INSERT RTO NAME] VET Trainer Induction Checklist Teacher name: Click here to enter text. Qualification/s delivered: Click here to enter text. Actions completed Induction with [Insert Position Title] VET Quality Manual ☐ Continuous improvement procedures outlined ☐ VET student handbook ☐ Relevant Commonwealth and state/territory legislation and regulatory requirements ☐ Training packages (general information) ☐ Competency-based assessment (general information) ☐ Calendar of VET meetings, etc. distributed ☐ How to use compliance documents ☐ Qualifications review procedures ☐ Duty statement ☐ Organisation chart ☐ RPL, complaints and appeals and Recognition of qualifications issued by another RTO processes ☐ Access and equity policy and staff responsibilities in regard to access and equity ☐ Work placement arrangements (where applicable) ☐ ASQA General directions for Retention of student assessment and Transition and teach out ☐ National tools for the collection of data (quality indicators) ☐ Human Resource Check Staff profile requirements ☐ Copy of TAE40110 ☐ Evidence of demonstration of “Equivalence” to TAE40110 documented ☐ Verified copies of relevant qualifications obtained ☐ Professional development plan ☐ Documented supervision arrangement where applicable ☐ Evidence of Enterprise Trainer Skill Set where applicable ☐ Induction by VTA Manager Relevant training package/course ☐ Training and assessment strategy ☐ Documenting industry consultation of the Training and assessment strategy ☐ Delivering and assessing the qualification ☐ Validation and moderation processes ☐ Demonstrating continuous improvement ☐ Reasonable adjustment of assessment ☐ Maintaining records of student results and the AVETMISS process ☐ Sign and date below when the induction has been completed. The original should be attached to your staff profile, and a copy given to the [Insert Position Title]. Trainer/Assessor signature Date [INSERT RTO NAME]Assessment Validation Checklist This checklist is to assist in documenting validation of assessment tools and assessment processes. Validation meetings should be attended by nominated assessors who are involved in the assessment process and should be conducted prior to implementing the assessment tools. PART A: Assessment details Qualification Code: Qualification Title Nominated assessors are to complete the form for each unit of competency using associated assessment items, marking guides, instructions to assessors, mapping guides, etc – attach documented evidence. Competency Code: Click here to enter text. Competency Title: Click here to enter text. Describe assessment tools and other documentation reviewed: Click here to enter text. Declaration I have participated actively in this validation process and agree with the findings and outcomes documented. Name Position Signature Date Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. RTO Manager Name: Click here to enter text. RTO Manager Signature: Date: Click here to enter text. PART B: Validation of Assessment Assessment of this unit complies with the Principles of Assessment and Training Package requirements by addressing: Principles of Assessment - to ensure quality outcomes, assessment should be valid, reliable, fair and flexible Outcome Comments Valid assessment: Elements and Performance Criteria are addressed ☐Yes ☐No Click here to enter text. Assesses the Required Knowledge ☐Yes ☐No Assesses the Required Skills ☐Yes ☐No Covers the Range Statement appropriately ☐Yes ☐No Addresses the Critical Aspects for Assessment ☐Yes ☐No Context, environment and (where relevant) consistency of assessment ☐Yes ☐No Addresses the physical resource requirements listed in the unit ☐Yes ☐No Assessment methods are appropriate for the AQF level ☐Yes ☐No Allows for integrating assessment of knowledge and skills ☐Yes ☐No The assessment tasks are based on realistic workplace activities ☐Yes ☐No The assessment tasks are conducted in a real work environment or appropriately simulated work environment on a number of occasions ☐Yes ☐No The methods of assessment chosen are appropriate for the content of the unit/s ☐Yes ☐No The assessment meets any licensing or regulatory requirements associated with the unit ☐Yes ☐No Reliable assessment: Students are provided with clear and consistent information in their instructions ☐Yes ☐No Click here to enter text. When providing work samples as assessment evidence, students have clear instructions on how to ensure their work samples meet all the requirements