Learning and Assessment Standards

  • Document Overview

    Document Overview

    Purpose

    The purpose of the Code of Conduct is to ensure both staff and students have a common understanding of the standards of conduct expected.

    The purpose of the Code of Conduct is to guide and enhance the conduct of staff and students in performing their duties in the training environment of the Schools.

    Scope

    The Code of Conduct has the support of the Directors and applies to all officers and employees of the companies.

    Management support

    Becker Helicopters Pilot Academy and is affiliates (BHS) recognises its staff and students as its greatest asset.

    Misconduct

    Staff and students should familiarize themselves with the Code of Conduct and endeavour to ensure that its principles are observed at all times. Significant departures from the standards of conduct outlined in the Code of Conduct may amount to misconduct on the part of the individual staff and students member.

    Reference

    Students should also refer to the Part A of the Code of Conduct and to the Student Handbook.

    Staff, when actively involved in teaching and administering courses, will refer to the Code of Conduct, Student Handbook, VET Manual, Instructor Handbook and the Becker Helicopters Operations Manual, which defines the aviation rules and regulations specific to flight training.

    Parts

    The Code of Conduct is divided into the following parts:

    Part Description
    A – Code of Conduct Rules by which students are expected to conduct themselves during their course of student.
    B – Learning and Assessment Policy The policies that Becker Helicopters follows in order to provide a fair and equitable learning and assessment environment, and also to meet our legislative, regulatory and quality systems requirements, both as a CASA approved Flight School, but also as a Registered Training Organisation.

    Acknowledgement

    Thanks to all the websites, Government and private, University Websites, all Becker Helicopters staff and students who contributed to the development of this policy through their feedback.

    Becker Helicopters is also grateful and would like to acknowledge the University of Sydney, CQU, USC, UQ, QUT, DEEWR, ACPET, CASA, ASL Exams, FAA, and ICAO for its policies which Becker Helicopters has utilized as a template for developing this policy.

  • Learning and Assessment Policy

  • Learning and Assessment Policy

    What is assessment

    Assessment refers to the processes used to measure or otherwise evaluate and contribute to student achievement of the learning outcomes of a course of study to obtain a helicopter pilots licence, Diploma in Aviation and other core Skill sets namely Sling Loads, Night Vision Goggles, Night Visual Flight Rules, Formation Flying etc.

    Assessments

    As an educational tool, the primary focus of assessment is to encourage, direct and reinforce learning.

    A number of the Becker Helicopters programs are subject to meeting the accreditation standards of:

    • Civil Aviation Safety Authority (CASA) of Australia.
    • Australian Skills Quality Authority (ASQA).

    Therefore, assessment processes must meet external requirements.

    To meet the quality processes and standards of Becker Helicopters, assessment must be conducted on shared principles of transparency, equity and fairness, using shared standards and processes.

    Assessment tasks and their relative weightings for each course, together with any relevant details regarding the assessment such as Flight assessments, Flight training sorties, CASA Commercial, or Private Helicopter Theory exams, Pre-solo air legislation, Radio telephone operators licence etc., and the associated assessment criteria, which are included in the course program.

    Competency Based Training

    Competency based training (CBT) has been used in Australia since the mid 1980’s and is now the recognised way in which workplace training should be developed.

    CASA introduced CBT in 1999 as part of the development of the PPL and CPL Day VFR Syllabus.  The new CASA regulations are going to require that CBT is used in the development of training programmes.

    CASA, are keen to try and focus CASA’s activities on areas where it can have a significant impact on safety.  Flying training is clearly one of those areas.

    External assessment standards

    It is important that Becker Helicopters complies with the regulatory, legislative and external standards of:

    • The Civil Aviation Safety Authority (CASA), and
    • Australian Skills Quality Authority (ASQA) with in the Australian Quality Framework (AQF).

    Some of the assessment criteria and standards are set by external bodies and are outside of our scope to influence.

