIBILITY STEPS

1 Develop a Training andAssessment Strategy - TAS(Part A) that instructs thereader of minimum trainingand assessment requirementsto facilitate a qualification/program

Education Manager Develop a TAS for each qualification/program on scope.

To complete a training andassessment strategy:

1. Document the amount and natureof training and assessmentrequired for the learner to gainthe competencies as specified inthe relevant Training Package orVET accredited course.

2. Identify the assessment processand the assessment tool(s) andactivities that will be employed.

2. Address any reasonableadjustments requirements forassessments

Education Manager 1. Clearly state in thedocumentation that reasonableadjustments can be made interms of the way in whichevidence of performance isgathered, however, the evidencecriteria for making competent/ notyet competent decisions (and/orawarding grades) must not bealtered in anyway.

2. Develop the TAS to clearlyidentify in accordance with theprinciples of assessment, anyadjustments that may be made tothe way in which evidence ofstudent performance can becollected for individuals or groupswith special needs.

3. Allocate appropriatelyqualified Trainers/Assessorsto units within the program

Education Manager 1. Identify the staff delivering andassessing the University's VETand VCAL programs and courseson each TAS and ensure theymeet the requirements asoutlined in the VET TeacherQualfications and CompetencyPolicy. This policy applies toFedUni employees and staffdelivering under auspicearrangements.

4. Provide Trainer/Assessorswith information andprofessional development to

Education Manager 1. Ensure trainers, workplacesupervisors, assessors and othersinvolved with assessment are awareof their roles and responsibilities




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ACTIVITY RESPONSIBILITY STEPSunderstand the VETassessment system.

through induction and a workingknowledge of the VET AssessmentPolicy/Procedure and the VETTeaching Staff Manual.

2. Design and Develop assessment tools


1.

Design, develop and regularlyreview assessment tools for eachqualification

Trainer/Assessor

Education Manager

1. Develop assessment tools foreach unit on the UniversityScope of Registration.

Use the assessment tool templatesthat can be found at: https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates

A guide to assist with thedevelopment of assessment toolshas been developed and is locatedon the Quality web page.

Purchased assessment tools mustmeet the same standards ofinternally designed assessmenttools and should be validated priorto use to confirm all benchmarksare being met.

2.

Design rigorous assessment tools Trainer/Assessor

Education Manager

1. Design assessment tools thatreflect learner and industryrequirements and meet theassessment criteria as set outin the units assessmentrequirements and relevantCompanion Volumeimplementation guides.

2. Plan assessment tasks/activities, that meet thefollowing criteria:

a. The assessment methodsare identical to thoseidentified in the Trainingand Assessment Strategy(TAS);

b. Assessment tools meet theprinciples of assessmentand rules of evidence;






https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/induction-and-compliance/2020-VET-Teaching-Staff-Handbook-Version-3.pdf

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https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Guide-to-Completing-the-TAS-Part-A,B-and-C.docx

ACTIVITY RESPONSIBILITY STEPSc. Industry has been

consulted in thedevelopment ofassessment tools to ensurethe assessment is relevantand reflects currentindustry best practice.

d. The assessment activitiesmeet the unit/s ofcompetency requirementsand are appropriate for thelevel of expected outcomesmeeting the learnersneeds;

e. Assessment activities areplanned to capture studentprogression points atsuitable times throughoutthe competency and canbe mapped to the TAS PartB Delivery plan timeframesof where and whenassessment should occur.

f. All personnel, such asworkplace supervisors andassessors involved in theassessment are aware oftheir roles andresponsibilities;

g. Any reasonable adjustmentor specialist supportrequired is in place;

h. Documentation design willsupport assessing learnersas being either"Satisfactory" (S) or "NotYet Satisfactory” (NS) atindividual task level and"Competent" (CY) or "NotYet Competent” (CN) atunit/course level (unlessGraded Assessmentapplies); and

i. Ensure tools are includedon the Schedule forValidation

For more information on Gradedassessment refer to section 8 ofthis procedure.





3.

Develop online assessment toolswhere required

Trainer/Assessor

Education Manager

1. Develop online assessmenttools using FedUni templatesthat are:

a. responsive to learnerneeds

b. Meet FedUni accessibilityprinciples

For assistance and support indeveloping On Line assessmenttools contact the VET PracticeUnit.

4. Develop explicit marking guides Trainer/Assessor 1. Develop clearly written markingguides for all assessment tasksproviding or listing expectedresponses and/or expectedoutcomes from activities toensure reliability ofassessment. This includes butis not limited to:

a. tasks that are question andanswer based e.g. writtentests, interview/oralquestions

b. tasks that requireobservation of studentscompleting a task and oralquestioning relating to thisobservation

c. tasks that are projectbased, portfolios ofevidence, reports, etc.

d. tasks that are assessed online.

