ASSESSMENT POLICY OF CERTIFICATE/ DIPLOMA COURSES IN
ENGINEERING,MANAGEMENT & INFORMATION
TECHNOLOGY
ASSESSMENT POLICY OF ADVANCED DIPLOMA COURSES IN
ENGINEERING,MANAGEMENT & INFORMATION
TECHNOLOGY
ASSESSMENT POLICY OF PROFESSIONAL DIPLOMA COURSES IN
ENGINEERING,MANAGEMENT & INFORMATION
TECHNOLOGY
ASSESSMENT POLICY OF CERTIFICATE/ DIPLOMA
COURSES IN ENGINEERING,MANAGEMENT & INFORMATION TECHNOLOGY
The assessment tasks are designed for
assessing the followings
Graduates at this level will have specialised
knowledge and skills for skilled/paraprofessional work and/or further learning
|
Knowledge |
Graduates at this level will have technical and theoretical knowledge
in a specific area or a broad field of work and learning |
|
Skills |
Graduates at this level will have a broad range of cognitive,
technical and communication skills to select and apply methods and
technologies to: · analyse information
to complete a range of activities · provide and
transmit solutions to sometimes complex problems · transmit
information and skills to others |
|
Application of knowledge and skills |
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, judgement and defined responsibility in known or changing contexts
and within broad but established parameters |
Competency-based
training focuses on students’ ability to achieve learning outcomes to a
specified level (ie Competent). Once the students attain this level,
they receive a grade of Competent .
The assessment grades
are given at USA Grading Criteria together with Australian Competency based
training system,.
The assessment tasks
up to diploma level is focussed on the knowledge the students needed in order
to perform that work, and the abilities the students needed in order to apply
their knowledge in an engineering /management, Information Technology context.
The assessments
project assignments are designed to assess the candidates’ capability in
feasibility investigation, scoping, establishing criteria/performance measures,
assessing and reporting technical and procedural options; design and
development; component, resources and materials sourcing and procurement;
construction, prototyping, manufacture, testing, installation, commissioning,
service provision and de-commissioning; tools, plant, equipment and facilities
acquisition, management, maintenance, calibration and upgrades; operations
management; procedures documentation; presentation and reporting; maintenance
systems design and management; project and facility management; quality
assurance, costing and budget management; document control and quality
assurance in several engineering, business and information technology
applications.
IQY Technical College uses continuous
monitoring & assessment methods and tasks to evaluate the student’s
competence in a particular unit of competence/qualification. All assessments
tasks are designed in accordance to the relevant training package
specifications of a qualification/unit of competence and may include
assignments, practical assessments, presentation, project work, written tests
or other methods deemed appropriate to assess students’ competence in carrying
out tasks to a required standard.
Especially assignments/ project works
are continually assessed throughout the course as the students progress
in their study. For a limited circumstances,
formal written tests are conducted.
ASSESSMENT POLICY OF ADVANCED DIPLOMA
COURSES IN ENGINEERING,MANAGEMENT & INFORMATION TECHNOLOGY
The assessment tasks are designed for
assessing the followings
Graduates at this level will have broad knowledge
and skills for paraprofessional/highly skilled work and/or further learning
|
Knowledge |
Graduates at this level will have broad theoretical and technical
knowledge of a specific area or a broad field of work and learning |
|
Skills |
Graduates at this level will have a broad range of cognitive,
technical and communication skills to select and apply methods and
technologies to: · analyse information
to complete a range of activities · interpret and
transmit solutions to unpredictable and sometimes complex problems · transmit
information and skills to others |
|
Application of knowledge and skills |
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, judgement and defined responsibility: · in contexts that
are subject to change · within broad
parameters to provide specialist advice and function |
Competency-based
training focuses on students’ ability to achieve learning outcomes to a
specified level (ie Competent). Once the students attain this level,
they receive a grade of Competent .
The assessment grades
are given at USA Grading Criteria together with Australian Competency based
training system,.
