Training and Assessment Policy

1. Purpose

To ensure Canberra Institute of Technology (CIT):

achieves strategic goals
meets the needs of all stakeholders
continually improves the educational quality of courses, programs and services
is cognisant of First Nations histories and cultures
supports First Nation learners
supports culturally and linguistically diverse learners
uses the principles of universal design for learning (UDL) to design and deliver education, training and assessment in a safe and supportive environment that is:
- responsive to students and industry
- accessible
- relevant
- valued
- inclusive.
continually improves the educational quality of courses, programs and services.

2. Scope

Where this policy refers to CIT, it includes CIT Solutions.

This policy applies to all CIT staff and all nationally accredited vocational education and training products.

3. Principles

CIT is committed to and guided by the principles of learner-centred and quality assured training and assessment, appropriate to the needs of students, industry, community and government.

CIT meets the requirements of relevant legislation and regulatory frameworks (refer to section 5).

https://www.act.gov.au/__data/assets/pdf_file/0018/2064132/ACT-Quality-Framework-Version-2.1.pdf

To achieve this, CIT will:

develop training and assessment strategies (TAS) that respond to employers’ and students’ needs
provide meaningful and engaging learning experiences using learner-centred design
design clear and accessible learning pathways that foster lifelong learning
implement strategies for industry engagement and use data to ensure the industry relevance of:
- TAS
- educational practices and resources
- educators’ currency and competence
provide sufficient, accurate and accessible information to ensure students select a suitable learning pathway
determine the support needs of individual students, and provide access to relevant educational and support services, to assist students to meet training and assessment requirements
implement a quality assured assessment system (including Recognition of Prior Learning) that:
- meets workplace and relevant regulatory requirements
- is conducted in accordance with the Principles of Assessment and the Rules of Evidence
- is inclusive and supports equity principles
- includes reasonable adjustments aligned to the principles of universal design for learning, where necessary, to minimise disadvantage to individuals or groups without compromising the integrity of the competency standard
systematically validate assessment practices and tools
ensure training and assessment is delivered by educators who meet the requirements of Schedule 1 of the Standards for RTOs 2015 and:
- vocational competency at least to the level being delivered and assessed
- current industry skills, directly relevant to the training and assessment being provided
- current knowledge and skills in vocational training and learning to inform their training and assessment
enable Industry experts to assist in training delivery and/or the assessment judgement, working alongside the educator to conduct the training and/or assessment.
implement trainer under supervision plans for trainers who are not qualified but meet the requirements of the Standards for RTOs 2015 for conducting training under supervision
transition students from superseded nationally accredited training products in accordance with the Standards for RTOs 2015 and enable students to graduate with a qualification that meets current industry skill needs
ensure a transparent complaints process is in place and accessible by all students
authenticate and recognise all Australian Qualifications Framework (AQF) Statements of Attainment and Records of Results issued by other Australian RTOs when used as evidence for Credit Transfer or Recognition of Prior Learning (RPL)
issue AQF qualifications and Statements of Attainment only to students who meet the requirements of a nationally accredited training product
systematically monitor and evaluate delivery of services for quality assurance, and to ensure compliance with relevant legislation and regulations
promote and implement continuous improvement processes for training and assessment practices.

3.1 Roles and Responsibilities

3.1.1 Chief Executive Officer

The Chief Executive Officer is responsible for:

ensuring an organisational culture of continuous improvement
achieving the CIT strategic goals
organisational compliance with legislative and regulatory requirements
ensuring the requirements are met for CIT to be registered as a training provider.

3.1.2 Executive Director, Education Futures and Students

The Executive Director, Education Futures and Students, is responsible for:

overseeing the systematic establishment and review of CIT policies and procedures related to training and assessment
establishing quality assurance mechanisms
ensuring delivery of quality assured, nationally accredited training
embedding continuous improvement processes into the design and implementation of all training and assessment practices
enabling a student-centred training and assessment system while meeting obligations to students and clients required by all relevant legislation and regulations.

3.1.3 Education Design and Delivery Lead

The Education Design and Delivery Lead is responsible for:

leading the design and delivery of quality education and training courses based on the principles of universal design for learning, inclusivity and equity, and adherence to CIT policies and practices
leading practices to ensure educator capability and currency and effective training product implementation
working collaboratively across CIT to build and share an understanding, commitment, and capability to implement future-focused teaching and learning
leading development of high-quality learning resources and delivery options
ensuring CIT training and assessment strategies are responsive to industry and student needs
reporting to Academic Council and other related CIT governance committees.

3.1.4 Senior Education Leader

The Senior Education Leader is responsible for:

working collaboratively across CIT to build and share an understanding, commitment, and capability to implement future-focused teaching and learning
ensuring a robust, quality assured assessment system underpins all training and assessment
systematically monitoring and evaluating delivery of services for quality assurance and to ensure compliance with all relevant legislation and regulations
promoting and implementing continuous improvement processes for training and assessment practice
reporting to Academic Council and other related CIT governance committees.

3.1.5 College Directors

College Directors are responsible for:

ensuring training and assessment meet the requirements of all relevant legislation and regulations
providing sufficient, accurate and accessible information to ensure selection of the most suitable training and assessment pathways across the college portfolio
monitoring staff development, and ensuring staff are sufficiently supported and trained
ensuring training and assessment:
- is conducted in accordance with the Principles of Assessment and the Rules of Evidence
- is based on the principles of universal design for learning, inclusion and equity
- includes reasonable adjustment to minimise disadvantage to individuals or groups, without compromising the integrity of the competency standard
systematically validating assessment practices and assessment tools
transitioning students from superseded qualifications into replacement qualifications in accordance with the Standards for RTOs 2015
recognising AQF Statements of Attainment and Records of Results issued by other Australian RTOs, when used as evidence for Credit Transfer
ensuring the storage of student assessments in accordance with legislative, regulatory and CIT policy requirements
making records and documents available on request to internal and external audit teams
meeting internal and external audit rectification requirements in a timely manner
monitoring and evaluating delivery of services
promoting and implementing continuous improvement processes for education, training and assessment, including the Program Review and Improvement (PRI) process
reporting to Academic Council, and other CIT governance committees, as required.