5. Validate Assessment Tools prior toimplementation

Trainer/Assessor/Validation Panel 1. Conduct validation ofassessment tools prior toimplementation to ensure thefollowing:

a. The principles ofassessment and rules ofevidence have beenapplied and the unitcompetency benchmarkshave been met.

b. The instructions for theassessor and the candidateclearly communicate thecontext and conditions ofassessment.




https://federation.edu.au/staff/business-and-communication/web/standards-and-guidelines/accessibility

https://federation.edu.au/staff/business-and-communication/web/standards-and-guidelines/accessibility

https://federation.edu.au/schools/federation-tafe/vet-practice

https://federation.edu.au/schools/federation-tafe/vet-practice

ACTIVITY RESPONSIBILITY STEPSc. The instructions for the

tasks to be administeredare clear and outlineevidence requirements.

d. The assessment decisionmaking rules andbenchmarks are clear andenable consistentoutcomes

e. The recording mechanismsare clear and allow forsufficient information to berecorded

f. The mapping of theassessment clearlydemonstrates the validity ofthe assessment tasks.

3. Validation of Assessment tools


1.

Develop a Validation Schedule thatincludes a clear plan to validate allassessment tools for allqualifications currently listed on theUniversity's Scope of Registration.

Education Manager Planning for validation ofassessment tools must ensure thefollowing criteria are addressed:

a. That all training products thathave a Training andAssessment Strategy (TAS)and are listed on theUniversity's Scope ofRegistration must be validatedat least once within a five yearcycle.

b. That a schedule is developedprior to the commencement ofeach five year cycle thatprovides the following details:

c. who will lead and participate inthe validation activities

d. which training products will bethe focus of the validation

e. when assessment validationwill occur

f. how and when the outcomes ofthose activities will be actioned

g. who will be responsible for anyactions

h. how documenting actions aspart of the continuous




ACTIVITY RESPONSIBILITY STEPSimprovement process will becaptured.

2 Appoint Validation Panel members Lead Validator/Panel members A Validation Panel will consist ofpanel members and a LeadValidator who will conductValidation as directed by theValidation Schedule.

1. The Lead Validator or theirdelegate will makearrangements for the variousvalidation panel meetings.

a. Panel members should becontacted with the details of themeeting, which would include: thedate, the venue, the qualificationand unit being validated.

2. The Lead Validator will chairthe validation session and ensurethat the Validation of AssessmentRecord is completed fully by eachpanel member.

3. Validation of Assessmentmust be recorded and completedfor each unit validated. AValidation Record should besigned by each member of theValidation Panel.

4. Lead validators must beindependent of delivery andassessment of the qualification /unit being validated and theassessment judgements beingconsidered to maintainprofessional distance and integrityof assessment

Note: Trainer/Assessors whoparticipate as Panel members whoare directly involved in the delivery/assessment of the qualification/unitbeing validated:

• can participate in the validationprocess as part of a team

• cannot conduct the validation onhis/her own




ACTIVITY RESPONSIBILITY STEPS• cannot determine the validation

outcome for any assessmentjudgements they made, and

• cannot be the lead validator inthe assessment team.

3 Validation participationrequirements

Education Manager/Lead Validator 1. Those participating invalidation must collectivelyhave:

a. Vocational competenciesand current industry skillsrelevant to the assessmentbeing validated

b. Current industry skills andknowledge

c. An appropriate training andassessment qualification orassessor skill set, asspecified in the standards.(Standard 1, 1.9-1.11)

d. Current knowledge andskills in vocational teachingand learning.

2. Industry experts should beencouraged to be involved invalidation to ensure there is thecombination of expertise.

4 Undertake Validation VET Practice Unit

Education Manager

1. Ensure at least 50% of alltraining products listed on theUniversity's Scope ofRegistration are validatedwithin the first three years ofthe five year cycle, recorded inthe VET Validation ofAssessment Record and storedin the University approvedstorage system. High riskqualifications and units ofcompetency must be givenpriority for validation andvalidated more frequently.

2. If the training product is a fullqualification (eg. Certificate,Diploma) then either two unitsof competency or 10 per centof units within the qualification,whichever is greater, must bevalidated. If the training productis a stand-alone unit, then that






ACTIVITY RESPONSIBILITY STEPSunit must be validated at leastonce within the five year cycle

3. Validation should be scheduledfor each Training Productwithin each operational area.

4. Conduct Validation ensuringthat the Panel adheres to thefollowing:

a. ensure that assessmenttools will provide robustassessment practice that isvalid, reliable, sufficient,current and authentic

b. that assessment toolsenable reasonablejudgements to be madewhen appropriate to ensurethe requirements of thetraining package or VETaccredited courses aremet.

5. The validation process willinclude reviewing and makingrecommendations for futureimprovements to:

a. The effectiveness of theassessment tool and theassessment process;

b. The standard ofperformance required to beachieved;

c. the validity of the evidencecollected;

d. the reporting and recordkeeping of assessments.

