Training and Assessment Strategy(Certificate iv)

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1 Training and Assessment Strategy(Certificate iv) This document has been developed to address the requirements of Std.1.1 The purpose of this Training and Assessment Strategy (TAS) is to provide guidance to RTO staff and the trainers who will be delivering the training, supporting students and marking assessments. This document forms the project brief and plan of implementation and as such will undergo a process of continuous improvement through feedback from staff, trainers and students. In addition, changes will be made to reflect any changes in industry technology and techniques, changes in the Training Package or the availability of resources within ICC. The following documents are available as supporting documentation: Trainer matrix Assessment mapping Timetable Work placement documentation Workplace suitability checklist The Qualification NAT Certificate IV in Christian Ministry and Theology Introduction To transition Iona Columba College (ICC) aims to educate people to be good Christians and to be good citizens in Australia and to serve the Kingdom of God and the people of the world inspired by Christian values. ICC is offering the Certificate IV in Christian Ministry and Theology as the first step for individuals who have a vocation in the Ministry and are committed to building a society based on peace, justice, reconciliation, service, spirituality and being able to living together founded on the understanding generated through education. The Certificate IV will be delivered and assessed in the Korean language. Code and Title of Qualification Licensing / Legislation Requirements Packaging Rules: 10433NAT Certificate IV in Christian Ministry and Theology There is no direct link between this qualification and licensing, legislative and/or regulatory requirements 9 units - 6 core units and 3 electives Elective units may include: suggested competency units listed in the course accreditation document Document: TAS Cert IV in Ministry & Theology Page 1 of 24

2 relevant competency units from the Community Services Training Package; where appropriate to the specific ministry context for individual learners and to address workplace requirements, competency units from other National Training Packages or accredited courses Elective units may not include core competency units from any other Christian Ministry and Theology qualification. Units of Competency being Studied Code Unit Title Nom. hrs Core CMTTHE401A Discuss the nature of the Bible and 50 present day Christian life and practice CMTTHE402A Interpret theological data 50 CMTTHE403A Investigate information within a 50 theological theme or issue CMTTHE404A Gain new personal revelation 50 CMTMIN401A Explore ideas about God in relation to 50 the way we live as Christians CMTMIN402A Communicate, theological information in a clear, easy to understand form 50 Total nominal hours for core units Electives CHCCD404E Develop and implement community 125 programs CHCCD509C Support Community Leadership 90 CHCCOM403A Use targeted communication skills to 55 build relationships Total nominal hours 570 Duration of the course 300 Duration: 52 weeks duration which comprises tuition and holidays Tuition: 2 semesters. Each semester contains two 11 week terms Number of hours: 880 hours which includes 220 hours field work placement Holidays:- 8 weeks Fees Total fee - $5, Tuition - $4, Learning resources and text books - $ Application fee: $75 this is non-refundable Enrolment fee - $1,000 Students pay the $1,000 enrolment fee and the $400 learning and text book fee when accepting the offer from ICC. Students are Document: TAS Cert IV in Ministry & Theology Page 2 of 24

3 then invoiced $ prior to the commencement of terms 2, 3 and 4. Note: Some fees are non-refundable. See the enrolment form for details of refund arrangements and conditions Pathways The Learner Target Student and Entry Requirements Students who complete the qualification may enrol in the 10434NAT Diploma of Christian Ministry and Theology. Graduates of this qualification may be eligible to enter a range of other higher qualifications offered by RTOs and Higher Education Providers. General Requirements General requirements for entry are: A completed application for enrolment form A successful interview with the Principal or representative either in person or over the phone Age entry requirements: 18 years and over. Education requirements: Higher School Certificate (HSC) or equivalent. See the course outlines in Pre-enrolment Information for more detail. In general all participants should be able to speak, read, write and understand English text to year 12 level. International students require an IELTS, or equivalent, score of 5.5 Specific Requirements The student is a committed Christian and actively involved in a Christian community A reference from a Church pastor or Christian leader Students undertaking Christian Ministry courses should, in good conscience, be able to subscribe to the ICC statement of beliefs which are found in the tenets of mainstream Christianity Target Student Characteristics The typical student will be an international student from Korea. Students will have been called to the Ministry and as part of that calling be undertaking formal studies. It is expected that the majority of students will continue their studies by completing the Diploma of Christian Ministry and Theology with ICC. Students will be Korean speaking, they may be male or female, and typically be 20 to 30 years of age. They will bring to their studies life experience and previous work Document: TAS Cert IV in Ministry & Theology Page 3 of 24

