Applied Vocational Training (AVT) is committed to delivering high-quality, compliant, fair, and equitable assessment practices in accordance with the 2025 Standards for RTOs. This policy ensures that assessment practices support learners in achieving nationally recognised competencies and are conducted with integrity, consistency, and transparency.

Principles of Assessment

AVT assessments are conducted in accordance with the four Principles of Assessment to ensure a high standard of quality, integrity, and fairness in the evaluation process. Fairness is maintained by considering individual learner needs and allowing students the opportunity to challenge assessment outcomes where appropriate. Flexibility ensures that assessment methods are adapted to suit different learning styles, needs, and contexts, promoting accessibility for all students. Validity means that the evidence collected accurately reflects the learner’s competency in relation to the specific requirements of each unit. Reliability ensures that assessment outcomes are consistent and dependable, regardless of who conducts the assessment or the conditions under which it is conducted. These principles form the foundation of AVT’s assessment approach, supporting equitable and meaningful evaluation of student performance.

Rules of Evidence

All assessment evidence at AVT must meet the four Rules of Evidence to ensure accurate and credible assessment outcomes. Validity requires that the evidence directly aligns with the requirements of the relevant unit of competency, demonstrating the specific skills and knowledge being assessed. Sufficiency means that enough quality evidence must be gathered to confidently support the assessor’s decision regarding competency. Authenticity ensures that the work submitted is genuinely the student’s own, maintaining the integrity of the assessment process. Currency requires that the evidence reflects the student’s most recent and relevant performance, confirming their current capability. Together, these rules guide assessors in making fair, consistent, and defensible decisions.

Assessment Types

AVT employs three main types of assessment as part of its structured assessment system, which is integrated into the overall course design to support student success and ensure competency is achieved. Diagnostic assessments are conducted at the beginning of the course to evaluate a student’s existing knowledge and skills. This helps identify individual learning needs and tailor support accordingly. Formative assessments are embedded throughout the course structure and are designed to monitor student progress. These assessments are feedback-driven, allowing both trainers and students to address learning gaps and improve performance during training. Summative assessments take place at the end of the course and are used to make a final determination of whether a student has achieved the required competency for each unit. This assessment system ensures alignment with AVT’s commitment to quality vocational education, providing a clear and supportive pathway for students to demonstrate and develop their skills.

Assessment Methods and Evidence Collection

Assessment at AVT is conducted using a variety of methods to ensure learners have the opportunity to demonstrate their knowledge and skills in ways that reflect real-world practice. These methods may include on-the-job performance, simulations, assignments or projects, written and oral tests, practical demonstrations, and Recognition of Prior Learning (RPL). A range of evidence is used to support assessment decisions, such as direct observation, role plays, portfolios, third-party reports, questioning, workplace documentation, and recorded or video evidence. This flexible approach ensures assessments are valid, reliable, and aligned with industry requirements.

Academic Integrity

AVT upholds a zero-tolerance policy toward academic misrepresentation, including plagiarism, cheating, and collusion. These violations are treated with utmost seriousness, as they compromise the integrity of the learning and assessment process. Consequences for academic misconduct may include reassessment, receiving a “Not Yet Satisfactory” outcome, formal warnings, suspension, or expulsion from the course. All incidents are reviewed and managed in accordance with AVT’s Student Misconduct Policy and are formally documented in the student’s records. For further details, students are encouraged to refer to the Student Misconduct Policy.

Recognition of Prior Learning (RPL)

All students have the opportunity to apply for Recognition of Prior Learning (RPL) at the time of enrolment. RPL is assessed in accordance with the 2025 Standards for RTOs and is subject to the same principles of assessment and rules of evidence as standard assessment processes. For more information, please refer to the Recognition Policy.