6. Within the validation process, asample of assessmentjudgements must be included.This means that completedstudent assessments for theunits selected for validationmust be included as part of thereview.

a. Samples of both CN andCY student assessments(student samples must bede-identified)

b. A statistically valid samplemust be included as part of




ACTIVITY RESPONSIBILITY STEPSthe review, (10% or 10,whichever is the least anda maximum of 10)

7. The appropriate number ofassessment samples must beprovided to member/s of thevalidation panel whenundertaking the validation ofthe unit.

8. Completed Validation Recordsare forwarded to the VETPractice unit for tracking.

5 Follow up recommendations fromValidation

Education Manager & LeadValidator

1. Ensure updates are made tothe assessment tools toincorporate validationrecommendations.

2. Ensure the record of validationis filed in the relevantdepartment qualification file,and forwarded to the VETPractice Unit to capture andrecord the University’sprogress of completedvalidation for the scope ofregistration.

3. Save the Validation ofAssessment Record on fileunder the direction of theSchool according to UniversityRecords Procedures

6 Independent ValidationRequirements

Director of VET Practice 1. For training products from theTraining and EducationTraining Package, schedule anindependent validation ofassessment systems, tools,processes and outcomes whichmust be conducted inaccordance with therequirements of the Standardsfor Registered TrainingOrganisations (RTOs) 2015 asdetailed below.

2. Independent validation meansthat the validation is carried outby a validator/s who:

a. is not employed orsubcontracted by theUniversity to provide




ACTIVITY RESPONSIBILITY STEPStraining and/orassessment: and

b. has no other involvementor interest in the operationsof the University.

7 VCAL Assessments Education Manager For the assessment of VCALstrand units only, (but not VETunits that contribute to a VCALoutcome) teaching staff shouldrefer to the VCAA Guidelines andQuality Assurance process asmandated by the VCAA VCALQuality Assurance Kit, for moredetailed assessment information.

For VCAL programs - validationtakes place via a regionally basedQuality Assurance process asmandated by the VCAA VCALQuality Assurance Kit.

4. Plan, Prepare and Conduct Assessment


1 RPL Education Manager/Trainer/Assessor RPL is an assessment process agreed toprior to enrolment.

Refer to the VET Recognition of PriorLearning (RPL) and Credit TransferAssessment Procedure

2 Credit Transfer Education Manager/Trainer/Assessor 1. Students who request credit transfersmust provide a certified copy of theiroriginal transcript.

2. Approved Credit Transfers should bedetermined prior to enrolment.

3 LLN Support andDigital Capability

Trainer/Assessor 1. LLN support and Digital capability willbe identified prior to enrolment duringthe Pre Training Review.

4 Inform students oftheir rights, allassessment duedates andconditions ofassessment

Trainer/Assessor 1. Provide information to the studentregarding:

a. related educational and supportservices the University will provideincluding: eligibility requirements forcompleting assessment, sitting forexternal examinations (if





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ACTIVITY RESPONSIBILITY STEPSapplicable), conditions ofassessment, dates of submittingassessment evidence, assessorcontact details (a populated unitoutline should provide this);

b. Estimated duration, expecteddelivery locations, modes ofdelivery;

c. where/how a third partyarrangement is involved in thedelivery of training and/orassessments, including the nameand contact details of the third partyif applicable;

d. Federation University’s complaintsand appeals process; refer to theStudent Appeal Procedure or theStudent Grievance Procedure and

e. any work placement arrangementsparticularly those that relate toassessment of competency in anyunit(s).

5 Plan for theassessment

Trainer/Assessor 1. Confirm that the learner is ready toundertake the assessment;

2. Advise learners of the time, place andrequirements for the assessment;

3. Ensure the learner is fully aware of whatthey have to do; and

4. Advise the learner of the procedures forre-assessment and grievance andappeals and where to access these.

6 Apply Reasonableadjustment whereapplicable

Trainer/Assessor & Learner 1. Where applicable, make reasonableadjustments through inclusive practiceto ensure learners with a disability have:

a. the same learning opportunities aslearners without a disability.

b. the same opportunity to perform andcomplete assessments as thosewithout a disability.

c. monitor the adjustments to ensurelearner needs continue to be met.

2. Learners who have a disability andbelieve they are eligible for alternativeor adjusted assessment shouldnegotiate with their Trainer/Assessorprior to assessment.

3. If advice or support is required, staff andlearners can contact the University




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ACTIVITY RESPONSIBILITY STEPSDisability Liaison or Student SupportServices to gain assistance.

The Disability and Learning Access Unit(DLAU) can also assist learners innegotiating adjustments: For assistance,visit the Disability support web page.

7 Prepare forassessment

Trainer/Assessor 1. Confirm that the type of evidence to becollected will be sufficient to make anassessment decision and is fit forpurpose. Types of evidence mayinclude:

a. Direct evidence

b. Indirect evidence and

c. Supplementary evidence

2. Confirm that the evidence to becollected for the assessment will be foreither formative or summativeassessment.

3. Confirm that the context, conditions andessential resources required for theassessment to proceed will meet therelevant training package requirementsand unit of competency specifics.