4 history and will have been working in a church as a volunteer Language, Literacy and Numeracy requirements The qualification is to be delivered and assessed in the Korean language. However, competency in language, literacy and numeracy are required on entry to the College. In general all participants should be able to read and understand text so as to: write simple statements (demonstrating an understanding of the writing process, use of basic sentence structure/ punctuation /grammar etc) identify data and information understand the meaning of the text (explaining it in their own words using key terms to support explanation) ICC will endeavour to assist learners where it can to accommodate anyone with difficulties with Language, Literacy or numeracy. In the event that a learner s needs exceed our skill we will refer the candidate to an external support provider e.g. TAFE or The Reading Writing Hotline* *The Reading Writing Hotline is Australia s national telephone adult literacy and numeracy referral service. It is funded by the Australian Government Department of Education, Employment and Workplace Relations and managed by TAFE NSW Social Inclusion and Vocational Access Skills Unit. Website: The Reading Writing Hotline Technology literacy requirements for this qualification Competent use of a computer that may also include being able to work with tables and diagrams. Ability to produce and present word-processed documents/ reports of several pages. Ability to obtain, interpret, evaluate and present information from a variety of sources (reading or the internet or via other assistive technology) Reasonable Adjustment and Assessment Procedures Purpose The purpose of reasonable adjustment is to make it possible for all students to participate fully in education and training. It is not to give a student an advantage over other students, to change course standards or outcomes or to guarantee success. Reasonable adjustment to assessment activities needs to be justifiable and uphold the integrity of the qualification. Planning and preparation are very important in making reasonable adjustment, and sufficient time should be allowed for appropriate arrangements to be put in place. Reasonable adjustment does not mean that all student requests are granted. It is about consultation and negotiation, so that no- Document: TAS Cert IV in Ministry & Theology Page 4 of 24

5 one in the process is disadvantaged. Adjustments should be based on the ability of each student to participate and achieve outcomes. Reasonable Adjustments Reasonable adjustment can be made to the assessment strategy to ensure equity for all candidates, while maintaining the integrity of the assessment outcomes. An adjustment is reasonable in relation to a student if it balances the interests of all parties affected. Please note that judgments about what is reasonable for a particular student, or a group of students, may change over time. In assessing whether a particular adjustment for a student is reasonable, regard should be had to all the relevant circumstances and interests, including the following: The student s unique situation (see table in Appendix 1) The views of the student or the student s supervisor, The effect of the adjustment on the student, including the effect on the student s: o Ability to achieve learning outcomes and o Ability to participate in courses or programs; and o Independence The effect of the proposed adjustment on anyone else affected, including the o Education provider, staff and other students o The costs and benefits of making the adjustment. Please see the detailed list of examples in Appendix 1 Student Support, Welfare and Guidance Where the student is experiencing any personal difficulties s/he should be referred to ICC Principal who will seek to assist. If the student s needs exceed ICC s support capacity it will refer the student to an appropriate external agency. Referral does not incur a fee for the student, although there may be fees for any service provided Nature of Guarantee to Students ICC is committed to completing the outlined training and assessment once students have commenced their study and meeting all of its student responsibilities. In the unlikely event of being unable to obtain, to commence or complete the course, ICC will, if possible, arrange for agreed training and assessment to be completed through another RTO (Fees may be incurred). Document: TAS Cert IV in Ministry & Theology Page 5 of 24

6 Risk Prior to the transfer to another RTO, affected students will be formally notified of the arrangements, and an agreement to those arrangements, including any refund of fees, will be obtained. If transfer is not possible, ICC will provide a refund of any unused portion of the fee. Risk associated with participation in the training and assessment for this qualification has been evaluated as: Tick one: high medium low. Students will be studying on campus and undertaking work placement as a volunteer in church situations and facilities. Neither of these situations pose any undue physical or emotional risk and the usual WHS induction and processes should be followed The Consultation Process Consultation Contributing to Development of Training & Assessment Strategy The significant involvement of industry stakeholders in an RTO s design and delivery of training and assessment programs is inherent in the VQF. This includes the requirements that training and assessment strategies be developed in consultation with industry stakeholders, that assessment of knowledge and skill be at the standard required in the workplace, and that evidence confirms that workplace and regulatory requirements are met. To ensure that ICC is able to keep up to date with VQF requirements it accesses information & subscribes to newsletters from: Strong links with relevant industry bodies are critical to ICC achieving a quality outcome for students and the industry they will enter and as such ICC developed an Industry Advisory Committee (IAC) with ministers from the following churches Bexley Uniting Church Sydney Changsung Church Hornsby Church Cheil Church New Gate Church Strathfield-Homebush Uniting Church The IAC meet on the following dates Semester One Term One 30 th June 14th September 2015 Term Two 29 th September 14 th December 2015 Document: TAS Cert IV in Ministry & Theology Page 6 of 24

