Standard 1        Clauses 1.1-1.2


To ensure validity, FMEDGE assessment tasks assess what they claim to assess. They sample a sufficient range of skills and performance and the tasks assessed resemble those in the workplace, both in theory and practice. Multiple approaches to assessment are used. Valid assessments contain a variety of methods and strategies in order to collect evidence and make judgements. The purpose of the assessment is to confirm whether an individual can perform to the standard expected in the workplace.






CEO – Chief Executive Officer

FMEDGE – Focused Management Education Developing Global Enterprise

RCC – Recognised Current Competencies

RPL – Recognised Prior Learning



All FMEDGE training methods and assessment tools meet the requirements and follow the Assessment Guidelines of the endorsed components of the relevant Training Packages. FMEDGE’s assessments lead to the issuing of a Statement of Attainment or Qualification under the Australian Qualifications Framework. Assessments will always comply with the principles of validity, reliability, fairness and flexibility.



MEDGE ensures the validity of its assessment procedures


  • conducting validation meetings
  • using the guides from the Training Package
  • consulting with various industry bodies, organisations and professional assessors in the field.


These include:

  • practicums, which are relevant to the particular qualification being sought. Practicum time frames are negotiated with the employers, where applicable, and always allow for the student to spend sufficient time honing their skills prior to the assessment being carried out.
  • offering RPL (Recognised Prior Learning) and RCC (Recognised Current Competencies) to all students on enrolment.
  • informing the students of the context and purpose of the assessment and the assessment process within the learning guide for each module;
  • clearly stating the criteria needed to complete each assessment and including the marking sheet;
  • the collection of sufficient evidence to enable judgements to be made about whether competency has been attained
  • gathering and analysing course evaluation information (feedback) from participants.
  • throughout the course, trainers and assessors document any inconsistencies or problems arising with the learning and assessment strategies on the continuous improvement matrix. Changes are suggested and these are considered by the CEO.
  • recording any action taken to improve or review the quality or consistency of an assessment tool on the Document Register and the new version of the document will be noted on the footer of the pages.


FMEDGE ensures that all assessments are reliable through the demonstration of consistent results from one assessment to the next. Reliability is achieved through:

  • the collection of evidence from different times and locations, if applicable, especially during the practicum settings.
  • the use of a number of different assessment methods.
  • where possible, the comparison of the results of two or more assessors regarding similar assessment items.
  • ensuring that students who are deemed Not Yet Competent on several occasions in a task are re-assessed by alternative assessors employed by FMEDGE;
  • ensuring that students who are deemed Not Yet Competent on several occasions in a task are brought to the attention of the CEO to allow for assessment review;
  • annually reviewing the delivery and assessment strategy of each course as part of the continuous improvement strategy


FMEDGE understands the importance of flexible assessment procedures. Flexibility is achieved through:

  • ensuring accessibility to learners, so that they can proceed smoothly from one competency standard to another.
  • the provision for the recognition of competencies no matter when, where or how they were acquired.
  • the provision for assessments to be made when the student feels ready. Due dates are flexible and can always be negotiated with the assessors.
  • allowing assessments, within reason, to be customised or modified after negotiation with the assessor.

To ensure fairness in assessment tasks, FMEDGE stipulates that the assessor and the learner work together, in collaboration, to achieve success and equitable conditions for the learner. Fairness is achieved through:

  • ensuring that the student being assessed clearly understands what is expected of her/him.
  • making the students aware of what the criteria for judging performance are.
  • ensuring that the learner is ready and prepared for the assessment
  • ensuring that the students have access to the appropriate environment and resources throughout the training and assessment processes.
  • ensuring that each student receives written feedback about the assessment task, whether competency has been achieved or not.
  • providing opportunities for appeal and review of the assessment decision. If a student disagrees with an unfavourable decision, they may follow FMEDGE’s appeal process



FMEP005 Complaints and Appeals Procedure Policy


FMEF006 Complaints and Appeals Form


Website – Policies and Procedures Tab

Policy Manual

Student Handbook




Compliance Manager


D:\FMEDGE\Policies Processes and Forms\New Policies and Forms\FMEP021 Assessment Policy.docx




1 April 2015