8 Conduct theassessment

Trainer/Assessor 1. Ensure the assessment methods andtool/s match those identified on theTAS.

2. Conduct the assessment in aprofessional and objective manner usingthe standards of performance identifiedin the assessment tool to determinecompetency.

3. In most cases learners are required toundertake multiple assessment tasks fora single unit of competency as specifiedby the training package, accreditedcourse or VCAL program.

4. Record progress by completingcumulative assessment documentationper unit and per learner.

5. Note that a learner who is unwell orexperiences hardship on the day of anassessment may apply for specialconsideration. If the application issuccessful alternative arrangements forthe student’s assessment may be made.For more information, refer to The VETSpecial Consideration Procedure.




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ACTIVITY RESPONSIBILITY STEPS6. Where alternative arrangements for

assessment are made, the evidencecriteria for making competent / not yetcompetent decisions (and/or awardinggrades) must not be altered in any wayto ensure consistency of standards.

7. It is the Assessor’s responsibility to:

a. Provide the learner with any specialinstructions if required,

b. Conduct the assessment in aprofessional and objective manner.

9 After Assessment Trainer/Assessor At the conclusion of assessment:

1. Consult marking guides, assessmentcriteria or exemplar/s for the nominatedassessment to assist in determining theassessment outcome.

2. Ensure all assessment observationpoints and standards of performancehave been met, taking into account thedimensions of competency to ensurefair and reliable judgements.

3. Use the grading code as defined withinthis procedure.

4. Provide learners documented feedbackthat is informative and specific to theirassessment performance using theapproved FedUni task coversheet orRecord of Assessment.

5. Follow the University’s AppealProcedure if a learner disagrees withthe assessment outcome.

6. Record results on the individual learnerunit assessment record and feedbackform and place in student file within 2weeks of completing the assessment.

7. Where applicable, maintain acumulative assessment record for groupresults at unit level.

8. Record the final assessment result inthe student management system withinone week of the assessment resultbeing determined.

9. If the learner is an apprentice, ensureemployer confirmation of competency isreceived within 14 days of theassessment date.




ACTIVITY RESPONSIBILITY STEPS10. Where applicable - advise learners of

the Student Appeal Procedure andwhere to access the procedure.

5. Managing and Recording Results into the Student Management System

For information regarding Approval for Graded Assessment, refer to section 9.


1 Enter Student Grades into Studentmanagement System.

Trainer/Assessor 1. Enter valid learner results intothe Student ManagementSystem as detailed under‘Recording of AssessmentResults’ below within 1 week ofthe conclusion of the final unitassessment.

2. Ensure the approved gradingcategories and codes are usedas outlined below.

Grading Category 1

Term Definition

CD Competent with Distinction: for Students who have achieved competency in specifiedassessment criteria for Competent with Merit and, in addition, meet specified criteria whichdistinguishes their work from this grade.

CM Competent with Merit: for students who have achieved competency in specifiedassessment criteria in addition to achievement of all learning outcomes to the specificstandard.

CY Competent: for students who have achieved all of the learning outcomes specified for thatunit/module to the specified standard.

CN Not Yet Competent: for students who are required to re-enrol in a unit/ module in theirendeavour to achieve competence.

Grading Category 2

Term Definition

CY Competent: for students who have achieved all of the learning outcomes specified for thatunit/module to the specified standard.

CN Not Yet Competent: for students who are required to re-enrol in a unit/ module in theirendeavour to achieve competence.

Grading Category 3 (for Victorian Certificate of Education student only)

Term Definition

S Satisfactory: has achieved all the work requirements

N Not Satisfactory: has not achieved all the work requirements






Term Definition

J Did Not Complete: no longer in attendance but has not officially withdrawn

2 Check listing of students’ namesfor accuracy

Trainer/Assessor Check for:

a. names being listed wherestudents have never attendedor are no longer attending.

b. names not listed wherestudents have been attending.

c. contact the relevant EducationManager if list is not accurate.

3 Correct errors in listing of studentsnames

Education Manager 1. If a student’s name appearsbut they have never attended,the student should bewithdrawn.

2. If a student’s name does notappear but they have beenattending class:

a. check student is enrolled;

b. check student is enrolled inthe correct group;

c. enrol student if necessary.

4 Unit end dates Education Manager 1. Where a student is unlikely tobe assessed by the nominatedend date stated in MySC, theEducation Manager shouldcontact the Manager of StudentHQ to discuss alternativearrangements.Unit start and end dates can nolonger be amended to suitindividual studentrequirements.Trainers must plan unit datescarefully to ensure that there issufficient time for students tocomplete the unit, includingany resubmissions if required.