    Becker Helicopter teaches the CBT syllabus

    This document contains the Becker Helicopters policy on assessment of coursework by students undertaking the helicopter Flight training.

    This policy:

    • sets out the principles underpinning Becker Helicopters approach to assessment as a framework within which decisions are made in the design, implementation and review of assessment, including Blackboard assessments
    • identifies responsibilities for ensuring that the principles are implemented in practical situations in both the classroom, and helicopter.

    This document also contains the minimum requirements and procedures to be followed in the design, implementation and review of assessment.

    This policy is designed to meet the requirements of CASA Competency based training rules and regulations, quality assurance standards, accreditation requirements and relevant administrative systems.

     

     Scope

    This policy applies to:

    • assessments for both flight and ground school, including CASA examination of coursework by students undertaking the Helicopter Flight training program.
    • staff, students and people contracted by Becker Helicopters with responsibility for designing, administering and making decisions relating to assessment for or on behalf of Becker Helicopters.

     Assessment Approval

    Only Becker Helicopters syllabus approved assessments are to be conducted.

    The Head of Training Operations, Chief Pilot and Authorised Testing Officers (ATOs) and delegates have authority to develop, monitor and approve policies and procedures related to teaching, including assessment processes.

    However final transitions into practise are to be met with approval by the CFI and Chief Pilot or designate.

    Delivery Standards

    All assessments, in particular trial and final assessments are to be conducted through the approved exam tool, for example, Blackboard, where possible.

    Paper-based exams are to be used only when the online exam tool is unavailable.

    Trial and Final assessments are to be supervised at all times.

    Protect the Integrity of the Assessments

    All staff are responsible for protecting the integrity of the assessments, and the assessment process.

    Trial and Final exams are conducted through Blackboard under supervised conditions, on Becker Helicopter PCs.  It prevents students from being able to copy, access the internet, print, or save assessments.

    If assessments are conducted on paper, they must not be kept in the students Training Records folder, which is kept within the school premises, which is not secure.

    Paper-based assessments must be delivered to Student Services, so they can be filed in the more secure admin area.

     Paper-Based Assessments

    If an assessment is completed on paper because either the Online Exam Tool is unavailable, or the assessment is not suited to the Online Exam Tool (for example, short answer questions), the following information must be recorded:

    • Student name
    • Student group
    • Student number
    • Instructor supervising the assessment
    • Date the assessment was completed
    • The number of attempts, for example, first attempt, etc.
    • The result of the assessment, and
    • Reason assessment was completed on paper, if it would normally be completed in Blackboard.

     Development New Assessments and Learning Tools

    Instructors must not develop and/or implement their own assessments.

    However, Becker Helicopters would not be where it is today without the valuable input, creativity and dedication of its instructors.  Becker Helicopters welcomes feedback, presented in a respectful way, and encourages the development of enhanced or improved tools.  Before any development work is undertaken, however, the concept and idea should be approved by the Chief Pilot, Head of Training Operations, and the Compliance and Resources Department.

     Changes to Assessments

    Changes to assessments are co-ordinated through the Compliance and Resources Department.

    Most assessments are generated from a central bank of questions, which are then randomly generated into trial and final exams.

    If instructors, in the course of supervising exams, or completing exams themselves, identify a potential error or problem, they are requested to:

    • Take note of the exam and question, preferably with a screen dump or copy and paste.
    • Discuss with the lead Subject Matter Expert for the subject and/or Flight Program Director before submitting any change request.
    • Amendments will then be reviewed and signed off by the Head of Operations, and then the Chief Pilot.

    Be respectful.  When submitting change requests, be respectful of those who have been involved in the development and implementation of these materials.  The vast majority of the training materials and assessments used at Becker Helicopters have been developed through a collaborative process involving many people, including current staff and instructors.  When your feedback is abrupt, superior, contemptuous, or rude, you are affectively insulting those staff members who have contributed their time and effort in developing these materials.  No material is perfect or complete, and there is always room for improvement.

