Making and recording the decision • The student needs to be deemed satisfactory in all assessments to gain competency. • You are to provide feedback* to the student on their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory) • If a student has been assessed as “Not Yet Satisfactory” on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity. • Re-assessments: O Re-assessments are to be undertaken on a different date. This is to allow an opportunity for the student to undergo further training as required, and to ensure the student is assessed on their ability to demonstrate their actual skills and knowledge – not just their ability to answer questions / perform actions based on immediate advice of the assessor. O When undertaking observation based re-assessments, students must perform the full task that relates to the observation. This means if a student undertakes an observation and is marked not satisfactory on one or more points within the observation, they must perform the task again in full. O If a student has been marked as satisfactory on any full observation task, they are not required to be re-assessed on that task again. O Written assessments (if applicable). Students are only required to be re-assessed on the questions relating to the topic they answered incorrectly in the initial assessment. For example, if the student answered Q1 , 2, 3 correctly, but answered Q4+5 incorrectly; then they must be re-assessed on Q4+5 on a later date • Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to help guide your decision. • Assess the students on what you observe during the assessment period, not on their actions before or after the assessment. • If you are marking the student NYC, ensure you outline why you have made this decision, and provide i advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-assessment opportunities have lapsed, provide advice on appeals and or re-enrolment. • Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is complete • Attach all evidence (projects / checklists I tests, etc) to this form. • Submit the completed Assessment Summary/ Cover sheet and associated evidence for processing as per your RTO procedures
Providing feedback • Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period. • Provide the student with: O Their assessment result O Clear and constructive feedback based on the assessment decision O The reasons underpinning your assessment decision O Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes. O An opportunity for reassessment if appropriate or requested by the candidate O Information on appeal process as applicable to your organisation
err/FINNS assessment January 2018
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