5 Enter Apprentice & Trainee resultsinto ATOM

Trainer/Assessor 1. Enter apprentice results intoATOM and requestconfirmation of competencyfrom the student’s employer.

2. Follow up with employer toensure confirmation has beencompleted within 14 days.

3. When confirmation has beenreceived and recorded throughATOM - the result will be




ACTIVITY RESPONSIBILITY STEPSgenerated directly to MySC forthe Final Grade to be recorded.

6 Enter final unit result into theStudent Management System.

Trainer/Assessor Note: if the result is not entered bythe Assessor, the Assessor mustprint, complete and authorise theAssessment sheets. Results mustnot be entered withoutauthorisation by the qualifiedassessor.

7 Store all assessment activity in therelevant student file storagecontainer.

Education Manager 1. Securely retain records in amanner that safeguards themagainst unauthorised access,fire, flood, termites or any otherpests, and which ensures thatcopies of records can beproduced if the originals are destroyed or inaccessible.

Note: Records may be in hardcopy or electronic format.

8 Provide advice to student onresults if required.

Trainer/Assessor If a student fails an assessmenttask/s the trainer / assessor willneed to provide advice andguidance to the learner on the nextsteps.

9 Withdrawing of students Trainer/Assessor Ensure that a student hascompleted the appropriatepaperwork for withdrawal in thefollowing circumstances:

Withdrawal from a completeprogram or individual course/s.

• Student initiated withdrawal.

• Non-negotiated absencewithdrawal

• All withdrawals must done inaccordance with the EnrolmentWithdrawal (TAFE) Procedure.

All withdrawals must bereported within the year ofscheduled commencement intraining AND no later than thetwo (2) months from the point ofwithdrawal as per VET FundingContract.

6. Procedure for entering results for VCAL Students on to VASS system ONLY




http://policy.federation.edu.au/student_services_and_administration/enrolment/enrolments/ch01.php

https://policy.federation.edu.au/student_services_and_administration/enrolment/enrolments/ch01.php


https://policy.federation.edu.au/student_services_and_administration/enrolment/enrolments/ch01.php


1 Check listing of students’ names /personal details for accuracy andcontact the relevant EducationManager if list is not accurate tomake appropriate amendments.

VASS Administrator Cross check that the listing onVASS matches the listing onCampus Solutions

This is carried out each semester.

Ref: VCE and VCAL AdministrativeHandbook

2 Correct errors in listing of studentsnames if Campus Solutions isincorrect, or contact VASS forinconsistencies in data

VASS Administrator This occurs simultaneously withentering of results on to MyStudent Centre

VCE and VCAL AdministrativeHandbook

3 Enter final learning outcomes / unitresults into the VASS system (asper VCAA specifications)

VASS Administrator VCE and VCAL AdministrativeHandbook

4 Run eligibility to be awarded thequalification for all VCAL students

VASS Administrator As per VCAA calendar of dates

5 VCAL statement of results areissued to all students and copiesare scanned on to the secureUniversity intranet

Education Managers

6 Store copies of all school basedassessments on the student file

Education Manager Ref: Sections 6.1 VCE and VCALAdministrative Handbook

7 Distribute VCAL statement ofresults/ certificates to individuallearners when received fromVCAA

Education Manager Certificates are sent via mail tostudent’s home address onscheduled date in December ofeach year.

7. Amending Final Results


1 Amend a final grade in MySC Education Manager When an error has been recordedin MySC for a students result:

a) A detailed rationale must beprovided to the Manager ofStudent HQ requestingamendment of a student’s grade.

b) Complete and authoriseAmendment to Final Grade memoand forward to Student HQ.

2 Enter Amended Results Manager, Student HQ Enter the amended result/s into theStudent Management Systemensuring the unit grade dateentered is the same as the




ACTIVITY RESPONSIBILITY STEPSassessment date and file therequest form.

Advise the Education Manager thatthe grade has been amended toreflect actual assessment date.

8. Review of Assessment Practice


1 Complete annualmonitoring andreview using TASPart C

Education Manager Document the Periodic Review bycompleting a Periodic Review - TASPart C.

1. Schedule and complete thePeriodic Review.

2. Review the viability of thequalification as directed by TASPart C.

3. Review and amend the riskstrategies where required toensure they reflect currentprogram delivery and that thereare sufficient mitigationstrategies to support theprograms WHS.

4. Update each TAS Part Aannually taking time to reviewthat all information is currentand reflects current Industryrequirements.

2 Evaluate feedbackfrom currentIndustryconsultation,student feedback,and training andassessment staff toinform, guide andimprove aprograms trainingand assessmentstrategy.

Education Manager 1. Utilise Industry Consultation andfeedback captured throughoutthe year to assist with informingthe review and to demonstratehow programs meet stakeholderneeds.

