What sets U.C.C.A. apart from the majority of online education providers it our stringent structured approach to ensuring educational standards are met in the delivery of our training and assessment.
Our first priority is achieving successful educational outcomes for our students. We know the technology that empowers online training needs to adhere to our "real work" training protocols, delivery practices and assessment strategies.
UCCA works to an educational framework that has specified objectives, goals and outcomes for each individual learner, for each individual course or qualification.
Our unique technology, training and assessment practices combined with industry engagement, to develop courses, result in student outcomes are relevant to the needs of industry and informed by real world demand.
We do not offer a one size fits all passive online video and call that a course, nor do we we believe that model qualifies for active learning and engagement contextualised to the students requirements.
All of our courses contain a rigorous assessment protocol which ensures the delivery of training is consistent and the assessment requirements are always conducted in accordance with the Principles of Assessment and the Rules of Evidence, assessed against a training plan that addresses real world skills and outcomes.
Our first priority is achieving successful educational outcomes for our students. We know the technology that empowers online training needs to adhere to our "real work" training protocols, delivery practices and assessment strategies.
UCCA works to an educational framework that has specified objectives, goals and outcomes for each individual learner, for each individual course or qualification.
Our unique technology, training and assessment practices combined with industry engagement, to develop courses, result in student outcomes are relevant to the needs of industry and informed by real world demand.
We do not offer a one size fits all passive online video and call that a course, nor do we we believe that model qualifies for active learning and engagement contextualised to the students requirements.
All of our courses contain a rigorous assessment protocol which ensures the delivery of training is consistent and the assessment requirements are always conducted in accordance with the Principles of Assessment and the Rules of Evidence, assessed against a training plan that addresses real world skills and outcomes.
The Principles of our Assessment Process
All U.C.C.A. Courses are designed to follow the Principles of Assessment
Fairness
The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by U.C.C.A. to take into account the individual learner’s needs.
Flexibility
Assessment is flexible to the individual learner by:
Valid
Any assessment decision of U.C.C.A. is justified, based on the evidence of performance of the individual learner.
Validity requires:
Reliability
Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
- Fairness,
- Flexibility,
- Valid,
- Reliability.
Fairness
The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by U.C.C.A. to take into account the individual learner’s needs.
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
- drawing from a range of assessment methods and using those that are appropriate to the context, the course and associated assessment requirements, and the individual.
Valid
Any assessment decision of U.C.C.A. is justified, based on the evidence of performance of the individual learner.
Validity requires:
- assessment against the course outcomes 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
- judgement of competence is based on evidence of learner performance that is aligned to the course and associated assessment requirements.
Reliability
Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
The Rules of Evidence
Validity
The assessor is assured that the learner has the skills, knowledge and attributes as described in the course 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.
The assessor is assured that the learner has the skills, knowledge and attributes as described in the course 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.