3.1.6 Heads of Department

Heads of Department are responsible, within their portfolio, for:

ensuring training and assessment meet the requirements of all relevant legislation and regulations
enabling students to access CIT educational and support services to assist them to meet the requirements of nationally accredited training
implementing industry engagement strategies that support high-quality and relevant training
systematically using the outcome of that industry engagement to ensure the industry relevance of:
- TAS
- educational practices and resources
- educators’ currency and competence
providing sufficient, accurate and accessible information to ensure students can select suitable training and assessment pathways
determining the support needs of individual students, and provide access to relevant educational and support services to assist students to meet training and assessment requirements
implementing an assessment system that ensures all assessment (including Recognition of Prior Learning):
- complies with the assessment requirements of the relevant nationally accredited training course
- meets workplace and relevant legislative and regulatory requirements
- is conducted in accordance with the Principles of Assessment and Rules of Evidence
- is inclusive and supports equity principles
- includes reasonable adjustment to minimise disadvantage to individuals or groups without compromising the integrity of the competency standard
systematically validating assessment practices and tools
monitoring staff professional development
ensuring training and assessment is delivered only by educators who have:
- vocational competences at least to the level being delivered and assessed
- current industry skills directly relevant to the training and assessment being provided
- current knowledge and skills in vocational training and learning that informs their training and assessment
implementing trainer under supervision plans for trainers who are not qualified but meet the requirements of the Standards for RTOs 2015 for conducting training under supervision
promoting and implementing continuous improvement processes for education, training and assessment practice.

3.1.7 Educators

Educators are responsible for:

ensuring quality assurance and compliance with the Standards for RTOs 2015, and other relevant legislation/regulatory frameworks, including but not limited to:
- delivering high quality training to CIT students
- undertaking relevant professional development
- maintaining vocational and industry currency and competency
- using feedback to improve teaching and learning practices
- planning and designing assessments and learning materials individually or as teams
- conducting and reviewing assessment and delivery methods
- actively participating in assessment validation
- facilitating learning that aligns with industry needs and expectations
- reviewing, updating and/or developing all training and assessment materials required for delivery, in accordance with relevant processes and procedures
- completing results for all students in required timeframes
promoting and implementing continuous improvement processes for education, training and assessment practice.

3.1.8 Manager Awards and Programs

The Manager, Awards and Programs, is responsible for:

issuing AQF qualifications and Statements of Attainment in accordance with the Standards for RTO 2015 only to students who meet the requirements of a nationally accredited training product within required timeframes
managing CIT’s delegated scope of registration and ensuring extension to scope of registration processes are completed in time to enable student transition
ensuring all courses on CIT’s scope of registration are built into the Student Information System (BANNER) in a timely way.

4. Documentation

4.1 Related Legislation/Regulation

4.2 Related Policy and Procedures

4.3 Related Documents

CIT Quality Framework
Course Transition Plan
Trainer Under Supervision Record
Disability Access Plan

5. Definitions

All terminology used in this policy is consistent with definitions in the CIT Definitions of Terms. The following terms are provided in the context of this policy.

ACT Standards for Delivery of Training (ACT Standards)	Schedule to the ACT Training Initiative Funding Agreement (TIFA). Mandatory standards for RTO management and delivery of training in the ACT.
CIT Staff	Any person employed by CIT, on contract to CIT, or employed by Shared Services ICT and embedded in CIT.
Industry Experts	Industry expert means an individual who has relevant specialised industry or subject matter expertise who is engaged by the RTO on the basis of that expertise. Industry experts must have relevant vocational competencies and have current industry skills directly relevant to the training and assessment being provided.
Learner-centred design	Learner-centred design puts the learner’s experience foremost in the design of the learning materials. A learner-centric approach creates a relevant, engaging, and personalised learning experience.
Supervision	An arrangement where an educator, not meeting the minimum qualifications as a trainer and assessor under Schedule 1 or the Standards for RTOs 2015, teaches under the supervision of a suitably qualified educator. The educator under supervision will not act as an assessor.
Transition	The process under a Transition Plan to enable a student to complete training and assessment where a training product has been superseded, removed or deleted from the National Register.
Universal Design for Learning (UDL)	Universal Design for Learning (UDL) is a set of principles for curriculum development that gives all individuals equal opportunities to learn. UDL On Campus: About UDL (cast.org)
Validation	Validation is the quality review of the assessment process. It involves checking that assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence, to enable reasonable judgements about whether nationally accredited training course requirements are met. It includes reviewing a statistically valid sample of assessments, making recommendations for improving the assessment tools, process and/or outcomes, and implementing recommendations.

6. Policy Contact Officer

Office of Education Futures and Students.

Contact CIT Student Services on (02) 6207 3188 or email infoline@cit.edu.au for further information.

7. Procedures

This policy is implemented through the associated procedures. Authority to make changes to the procedures rests with the policy owner.

POLICY INFORMATION

Policy No: CIT2023/1700
Approved: April 2024
Next Review: April 2025
Category: Training Policies
Policy Owner: Executive Director, Education Futures and Students

PROCEDURES/DOWNLOADS

Academic Quality Procedure
(PDF File 245.1 KB)

Trainer Working Under Supervision Procedure
(PDF File 253.9 KB)