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AUR Assessment Strategy Guide

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Assessment Guidelines
TABLE OF CONTENTS

Introduction
Assessment Systems Overview
Benchmarks for Assessment
Industry Requirements
Principles of Assessment
Rules of Evidence
Licensing/Registration Requirements
Pathways

INTRODUCTION

These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to
ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Essential Standards for Initial and Continuing Registration.
Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

ASSESSMENT SYSTEM OVERVIEW

This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF
requirements; licensing and registration requirements; and assessment pathways.

Quality assessment underpins the credibility of the vocational education and training sector. The Assessment Guidelines of a Training Package are an
important tool in supporting quality assessment.

Assessment within the National Skills Framework is the process of collecting evidence and making judgements about whether competency has been
achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of
competency.

Assessment must be carried out in accordance with the:

benchmarks for assessment

specific industry requirements [where industry specific requirements are adequately covered by the Training Package Assessment Guidelines
Mandatory Text, this dot point should be deleted]
principles of assessment
rules of evidence
assessment requirements set out in the AQTF

BENCHMARKS FOR ASSESSMENT

The endorsed units of competency in this Training Package are the benchmarks for assessment. As such, they provide the basis for nationally
recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

INDUSTRY REQUIREMENTS

Where necessary, Industry requirements additional to the Training Package Assessment Guidelines can be inserted here.

This may include advice on:

the context in which assessment is conducted,

industry workplace conditions and expectations,
realistic simulated work environments that are acceptable to industry; and
in general terms, of suitable/current resources and equipment.

NOTE: where industry specific requirements are adequately covered by the Training Package Assessment Guidelines Mandatory Text, this section
should be deleted.

PRINCIPLES OF ASSESSMENT

All assessments carried out by RTOs are required to demonstrate compliance with the principles of assessment:

validity
reliability
flexibility
fairness
sufficiency

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These principles must be addressed in the:

design, establishment and management of the assessment system for this Training Package
development of assessment tools, and
the conduct of assessment.

Validity
Assessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

a. assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance
b. assessment of knowledge and skills must be integrated with their practical application
c. judgement of competence must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts
using different assessment methods). The specific evidence requirements of each unit of competency provide advice on sufficiency

Reliability
Reliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes.
Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction
with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment
requirements of the unit(s) being assessed.

Flexibility
To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been
acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.

Fairness
Fairness in assessment requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be
applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed
about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for
the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

Sufficiency
Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of
competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The
specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.

RULES OF EVIDENCE

The rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure
that it is valid, sufficient, current and authentic.

Valid - evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the
evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and
skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate
using a number of different assessment methods.

Sufficient - relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of
competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The
specific evidence requirements of each unit of competency provide advice on sufficiency.

Current - In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency
requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Authentic - To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.

Assessment Requirements of the Australian Quality Training Framework

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet
the requirements of the AQTF as expressed in the AQTF 2010 Essential Standards for Registration.

The AQTF 2010 Essential Standards for Initial and Continuing Registration can be downloaded from [Link]

The following points summarise the assessment requirements:

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering Body in accordance with the
AQTF. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.
Quality Training and Assessment
Each RTO must provide quality training and assessment across all its operations. See the AQTF 2010 Essential Standards for Initial and
Continuing Registration, Standard 1.
Assessor Competency Requirements
Each person involved in training and assessment must be competent for the functions they perform. See the AQTF 2010 Essential Standards for
Initial and Continuing Registration, Standard 1 for assessor (and trainer) competency requirements. See also the AQTF 2010 Users’ Guide to the
Essential Standards for Registration – Appendix 2.
Assessment Requirements
The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2010 Essential
Standards for Initial and Continuing Registration.
Assessment Strategies
Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and
are developed in consultation with industry stakeholders. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.
National Recognition
Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2010 Essential Standards
for Initial and Continuing Registration..

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Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2010 Essential Standards for
Initial and Continuing Registration.
Monitoring Assessments
Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the AQTF 2010
Essential Standards for Initial and Continuing Registration.
Recording Assessment Outcomes
Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2010 Essential Standards for Initial and Continuing
Registration.
Issuing AQF qualifications and Statement of Attainment
Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook
and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification,
as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or
more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF and the edition of the AQF Implementation
Handbook—available on the AQF Council website [Link]

LICENSING/REGISTRATION REQUIREMENTS

This section provides information on licensing/registration requirements for this Training Package, with the following important disclaimer.