    Often, instructors notice errors and corrections during or just prior to utilising an assessment.  Please do not provide feedback on assessments, and expect changes to be implemented immediately.  It is impractical, and demonstrates are lack of understanding of the process and effort required to update, distribute and publish amended training materials and assessments.

     Legislation

    Assessment practices must comply with the following legislation:

    • Anti-Discrimination Act 1991 (Qld)
    • Copyright Act 1968 (Cth)
    • Disability Discrimination Act 1992 (Cth)
    • Freedom of Information Act 1992 (Qld).
    • CASA CBT Training guidelines
    • CAR’s
    • CAO’s
    • AIP’s
    • CASA Helicopter Instructors Manual
    • National Vocational Education and Training Regulator Act 2011
    • AVI08 Aviation Training Package.
  • Principles for Assessment

  • Principles for Assessment
    Any system for assessing the progress and achievement of students must be of a high quality, effective and efficient, and acceptable to stakeholders including students.  An assessment system therefore must also be student-centred.  The principles below provide a framework for decisions on the design, implementation and review of assessment.

    Quality assessment

    Quality Assessment is that which aims to achieve the academic standards, Flight Competencies and standards expected by Becker Helicopters, CASA, ASQA, our clients, the community, the professions, government, staff and students.

    Effective assessment

    • Effective assessment achieves the purposes for which it is undertaken and is designed to minimise the potential for unintended or negative outcomes
    • Effective assessment is designed to align with learning goals, learning activities and learning outcomes, and provides evidence of students’ achievement of learning outcomes
    • Effective assessment involves giving students constructive feedback on their learning
    • Effective assessment provides a valid and reliable basis for certifying student attainment of a standard of achievement
    • Effective assessment assists students to become independent learners and to determine their own learning needs and capabilities informed by timely, constructive feedback.

    Efficient assessment

    • Efficient assessment will optimise the benefits students gain for their efforts in preparing for assessment, such as a mark, and the quality, quantity and timeliness of feedback to assist their future learning
    • Efficient assessment will optimise the benefits staff gain from their efforts in designing and implementing assessment and providing feedback to students

    Student-centred assessment

    • Student-centred assessment is fair, equitable, consistent and transparent in its design and implementation
    • Student-centred assessment is designed to optimise opportunities for students with different backgrounds and experiences to demonstrate achievement of learning outcomes
    • Student-centred assessment is subject to review enabling students to appeal against procedures used to arrive at an assessment decision.
  • Principles of Assessment

    Principles of Assessment

    [1]In addition, all assessments comply with the relevant training package and are conducted in accordance the Principle of Assessment and Rules of Evidence as guided by the Standards for RTO’s 2015. 

    [2]The Principle of Assessment are as follows:

    Fairness

    The individual learner’s needs are considered in the assessment process.

    Where appropriate, reasonable adjustments are applied by BHS to take into account the individual learner’s needs.

    BHS informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

    Flexibility

    Assessment is flexible to the individual learner by:

    • reflecting the learner’s needs;
    • assessing competencies held by the learner no matter how or where they have been acquired; and
    • drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

    Validity

    Any assessment decision of BHS is justified, based on the evidence of performance of the individual learner. Validity requires:

    • assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance;
    • assessment of knowledge and skills is integrated with their practical application;
    • assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and
    • judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.

    Reliability

    Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
  • Rules of Evidence

    Rules of Evidence

    [3]The Rules of Evidence are as follows:

    Validity

    The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

    Sufficiency

    The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.

    Authenticity

    The assessor is assured that the evidence presented for assessment is the learner’s own work.

    Currency

    The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.
  • Rights and Responsibilities

    Rights and Responsibilities

    The Company

    Becker Helicopters through its Head of Operations, Chief Pilot and Flight Instructors and Ground School Instructors, is responsible for ensuring that:

    • this policy is implemented consistently and effectively across Becker Helicopters
    • processes are established to systematically review assessment practices
    • decision-making structures and processes are established to achieve fair, equitable, consistent and transparent assessment practices.
    • communication processes are established to effectively inform all instructors, and students about assessment policy, procedures and guidelines
    • remedial processes are established to achieve fair, equitable, consistent and transparent assessment practices and decision-making.

