P50- Training and Assessment Strategy Development Procedure

Transcription

1 P50- Training and Assessment Strategy Development Procedure 1.0 Purpose 1.1 This procedure is to ensure that Training and Assessment Strategies (TAS) of Baxter Institute meet the requirements of the relevant Training Packages or accredited courses and are developed in consultation with industry stakeholders. 1.2 The procedure is part of the guideline to enact Baxter Institute s Overall Training and Assessment Strategy, and is linked to other Baxter Institute s procedures: Industry Consultation Procedure Amount of Training Determination Procedure Assessment Principles and Assessment Conduct Policy and Procedure Assessment Tools Validation and Moderation Policy and Procedure 1.3 This procedure is to ensure Baxter Institute s compliance with Standards for Registered Training Organisations (RTO) 2015 specified in Standard 1. Please refer to the TAS mapping to the standards in every TAS for more information. 2.0 Responsibility 2.1 This procedure is applied to all who participate in the development of any new TAS documents and modification/ improvement of any current TAS documents for programs offered by Baxter Institute. 2.2 The Director of Studies is responsible for the implementation of this procedure. The Compliance- Quality Assurance Office, the Student Support Department and Coordinators of training programs are involved in implementing this procedure. 3.0 Procedure for TAS development 3.1 Contents of Training and Assessment Strategies Each TAS must contain the following sections: Cover sheet showing details of the accredited qualification (e.g. code, name, and relevant government s policy) Mapping of the TAS against the government s and Baxter Institute s policies Purpose of the TAS Target student group Qualification description Entry requirements and identification of student s needs Pathways for further study Licensing/ Regulatory information Qualification training package rules Qualification units of competency Industry consultation Course duration Amount of training rationale Trainers and assessors Educational and support services Reasonable adjustments Facilities and leaning resources Training delivery arrangements Assessment strategy This is uncontrolled document once it is printed Page 1 of 5

2 Credit transfer and recognition of prior learning Legislation and standards related to the qualification Transition of the superseded qualification when applicable Validation Appendices of relevant documents Doc ID: P50_Training and Assessment Strategies Procedure_v Each TAS will be authorised by the Director of Studies, in writing, prior to being implemented. TAS documents which are developed for international students include but are not limited to the following: CRICOS registration details Strategies for monitoring course progress The Director of Studies will ensure that each TAS complies with all legal and regulatory requirements and that all resources needed to implement the strategies are available. The Director of Studies will ensure that the TAS details the amount of training to be provided to the student during the training period, ensuring that the amount of training meets all requirements of the Australian Qualifications Framework and requirements of training packages. 3.2 General Process of Developing Training and Assessment Strategies Each training program must have a respective TAS to guide the learning requirement, training and assessment arrangement of that program Prior to developing any TAS, Baxter Institute must check that the Training Package or accredited course is up to date and identify the target group of students The Coordinator of training programs must maintain a TAS for each new Training Package qualification or accredited course on the Baxter Institute s scope of registration. The Coordinator of a training program must also develop an additional TAS when there are major changes in mode of delivery, the target student group, superseded course, etc. to the training program. This may lead to the existence of multiple TAS documents for each course at the same time, for instance one for international students and one for domestic students The Coordinator of training programs must select the core units and elective units, determine the amount of training (refer to Amount of Training Determination Procedure), delivery and assessment strategies with reference to the relevant training package and consultation with industry stakeholders and trainers The TAS must ensure that accurate and up-to-date information is available to all Trainers and Assessors involved in the delivery of the course. All TAS documents must take into account specific learner needs, which may impact on their effectiveness, based on the proposed target group Any TAS, newly-developed or modified, must fully meet the requirements of the Training Package or accredited course, including packaging rules and any Trainer and Assessor requirements imposed by the course The initial version of the TAS for new training programs, or the modified version of the TAS for current programs should be consulted with appropriate industry stakeholders, including but not limited to trainers, owners of businesses, and regulatory bodies. Based on the consultation, the TAS will be revised to ensure that the training and assessment practices can help produce graduates who meet industry needs (refer to Industry Consultation Procedure) The TAS documents should be updated regularly to reflect any changes to the training and assessment practices as well as reflect new industry demands. It also reflects continuous improvement practice of the Institute. This is uncontrolled document once it is printed Page 2 of 5

