15 _ Training and assessment policy and procedure

Purpose of the policy

This policy outlines the processes and procedures employed by Allara Learning to ensure that its Training and Assessment practices meet with the requirements set out in the Standards for Registered Training Organisations 2015 (and 2025). This includes ensuring students are supported to achieve their learning goals through consistent monitoring and formal intervention strategies.

Policy

Allara Learning will, in accordance with the Standards for Registered Training Organisations:

Determine the support needs of individual students prior to the delivery of training and/or assessment (as per Policy 02 _ Access, Equity and Enrolment) and ensure access to the necessary educational support services.
Implement an assessment system that ensures assessment (including RPL) complies with the assessment requirements of the relevant training package and is conducted in accordance with the Principles of Assessment and the Rules of Evidence.
Proactively monitor student progress to identify and support learners at risk of non-completion through structured intervention, ensuring that Learning Support Plans are considered during the process.

Training and assessment procedure

Informing students

At the time of enrolment and prior to the commencement of training, students are provided with information via the Training with Allara Learning eLearning module, including:

The training plan and session delivery schedule,
Student support and reasonable adjustments referencing the students Learning Support Plan (if applicable),
Conduct of and instructions for completing assessment,
Information on RPL, Plagiarism, and Copyright policies,
Academic progress expectations and requirements.

Training commencement

At the commencement of a unit of competency or subject, facilitators discuss:

The intended application of the unit or subject and its relevance to the student’s employment or prospective employment,
The expected knowledge and skills (the performance criteria) of the unit or subject,
The individual assessment tasks to be conducted and the due date for submission of assessment tasks,
The role of the workplace supervisor in providing workplace training (if applicable).
Work placement requirements (if applicable).

Evidence of commencement is retained via LMS activity logs or workshop attendance records with the associated training session plan attached.

Delivering training

Training may be conducted via online or face-to-face methods as per the Training and Assessment Strategy (TAS) and agreed student training plan:

Self-paced online: Student completes eLearning modules and assessment tasks.
Online webinar: Conducted via virtual webinars facilitated by an Allara Learning Training Facilitator.
In-person Training: Conducted within a classroom or workplace environment relevant to the student cohort.

During training, students will complete both formative learning activities and summative assessment tasks.

To conclude each training session, the Training Facilitator provides a summary of content addressed, tasks completed, and the learning/assessment tasks to be completed prior to the next session.

Evidence of participation is retained via LMS activity logs or workshop attendance records with the associated training session plan attached.

Conducting assessment

Prior to conducting assessment, the Allara Learning Training Facilitator will:

Review the students’ progress records in the SMS.
Consider reasonable adjustments required as identified within the students Learning Support Plan (if applicable).
Ensure a student has commenced the unit of competency by either completing learning and formative assessment tasks within the LMS or attending scheduled training workshops.
Contact the student and their supervisor/employer (if applicable) to determine readiness of the student to undertake assessment.
Schedule an assessment date.

In conducting assessment, Allara Learning Training Facilitator will:

Review the instructions for assessor of the individual tools and tasks,
Provide the student with detailed instructions for the completion of the task including:
- An overview (e.g. the purpose) of the task,
- Step by step guidance for completing the task,
- The criteria that must be met to be deemed satisfactory for the task,
- The resources, tools and equipment you will need to complete the task and conditions for which the assessment must be conducted,
- The expected timing and due dates for the assessment,
- How to submit your assessment tasks.
Conduct the assessment in conditions as described in the instructions contained within the assessment tool,
Record details of all assessment undertaken providing comments within the assessment tool as required,
If applicable, the Training Facilitator will meet with the student’s workplace supervisor/employer to complete a third-party report interview,
Ensure the student has signed the student declaration by either signing an assessment cover sheet (hardcopy) or providing electronic signature in the learning management system,
Provide the student and their workplace supervisor/employer (if applicable) with feedback on the assessment process by way of Verbal discussion and recording written feedback recorded against the assessment task in the LMS, and
Make a determination of the students’ competence (Competent or Not Yet Competent) for the unit/s of competency. Final judgement must not exceed 30 days from the date of unit completion.

