Assessment

RTO Compliance tip – Clustering units of competency

I was working with a client the other day and we were working through writing assessments. We were at the planning stages for an updated Training Package so were reviewing the work tasks that occurred that could incorporate one, two or maybe three different units of competency. We found that there was some tasks that […]

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Compliance Tips for your RTO – Tip 4

Tip 4. Make sure you record all the professional development undertaken by your Trainers and Assessors. This could include reading websites, emails, attending industry meetings, networking meetings or talking to other trainers and assessors. Standard 15.4 or 1.4 states that Trainers and assessors need to have industry skills directly related to what they are training

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Compliance Tips for your RTO – tip 3

Tip 3. Make your policies real; if you say you do it, then make sure you do, otherwise remove the superfluous information. Read your policies and check that is actually what happens in the RTO. if it isn’t then change your policy to reflect what really happens. Remember they are the backbone of your business,

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Compliance Tips for your RTO – tip 2

Tip 2. Auditors want to see continuous improvement and planning for a successful business. Any successful business begins with a good development plan and continues with ongoing planning and assessment. It is the process of strengthening your business that enables you to stand strong in the face of adversity. Having a plan is a great

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Developing assessment tools

Assessment tools are a collection of instruments that build up a picture of someone competence. The instruments are the individual pieces,  the specific questions or activity used to assess competence by the assessment method selected. Different RTOs develop Assessment tools in their own way; some having all the questions and observable behaviours on one document;

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Providing reasonable adjustment in assessment tools

Do your assessment tools allow for learners to be assessed differently from others in the group? Do they allow a learner to respond orally rather than in writing, or allow more time to practice, or use a particular resource. Do you have a definition of reasonable adjustment for your assessors to check? – are there

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