Teaching and Assessment Handbook

Professional Development

East Coast Gestalt Training encourages excellence of service provision by all staff members. East Coast Gestalt Training supports and actively encourages the on-going development of each staff member. For teaching staff this includes:

implementing supervision and evaluation strategies for Trainers
providing professions development events
ensuring all Trainers maintain skills and knowledge required for the services they deliver
ensuring all Trainers integrate key competencies in the delivery of vocational training
ensuring all Trainers maintain the national requirements for training delivery standards

Contracts and Payment

Contracts

Assistant trainers and non-teaching staff sign a contract to cover the agreed number of hours per week and/or the number of weekend sessions for a year.

Evening sessions are from 6 pm until 9 pm with a short tea break which is negotiated on the night.

Generally we work a seven hour day on the weekend sessions starting at 9 am and finishing at 5pm with a one hour lunch break. Tea and coffee breaks can be negotiated with the students.

Trainers should report back to the Directors of Training after an evening or weekend session.

Payment

Non-teaching staff are paid award rates.

The standard Institute fee for a weekend workshop for visiting presenters is $900. This fee is for a two day workshop of seven hours per day. Regular staff are paid $50 per hour of teaching time. Overseas trainers are paid according to their standard fee. Internal lights and accomodation are paid for by the Institute.

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Assessment

East Coast Gestalt Training ensures that the assessments it conducts, either through a training and assessment program or assessment only process, meet the National Assessment Principles.

Design of assessment events

Design assessment events that comply with the assessment guidelines in the applicable Training Package or accredited course.
Design assessment events that assess students against the performance criteria for each learning outcome and/or elements of competence.
Design assessment events that assess all dimensions of competence including task skills, task management skills, contingency management skills and job/role environment skills.
Design assessment events that integrate knowledge and skills with their practical application across a range of learning outcomes and/or units of competence where relevant.
Make sure that assessment events are valid, flexible, reliable and fair for all students.
Establish special needs of individual students and need to make reasonable adjustment regarding assessment
Provide copies of assessment tools (e.g. written assignment questions, test questions, exam papers, performance checklists, etc.) to office for their records.
Keep all original assessment tools in secure place until required.

Explanation of assessment events to students

Hand out Module information sheet to each student at the start of first class
Discuss the module content, learning outcomes and assessment events including percentage weighting and due date for each assessment event
Outline the assessment process that will be followed during the assessment of the module
Advise students of their right to appeal assessment decisions (see Student appeal against assessment decision heading below)
Inform students of attendance requirements in practical modules

Conduct of assessment events

Provide students with materials and resources necessary for them to carry out assessment tasks (e.g. written assignments, case studies, research projects, etc.) by due date
Use the Student Assessment Record as the checklist for recording students competence during practical assessment
Use the Student Records file as the principal tool for recording assessment outcomes.
Gather sufficient evidence to demonstrate competence
Make assessment decision

Advise students of assessment outcomes

Advise students of assessment outcomes
Provide feedback to students on their assessment performance
Advise students where improvements are required to meet the standard of competence where necessary
Invite students to resubmit written assignments or repeat practical demonstrations to meet the standard of competence.
Negotiate with students new date for assessment or re-submission of assignments.

Record of assessment outcomes

Use the Student Records file as the principal tool for recording assessment outcomes.
Record results against each assessment criteria
Record outcome on individual student p s assignment
Return assignment or test papers to individual students

Student appeal against assessment decision

Provide a Request for re-assessment form to student if requested
Request student to complete and return form as soon as possible to the office with relevant assessment documents
Obtain written report from assessor on the assessment process for the student in question
Arrange for re-assessment by a second qualified assessor
Provide assessment evidence (e.g. written assignments, exam papers, performance checklists) together with original assessor p s report
Arrange re-assessment of practical assessment tasks as required
Notify student in writing of assessment appeal decision
Refer any further appeal to Complaints, grievances and appeals procedure

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Recognition of Prior Learning (RPL)

East Coast Gestalt Training recognises that all students may have prior learning relevant to their proposed course of study developed through their previous formal or informal training, work experience and/or life experience.

The Institute ensures that RPL is offered to all applicants on enrolment in accordance with its Code of Practice.

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Course Delivery

East Coast Gestalt Training fulfils the requirements of Training Packages and accredited courses on its scope of registration. It does this by:

having access to well qualified staff, excellent facilities and equipment, and appropriate training and assessment materials to provide the training and assessment services within its scope of registration
identifying, planning and documenting the learning and assessment strategies for each Training Package qualification and accredited course within its scope of registration
ensuring that training staff use procedures for systematically identifying individual learning needs and can identify a range of delivery and assessment methods to suit a variety of needs. These include flexible delivery and self paced learning strategies
ensuring that training and assessment materials are appropriate to student needs and delivery methods employed
ensuring that language, literacy and numeracy requirements are consistent with workplace needs and course outcomes
ensuring that customisation of its training programs meet the requirements specified in relevant Training Packages or accredited courses
negotiating workplace delivery and assessment strategies with employers and students. It works with employers to integrate any on the job training and assessment and schedules workplace visits to monitor/review the training and assessment;
developing, implementing and monitoring individual training plans for Apprenticeship/Studentship Training Contracts. These plans encompass all relevant off-the-job training and structured workplace training;
providing appropriate training facilities, equipment and resources to comply with course requirements. All training and assessment facilities, equipment and resources are maintained in good condition and kept up to date;
providing information to students outlining core and elective modules and how these are delivered and assessed;
ensuring that all OH & S requirements are identified and adhered to in the conduct of training and assessment;
continually revising assessment processes to improve the quality and consistency of assessment;
ensuring that appeal and re-assessment processes are in place for students who are unhappy with their assessment outcome. These are outlined in the Code of Practice;
maintaining systems for recording and reporting the assessment outcomes of students and the learning outcomes they have attained.

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Assessment validation

East Coast Gestalt Training undertakes assessment validation at least annually. This involves a process of reviewing, comparing and evaluating assessment methods, tools and evidence to achieve standardisation in assessment so that the outcomes of training are consistent both within the organisation and with other organisations that issue the same qualification.

The Institute requires that all training and assessment staff attend assessment validation meetings to ensure they are using appropriate assessment activities and making accurate assessment decisions.

Evaluation and Review

East Coast Gestalt Training is committed to implementing systematic, comprehensive and consultative evaluation and review processes to ensure high quality service and products that meet students p needs.

The Institute monitors, reviews and adjusts its programs to ensure that the interests and welfare of students are safeguarded and that programs meet students p needs. It ensures that, where possible, industry input is sought in the monitoring and evaluation of these programs.

On-going monitoring of students' performance is undertaken to ensure the effectiveness of training delivery and assessment methods.

The Institute carries out regular reviews of programs and resources. Student feedback on course delivery and course material is sought through module and course evaluation forms. These are used as the basis of course review together with S4.F2 Assessment Review forms, minutes of Assessment validation meetings, and S9.F9 Trainer evaluation forms . Identified improvements are incorporated into future programs.

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