TRAINING AND ASSESSMENT MATERIALS FAQ’s

What is the best way to purchase Training and Assessment materials from LRES?

First of all read the LRES Terms and Conditions and all the FAQ’s listed herein.  Having read these, RTO’s are best to request a sample unit prior to purchase.  This allows all the stakeholders to the RTO, including their Trainers/Assessors, compliance departments, RTO Consultants and other decision makers to make a purchase decision.  Once satisfied, purchases can be made through the online shop, via email (lauren@lres.com.au or richard@lres.com.au), or direct contact to Richard (0404-043-013) or Lauren (0413-545-945).

 

Do you offer volume discounts?

Yes. The following applies:

Number of Units Unit Price
1 – 4 $695 Plus GST
5 – 9 $600 Plus GST
10 – 19 $550 Plus GST
20+ $500 Plus GST
Transition of a superseded unit to new training package unit $700 Plus GST
New unit development $1000 Plus GST

Note: Discounts will not be applied to Graduate Certificate and Graduate Diploma level units

 

Do you develop units that are not available in your list?

A list of all available units is regularly updated and available online here.

LRES is constantly developing units and the general development list usually sits between 20 and 40 units as based on ongoing client requests.

New units are developed at $1,000 plus GST per unit and LRES is able to develop for all Training Packages.

Production times vary subject to current backorder.  LRES prioritises its work to clients going into audit and RTOs that request assistance with rectification.  LRES also provides compliance activities to a number of RTOs.  These activities and priorities also affect production time. RTOs that have specific urgent requirements should contact either Richard or Lauren to discuss their needs.

 

Are payment plans available?

Unfortunately we are no longer able to offer payment plans.  RTOs should only purchase what they are ready to purchase.

 

Do you offer an Audit Guarantee?

No. LRES does not offer an audit guarantee on Training and Assessment materials.  Our materials are provided to you as editable documents (MS Word and PowerPoint where relevant) such that RTOs are able to contextualise them to their own needs and delivery modes.  RTOs work with their compliance teams and their consultants to match products to their needs.  LRES do not believe that it is possible to provide a compliance guarantee as firstly, Auditors and Consultants all have their own opinions and expectations which vary from one to another, and secondly, LRES con not speak for a third party such as a Regulator.  Regulators make judgements on a range of collected evidence as provided by the RTO at the time of audit, not just the training and assessment material tabled.  RTOs are responsible for meeting the obligations under the standards rather than third parties.

 

Have LRES Training and Assessment materials passed ASQA Audits?

Yes. LRES have produced Training and Assessment materials for over 960 units which are being used by over 130 providers currently, including Institutes of TAFE, Private providers delivering to domestic and international students, Private providers delivering off-shore and specialist providers such as those delivering to remote or indigenous communities.  Our materials range from Certificate I through to Advanced Diploma, Graduate Certificate and Graduate Diploma level units. As such, the materials have been audited many times including for scope amendment, initial registration, for rectification and remedial purposes, etc.

 

What is included in LRES Training and Assessment materials?

Each unit resource is provided as an editable word document . All resources include a Learner Guide with Unit Content, Assessment Tasks, Competency Records, Benchmark Answers and Assessment Mapping.  Resources are provided to clients branded with their logo.

Powerpoint presentations are included with the majority of BSB, FNS and ICT units.

 

Do you provide “answers” to the practical tasks?

Benchmark answers are provided to all written knowledge questions used to provide knowledge evidence.

With regards to benchmark answers to case study or any other “Task”, we do not provide benchmark answers as they are assessed by observation using the observation checklist and are in essence “practical”.

Our rationale for this approach is as follows.

The method of assessment in this context is direct observation.

Using a range of assessment methods helps produce valid decisions and recognises that learners demonstrate competence in a variety of ways. A range of assessment methods are outlined in the table below1:

faq_table1

The instructions the assessment task outlines to the student should outline the task(s) through which a learner can demonstrate competency. These instructions will prompt the learner to say, do, write or create something1.

If a learner is observed by an assessor, the outline of the evidence should clarify what the assessor will look for during the observation. An ‘observation checklist’ could be appropriate in this instance1.

