Teaching and Assessment
Box Hill Institute is a global educational provider committed to giving you the best education and training.
Our strong belief in continuous improvement makes us innovators in teaching methods, curriculum development and work placements.
Our teaching and assessment focuses on ensuring you achieve the required competencies. We use ‘Competency Based Training’, which is a flexible form of education and training to assist you to develop the skills, knowledge and understanding required by industry.
We support your development and independent learning through teaching methods such as:
- large and small discussion groups
- group work
- role plays and case studies
- problem-solving exercises
- project-based activities
- workplace training activities
- teacher-led industry enquiry.
Assessment is largely activity-based and practical. An assessment task ensures that you display an understanding of the knowledge that underpins the practical performance of a task.
We assess to see if you have achieved the performance criteria for each element specified in the units of competency. This form of assessment is known as ‘criterion-referenced’. It judges performance against a prescribed standard, not against other fellow students.
Assessment methods may include:
- performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an assessor
- use of photographs, videos and other means to show performance of a task when the assessor cannot be present
- models, items, objects that have been made, fixed or repaired by the candidate
- rosters, budgets, reports, standard operating procedures and other material developed by the candidate
- asking the candidate about real or hypothetical situations to check understanding, task management and contingency management skills. (May be short answer, discussion, multiple choice or other responses)
- projects, reports and essays relevant to the Language, Literacy and Numeracy requirements of the unit of competency
- documented and verified reports from supervisor, colleague, subject expert, trainer or others
- a candidate’s personal statement on their performance (not generally sufficient in isolation)
- simulated activity to accommodate difficult to demonstrate criteria, such as emergencies, contingencies or difficult behaviours
- collections of evidence compiled by the candidate.