    Instructors

    Flight Instructors and Ground Instructors are responsible for ensuring that:

    • they are familiar with and follow this policy and related procedures and guidelines, and their roles and responsibilities at Becker Helicopters
    • their assessment practices and decisions are fair, equitable, consistent and transparent
    • they review their assessment practices with the CFI and Chief Pilot regularly to achieve continuous improvement.

    Staff

    All staff are responsible for ensuring that:

    • they are familiar with and follow this policy and related procedures and guidelines, and their roles and responsibilities relating to assessment
    • their assessment-related practices are fair, equitable, consistent and transparent, and reviewed regularly to achieve continuous improvement.

    Management

    The Chief Pilot, Head of Training Operations and Flight Program Director are responsible for ensuring that:

    • high quality professional development services and resources are available for Flight and Ground Instructors to support good learning and teaching practice, including assessment
    • learning and teaching services and resources are regularly reviewed to maintain their currency with contemporary practice and consistency with this policy – this includes currency and standardization of teaching methodologies within the cockpit.

    Student responsibilities

    Students are responsible for ensuring that:

    • they are familiar with this policy
    • they follow this policy and related assessment procedures relevant to their Flight Program and Ground school
    • they optimise their learning through assessment feedback on both Blackboard, written assessments and Flight assessments feedback
    • they provide information to support requests for, special consideration or a review of decisions regarding any aspect of their assessment.

    Student Rights

    Students have a right to:

    • fair, equitable, consistent and transparent decisions relating to all aspects of their assessment
    • reasonable learning support for all students and reasonable adjustment for students with a disability, wherever possible, to address potential barriers to successful achievement.
  • Principles for Special Consideration

    Principles for Special Consideration

    The only grounds on which students may apply for special consideration is where their Flight examination was adversely affected by exceptional circumstances.  The student is responsible for proving exceptional circumstances exist.

    The following principles apply when making decisions regarding special consideration applications:

    • equity
    • consistency
    • procedural fairness
    • timeliness
    • effectiveness
    • respect for privacy.

     

    Related Documents

    The following related documents are published on the Becker Helicopters Intranet SHREQ, and the Becker Helicopters website:

    • Code of Conduct
    • Remedial training process

    These related documents are available through the Becker Helicopters Intranet SHREQ:

    • CASA Helicopter Instructors Manual
    • Becker Helicopters Instructors Manual Including lesson plans, Flight briefings and Ground Assessments
    • Becker Helicopter Services Operations Manual
  • Assessment Requirements

    Assessment Requirements

    Requirements and procedures

    The following minimum requirements and procedures are aligned with the policy’s principles to ensure assessment is of a high quality, effective and efficient, and student-centred in its design, implementation and review.

    Staff are responsible for implementing these minimum requirements and procedures to give effect to the aims and principles of this policy.

    Students are responsible for familiarising themselves with this policy and following procedures relevant to them to optimise their educational opportunities.

    Scope of Assessment

    A clear statement of the course learning outcomes is included in the course program.

    The assessment is aligned with the course learning outcomes, CASA Final examinations and Flight Test criteria and the graduate pilots attributes and skills for the course and program.

    The nature and details of all aspects of assessment for each course, including details of formative or summative assessment tasks, are clearly described in the course program and on the CASA Flight test form.

    Assessment timetable

    Assessment are timetabled to take account of other demands on a student’s time (e.g.  Other assessments, Flight training schedules, and ground school workloads), wherever reasonably possible.

    Adequate arrangements are in place for students with special needs to ensure transparency, fairness and equity.

    Formative assessment (e.g.: Specific Ground School Subject assessment – Meteorology, & Flight training CBT assessments) is used to provide constructive feedback and an opportunity for students to receive support and advice before summative assessment e.g.  The CASA Ground Theory Exams.

