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    CAQA, the abbreviation of Compliance and Quality Assurance, is a Career Calling International Initiative.

    We create training and assessment resources for all Australian qualification levels. Our instructional designers have collectively 91+ years of experience in the field, our RTO resources are being used in different registered training organisations (RTO), TAFEs, and universities in various parts of Australia.

    We believe that all the graduates should be armed with all the required industry skills and knowledge that can help them reach heights of success in their career.

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    Reasonable adjustment in summative assessments

    The concept of ‘reasonable adjustment’ is important and must be considered. This means that the summative assessment process may be modified so that individual participants are not disadvantaged. For example, a learner with a disability, or with issues relating to language, literacy or numeracy may require some adjustment to the assessment process.

    In accordance with the Disability Standards for Education (2005), education providers are under a positive obligation to make changes to reasonably accommodate the needs of a learner with a disability. Reasonable adjustments can be made as required, as long as competence is not compromised.

    We make changes to reasonably accommodate the needs of learners to ensure:

        • they have the same learning opportunities as other learners.
        • they have the same opportunity to perform and complete assessments as other learners.

    For example, such a learner could be asked to demonstrate a work process rather than being asked to explain it in writing.

    It is important to always provide the following information to your students, trainers and compliance officers:
        • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
        • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
        • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
        • Trainer/Assessor must complete the “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
        • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
        • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
    A table has been provided below to list different categories where reasonable adjustments can also be made, possible issues associated with each category and reasonable adjustment strategy that you can apply:

     

    Category Possible Issue Reasonable Adjustment Strategy 
    (select as applicable)
    LLN Speaking
    Reading
    Writing
    Confidence
    Verbal assessment 
    Presentations 
    Demonstration of a skill 
    Use of diagrams 
    Use of supporting documents such as wordlists
    Non-English Speaking Background Speaking
    Reading
    Writing
    Cultural background
    Confidence
    Discuss with the student and supervisor (if applicable) 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 student
    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 student
    Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
    Indigenous Knowledge and understanding
    Flexibility
    Services
    Inappropriate training and assessment
    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.
    Age Educational background
    Limited study skills
    Make sure font size is not too small
    Trainer/Assessor should refer to the student’s experience
    Ensure that the time available to complete the assessment takes account of the student’s needs
    Provision of information or course materials in accessible format. 
    Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
    Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
    Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
    Changes to course design, e.g. substituting an assessment task
    Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
    Educational background Reading
    Writing
    Numeracy
    Limited study skills and/or learning strategies
    Discuss with the Student previous learning experience
    Ensure learning and assessment methods meet the student’s individual need
    Disability Speaking
    Reading
    Writing
    Numeracy
    Limited study skills and/or learning strategies
    Identify the issues
    Create a climate of support
    Ensure access to support that the student has agreed to
    Appropriately structure the assessment
    Provide information or course materials in accessible format, e.g. a text book in braille
    Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
    Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
    Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
    Changes to course design, e.g. substituting an assessment task
    Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

     

     Explanation of reasonable adjustments strategy used (If required)

     

      

     

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    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits
    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits
    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits
    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits
    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits
    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits
    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits
    CAQA Resources Learner Resources, RPL Kits, LLN Kits, Assessment Kits