The developers of this Training Package consider that no licensing or registration requirements apply to RTOs, assessors or candidates with respect to
this Training Package. Contact the relevant State or Territory Department(s) to check if there are any licensing or registration requirements with which
you must comply. For contact details of licensing authorities go to the following link:

Licence Recognition [Link]

PATHWAYS

The competencies in this Training Package may be attained in a number of ways including through:

formal or informal education and training

experiences in the workplace
general life experience, and/or
any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, or a
recognition pathway, or a combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held – the critical issue is that the candidate is competent, not how the
competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package , the AQTF
and, where relevant, the Australian Qualifications Framework.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with evidence being collected and feedback provided to the candidate at anytime throughout the
learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs.
Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by
distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with
formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Credit Pathways
Credit is the value assigned for the recognition of equivalence in content between different types of learning and/or qualifications which reduces the
volume of learning required to achieve a qualification.

Credit arrangements must be offered by all RTOs that offer Training Package qualifications. Each RTO must have a systematic institutional approach
with clear, accessible and transparent policies and procedures.

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Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised
regardless of how, when or where they were acquired, provided that the learning is relevant to the unit of competency outcomes.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is an assessment process which determines the credit outcomes of an individual application for credit.

The availability of Recognition of Prior Learning (RPL) provides all potential learners with access to credit opportunities.

The recognition of prior learning pathway is appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in
qualifications, seek to shorten the duration of their training and either continue or commence working. This may include the following groups of people:

existing workers;
individuals with overseas qualifications;
recent migrants with established work histories;
people returning to the workplace; and
people with disabilities or injuries requiring a change in career.

As with all assessment, RPL assessment should be undertaken by academic or teaching staff with expertise in the subject, content of skills area, as well
as knowledge of and expertise in RPL assessment policies and procedures.

Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be
granted credit. These might include:

questioning (oral or written)

consideration of a portfolio and review of contents
consideration of third party reports and/or other documentation such as documentation such as articles, reports, project material, papers,
testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component
mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components
observation of performance, and
participation in structured assessment activities the individual would normally be required to undertake if they were enrolled in the qualification
component/s.

In a Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of
competency. This process may be directed by the candidate and verified by the assessor. Where the outcomes of this process indicate that the
candidate is competent, structured training is not required. The RPL requirements of the AQTF must be met.

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of
competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, work
samples and/or observation of the candidate. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the
relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

authentic (the candidate’s own work);

valid (directly related to the current version of the relevant endorsed unit of competency);
reliable (shows that the candidate consistently meets the endorsed unit of competency);
current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency); and
sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task
skills, task management skills, contingency management skills, and job/role environment skills).

Credit Transfer
Credit transfer is a process which provides learners with agreed and consistent credit outcomes based on equivalences in content between matched
qualifications.

This process involves education institutions:

mapping, comparing and evaluating the extent to which the defined learning outcomes and assessment requirements of the individual components
of one qualification are equivalent to the learning outcomes and assessment requirements of the individual components of another qualification
making an educational judgment of the credit outcomes to be assigned between the matched components of the two qualifications
setting out the agreed credit outcomes in a documented arrangement or agreement, and
publicising the arrangement/agreement and credit available.

Combination of Pathways

Credit may be awarded on the basis of a combination of credit transfer plus an individual RPL assessment for additional learning. Once credit has been
awarded on the basis of RPL, subsequent credit transfer based on these learning outcomes should not include revisiting the RPL assessment but should
be based on credit transfer or articulation or other arrangements between providers.

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where
they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program
ensures that the candidate acquires the required additional competencies identified as gaps.

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Assessor Requirements
Assessor Requirements
This section identifies the specific requirements on the vocational competence and experience for assessors, to ensure that they meet the needs of
industry and their obligations under AQTF, and clarifies how others may contribute to the assessment process where one person alone does not hold all
the required competencies.

Assessor Competencies
The AQTF specifies mandatory competency requirements for assessors. For information, Element 1.4 from the AQTF 2007 Essential Standards for
Registration follows:

1.4 Training and assessment are conducted by trainers and assessors who:

a. have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and
b. have the relevant vocational competencies at least to the level being delivered or assessed, and
c. can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and
d. continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor
competence.

* See AQTF 2010 Users’ Guide to the Essential Standards for Registration – Appendix 2

Designing Assessment Tools

TABLE OF CONTENTS

Designing Assessment Tools

Conducting Assessments
Assessment of Employability Skills

DESIGNING AND DEVLOPING ASSESSMENT TOOLS

This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved
competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such
as those specifically developed to support this Training Package, or they may develop their own.

Using Prepared Assessment Tools

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If using prepared assessment tools, assessors should ensure these relate to the current version of the relevant unit of competency. The current unit of
competency can be checked on the [Link] website [Link].

Developing Assessment Tools

When developing their own assessment tools, assessors must ensure that the tools:

are benchmarked against the relevant unit or units of competency;

are reviewed as part of the validation of assessment strategies required under the AQTF; and
meet the assessment requirements expressed in the AQTF 2010 Essential Standards for Initial and Continuing Registration.

