ACCESSIBLE AREAS AND ACCESS TO TRAINERS

• Trainers are accessible at all times during classroom sessions;
• Director and Administration personnel are only accessible during scheduled classroom breaks or before/after class;
• Trainers are not accessible during lunchbreaks;
• No access is granted to non-classroom area’s excluding toilets;
• No access is granted to telephones, photocopiers, fax machines and any other non-training related equipment;
• Learners have access to trainers on an individual and confidential level if there are any concerns in understanding; and the training information, or any other concerns relating to their attendance at workshops

ASSESSMENT STANDARDS

All assessments conducted by us will be:

• Valid – Assessment methods will be valid, that is, they will assess what they claim to assess;
• Reliable – Assessment procedures must be reliable, that is, they must result in consistent interpretation of evidence from the learner and from context to context;
• Fair – Assessment procedures will be fair, so as not disadvantage any learners;
• Equitable, culturally and linguistically appropriate;
• Involve procedures in which criteria for judging performance are made clear to all Learners;
• Employ a participatory approach;
• Provide for Learners to undertake assessments at appropriate times and where required in appropriate locations; and
• Flexible – Assessment procedures will be flexible, that is, they should involve a variety of methods that depend on the circumstances surrounding the assessment.

We will achieve this through:

• Careful design of the assessments;
• Validation and moderation of the assessment materials conducted in our annual review; and
• An understanding of the definition and practical application of the above definitions.

ASSESSMENT METHODS

Our assessments and assessment methods will ensure that we focus on the application of the skill and knowledge as required in the workplace, including:

• Task skills (actually doing the job);
• Task management skills (managing the job);
• Contingency management skills (what happens if something goes wrong); and
• Job Role environments skills (managing your job and its interaction with others around you).

We will ensure that we assess you in sufficient detail to ensure that we can determine that you have attained competency.

Our employees are available to discuss and provide limited professional advice as to the outcomes of the assessment process and guidance on future options.

All assessment tasks must consider any language and literacy issues, cultural issues or any other individual needs related to the assessment. Re-assessment is available on appeal; see further details in the appeal process section.

ESOS FRAMEWORK

Prospective students are advised to download and read the ESOS Framework available at:
https://aei.gov.au/Regulatory-Information/Education-Servicesfor-Overseas-Students-ESOS-Legislative-Framework/National-Code/Pages/default.aspx