    Remedial assessments, where required, is timed to allow students an adequate opportunity to receive academic and flight remedial support.

    Where assessment requires the submission of an assessment, students are given reasonable time in which to attempt and submit the assessment (e.g.  Take into account the practical or technical difficulties that students might encounter, such as equipment failure, temporary unavailability of materials and reference texts on the Blackboard system, weather, and illness).

    Assessment tasks

    Assessment tasks (written paper, practical test) need to be demonstrably valid and reliable (i.e.  They test achievement of one or more of the learning outcomes specified in the course profile).  These tasks must be proportionate to the work expected for their successful achievement with due regard to the units of credit and level of the course.

    In deciding the length and complexity of each assessment task, the aim is to achieve a balance between the demands of validity, reliability and efficiency.

    Wherever possible, students have an opportunity to practice or experience each type of assessment task that is used for summative assessment.

    A range of assessment tasks that collectively tests a balanced and sufficient proportion of the course learning outcomes is used.

    The scope, rationale and nature of each assessment task is clearly described in the course profile, including details of learning outcomes, criteria against which performance will be measured, task and item weightings, due dates, examination conditions (e.g.  open/closed book), conditions for extension of time (if any), and penalties for lateness or violation of assessment specifications (e.g.  Length).  CASA ASL Website outlines all conditions regarding Ground School Examinations.

    Any changes to the scope and nature of assessment tasks are subject to approval by the Head of Operations (or designate) and are communicated in Instructors meetings, Operational manual if changed with CASA and follow up in writing (via email will suffice or on the company Intranet communications channels) to staff with assessment responsibilities and all students enrolled in the course allowing adequate time for students to prepare for the assessment.  Changes are applied in a manner to ensure students are not disadvantaged.

    Where assessment is subject to negotiation with students, and clients training needs this process is described in addition to the course profile.

    Where assessment includes an examination, only one examination of no more than three hours duration is scheduled for a Ground School course.  Flight Tests can consist of oral component and a practical component.

    Marking

    Assessment tasks are marked according to the published assessment criteria (e.g.  Descriptors of Flight Competencies standards to be achieved, grade marks to pass an assessment descriptors, marking guides) provided to students in the course profile.

    Marks allocated and Flight Competencies to each assessment task are proportionate to the work expected for its successful achievement with due regard to the units of credit and level of the course.

    When marks from assessment tasks are combined, the methods used are statistically and educationally defensible.

    If students are required to achieve a specified pass result, (for example a CASA CPL Flight test assessment) for each assessment task to pass the course, this is clearly stated in the course profile.

    Academic decisions, particularly those with potentially adverse implications for student progress (e.g.  Failure to satisfy academic standards, failure to pass a sortie of flight assessment), are supported by documented evidence.

    Adequate arrangements are in place for students with special needs (e.g.  Students from a non-English speaking background) to ensure transparency, fairness and equity.

    To ensure students are treated fairly and equitably, due regard is given to special consideration applications in cases of exceptional circumstances.

  • Student Support

    Student Support[4][5]

    Feedback

    Students receive feedback on all assessment tasks completed with sufficient time to allow for academic and flight support and advice where necessary.

    Students receive feedback, either individually or in a group, which is sufficiently detailed to identify strengths and deficiencies, including suggestions on how performance can be improved, yet not so detailed to discourage self-reliance in learning and assessment.  Flight operations post flight brief are to be carried out immediately after the flight sorties on a one on one basis.

    A brief written summary report of overall performance by a student is available on iCan™ and is accessible by staff, with printouts available in the student records folder.

    Feedback to students includes access to their own work, including examination results, and to other relevant assessment material.

    Staff and student feedback about course assessment is incorporated into teaching and learning strategies and future assessments.

    Academic Support

    Student academic progress is monitored to identify students who may be academically at risk and require academic support.

    Adequate academic support is provided to students to clarify errors and misunderstandings related to assessment.

    Appropriate academic support is provided to help students to improve their performance on future assessment tasks and may include referral to study skills services.

