Handing over to the next academic assessor (if relevant)
Our standards state that an academic assessor will be assigned to a student for a part of the programme. Following this period they will have to ‘handover’ the responsibility for the student to the next academic assessor. AEIs will define what a ‘part’ means depending on the length of the programme and how the progression points are structured.
It is the academic assessor’s responsibility to ensure that the handover is done appropriately with proper record keeping of their recommendations, including any particular issues or points to consider for the next academic assessor, and all relevant people.
Feedback should be provided to the student as part of this process, letting them know where they need to improve and how they may be able to do this.
We do not specify how the ‘handover’ must take place, only that it must ensure all relevant information is recorded and made available to the next assessor. Many practice learning environments, and AEIs, may have well established hand over processes which academic assessors can follow.
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- Who are practice supervisors and how are they prepared?
- Who identifies who the practice supervisors are?
- What do practice supervisors do?
- Support for the practice supervisor role
- Who are practice assessors and how are they prepared?
- Who identifies the practice assessors
- What do practice assessors do?
- Support for the practice assessor role
- Who are academic assessors and how are they prepared?
- Who identifies the academic assessors
What do academic assessors do?
- What do academic assessors do?
- Collation and confirmation of academic learning
- Assessment for progression
- Upholding public protection
- Managing a student not meeting the progress expected
- Handing over to the next academic assessor (if relevant)
- Support for the academic assessor role
Learning environments and experiences
- Safe and effective learning
- Designing and reviewing a safe and effective learning environment and experience
- Types of learning experiences
- Support for those who deliver education
- Raising concerns
- The student at the centre of learning
- What to expect from your learning and assessment
- Raising concerns
- Complaints or appeals