Submission of training and assessment materials

At the conclusion of each week the Training Facilitator and assessor is to complete a Trainers End of Week (EOW) report detailing the unit/s of competency codes and the dates of assessment outcome.

The EOW report is to be finalised saved in the Training facilitator SharePoint folder by no later than 9am Monday of each calendar week.

All print-based training and assessment evidence must be marked and submitted to the RTO administrator for processing by COB Wednesday of each calendar week, this is inclusive of:

Workshop training session plans and attendance records;
Completed assessment tools;
Updated signed training plans;
Any additional assessment evidence.

Updating training and assessment records

The RTO administrator processes the training and assessment records as provided in EOW report within 5 business days of receipt of assessment evidence records.

Prior to processing assessment outcomes, the administrator conducts a quality assurance review of supplied assessment materials for accuracy and compliance.

Where gaps in assessment quality are identified, the administrator will:

Record the details of identified gaps in the Assessment QA Register; and
Notify the assessor of the gaps identified; and
Provide details of actions required to rectify the gaps; and
Provide timeframes for submitting rectifications (typically 5 working days).

The General Manager is notified of all assessment QA gaps recorded and conducts regular reviews of assessors’ rectifications to ensure gaps are resolved to a satisfactory standard and within required timeframes.

Quality assurance of assessment

In addition to the above requirement, an independent Quality Assurance Consultant will conduct a quarterly quality assurance review of a valid sample of assessment judgements to ensure compliance with the principles of assessment, rules of evidence, training package requirements and assessors guides in accordance with the Validation policy and procedure.

Participant monitoring

Progress review process

To ensure early identification of students at risk, Allara Learning utilises a multi-layered review process:

Facilitator Monitoring: Training Facilitators review student engagement (LMS logins, session attendance, and formative task completion) weekly during the EOW reporting process.
Monthly Formal Review: On a monthly basis, the Training Facilitator, in conjunction with the Client Relationship Manager, must review student progress against the assigned Training Plan. This review aims to:
- Identify if progress is consistent with the requirements of the training plan/contract.
- Review completion rates against the student's Training plan and Learning Support Plan (if applicable).
- Flag students for intervention based on the criteria listed in ‘Identifying Unsatisfactory Academic Progress’ below.
Employer Reporting: Monthly progress reports are provided to employers (where applicable) to ensure tripartite awareness of any progress risks.

Identifying unsatisfactory academic progress

Unsatisfactory academic progress is defined as an established pattern of performance issues identified during the Review Process. A pattern is established if a student:

Regularly fails to meet attendance/participation requirements without a reasonable excuse.
Submits assessments for third attempt that still do not meet standards.
Fails to meet assessment due dates or approved extension dates.
Achieves a "Not Competent" (NC) result for three or more units of competency.
Remains uncontactable after three contact attempts following non-performance.
Fails to achieve outcomes listed in Intervention Action Plans (see below).

Intervention procedures

Informal intervention (1st Notice)

As soon as a delay in progress, a missed assessment deadline, or a single non-attendance occurs, the Facilitator initiates the Stage 0 process:

Communication: A generic email notice is sent to the student to highlight the missed milestone. The Training facilitator is to initiate/attempt phone contact with the student.
Support Check: The Facilitator must check for an existing Learning Support Plan to determine if the issue is related to identified LLND or learning needs.
Record: The communication is recorded in the SMS.

Stage 1: Formal intervention action plan (First Warning)

If a pattern of underperformance is established (e.g., more than one session missed or continued missed deadlines), the process is escalated:

Communication: The First Warning Letter is issued. The Training facilitator is to initiate/attempt phone contact with the student.
Action: The Head of Training in consultation with the Training Facilitator and the student develops a written Intervention Action Plan.
Content: The plan targets performance deficits and outlines steps to return to satisfactory progress.