of the unit (including authenticity processes and currency) ☐Yes ☐No Instructions are written in “plain English” ☐Yes ☐No Instructions are appropriate for both the AQF and LLN levels ☐Yes ☐No Supported by clear information for assessors about assessment requirements including: Administering the assessment tool (including resources required, context, environment, allowing for RPL and reasonable adjustment, etc) ☐Yes ☐No Checklist or other tools for supporting judgements ☐Yes ☐No Marking solutions / marking guides to ensure consistent expectations which relate to the unit of competency ☐Yes ☐No Rules for making decisions regarding competence ☐Yes ☐No Assessment processes such as documenting the assessment, providing feedback to learners, retaining assessment and recording results ☐Yes ☐No Flexible assessment: Assessment approach allows for reasonable adjustment to meet various student needs ☐Yes ☐No Click here to enter text. Instructions are provided to assessors in relation to reasonable adjustment ☐Yes ☐No Allows for assessment in different environments or under different conditions where required (including on and off the job assessment) ☐Yes ☐No Fair assessment: Students are provided with clear information about what is expected of them ☐Yes ☐No Click here to enter text. Ensures students are provided with objective assessment feedback ☐Yes ☐No Students are provided with information on assessment methods, procedures, the criteria against which they will be assessed, when and how they will receive feedback and the mechanism for appeal ☐Yes ☐No The geographic, financial or social needs of students have been considered in the development and conduct of the assessment. ☐Yes ☐No Allows for appeals against assessment decisions ☐Yes ☐No Allows for recognition of existing competencies ☐Yes ☐No Provide avenues for feedback from students ☐Yes ☐No Provide avenues for feedback to students regarding their progress and final outcomes ☐Yes ☐No Reasonable adjustments can be made to the assessment tool while still maintaining the integrity of the outcomes ☐Yes ☐No Assessment is non-discriminatory and inclusive ☐Yes ☐No Assessment of this unit complies with the Rules of Evidence; by addressing: Rules of Evidence – to ensure the collection of evidence is valid, authentic, current and sufficient Outcome Comments Valid: The assessment tool allows for evidence to be collected that can relate to the unit of competency ☐Yes ☐No Click here to enter text. The assessment tool allows for assessment in a real or simulated work environment and consists of realistic workplace activities ☐Yes ☐No Authentic: Systems are in place to ensure assessment evidence that will be submitted by the learner is their own work ☐Yes ☐No Click here to enter text. Current: Assessment allows for evidence that will be consistent with current industry standards ☐Yes ☐No Click here to enter text. Sufficient: The assessment tool allows for sufficient evidence to be collected over a period of time to demonstrate competence ☐Yes ☐No Click here to enter text. Documented Assessment Processes Assessment processes are documented to ensure quality and reliable outcomes Outcome Comments The confidentiality and privacy processes have been documented ☐Yes ☐No Click here to enter text. The steps involved in the assessment process are clear ☐Yes ☐No Instructions are provided to all assessors on validation and moderation processes ☐Yes ☐No Click here to enter text. Instructions to the assessor include: ☐Yes ☐No Click here to enter text. how to prepare the students for assessment ☐Yes ☐No how to gather the evidence ☐Yes ☐No guidelines on making decisions ☐Yes ☐No guidance on reviewing the assessment process ☐Yes ☐No guidance on making reasonable adjustments to assessment ☐Yes ☐No guidance on providing feedback to students ☐Yes ☐No instructions for instances where there may be an appeal ☐Yes ☐No how to collect feedback from students ☐Yes ☐No There is a clearly documented appeals and complaints process ☐Yes ☐No Click here to enter text. There is a clearly document RPL processes ☐Yes ☐No Click here to enter text. Instructions are provided to all assessors on record keeping processes ☐Yes ☐No Click here to enter text. Instructions are provided to all assessors on processes for retention of student work ☐Yes ☐No Click here to enter text. PART C: Validation Action Plan (as agreed during validation session) mend
Posted on: Thu, 04 Sep 2014 04:16:20 +0000
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