    Remedial

    If assessment tasks for a particular student or Flight Assessments are necessary to resolve any doubt about the students’ performance in the course, approval by the Head of Operations or designate is required.

    Remedial and/or supplementary assessment is conducted using assessment tasks either identical to those used in the first assessment or demonstrably similar.  Remedial Flight Sorties are being planned with consultation with relevant Flight Instructors and Head of Operations or designate.

    The criteria for successful remedial assessment tasks are provided in writing to staff and students, in the 10 hour Flight training plan and are consistent with the Competency based Assessment criteria applied to the initial Flight or Ground School Theory assessment.

    In exceptional circumstances, an alternative assessment task and/or criteria may be necessary to achieve a valid and reliable outcome and ensure that students are not disadvantaged.  Alternative assessment tasks can only be used where they satisfy course requirements of the original assessment task.

    Supplementary assessment may affect the overall hours a student may be required to fly in order to pass the course.

    For further information on BHS Remedial Policies please see the Remedial Flight Training section in the Student Handbook Part A.

    Appeal

    Students may apply for review of a grade and to appeal against academic decisions. For further information on how to appeal, please see the Complaints / Appeal Policy chapter in the Student Handbook Part A.  For all CASA exams, the review request must be made to CASA direct.

    Special Considerations

    Students may apply for special considerations as outlined previously in this chapter.
  •  

    Procedures for Sitting CASA Exams

  • Procedures for sitting CASA Exams

    Procedures

    The following procedures relate to examinations (hereafter called ‘exams’) administrated by the CASA ASL Exam centre.  Each exam is conducted at the end of each Ground School course.

    Exam period assessment information

    • All staff must adhere to the specified deadlines for CASA ASL Exams readiness for the students.  (E.g.  Ensure all assessments for each subject have been completed and Trial Exams passed and completed to at least 70% for all subjects except Air Law (80% pass mark).

    The deadlines are as follows:

    • ASL exams must be booked and confirmation printed and given to each student.  Student Services Manager will coordinate this procedure.  This confirmation contains what students can bring into the examination, time and duration of the exam.
    • Students’ grades/results processed by CASA will be available immediately and if another exam is to be sat due to failure it will be determined on the printed report from CASA – available immediately after the CASA exam.  The “re-study” period will be determined by CASA depending on the fail mark.  For example a mark of less than 50% will require the student to “restudy”  42 days before the student will be able to access a CASA exam in that subject.  If failure is only for example 67% – student may re-sit the CASA exam within a 7-14 day period.

    Requests for students to attend exams after a failure (i.e.  Not linking directly from a study semester) are accommodated by CASA through the online booking ASL Examinations Service.

    Exam timetable review period

    • The draft timetable for the standard exam CASA subject will be prepared by Student Services manage.  The Student Services Manager makes changes, wherever possible, and prepares the final timetable for the CASA exams.
    • Students who are ill on that date can defer the exam which will attract a re-sit fee from ASL Examination Centre.
    • The Student Services Manager will liaise with individual student about their new exam timetable.

    Exam instructions

    • Exam instructions to students are printed on the ASL Confirmation of Examination including if it’s open book or not and what equipment to bring.  These are binding regulations for the exam.
    • Invigilators and students must follow the exam instructions.
    • Students who do not follow the exam instructions may forfeit marks.
    • Students caught in an exam in possession of or using materials not authorised in the exam instructions or allowed by this policy are reported to CASA for academic misconduct.

     

    Reference

    Please refer to the CASA website for the terms and conditions for sitting external CASA exams.

    https://www.casa.gov.au/operations/standard-page/exams?WCMS%3ASTANDARD%3A%3Apc=PC_90043

    Syllabus

    Each Course syllabus will identify what internal assessments, flights texts and external CASA exams are required to complete a qualification.

[1] RTO 1.8

[2] RTO 1.8b

[3] RTO 1.8b

[4] RTO 1.7

[5] RTO 1.3b