The assessment tasks
for advanced diploma level is focussed on operate within
broadly-defined technical & business environments, and undertake
a wide range of functions and responsibilities and specifically in its
application, adaptation or management, in a variety of contexts. Their
expertise often lies in familiarity with the current state of development of a
business system or technology domain and most recent applications of the
business and technology
The assessment tasks
are designed for assessing the activities, knowledge & skills that combines
the need for a strong understanding of practical situations and applications,
with the intellectual challenge of keeping abreast of leading-edge developments
as a specialist in a technology or
business domain and how these relate to established practice.
The assessment tasks
are focussed on students’ understanding of the specific interactions with other
aspects of an overall operating context and for managing the contributions of
their specialist work to a broader engineering or business system or solution.
The students’ focus on sustainable solutions and practices which optimise
technical, social, environmental and economic outcomes within the technology or
business practice domain and understanding of the standards and codes of
practice that underpin the technology & business practice domain
and ensure that the performance outcomes comply with statutory requirements &
relevant code of practice of business systems as well as implementation,
operation, quality assurance, safety, management, and maintenance of projects,
plant, facilities, or processes within specialist practice area(s) of the
technology & business practice domain
IQY Technical College uses continuous
monitoring & assessment methods and
tasks to evaluate the student’s competence in a particular unit of
competence/qualification. All assessments tasks are designed in accordance to
the relevant training package specifications of a qualification/unit of
competence and may include assignments, practical assessments, presentation,
project work, written tests or other methods deemed appropriate to assess
students’ competence in carrying out tasks to a required standard.
Especially assignments/ project works
are continually assessed throughout the course as the students progress
in their study. For a limited circumstances,
formal written tests are conducted.
ASSESSMENT POLICY OF PROFESSIONAL DIPLOMA
COURSES IN ENGINEERING,MANAGEMENT & INFORMATION TECHNOLOGY
The assessment tasks are designed for
assessing the followings
Graduates at this
level will have broad and coherent knowledge and skills for professional work
and/or further learning
|
Knowledge |
Graduates at this level will have broad and coherent theoretical and
technical knowledge with depth in one or more disciplines or areas of
practice |
|
Skills |
Graduates at this level will have well-developed cognitive, technical
and communication skills to select and apply methods and technologies to: · analyse and
evaluate information to complete a range of activities · analyse, generate
and transmit solutions to unpredictable and sometimes complex problems · transmit knowledge,
skills and ideas to others |
|
Application of knowledge and skills |
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, well-developed judgement and responsibility: · in contexts that
require self-directed work and learning · within broad
parameters to provide specialist advice and functions |
The assessment grades
are given at USA Grading Criteria together with Australian Competency based
training system, Test / Examination & Project Assignments
are utilized in assessment tasks.
The assessment tasks are designed to
assess the candidate’s capability to take responsibility for engineering /
business / IT projects and programs in the most far-reaching
sense. This includes the reliable
functioning of all materials, components, sub-systems and technologies used;
their integration to form a complete, sustainable and self-consistent system;
and all interactions between the technical system and the context within which
it functions. The latter includes understanding the requirements of clients,
wide ranging stakeholders and of society as a whole; working to optimise
social, environmental and economic outcomes over the full lifetime of the
product or program; interacting effectively with other disciplines, professions
and people; and ensuring that their work contribution is properly integrated
into the totality of the undertaking.
The assessment tasks are designed for
candidate’s capability in interpreting technological
possibilities to society, business and government; and for ensuring as far as
possible that policy decisions are properly informed by such possibilities and
consequences, and that costs, risks and limitations are properly understood as
the desirable outcomes.
The assessment activities are
also focussed on bringing knowledge to bear from multiple sources to develop
solutions to complex problems and issues, for ensuring that technical and
non-technical considerations are properly integrated, and for managing risk as
well as sustainability issues. While the outcomes of engineering have physical
forms, the work of
The students’ advancement of
technologies and with the development of new technologies and their applications , new business practice through
innovation, creativity and change. Professional Engineers may conduct research
concerned with advancing the technology & business practice and with
developing new principles and technologies within a broad technology &
business practice discipline.