Training and Assessment

This policy governs the training and assessment practices aligned with Nationally Recognised Training run by GlobalNet . It sets out how and why we assess the way we do.

Scope

This policy applies to Nationally Recognised Training delivered by GlobalNet. Consultancy and Non Nationally Recognised Training services are outside the scope of this policy.

Training Materials

GlobalNet will source training materials from a variety of sources, including

  • Developing its own and providing this to its trainers
  • Requesting that trainers develop materials for GlobalNet
  • Purchasing commercially developed materials and then customising and / or contextualizing them for use in courses
  • Using trainer developed materials for units
  • Any other source not listed about that meets our training requirements

Assessment Documents

GlobalNet will develop its own assessment materials and will validate these against the applicable training packages for training courses. In some cases, GlobalNet pay purchase assessment tools and these will be contextualized and validated.

From time to time, assessors may be asked for (and are very welcome to volunteer) their thoughts and opinions on the validity of the assessment tools. Validity could include:

  • Face validity – Is the tool relevant or useful within a workplace environment?
  • Construct validity – how does the tool evidence the language and literacy requirements of the unit?
  • Predictive validity – does the tool assess performance correctly over time?
  • Concurrent validity – does the tool allow for comparability across a range of different tasks? For example, evidence of high levels of
    performance on one task should be consistent with high levels of performance on a related task
  • Consequential validity – Does the tool detail the context of the assessment? Who the target audience is, the decision making rules, the
    purpose of the tool and its limitations?
  • Content validity – Detailed mapping of the Observation Form with the Unit(s)

Processes are in place (and assessors encouraged to contribute to) to ensure the validity, reliability, flexibility and fairness of all assessments through strategies such as:

  • Regular checking on compliance with assessment guidelines from training packages
  • Use of GlobalNet approved assessment materials
  • Trialing and feedback on any new assessment materials and tools prior to implementation
  • Where required, new assessors shadowing experienced assessors before their first ‘solo’ assessment
  • Assessor/Trainer moderation meetings

Types of Assessment tools

GlobalNet Academy developed assessment tools will be used to report assessment and have been designed to be multipurpose where appropriate.

Assessment tools include:

  • QUESTION AND ANSWER / INTERVIEWS – This tool can be used for formal question and answer sessions. Model question and answer sets have been
    developed to support these.  This tool can also be used to support RPL and for question and answer sessions that are undertaken either face to face or via email,  video conferencing or online (such as in the LMS)
  • DEMONSTRATION – This tool can be used for formal observation and/or practical demonstration sessions. This tool can also be used to gather evidence in demonstration sessions that are undertaken face to face or through video conference sessions
  • THIRD PARTY REPORT – This tool can be used for the provision of a formal third party report and/or testimonial. This tool can also be used to record reports from coaches and mentors. It is not a tool for other “assessors” to use unless they are not part of the course and are acting in a supervisory role of the student (such as a workplace environment)
  • WORKPLACE DOCUMENTS–These can be used to confirm how a workplace document that a student submits meets a requirement or set of requirements of the unit
  • CASE STUDIES–These tools provide a scenario that the student is required to answer and then can be used to assess whether the student’s answer is consistent with requirements
  • ASSIGNMENT / PROJECTS–Assignments may be used to assess certain parts of a unit or units or one or more whole units together. Each assignment will have a set of model answers to assist with determining competency
  • JOURNAL / DIARY – The Journal / Diary tool is a tool used generally by students to capture their day to day or week to week practical endeavours.
  • PORTFOLIO – the portfolio tool is predominantly used for RPL processes and is a tool that allows the allocation of student submitted evidence against the requirements of the relevant unit

Finalising an assessment

The Record of Assessment Outcome is the tool used as the final summary of the assessment process and is used as part of the quality system.  An assessment can only be finalised with this tool when the assessments for the unit have themselves been finalised and a determination arrived at. It is an important tool AND MUST BE USED by the assessor to confirm that all requirements of the unit have been met.

Trainer responsibilities

Trainers are responsible to ensure that they are well prepared for all classes and that they understand the material being presented.

Multiple trainers and / or assessors for one unit

Where there is more than one assessor for a particular unit, GlobalNet will nominate a “Responsible assessor” for the unit. Their role will be to ensure that the assessments for their unit(s) are complete and collated and securely stored in a student’s file AND that the Record of Assessment outcome has been completed.

Marking units

Assessors will be responsible for their own units unless there is a responsible assessor for a unit (as explained above). Assessors are to:

  • Mark units as soon as reasonably practicable
  • Ensure that the paperwork for the unit is complete and mark the unit complete in the appropriate register
  • Notify (if they haven’t already) the student that the unit is complete

Only the assessor assigned to the unit or the “responsible assessor” are permitted to mark units.  Assessors or responsible assessors who believe that they will not be able to mark their units within a reasonable time frame need to discuss this with the course coordinator as soon as they become aware of this so that an alternative assessor can be found to mark the unit(s).

Course Coordinators will not automatically mark units that are the responsibility of other assessors without prior discussion with the unit assessor or responsible assessor.