3 3.3 Specific procedure for developing contents of the TAS Purpose of the TAS. It should clarify the importance of the TAS and indicate clearly that all staff involved in the delivery of the training program are required to read, understand and comply with the TAS. It should emphasize that the TAS is a general guideline document for the qualification to addresses every regulatory requirement and evidences adherence to training package rules and the standards for RTOs Target student group. Depending on the nature of the training program, Baxter Institute can define a specific group of students targeted for the training program. The Institute will access the government s and other employment bodies reports and predictions about the current and future needs of jobs (e.g. JobOutlook to determine whether a program may help a specific group of students to develop knowledge and skills for employment. In case of modifying the TAS, it should include the statistics of students who have previously attended the training programs. The statistics can be obtained from Baxter Institute s Wisenet. This section should also depict the general characteristics of the target student group, such as age group, country of origin, educational background, among others Qualification description. This section describes the training program in brief, with a focus on work roles a graduate of the training program can undertake. TAS developers can refer to Qualification Description at training.gov.au for inputs Entry requirements and identification of student s needs. This section specifies requirements that prospective students must satisfy prior to entering the training. It also clarifies the process that Baxter Institute conducts to identify students learning needs and difficulties. To develop this section, TAS developers can refer to Qualification Description at training.gov.au and Baxter Institute s P02 Domestic Admissions and P03 International Admissions, and Pre-training Review Policy and Procedures Pathways for further study. This section recommends a number of courses that graduates of a particular training program can enrol. TAS developers can access Myskills ( or JobOutlook ( to search for pathways for further study of a training program Licensing/ Regulatory information. This section specifies licensing, legislative, regulatory or certification requirements apply to the training program. TAS developers can refer to Qualification Description at training.gov.au to obtain information on this section Qualification training package rules. This section provides a general summary of the structure of the curriculum of a training program. The core units are compulsory and elective units can be chosen from the list specified in the respective training component file. The elective units can be chosen based on the experience of the Coordinator of the training program, the suggestion of other trainers and consultation from industry stakeholders. TAS developers must refer to Qualification Packaging Rules to ensure that information in this section is in line with the training component file Qualification units of competency. This section is the actual curriculum of the training program. It lists core and elective units to be delivered in the training program. This section must specify the delivery hours for each unit of competency based on the outcomes of consultation and survey with people in the industry (employers, trainers, graduates, professionals, etc.) Industry consultation. It is conducted to collect advice from industry stakeholders (e.g. such as business employers, industry regulators, industry skills councils, industry training advisory bodies and unions) for the development and/or improvement of TAS. The topics covered during the consultation should at least include the following: This is uncontrolled document once it is printed Page 3 of 5