2. Respond to Student feedbackwith strategies to improvedelivery/assessment whereapplicable.

3. Respond to trainer/assessorfeedback to improve delivery/assessment and resourcing where applicable

4. Evaluate learning resources forcurrency and fitness for purpose

Note: Where a review indicates aneed for change, the Education




https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/TAS-Part-C-Periodic-review-Checklist-2019.docx


ACTIVITY RESPONSIBILITY STEPSmanager will retain supportingevidence that the change has eitherbeen implemented, or provide arationale as to why the change wasnot made.

3 Review UnitDelivery Plans(TAS Part B)

Education Manager 1. Review Delivery Plans toensure they are consistent with TASPart A and provide sufficientinformation to guide and managesuccessful delivery of each unit. This includes but is not limited to:

a. The content of sessions

b. timelines or duration of learningand assessment activitiesincluding PUSH

c. learning resources, learningmaterials and learning

d. activities to be used in sessions

e. other resource requirements

f. WHS considerations, includingincident or hazard

4 Review Validationof Assessmentoutcomes, andcompletion ofexpected Actions.

Education Manager 1. Review the Validation Scheduleto determine if scheduledValidation of Assessment hasbeen achieved.

2. Review completed Validationoutcomes ensuring ExpectedActions have been documented.

3. Review completed Actionsensuring demonstration of continuous improvement hasbeen captured including but notlimited to:

a. Redevelopment of learningresources

b. Re format or Restructure ofassessment tasks

c. Revision of how knowledgebased questions are asked.

d. Inclusion of missinginformation/tasks/activities

5 Annual review andUpdate the TrainerSkills Matrix

Education Manager 1. Update the Trainer Skills Matrixto reflect current trainer/assessors identified in the TASPart A.

2. Include updates of any stafftraining / professional




ACTIVITY RESPONSIBILITY STEPSdevelopment, qualificationsachieved, Industry release andNetwork participation.

3. Ensure the PD attended bytrainer/assessors has beencaptured on the FederationTAFE Internal PD tracker or therelevant TSM.

4. Ensure all relevant qualificationshave been uploaded intoEmpower.

5. Ensure copies of any newqualifications attained by staffmembers have been placed instaff member’s file

6 Review Marketing Education Manager 1. Ensure information listed onCourse finder matches theTAS. This includes but is notlimited to:

a. Location

b. Length of time

c. Course content

d. Entry Requirements

e. Modes of Delivery

f. Resources

g. Contact hours

9. Approval Process for Graded Assessment

Graded Assessment enables competency based assessment (CY/CN) to include Competent with Credit (CC),Competent with Distinction (CD) and Competent with High Distinction (CHD). Graded Assessment is the process ofawarding the learner a grade based on a higher level of performance once competency has been achieved.

Graded Assessment can only be applied to units and programs that have been formally approved throughAcademic Board. This must be done prior to learners being offered graded assessment.

The grading approach used in this procedure provides ways to assign grades above CY (Competent Yes). This isappropriate for qualifications at Certificate IV and above.


1 Determine if Graded Assessmentis appropriate

Education Manager 1. Identify graded assessment asa priority for pathways to highereducation and/or employment;

2. Develop graded assessmentcriteria using the GenericGrading Criteria Form;

3. Complete and submitapplication for approval




ACTIVITY RESPONSIBILITY STEPSthrough the application processthrough Faculty Board, VETCurriculum and QualityCommittee and AcademicBoard; and

4. Ensure that Grading Category1 for the nominated Program/Units are allocated in theStudent Management Systemin consultation with ProgramsManagement.

Graded Assessment in VETApplication form

2 Design Graded Assessmentactivities

Trainer/Assessor The Trainer/Assessor createsassessment tasks that allowlearners to demonstrateperformance from ‘competent’ (CY)through to ‘competent withdistinction’ (CD).

Ensure assessments areconstructed to allow specificevidence of deeper and moreextensive skills, knowledge andunderstanding than is required todemonstrate a CY level ofcompetency.

3 Rubric Development Education Manager

Trainer/Assessor

Rubrics containing descriptors forCY, CM and CD levels arerequired to communicateexpectations of performance atdifferent grade levels.

For more information refer to themarking criteria – Rubricsinformation

Responsibilities

• Academic Board as Approval Authority is responsible for the scheduled review of this procedure

• Chair, Learning and Teaching Committee (L&T) as Policy Sponsor is responsible for maintaining the content ofthe procedure as delegated by Academic Board.

• Education Managers are responsible for the operational implementation of this procedure.

Implementation and Communication






https://federation.edu.au/staff/learning-and-teaching/teaching-practice/assessment/marking-criteria

https://federation.edu.au/staff/learning-and-teaching/teaching-practice/assessment/marking-criteria

The policy will be implemented and communicated throughout the University via:

1. Announcement the University’s News webpage;

2. Inclusion in the University Policy Library;

3. Annual professional development including assessment activities and workshops.

The policy will be implemented and communicated throughout the University via:

• Announcement on the University’s News webpage;

• Federation TAFE Learning & Teaching Committee

• Federation TAFE Executive Leadership Committee

Records Management

This section of the procedure needs to align with the records management information contained in the relatedpolicies and procedures.