Assessment Submission

Unless a reasonable adjustment has been formally approved, all assessment submissions must be uploaded via the student learning platform, Moodle. This ensures that submissions are securely stored, properly receipted, and efficiently managed for timely marking and feedback. Students are encouraged to submit their assessments in line with their training plan or homework schedule set by their trainer, to stay on track and avoid falling behind. If a student is experiencing difficulties meeting their training milestones, they are strongly encouraged to speak with their trainer or a member of the student support team as early as possible, so that appropriate support measures can be put in place to help them achieve their learning objectives.

Marking and Feedback

Assessments are marked in the order they are received to ensure fairness and consistency in processing. Students can expect to receive feedback and outcomes within two weeks of submission, allowing for timely progress through their course. Each assessment is evaluated against the relevant unit of competency and marking criteria, and outcomes are recorded as either Competent (C) or Not Yet Competent (NYC).

A Competent (C) result indicates that the student has successfully demonstrated the required knowledge and skills to meet all elements and performance criteria of the assessment task. A Not Yet Competent (NYC) result means the student has not yet demonstrated competency in one or more areas and will need to undertake further learning or resubmit parts of the assessment, as guided by their assessor.

Constructive feedback is provided with all results to support the student’s learning and help them understand areas of strength as well as those requiring improvement. This process ensures that assessments are transparent, supportive, and aligned with national vocational education and training (VET) standards.

Multiple Attempts

During the assessment process, assessors may request additional clarification or evidence from the student to ensure they have sufficiently demonstrated the required skills and underpinning knowledge in line with the principles of assessment and rules of evidence. If a student receives a Not Yet Competent (NYC) result, they may reattempt the assessment after reviewing and considering the feedback provided by their assessor.

Should the second attempt also result in an NYC outcome, the student must consult with a tutor or assessor before proceeding with a third attempt to ensure appropriate support and guidance are in place. A reassessment fee may apply for any attempt beyond the third.

If a student receives four NYC results for the same assessment, the Program Manager will conduct a formal review of the student’s progress. At this stage, the Program Manager will discuss options with the student, which may include re-enrolment, a modified study plan, or alternative learning pathways.

Appeals

Students may appeal assessment outcomes through AVT’s formal Appeals Policy. The process is equitable, transparent, and accessible to all learners.

Assessor Responsibilities

All AVT assessors are required to hold current vocational competencies relevant to the qualifications they assess, as well as up-to-date assessor qualifications in line with national standards. They must consistently apply the principles of assessment—validity, reliability, flexibility, and fairness—and adhere to the rules of evidence, ensuring assessments are valid, sufficient, authentic, and current. Assessors are expected to uphold a high standard of confidentiality and professionalism in all interactions with students, colleagues, and industry representatives. They play a key role in supporting learner success by providing constructive, timely, and personalised feedback, guiding students through the assessment process, and identifying opportunities for improvement. This approach helps maintain the integrity and quality of the training and assessment provided by AVT.

Reasonable Adjustment

Students with disabilities enrolled in our courses have the right to apply for reasonable adjustments at any time during their studies. They may request adjustments to their physical environment, learning materials, assessments, or support services by speaking with their trainer and assessor or a member of the student support team. Students are supported to disclose their disability if they wish to do so, and may be provided with an information guide outlining the process for applying for reasonable adjustment and the support available. While reasonable adjustments are made where appropriate, it is essential that these adjustments do not compromise the integrity of the assessment or the required competency standards. Where a requested adjustment is not appropriate or possible, the reasons will be communicated to the student as soon as reasonably practicable, ensuring transparency and ongoing support throughout their learning journey.

Records Management

Assessment records are securely stored in digital formats within Moodle and aXcelerate to ensure data integrity and confidentiality. Once a student has completed their course, access to Moodle and associated course materials is discontinued. Students are therefore strongly encouraged to download and save any course materials they wish to retain for future reference prior to completing their studies.

In compliance with the 2025 Standards for RTOs, all student assessment records are retained for a minimum of two years. This ensures that records are available for regulatory purposes and supports any future enquiries or verification requests.