Academy of Interactive Entertainment Student Handbook

AIE Student Handbook

AIE Assessment Policy

This policy is to ensure quality assurance in the management of the assessment system, responsibilities and obligations for assessment, quality assurance, and procedures for the effective conduct of assessment practices.

AIE develops and implements assessment strategies to facilitate student learning and to assess achievement against learning outcomes or competency aims. Assessment supports student-centred approaches to learning. Assessment practices include the provision of constructive and timely feedback to students to provide students with a measure of their progress against stated learning outcomes and assist in their preparation for future assessment.

The Senior Academic Manager and Heads of School oversees the management, review and monitoring of assessment systems and procedures.

The Heads of Department, reporting to the Senior Academic Manager and Heads of School, are responsible for coordinating and monitoring the practice of assessment and to ensure that fair, effective, consistent and appropriate assessment practices are in place, and ensure that assessment tasks are consistent with the aims, objectives and content of a course and/or unit of study.

Assessment of learners is conducted to comply with the Standards for Registered Training Organisations 2015, the relevant levels and guidance in the Australian Qualifications Framework and the requirements of the accredited course or training package being utilised.

All assessments will be conducted by assessors who meet the requirements of the current national regulator and noted in the trainer/ assessor qualifications and vocational competency requirements section above.

All assessment in VET courses is competency based. This means that learners develop, collect and present evidence against a set of workplace standards or requirements as specified in a nationally accredited course or training package. Learners are graded as either Competent or Not yet Competent against the standards.

Learning at AIE takes place through a series of subjects which have been mapped to units of competency within training packages or our own nationally accredited courses. During each subject the method of collecting evidence from learners vary but typically include:

  • Teacher observation
  • Questions and discussions
  • Quizzes
  • Work and product reviews and demonstrations
  • Formal milestone and progress approvals

At the end of each subject learners engage with their assessors in a summative assessment interview. This interview is the culmination of the work the learner has been doing throughout the subject. Learners present all relevant evidence at this interview, receive feedback and a Competent or Not yet Competent grading. If graded as Not yet Competent, learners are given further opportunities to gain competence

Work place assessment can be included in the training and assessment of the course in the form of internships.  The training and assessment strategy is designed around a simulated studio environment and so can be adapted to an actual studio environment.  Typically the specific arrangements are negotiated as internship places become available.

Candidates may access Recognition of Prior Learning (RPL) in accordance with AIE policy.

To address the needs of candidates AIE assessment policy offers flexible assessments, extensions, resubmissions, pastoral care and an appeals procedure to assist candidates in assessment.  Information on these services is available from the online student handbook, on all assessment documentation and are covered during the student orientation process.


Principles of assessment[edit]

AIE applies the following principles of assessment

Validity – Each unit of competency has been analysed to determine its exact meaning and requirements.  The analysis has included all aspects in the unit to ensure the meaning and requirements are understood.  The result of the analysis is used to determine and ensure the evidence requested from candidates is valid for the purposes of the specific assessment in question.  The competency analysis in combination with the continuous improvement processes ensures the validity the assessment evidence collected and inconsequence the judgements made by assessors.

Reliability – The evidence requested from candidates is defined into assessment rubrics that assessors use to ensure the reliability of their judgements.  The rubrics are designed to be a clear definition of competence.  These clear definitions in combination with continuous improvement processed such as moderation ensure judgements by assessors are consistent and reliable.

Fairness – Candidates will be fully informed about the assessment process.  They will receive full details of when assessment will take place and exactly how it will be conducted, well in advance of the allotted time.  Candidates are always presented with the opportunity to have reasonable adjustments made to the assessment process to suit their needs.  Candidates are always present at their assessments.  Candidates have a range of support options including reassessments, appeals and pastoral care available to them.  Information about these processes will be available from the student handbook, course guides and the assessment documentation.

Flexibility – Assessment processes will be flexible to allow reasonable adjustments to be made to accommodate the candidate’s needs.  Importantly this will include options for the candidate to provide evidence through an RPL process.

Rules of evidence[edit]

The following rules of evidence are applied by AIE assessors.

Validity – Evidence must address the elements and performance criteria which have been mapped to AIE learning, reflect the skills, knowledge and context described in the competency standard and demonstrate the skills and knowledge apply to real or simulated workplace situations.

Sufficiency – The competency analysis process in combination with the continuous improvement processes provide assurance that the evidence requested from candidates is safely sufficient to demonstrate competence.  Evidence will be collected in a variety of formats and at different times to ensure a sufficiently comprehensive picture is presented to enable assessors to make accurate judgements.

Authenticity – Primarily authenticity is achieved through direct assessor observation of the candidate’s preparation, performance and presentation of evidence.  Importantly the preparation of evidence will include approval and signoff by the assessor at milestone stages before completion.  The close working relationship between (trainer) assessor and candidate provide the assessor with confidence to identify authentic evidence from the candidate. 

Currency – Assessors will ensure that learner’s evidence for assessments is from the very recent past and complies with current standards