4 prominent employability skills needed in the industry the legislative and regulatory environment in the industry the relevance of the chosen elective units with industry needs the appropriateness of the amount of training for units and the program areas of the program that needs improvements industry-standard resources, tools or other learning aids the skills and knowledge trainers/assessors need to deliver the training program Refer to P51 - Industry Consultation Procedure for more information on this process. This section should report on industry consultants information, their feedback and recommendations as well as the actions that Baxter Institute decides to take as the result of the consultation. In case the Institute does not take into account the consultants recommendations, justifications must be provided Course duration. This section provides information about the length of the course when it is delivered full-time or part-time. Course duration is decided upon the delivery hours of the training program set after consultation with relevant stakeholder groups. The course duration for full-time course is calculated by dividing the delivery hours by the maximum hours that full time students study a week (20 hours), then adding on the holiday break duration. The course duration for parttime course is normally double that of the full-time course. The course duration must clearly specify the study period and the holiday break Amount of training rationale. This section justifies the appropriateness of the amount of time given to units of competency within a qualification. TAS developers can consider industry employers or professionals recommendations, trainer s previous experience in delivering the units, former students experience with the time given for them to study the unit, the mode of delivery (classroom-based, simulated or work placement learning, etc.), students characteristics (age, educational background, existing skills, knowledge and experience, learning abilities, etc.), the number of units being delivered in order to determine to delivery time allocated to all units of competency. In addition, they should refer to the Australian Qualification Framework s volume of learning to determine the amount of training. Refer to the P52 - Amount of Training Determination Procedure for more information Trainers and assessors. This section describes the specific requirements for trainers/ assessors to be eligible for the delivery of a specific training program. It also includes methods for verifying trainers/ assessors skills sets, maintaining their industry currency and VET professional development. Refer to Baxter Institute s P14 - Staff Recruitment Induction Review and Development for more information Educational and support services. This section describes all educational and support services that Baxter Institute offers to support students throughout their programs. TAS developers can refer to Standards for RTOs 2015, Clauses 1.3b, 1.7 and Baxter Institute s Policy P27 - Student Support Services and the Student Handbook for more information Reasonable adjustment. This section explains strategies that Baxter Institute adopts to identify and support students to develop a training plan suitable with their personal circumstances (such as the Pre-training Review process). It also reports situations in which students can request a reasonable adjustment of the training and assessment methods implemented by Baxter Institute to meet individual needs that have changed after the training plan has implemented. Refer to Standards for RTOs 2015, Clause 1.8 and Baxter Institute s P20 Assessment Principles and Assessment Conduct Policy and Procedure for inputs about it Facilities and leaning resources. This section focuses on reporting facilities and resources available for the delivery of the training program. TAS developers can access Standards for RTOs This is uncontrolled document once it is printed Page 4 of 5

5 2015, Clauses 1.3c, 1.3d and Baxter Institute s P25 - Educational Resources and Facilities, and the respective Companion Volume for more information on this Training delivery arrangements. This section describes the arrangement for the delivery of the training program that meets industry needs. The arrangement is developed using industry consultation and inputs from subject matter experts. TAS developers can work with the Coordinator of the training program and refer Baxter Institute s P30 Training and assessment Overall Strategy to write this section Assessment strategy. This section specifies the requirements that students must satisfy prior to undertaking assessments. It also generally describes the types of assessment that will be used in the training program, how assessment will be conducted, how students performance will be assessed, and related issues such as reassessment, appeals, and assessor intervention, etc. TAS developers can refer to Baxter Institute s P20 Assessment Principles and Assessment Conduct Policy and Procedure and Standards for RTOs 2015, Clause 1.8 for more inputs Credit transfer and recognition of prior learning. This section describes how students prior learning or obtained credits can be assessed and recognized by Baxter institute. TAS developers can refer to Standards for RTOs 2015, Clause 1.12 and Baxter Institute s P12 National Recognition, Credit Transfer and Recognition of Prior Learning for more information Legislation and standards related to the qualification. Each program is subject to a number of legislations. TAS developers can refer to the training package at training.gov.au and discuss with the Coordinators of the training program and refer to Baxter Institute s P30 Training and assessment Overall Strategy for more information to develop in this section Transition of superseded qualification. In some cases, a training program is superseded, and allowed a period for transition between the old and the new training program of the qualification. To write this section, TAS developers should be referred to Standards for RTOs 2015, Clause 1.26, 1.27 and Baxter Institute s P45 Transition and Teach-out Arrangement Validation of assessment. The validation process is a quality review of the assessment process. It involves checking whether each assessment tool produces valid, reliable, sufficient, current and authentic evidence. Based on that, reasonable judgements can be made as to whether the requirements of the Training Package or accredited course are being met. Validation includes reviewing statically valid samples of the assessments. Based on that, recommendations for future improvements to the assessment tool, process, outcomes will be made. TAS developers can refer to Standards for RTOs 2015, Clause 1.9, 1.10, 1.11, 1.15 and Baxter Institute s P22 Assessment Tools Validation for more information The TAS must be regularly revised and updated to meet (including but is not limited to) new regulatory requirements, training package requirements, changes in the training and assessment conditions, new labour market demands, and overall improvment. Refer to P22- Assessment Tools Validation Policy and Procedure and P28 Continuous Improvement for more information. Revision history End Version Date Description of modifications th September 2017 Original th September 2017 Wording revision th November 2017 Continuous improvement (section 3.4) th November 2017 Wording revision This is uncontrolled document once it is printed Page 5 of 5