The evidence criteria ensure the intent of the assessment tool is met and that the learner is able to demonstrate they have valid, sufficient, authentic and current skills and knowledge relevant to the unit.

The criteria confirms the evidence provided by a learner:

  • directly relates to the competency being assessed
  • is enough to allow the assessor to make a valid judgement
  • is the learner’s own work, and
  • shows currency of the skills and knowledge required

The Tasks are practical implementations and need to be observed. Observations do not lend themselves to benchmark answers for Tasks as they are assessed using the observation checklist as is inherent to a practical task. Likewise, they must include the dimensions of competency. Effectively the practical tasks are an application of the unit where the student demonstrates their ability to do something. Each student should demonstrate this in their own way and there shouldn’t be a benchmark answer as such.

An observation checklist is useful when observing performance in both real-work situations or in simulated environments where candidates are able to demonstrate:

  • Vocational skills
  • Generic skills
  • Application of workplace procedures
  • Work Health and Safety/Occupational Health and Safety.

An observation checklist enables the Assessor or other evidence-gatherer to observe in a focussed way, to take structured notes that can be referred to when making the assessment decision, to provide informed feedback to candidates, and to enhance the objectivity of the assessment decision. The complexity of the observation checklist mirrors the complexity of the task/tasks being observed.

In cases where a structured/simulated assessment activity to test competence is utilised, the assessment method includes assessment tools, which could include:

  • a scenario/outline of the situation;
  • instructions for people involved in the activity/simulation;
  • instructions for the student and the lecturer; and
  • an observation checklist.

The practical assessments take place within a range of environments as determined by the RTO’s strategy, such as workplace based, face-to-face with a simulated environment, etc.  This includes assessment tasks where the deliverable is a written document.

Considering an “Assessment Conditions” specified within a BSB unit2, “assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the customer service field of work and include access to:

  • office equipment and resources
  • business technology
  • organisational policies, procedures, quality systems, manuals and guidelines for customer management
  • examples of products/services and promotional strategies
  • case studies and, where possible, real situations
  • interaction with others”

and a Performance Evidence requirement such as “apply workplace communication skills to work with stakeholders effectively”3,

RTO’s set these and include them is assessment tasks around the practice environment they provide to their cohorts.  These are aspects that need to be observed and there is no basis for a written benchmark answer such as expected for knowledge evidence.

 

Does LRES use any resellers?

Yes.  LRES works with a range of RTO Consultants who refer certain aspects of their compliance service offerings which may include provision of Training and Assessment materials, provision of Training and Assessment Strategies, assistance with initial registrations and assistance with audits and rectifications.  RTO should asks their RTO Consultants if they are working with any third parties if they are unsure.

Compliant Learning Resources/TotalVET are a resller for a number of the LRES Training and Assessment materials.

The Caravan Industry Association Victoria distributes all LRES developed Training and Assessment materials for Recreational Vehicle Service and Repair.

Where materials are purchased from an authorised reseller, LRES Terms and Conditions still apply.

 

Do you modify materials as a result of our validation?

No.  LRES materials are developed to, as best as we can, create a solid foundation that can be used to facilitate delivery in a range of delivery modes and to a variety cohorts, as is our customer base. Validations are specific to and RTOs delivery and RTOs are responsible for ensuring their materials meet their participants requirements and the Standards for Registered Training Organisations.

LRES recognise that there are many individuals and organisations referring to themselves as consultants with a very broad range of opinions.  Where an RTO is utilising an RTO Consultant to manage their compliance, that consultant is free to modify the training and assessment material to their standards and requirements.

 

Our RTO Consultant also prepares Training and Assessment materials.  Should we use theirs or LRES materials?

LRES respectfully advise to use the materials provided by the Training Consultant engaged by your RTO where the consultant is not one who LRES works with as they can best represent their own materials at time of audit rather than a third party produced set of materials.

 

 

Sources:

1 ASQA, as at https://www.asqa.gov.au/sites/g/files/net3521/f/Guide_to_developing_assessment_tools.pdf, as on 20th July, 2018.

2 Training,gov,au, as at https://training.gov.au/Training/Details/BSBCUS402, as on 21st July, 2018.

3 Training,gov,au, as at https://training.gov.au/Training/Details/BSBCUS402, as on 21st July, 2018.