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Assessment & Quality Assurance

Assessment is the process of collecting evidence and making judgments about a person’s skills and knowledge. As such, the purpose of assessment is to confirm that an individual is able to perform to the standard expected in the workplace (or any community development sector). Based on best practice principles of assessment, CETC assessment processes must be reliable, flexible, fair, and valid, and shall provide for the recognition of competency, regardless of where this has been acquired, provided that due process has been demonstrated.

1. To be reliable, the assessment methods and procedures must ensure that competency standards are applied consistently.

2. To be flexible, assessment should be able to take place on-the-job, off-the-job or in a combination of both. It should allow for diversity regarding how, where and when competency standards have been acquired.

3. To be fair, the assessment must not disadvantage particular learners.

4. To be valid, the assessment has to assess what it claims to assess. Sufficient evidence must be collected that is relevant to competency standard being assessed.

Moreover, CETC adopts a competency based assessment which involves a process of collecting evidence (note – five rules of evidence - must be valid, authentic, consistent, sufficient and current) and making judgments on whether competence has been achieved.

This confirms that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standards (or outcomes of accredited courses if there are no competency standards for an industry).

The competency standards (or units of competency) developed for the program provide the benchmarks for assessment, both for the purpose of recognising competency at the completion of training, and for recognising the existing skills of a potential student. Each standard includes the essential information needed to assess a candidate.

Each course has a course assessment plan, ‘evidence’ guides as well as ‘assessment schedules’. These are provided for students in the beginning of the course of study (through respective course learner guides). This evidence may be direct evidence (such as observation of workplace performance), indirect evidence (such as formal testing) or supplementary evidence (such as references from workplace supervisors). There are templates for assessment tools developed for each course by instructors that provide for assessment feedback to enable discussions with students on performance.

CETC Course Assessment Plans, provided in the Course Learner Guides, generally contain the following information:

• What will be assessed (i.e. elements or units of competency)
• How assessment will occur (i.e. what tools will be used)
• When assessment will occur
• Where assessment will occur (ie the context of the assessment)
• The criteria for decision making (ie performance criteria) and
• Where appropriate, any supplementary criteria used to make a judgment on the level of performance
• Provide opportunity for review and continuous improvement