7 Semester Two Term One 12 th January 28 th March 2016 Term Two 12 th April 27 h June 2016 It reviewed the Training and Assessment Strategy and had input into the choice of electives, delivery methodology and assessment processes for both the Certificate IV and Diploma of Ministry and Theology Key Discussion Points Recommendations from consultation Key areas discussed throughout industry consultation included:- The sequence of the units and flow of the training Current industry standards and expectations Elective units and their suitability for the target group Electives recommended were on the basis of meeting the identified needs of training in leadership, children and youth ministry Outcome expectations ensure that students have a solid foundation and build understanding of the breadth of role and the skills to fulfil and develop within that role. The training needs to ensure it addresses Children s ministry for Sunday School Church leadership New Testament and Old Testament Preaching Counselling Ethics and conflict resolution Factors in Delivery and Assessment Contextualising The courses can be customised to suit the needs of the particular setting and be adapted to different interpretations of the Bible and different Christian beliefs. The rules for contextualising The elements and performance criteria cannot be changed. Specific industry terminology can be substituted for generic terms in the performance criteria as long as it does not change the competency outcomes. Amendments to the range statement can be made to reflect local or organisational needs as long as they do not diminish the breadth or portability of the competency Contextualising is the activity undertaken to make units of Document: TAS Cert IV in Ministry & Theology Page 7 of 24

8 competency relevant and meaningful to students. It is about training in a specific context with a specific group of students. According to adult learning principles, people learn best when learning is seen as immediately relevant. The training program has been contextualised by using: operational work tasks to develop meaningful, relevant skills and understanding, including the management and administration of church activities Trainers sharing their own church/ministry workplace experiences and stories. Using various church facilities, policies and procedures Employability Skills The assessment materials have all been purposed designed. Employability Skills are an integral part of competency. Units of competency have been developed to ensure relevant Employability Skills facets have been embedded within competency components rather than bolted on. This approach more accurately describes Employability Skills within the context of work outcomes. Document: TAS Cert IV in Ministry & Theology Page 8 of 24 The training and assessment strategy includes the application of Employability Skills through implementing learning and assessment strategies that meet learners needs and reflect industry requirements. The table below summarises the employability skills to be achieved in the course Employability Industry/enterprise requirements skill include Communication Communicating Christian concepts and practice clearly using language suited to the audience. Communicating skills to discuss theological beliefs and implications. Comprehension skills to identify and compare different theological beliefs, opinions and sources. Teamwork Problem solving Working effectively with people from a variety of backgrounds, e.g. age, gender, race, faith or political persuasion. Working within Christian ministry teams and provide some leadership within defined scope. Working with a range networks within Christian communities Developing effective techniques for communicating Christian teaching in

9 Initiative and enterprise Planning and organising Selfmanagement Learning Technology different settings. Reflecting on and applying answers to questions about Christian beliefs and practice. Identifying solutions to predictable and unpredictable problems related to ministry practice by applying the teaching of scripture. Identifying opportunities to better engage with individuals and groups regarding Christianity and Christian life today. Recognising and using different approaches for interpreting theological information. Collecting, analysing and organising theological information for delivery to an audience. Collecting and preparing information on theological, ethical and social issues for use in a Christian ministry setting. Taking the time to be personally prepared before leading in a ministry setting. Reflecting on one s ministry practice and identifying opportunities to improve. Responding to community members from all backgrounds and beliefs in a nonjudgemental and respectful manner Willingness to consider new ideas about Christian faith and practice, and their implications for personal faith perspective. Recognising, locating and using resources for basic theological research. Using communication technology skills and equipment to contact community members, plan Christian Ministry work, prepare presentations, and research matters relevant to Christian Ministry Arrangements with other providers Training and Assessment Staff There are no arrangements with other providers All assessment must be undertaken by assessors who meet the requirements stated to apply under the Standards for NVR Registered Training Organisations in effect at the time at which Document: TAS Cert IV in Ministry & Theology Page 9 of 24