Stage 2: Intervention interview (STA/Cancellation Warning)

If progress is not achieved within the timelines of the Stage 1 plan:

Communication: A letter is issued notifying the student that if progress is not achieved within 30 days and in accordance with the Intervention Action Plan, the relevant State Training Authority (STA) may be notified and/or enrolment cancellation may occur. The Training facilitator is to initiate/attempt phone contact with the student.
Action: The student is invited to an interview with the Head of Training to review and revise the Intervention Action Plan.

Stage 3: Final notification

If satisfactory progress is not achieved following Stage 2:

Subsidised Students: A formal letter is issued informing the student that the relevant State Training Authority (STA) has been advised of their non-progress.
Fee-for-Service (FFS) Students: An email is sent informing the student that their enrolment is now in the process of cancellation.

Withdrawal and cancellation

A student may have their enrolment withdrawn and/or cancelled if:

The student requests withdrawal or ceases employment (if applicable).
Progression continues to be unsatisfactory following the Stage 3 of the intervention procedure and the 5-day final grace period expires.
The student fails to respond to formal intervention attempts or fails to meet Intervention Action Plans.
The student remains uncontactable for a period of more than 60 days.

All students must be notified of the final cancellation decision in writing and informed of their right to appeal under Policy 03 _ Complaints and Appeals.

Training plan review (Apprentices and Trainees)

Training plan maintenance

Training plans are monitored monthly by the Training Facilitator with a formal review at least once within each 12-month period of training. Formal reviews are conducted collectively by the Training Facilitator, Client Relations Manager, student and employer to ensure unit progress and/or unit selection is consistent with the training plan and/or the students job role.

Training plan updates and execution

If variations to agreed training plans are required, a request to vary must be approved by the General Manager.

Where approved, amendments to the student’s unit of competency selection and/or their proposed training and assessment dates are made within the student management system aXcelerate. A revised training plan is generated with all parties signing the revised training plan in agreement of the changes. A fully executed copy of the training plan is provided to all stakeholders via email.

The Training Facilitator must submit the previous training plan to the RTO Administrator for filing in the student’s portfolio records.

Variations to the training contract

Variations to the agreed training delivery or timeframe may be requested by the student or employer. All variations must be approved by the General Manager and documented in the SMS.

Course suspension, deferral or extension

Students may request a course suspension, deferral or extension in writing at any time during their enrolment period.

A suspension, deferral or extension is typically granted for a period of no more than 3 to 6 months.

For subsidised trainees/apprentices, Allara Learning must notify the relevant State Training Authority (STA) of the suspension/deferral or extension period within required legislative timeframes to ensure contract compliance. Approval is at the sole discretion of the STA.

The student remains liable for all course fees, including instalment plans, during the suspension period.

Repeated requests for suspension or extension will trigger a review of the student’s Learning Support Plan to ensure adequate support is being provided.

Course transfers

Students may request to transfer from one Allara Learning course to another in writing at any time during their enrolment period. For full or part qualifications, transfers must generally occur within 2 months of signing the enrolment agreement. Students are liable for the difference in course value. No refunds apply if the new course is of lesser value.

Rescheduling requests for short courses received within 3 business days prior to commencement may incur a re-booking fee (waived with a medical certificate).

Processing and execution

General Manager Approval is required for all variations to ensure alignment with Training and Assessment Strategies (TAS) and subsidised training requirements (if applicable).

A revised Training Plan is generated, signed by stakeholders, and stored in the SMS.

Any variation affecting a regulated training contract (e.g., changes to delivery mode or supervisor) must be reported to the STA.

Records Management

All records including formal training plans, records of commencement, assessment judgements, Learning Support Plans, Intervention Action Plans, warning letters, and meeting notes must be stored in the student’s digital file in the SMS to ensure procedural fairness.