Document Title Location Responsible Officer Minimum Retention Period

Credit transfer Faculty / Centre/College student file orECM if electronicrecords are kept

Manager, Student HQ,Education Managers

Record stored in University BusinessSystems (i.e. APTUS or CampusSolutions) Permanent.

Hard copy credit transfer forms – storeon the Faculty/School/Centre/Collegestudent file - retain 7 years aftercompletion of the program.

Transfer non active student file toarchives as per transfer process inRecords Management procedure.

Block Credit TAFE register Manager, Student HQ Record stored in University BusinessSystems (i.e. Campus Solutions)Permanent.

Records of industryconsultation

Faculty/ Centre/ Collegequalification file or ECMif electronic records arekept

Education Manager Destroy 2 years after last date of action.

Dispose of hard copy records as perdisposal process in RecordsManagement procedure.

All completedstudent assessmentitems.

Faculty/Centre/ Collegestudent file or ECM ifelectronic records arekept

Education Manager Store on Student File – retain 7 yearsafter completion of the program.

Transfer non active student files toarchives as per transfer process inRecords Management procedure.

(The actual piece(s) of work completedby a student or evidence of that work,including evidence collected for an RPLprocess. An assessor’s completedmarking guide, criteria, and observationchecklist for each student may be




Document Title Location Responsible Officer Minimum Retention Periodsufficient where it is not possible toretain the student’s actual work.However, the retained evidence musthave enough detail to demonstrate theassessor’s judgement of the student’sperformance against the standardrequired).

Where co-assessment is usedthe co-assessmentretain the co-assessmentResponsibility Plan,together withrecords ofmeetings.

Faculty/Centre/ Collegequalification file or ECMif electronic records arekept

Education Manager Retain in the Faculty for 2 years.


Validation ofAssessmentschedule & Recordlog

ECM or departmentalqualification file

Education Manager Destroy 3 years from date of lastaction.


VET Assessmenttools, whichincludes:

Form 01 –CompetencyMapping Matrix

Form 02 – UnitOutline

Form 03 –KnowledgeAssessment Task

Form 04 – PracticalAssessment Task

Form 05 – ProjectAssessment Task

Form 06 – UnitRecord ofAssessmentOutcome

Form 07 – ThirdParty Report

ECM or departmental qualification file

Education Manager Permanent




Document Title Location Responsible Officer Minimum Retention Period

Record ofAssessment

Student file in Faculty orECM if electronicrecords are kept

Education Manager Permanent

Transfer non active hard copy recordsto archives as per transfer process inthe Records Management Procedure

Amendment toResult Form

Student file StudentAdministration or ECMif electronic records arekept

Manager, Student HQ Permanent

Transfer non active hard copy recordsto archives as per transfer process inthe Records Management Procedure

Final AssessmentResults

Student file and StudentManagement System

Manager, ProgramManagement Compliance

Permanent

Re-issue ofStatement ofResults

Student Administrationor ECM if electronicrecords are kept

Manager, Student HQ 1 year from date application made

Dispose of hard copy records as perdisposal process in the RecordsManagement procedure.

Supporting Documents

Legislative Context

Australian Qualifications Framework (AQF)

Standards for Registered Training Organisations (RTOs) 2015

Education Services for Overseas Student (ESOS) Act 2000

National Vocational Education and Training Regulator Act 2011

VET Funding Contract (Dual Sector)

Skills First Quality Charter

VRQA Guidelines to Minimum Standards 2016

University Statutes and Regulations

Regulation 5.3 - Assessment

Regulation 5.3.2 - Assessment

• Statute 2.2 - Academic Board.

• Statute 5.1 - Academic Awards and Courses.

• Statute 5.2 - Entry Quotas, Admissions and Enrolment.

• Statute 5.3 - Assessment.

• Statute 5.4 - Exclusion for Reasons of Unfitness.




https://policy.federation.edu.au/information_management_and_infrastructure/records_management/records_framework/ch02.php

https://policy.federation.edu.au/information_management_and_infrastructure/records_management/records_framework/ch02.php

http://www.aqf.edu.au/

hhttps://www.legislation.gov.au/Details/F2017C00663

http://www.comlaw.gov.au/Series/C2004A00757

https://federation.edu.au/__data/assets/pdf_file/0003/432669/20181030_Dual_v2.pdf

https://federation.edu.au/__data/assets/pdf_file/0004/388453/CN_2018_09_Quality_Charter.pdf

http://www.vrqa.vic.gov.au/Documents/schoolguide.doc

• Statute 5.6 - Admission to Academic Awards.