10 Requirements assessment is conducted. This includes the necessary assessment competencies determined by the National Skills Standards Council (NSSC) or its successors in effect at the time of assessment. Assessment of elective competency units must be undertaken by assessors who meet the requirements for assessors specified in the respective source training package or accredited course. See the Trainer Matrix for the details of individual trainers Program Duration and Structure The course is 12 months full time comprised of 2 semesters with 2 terms of 11 weeks in each semester. Forty four weeks tuition in total. Volume of learning The program has been developed & scheduled to allow learners time to reflect and absorb the knowledge, to practise the skills in different contexts & to learn to apply the skills and knowledge in the varied environments that the workplace offers before being assessed. The course has 2 formal components Certificate IV in Ministry and Theology Class room training 15 hours per week Field work placement 5 hours per week Classroom training Students undertake 15 hours per week of formal campus based study during which time they participate in the learning and assessment activities for the 9 units of competency. The study includes course-related information sessions, supervised study sessions and examinations. The time required to undertake these activities will vary between students based on their experience. Field work placement To be assessed as competent in this qualification, students are required to undertake supervised practical field work placements in a church or with church activities. Evidence provided by the church field supervisor will contribute to assessment of the student. Document: TAS Cert IV in Ministry & Theology Page 10 of 24

11 Students will need to complete 220 hours of fieldwork placement in an appropriate church/church activities environment. ICC has established relationships and MoUs with 8 churches, who are members of its Industry Advisory Committee, and these churches will provide the field placement opportunities. The ministers of these churches all have their TAE40110 Certificate IV in Training and Assessment In addition, students will also be able to secure their own fieldwork placement. However, field placement can only be undertaken in an environment that has been approved by the College Principal. During the field work placement, students will be monitored and supported by ICC qualified trainers and assessors. The ICC trainer/assessor will visit each student at least once per month. Of course should any problem arise ICC trainer/assessor may visit more frequently. As mentioned all the church Field Work Supervisors have their TAE40110 Certificate IV in Training and Assessment and so they will assess the students in their field work placements Field work placement is used to gather and evaluate evidence during normal work activities in order to determine whether a required competency has been achieved. Field assessment will entail a combination of observation, questioning, discussion and field supervisor reports. All students are required to provide a signed field placement Log Book and time sheet to verify they have successfully demonstrated the practical components of each of the required competency outcomes. The field work placement is required for each unit of competency. The field experiences are arranged to align with the units being studied to enable the student to achieve competency in the practical demonstration of skills. Students will spend 5 hours per week throughout the course in their field work placements, where they practice ministry skills under the supervision of experienced pastors. They participate in pastoral care, leadership, administration, teaching with the aim of developing hands-on experience, which helps support the knowledge learnt As an example duties may include any kind of ministry within the church, such as Conducting a Service Document: TAS Cert IV in Ministry & Theology Page 11 of 24

12 Leading worship Organising communion Presenting children s programs, Participating in home cluster groups Managing music support Leading the youth program Conducting outreach and mission programs Completing administration tasks Providing pastoral care In this situation students are led to reflect theologically on events in ministerial life. In this way growth in understanding and competence in practice are fostered. There is a close relationship between field experience and course work. Students are required to submit a field work report at the end of each semester. Satisfactory completion of this field placement is an essential part of the requirements for successful completion of this course. Additional requirements for field/work placement Students must have a valid Police Check and a valid Working With Children number, which they can provide to the host church. National Criminal Record Check Prior to commencing field/work placement, students will be required to undertake a Criminal Record Check (CRC) to obtain a National Police Certificate. Students will need to meet the cost of this. Commission for Children and Young People Student Declaration Before commencing field placement, students will be required to sign a CCYP Student Declaration form, which they must provide to the church. This form declares that the student is not prohibited from working with children and young people. Delivery Delivery and Assessment Arrangements Schedule This schedule may be modified to meet individual student needs. The following table provides an overview of sequence of delivery and assessment and the allocation of the number of hours in the training program. Document: TAS Cert IV in Ministry & Theology Page 12 of 24