A key reference for assessors developing assessment tools is TAE10 Training and Education Training Package.

Language, Literacy and Numeracy

The design of assessment tools must reflect the language, literacy and numeracy competencies required for the performance of a task in the workplace
and not exceed these expectations.

CONDUCTING ASSESSMENTS

This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Mandatory Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2010 Essential Standards for Initial and Continuing Registration. For information, the
mandatory assessment requirements from Standard 1 from the AQTF 2010 Essential Standards for Initial and Continuing Registration are as follows:

1.5 Assessment, including Recognition of Prior Learning (RPL):

1. meets the requirements of the relevant Training Package or accredited course

2. is conducted in accordance with the principles of assessment and the rules of evidence
3. meets workplace and, where relevant, regulatory requirements
4. is systematically validated.

ASSESSMENT OF EMPLOYABILITY SKILLS

Employability Skills are integral to workplace competency. As such, they must be considered in the design, customisation, delivery and assessment of
vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded within each unit of competency, and an Employability Skills Summary is available for each qualification. Training
providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:

reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit
analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and
workplace contexts and the application of Employability Skills at that qualification outcome
designing training and assessment to address Employability Skills requirements.

The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good
practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from <[Link]

The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an
online repository at <[Link]

For more information on Employability Skills in

Auto Skills Australia Training Packages go to the Auto Skills Australia website at Auto Skills Australia Website ([Link]

Employability Skills are reported on each qualification using the following statement on the qualification testamur: "A summary of the Employability Skills
developed through this qualification can be downloaded from [Link] "

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Assessment and Training Packages

Access and Equity

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment
beyond the requirements specified in this Training Package: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia’s VET clients and Australia’s
current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we
can all benefit from a wider national skills base and a shared contribution to Australia’s economic development and social and cultural life.

Reasonable Adjustments
It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments
for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum
extent that those adjustments do not cause that provider unjustifiable hardship. While ‘reasonable adjustment’ and ‘unjustifiable hardship’ are different
concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of
students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and
participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while
taking into account factors such as the nature of the student’s disability, the views of the student, the potential effect of the adjustment on the student and
others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are
inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a
given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

The Training Package Guidelines provides more information on reasonable adjustment, including examples of adjustments. Go to [Link]

Assessment Methods
Information coming soon for the following:

Assessment tools fit for purpose

Assessment only/RPL

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Assessment Conditions
Information coming soon for the following:

Assessment context requirements

Assessment in the workplace
Assessment simulation guidance
Assessor requirements for specific qualifications
Assessment and partnership arrangements
Assessment only pathways
Any suggested assessor requirements (additional to NQC assessor requirements).

Need to establish tables for resources at a qualification level

Evidence Advice
Information coming soon for the following:

Benchmarks
Importance of demonstrating skills and knowledge in the industry
Evidence collection
Holistic assessment and the collection of evidence

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Assessment Validation
Information coming soon for the following

Refining and reviewing assessment tools

Validating assessment tools and evidence

Further Information
CONTACTS

Auto Skills Australia

Email: info@[Link]

Phone: (03) 8610 2500

Level 4, 533 Little Lonsdale Street

MELBOURNE VIC 3000

PO Box 13295
Law Courts VIC 8010

Website: [Link]

Technical and Vocational Education and Training (TVET) Australia Limited

Level 21, 390 St Kilda Road, Melbourne VIC 3150

PO Box 12211, A’Beckett Street Post Office,

Melbourne, Victoria, 8006

Ph: +61 3 9832 8100

Fax: +61 3 9832 8198

Email: sales@[Link]

Web: [Link]

For information on the TAE10 Training and Education Training Package contact:

Innovation & Business Skills Australia

Telephone: (03) 9815 7000

Facsimile: (03) 9815 7001
Email: virtual@[Link]
Web: [Link]

General Resources

AQF Implementation Handbook, Fourth Edition 2007. Australian Qualifications Framework Advisory Board, 2002 <[Link]>

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Australian Quality Training Framework (AQTF) and AQTF 2010 Users’ Guide to the Essential Standards for Registration
–[Link]

For general information and resources go to [Link]

The National Register is an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses -
<[Link]>

The Training Package Development Handbook site provides National Quality Council policy for the development of Training Packages. The site also
provides guidance material for the application of that policy, and other useful information and links.
[Link]

Assessment Resources

Registered training organisations (RTOs) are at the forefront of vocational education and training (VET) in Australia. They translate the needs of industry
into relevant, quality, client-focussed training and assessment.
RTOs should strive for innovation in VET teaching and learning practices and develop highly flexible approaches to assessment which take cognisance
of specific needs of learners, in order to improve delivery and outcomes of training.