University Policies and Procedures

VET Assessment Policy

VET Assessment Procedure

VET Pre-Enrolment Procedure

VET Enrolment Procedure

Enrolment Withdrawal (TAFE) Procedure

VET Program Approval and Maintenance Procedure

VET Qualification Delivery Procedure

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

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

VET Teacher Qualifications and Competency Policy

Gap Training and Assessment Procedure

Third Party Delivery of VET Training and Assessment Procedure

VET Special Consideration Procedure

Learning and Teaching Policy.

Records Management Policy

Records Management Procedure

Student Plagiarism Policy

Student Plagiarism Procedure

Forms.

• 2020 VET Enrolment Form (PDF 1148.0kb)

• Authorised Delegate Form (PDF 94.3kb)

Forms and Templates

The following VET Assessment associated forms and templates can be accessed on the Quality ServicesResources Page :

• Guide to Assessment Tools Templates

• Developing Assessment Tools Guide

• Form 01 - Unit Competency Mapping Matrix

• Form 02 - Unit Outline

• Form 03 - Knowledge Assessment Task




http://policy.federation.edu.au/learning_and_teaching/assessment/assessment/ch04.php


http://policy.federation.edu.au/learning_and_teaching/enrolment/conducting_the_language_literacy_and_numeracy_lln_pre_training_review_for_vet_students/ch01.php



http://policy.federation.edu.au/learning_and_teaching/academic_programs_and_courses/scope_of_registration/ch01.php

http://policy.federation.edu.au/learning_and_teaching/academic_programs_and_courses/delivery_of_a_tafe_course/ch01.php





http://policy.federation.edu.au/learning_and_teaching/academic_programs_and_courses/university_program_subcontracting/ch01.php


http://policy.federation.edu.au/learning_and_teaching/academic_programs_and_courses/learning_and_teaching/ch01.php

https://policy.federation.edu.au/learning_and_teaching/academic_programs_and_courses/learning_and_teaching/ch01.php

http://policy.federation.edu.au/information_management_and_infrastructure/records_management/records_framework/ch01.php

http://policy.federation.edu.au/information_management_and_infrastructure/records_management/records_framework/ch02.php

http://policy.federation.edu.au/learning_and_teaching/student_appeals/student_plagiarism/ch02.php

http://policy.federation.edu.au/learning_and_teaching/student_appeals/student_plagiarism/ch01.php

http://policy.federation.edu.au/forms/FedU_VET-TAFE-EnrolForm_070820_LIVEext.pdf

http://policy.federation.edu.au/forms/Authorised-Delegate-Form.pdf

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/forms-and-checklists

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/forms-and-checklists

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Form-01-Competency-mapping-matrix-template.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Form-02-Unit-outline-template.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Form-03-Knowledge-assessment-task-template.docx

• Form 04 - Practical Assessment Task

• Form 05 - Project Assessment Task

• Form 06 - Unit Record of Assessment Outcome

• Form 07 - Third Party Report

• RPL Tool Part A

• RPL Tool Part B

• RPL Tool Part C

• VCAL Assessment Tool Templates

• Pre-Assessment Validation Guide

• Part A - Validation Guide

• Part B - VET- Validation Schedule

• Part C - Validation of Assessment Record

• Part D - Moderation of Assessment Record

• Part E - Continuous Improvement Log

• TAS Part A - Training and Assessment Strategy

• TAS Part B - Unit Delivery Plan

• TAS Part C - Periodic Review Checklist

• Guide to the TAS Part A,B & C

• Trainer Skills Matrix

Forms.

• VET Graded Assessment Application Form (DOCX 222.1kb)

• Victorian Training Guarantee Quality Charter (PDF 329.6kb)




https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Form-04-Practical-assessment-task-template-1.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Form-05-Project-assessment-Task-template.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Form-06-Unit-record-of-assessment-outcome-template.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Form-10_Section_C_ThirdPartyReport.dotx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/RPL_Tool_PartA.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/RPL_Tool_PartB.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/RPL_Tool_PartC.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/VET-Practice-Unit-Pre-Assessment-Validation-Template-v3.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/forms-and-checklists/Part-A-VET-Validation-Guide-Final.docx.pdf

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/forms-and-checklists/Part-C-Validation-of-Assessment-Record_V2020.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Part-D-Moderation-of-Assessment-Record_V2020.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/forms-and-checklists/Part-E-Continuous-Improvement-Log_V2020.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/TAS-Part-A-Training-and-Assessment-Strategy-V12.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/TAS-Part-B-Unit-Delivery-Plan-2019.docx


https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Guide-to-Completing-the-TAS-Part-A,B-and-C.docx

https://federation.edu.au/staff/governance/quality/resources-and-fact-sheets/planning-and-assessment-templates/Trainer-Skills-Matrix-WORD_-2018-2019.docx

http://policy.federation.edu.au/forms/Graded_Assessment_Application_Form_VET.docx

http://policy.federation.edu.au/forms/Victorian-Training-Guarantee-Quality-Charter.pdf