13 Unit Unit /subject name Class and study hours Field work Total hours CMTTHE401A One belief but many ways CMTTHE402A Introduction of Old Testament CMTTHE403A Investigating theological theme CMTTHE404A Introduction of New Testament CMTMIN401A Christian Ethics CMTMIN402A Evangelism CHCCD404E Children s Ministry for Sunday School CHCCD509C Christian Leadership CHCCOM403 A Preaching Total 9 units 660 hours 220 hours 880 hours Assessment In order to facilitate a flexible approach to both learning and assessment, the evidence gathering is both formative and summative. In order to facilitate a flexible approach to both learning and assessment, the evidence gathering is both formative & summative. Assessment Arrangements Formative evaluation is ongoing throughout the delivery of the learning. The form and timing of summative assessment will be discussed with the students at the beginning of each unit. Evidence collected will comply with the rules of evidence. Assessment tasks include assessor observation, workplace projects, Document: TAS Cert IV in Ministry & Theology Page 13 of 24

14 written tasks and by gathering evidence from field work supervisors who observe the student at least weekly. This allows the assessment of multiple skills & knowledge integrated into actual workplace activities & performances in a complex environment. Students will be provided with the opportunity to clarify assessment outcomes during class. All students will be given written feedback as well as having the opportunity for individual feedback at an appropriate time during class and practical sessions. Written feedback on assessments will be provided to students within 10 working days. Assessments are conducted by staff who hold relevant qualifications. Recording information It is a requirement that assessors record detailed information of the student s demonstrated knowledge and skills. The comments fields within the assessment tools are to be used to record detailed commentary on the knowledge and skills demonstrated by the student. The Assessment Summary Record is to be used to record the overall assessment finding and the feedback that is provided to the student. These comments should be as detailed as possible. The completed assessment record is retained by ICC as it may be required for audit purposes and internal review and moderation. Students who are assessed as not competent are provided with detailed verbal and written feedback to assist them to identify the gaps in their knowledge and skills to be addressed through further training. These students are to be provided with additional training and learning support to target their specific gaps in knowledge and/or skills and prepare them for additional assessment. It is the policy of ICC to provide additional training and reassessment as required at no additional cost to the student or employer. Student s requiring additional learning support are to be brought to the attention of the ICC S Principal so the progress of the student can be monitored closely and additional support services can be applied if required. Students are permitted to resubmit assessments twice without incurring any additional fee. Thereafter it is at the Principal s discretion as to whether the student is required to re-enrol at additional expense or if they may submit again for which they will be Document: TAS Cert IV in Ministry & Theology Page 14 of 24

15 charged a fee. Principles of assessments were considered in the following manner Reliability - The principle of reliability within the assessment resources is adhered to by all students being required to do the same assessments. There is flexibility around this to meet the needs of individual students, as discussed below. Reliability is also built into the course by the students being asked to demonstrate their knowledge and skill over a period of time and being asked to demonstrate it in a variety of different ways, eg, first through completion of theory on the topic and written materials on how to do a task, then field assessment tasks and interviews with the field placement supervisor after the student has practiced the task in the workplace. Reliability is also ensured through: Clear and detailed instructions to students and assessors, The provision of a marking guide for all assessments Principles of Assessment Fairness - Information is provided to students about the assessment and learning process via the Student Handbook, which is available prior to enrolment and further details are given at enrolment. Fairness is also about the assessor using their professional judgement on whether students are competent or not. Consistency across assessors is achieved by ICC s policy on assessment which all assessors abide by and through providing marking guides for each unit studied. ICC s moderation activities also assist with consistency in marking and assessing across assessors and students. Validity - Assessments are initially validated prior to being released and are designed to reflect different aspects of working within the church sector. Flexibility - There is flexibility around how the assessments might be delivered. This may involve aspects such as: the field (workplace) assessments state the student is to do the task to the workplace standard, using workplace policies and procedures which students to do the tasks according to the needs of their workplace theory assessments cover a range of different scenarios, to cater for students who may be working in a variety of different church environments Document: TAS Cert IV in Ministry & Theology Page 15 of 24