Resources can be purchased or accessed from:

TVET Australia – provides an integrated service to enable users of the national training system to identify and acquire training materials, identify
copyright requirements and enter licenses for use of that material consistent with the scope and direction of the
NQC. [Link]

USEFUL WEBSITES AND REFERENCES

Assessment

ANTA (2001) Training Package Assessment Materials Kit (10 guides).Assessor resource, printed and/or CD-ROM versions available from Training
Products Australia.
[Link]/[Link]?piid=8188

DEEWR website - Training Package glossary - definitions relating to assessment:

[Link]/Skills/Overview/Policy/TPDH/ Downloads/Pages/Downloads...

NSW Department of Education and Communities, Training and assessment resources:

[Link]/training_ providers/resources/[Link]

National Quality Council (NQC) Improving Assessment Practice series, Fact Sheets: Assessing in workplace settings;

Contextualising assessment resources; Integrated assessment of skills sets; Assessment in regulated occupations/industries; Use of formative
assessment:
[Link]

National Quality Council (NQC) 2010 , Industry enterprise and RTO Partnership – A guide for RTOs, enterprises and industry groups:
[Link]/__data/assets/pdf_file/0010/55000/Working_i...

Queensland Government, Teaching, learning and assessment resources:

[Link]/teaching-learning-andassessment/resources/[Link]

National Quality Council (NQC) 2010, Quality of Assessment Practices (PowerPoint Presentation):
[Link]/__data/assets/pdf_file/0006/53799/Quality_o...

Queensland Studies Authority, Training & Assessment Templates:

[Link]/[Link]

The University of Adelaide Assessment, Centre for Learning and Professional Development, Assessment Resources:
[Link]/clpd/assessment/assess_resources.html

Training Support Network (TSN) Victorian Purchasing guides for Training Packages, includes some assessment resources:
[Link]

University of Western Australia, Centre for the Advancement of Teaching and Learning, Assessment Resources including: Clustering units of
competence; Designing assessment tools for quality outcomes; Guidelines for assessing competence; Reasonable adjustment in assessment of
candidates with a disability in VET; Recognition of Prior Learning: an assessment resource for VET Practitioners; Troubleshooting Guide –
Assessment in VET:

[Link]/projects/assessment_project/assessment_resources

VETinfoNet, Western Australian professional development publications on assessment:

[Link]/progdev/[Link]

Western Australia Department of Education and Training (2008): Reasonable Adjustment, A practical guide to reasonable adjustment of candidates
with disability in VET:
[Link]/progdev/docs/vet_reasonableadjustment.v10.h...

Westone (WA Government):

[Link]/ProductsResources/Pages/[Link]

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Assessment and Apprenticeships

Fast Track Apprenticeships:

[Link]/FAQ/[Link]

IBSA website, Instructions for workplace supervisors involved in preparing candidates for on-the-job assessment:
[Link]/training-packages/by-industry/printing-andgraphic-arts/a...

Assessment Tools

National Quality Council (NQC) 2009, Guide for developing assessment tools:
[Link]/__data/assets/pdf_file/0011/51023/Validatio...

VETASSESS, online test banks, assessitnow:

[Link]/webpage/content/[Link] or
[Link]/resources/[Link]

WA Department of Education and Training (2008), Designing assessment tools for quality outcomes in VET:
[Link]/progdev/docs/design_assessment_tools_2008.pdf

Westone (WA Government), RPL Assessment Tools

[Link]/RPL/Pages/[Link]

E-Assessment

Australian Flexible Learning Framework website, E-assessment Guidelines for the VET sector:
[Link]/content/e-assessment-guidelines-vet-sector

Australian Flexible Learning Framework (2009), The VET E-portfolio Roadmap: A strategic roadmap for e-portfolios to support lifelong learning,
available from:
[Link]/files/VETePortfolioRoadmap_web.pdf

Australian Flexible Learning Framework website, E Portfolios Flexible Learning Framework:

[Link]/content/e-portfolios-resources

ePortfolios for teachers and trainers:

[Link]/files/aep_tt_240909_web.pdf

Flexible Learning Framework Guide on Assessing Online:

[Link]

Western Australia Department of Training and Workforce development, Professional Development website:
[Link]

Recognition of Prior Learning

IBSA website, ICP Printing and Graphic Arts Training Package RPL tools
[Link]/

NSW Department of Education and Communities RPL Resources:

[Link]/training_providers/resources/skillsonline/rpl_re...

Queensland Government, Skills First RPL Assessor Kits:

[Link]/teaching-learning-and-assessment/resources/rpl/asse...

VETinfoNet RPL resources:

[Link]/progdev/[Link]

NSW Department of Education, Skills Recognition – valuing prior learning:

[Link]/

South Australian VET resources on RPL for training providers:

[Link]/RecognitionofPriorLearning/RPLPDFramework/RPLasse...

Source URL: [Link]

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