16 Rules of Evidence individual needs of students are met as required as the student alerts ICC of their need The rules of evidence are applied in the following manner: Currency all students are required to be actively involved in church activities. This ensures that the students are demonstrating current skills and knowledge in the field. Written assessments are reviewed systematically to ensure that they meet church/industry requirements. Sufficiency - Students are required to complete both written assessments and workplace/field tasks. Assessments require, according to the specifications in the unit, that evidence is captured over a period of time and in a variety of different means. The assessment mapping ensures that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Validity - The tasks that the students do in the workplace are set, and reflect the units of competency. They cover skills required of an individual operating in the role of a protestant Christian minister. All tasks directly reflect the unit of competency. Verification of workplace skills is obtained through the completion of an observation report from the workplace supervisor, which has Cert IV in Training and Assessment. Authenticity students are known to the trainer/assessor so they are aware of what is typical of the student. Students also need to sign an authenticity declaration as part of submitting their work. RPL/Credit Transfer Context of Assessment Assessment Resources RPL: Students who believe they already have some of the competencies in the course may apply for Recognition of Prior Learning (RPL). Application may only be made after enrolment and payment of fees and must be made using the Application Form that will be provided at the induction session. Credit transfer: Students who have completed units from their course at other institutions will be given recognition on presentation of a verified transcript, Award or Statement of Attainment. All units of competency include assessment in a church workplace as well as written tasks. ICC supplies the following 1. Learner resources: Workbook for each unit Assessment booklet for each unit 2. Trainer resources: Copy of student workbook for each unit Document: TAS Cert IV in Ministry & Theology Page 16 of 24

17 Assessment booklet for each unit Assessor Marking Guide for each unit 3. Workplace resources A resource checklist is completed by the trainer for each host church employer to ensure the workplace has all necessary material and that the student is able to access these. A full listing of the resources required for each unit is found in Appendix 2. Campus ICC campus provides the following so as to ensure a quality learning environment for students Adequate space for group work/practice scenario Comfortable seating and desks Power Point facilities White board/markers And/or All staff, including contractors, involved in the delivery and assessment of this qualification, have direct access to the current version of the accredited course document, including the appropriate units of competency, assessment guidelines and qualification structure. All staff, including contractors, involved in delivering the program, have access to trainer, assessor and student support materials relevant to their areas of delivery and assessment. All assessors have access to print and electronic copies of the assessment tools that are used in this program. ICC has access to staff and training/assessment resources to meet the requirements of students with special needs and has an assessment process that incorporates reasonable adjustment procedures. ICC has reviewed the equipment and facility requirements for each unit of competency in the qualification and guarantees that it has access to the required materials and equipment. Document: TAS Cert IV in Ministry & Theology Page 17 of 24

18 Classroom Field/work Placement Written Activities Field/Work Activities Supervisor Report LEARNING AND ASSESSMENT MATRIX Learning Methodologies Assessment Activities CMTTHE401A Discuss the nature of the Bible and present day Christian life and practice X X X X X CMTTHE402A Interpret theological data X X X X X CMTTHE403A Investigate information within a theological theme or issue X X X X X CMTTHE404A Gain new personal revelation X X X X X CMTMIN 401A Explore ideas about God in relation to the way we live as Christians X X X X X CMTMIN 402A Communicate, theological information in a clear, easy to understand form X X X X X CHCCD 404E Develop and implement community programs X X X X X CHCCD 509C Support Community Leadership X X X X X CHCCOM403A Use targeted communication skills to build relationships X X X X X Written Tasks: The student is required to respond to a range of questions contained in the Assessment Booklet. This may include case studies, short answer questions, reflection activities, research activities, projects, written reports and plans and the documenting of team activities. Document: TAS Cert IV in Ministry & Theology Page 18 of 24

19 The student can research their answers from Text Books, Student Workbook, available church/workplace references, libraries/data bases and the internet Field/Work Placement Assessment: The student is required to demonstrate a range of skills whilst being observed by their assessor, who is the Field Work Supervisor. All the Field Supervisors are qualified assessors, and so are able to observe the student over time and in a variety of situations. Detailed instructions for these assessment tasks are contained in the Student Assessment Booklet. It is anticipated that not all practical assessments will be possible in the church/workplace as the situation/event may not arise and so the assessor may need to create role plays and scenarios to address this. Where this happens the field work supervisor must document in detail the activities undertaken. Field Supervisor Report is completed for all units and is provided as a written report once the student has completed the unit. Detailed instructions are provided to the field work supervisor on the process and their role in the assessment procedure. Document: TAS Cert IV in Ministry & Theology Page 19 of 24

20 Assessment validation The processes used to validate assessment in this course are: Assessment Validation Process Including Industry Consultation Consultation with industry A review conducted annually with an industry/church representative(s) to check that standards expected of students are consistent with current industry practice, which is reflected in the assessment tools. Key discussion points will be : Repeatability of assessment results Translation of learning into the workplace Suitability of assessment methodology for industry This information is analysed & provided to the Quality Assurance Committee Internal review/audit The internal review/audit will examine the training and assessment strategy and identify areas for improvement review all assessment instruments to ensure they are appropriate for the units of competency and the evidence required The Assessment Validation Process All assessment methods, tools, evidence used, decision making and processes are validated in the following ways: 1. Planning and Development Planning and development of the course is undertaken through consultation with various groups of stakeholders and include: Industry representatives Evaluation and feedback from students and trainers Assessments mapped against units of competency, performance criteria and critical aspects of evidence in the relevant training package Document: TAS Cert IV in Ministry & Theology Page 20 of Implementation A systematic approach to implementation will be employed in the following ways; Assessor s Guide and Marking Guides will be used in order to apply consistency in assessment marking Cohort results are reviewed for each assessment task to identify problem assessment strategies.

21 Training and learning materials and tools will be evaluated and feedback acted upon Annual validation and moderation meetings attended by all trainers, assessors, subject specialists to review evidence gathering tools and assessment tools and decisions. ICC will ensure that the validation of this program is conducted according to its Annual Validation Plan Students have access to an appeal process and data is collected from this process and analysed 3. Evaluation/Follow up All assessment processes, methods, materials and tools will be evaluated and feedback will be incorporated into ongoing improvement of delivery and assessment tasks. The information collected through this process will be presented to the Quality Assurance Committee. Monitoring and Evaluation Student feedback is collected and analysed. The data will be collected through student evaluation. Trainer Evaluation of Course each trainer is required to complete & sign the Trainer Evaluation of Course form at the completion of the training for each unit of competency. Completion rates will be monitored during the implementation of the program to identify problem areas. Assessment results are monitored to ensure no assessment task is causing problems across the target audience. Other methods used to monitor and evaluate the delivery and assessment of this qualification include: Feedback from industry interviews, Associations and industry groups Staff feedback External and internal audits Quality Indicators Student engagement data Employer satisfaction data Completion rates Quality Indicators: The quality indicator surveys are issued to students and employers and Document: TAS Cert IV in Ministry & Theology Page 21 of 24

22 data collated and analysed and reported to ASQA as required Learner Satisfaction Survey (for each participant) Employer Satisfaction Survey (for employer to complete & sign) Approval Signature and date Review date Document: TAS Cert IV in Ministry & Theology Page 22 of 24

23 Appendix 1 Examples of Reasonable Adjustment Methods Category Possible issue Strategy LLN Speaking Reading Writing Confidence Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of support documents such as word lists Non-English Speaking Background Indigenous Age Educational background Document: TAS Cert IV in Ministry & Theology Page 23 of 24 Speaking Reading Writing Cultural background Confidence Knowledge and understanding Flexibility Services Inappropriate training and assessment Educational background Age of the assessor Limited study skills Reading Writing Numeracy Limited study skills and/or learning strategies Discuss with the candidate and supervisor whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the candidate Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the candidate Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the candidate s needs Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Make sure font size is not too small Assessor should refer to the candidate s experience Ensure that the time available to complete the assessment takes account of the candidate s needs Discuss with the candidate previous learning experience Ensure learning and assessment methods meet the learner s individual need

24 Disability Speaking Reading Writing Numeracy Limited study skills and/or learning strategies Identify the Issues Create a Climate of Support Ensure Access Appropriately Structure Assessment Using other Expertise APPENDIX 2: Resource Listing Unit of Competence CMTTHE401A CMTTHE402A CMTTHE403A CMTTHE404A CMTMIN 401A CMTMIN 402A Work placement required? This unit may be assessed in a classroom, simulated or actual workplace environment. Assessment may contain a theoretical emphasis as well as utilising examples covering a range of ministry situations. Consistency in this unit needs to be assessed in a Christian context with access to opinion on the relationship between theology and ethics/morals CHCCD 404E Resources required for assessment include access to an appropriate workplace or an environment that effectively simulates workplace and community conditions CHCCD 509C Resources required for assessment include access to a workplace or community or to an effectively simulated environment CHCCOM403A Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place Document: TAS Cert IV in Ministry & Theology Page 24 of 24

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