Assessment System Manual

The purpose of this manual is to establish an assessment system for all training courses offered by the institution. It provides a structured framework of policies and procedures to ensure that trainee assessments are conducted consistently, fairly, and in complete alignment with STCW 1978, as amended, national regulations, and company-specific training in the maritime sector. This manual fulfills that requirement by clearly outlining how assessments will be designed, administered, and managed to verify that seafarers meet the prescribed competence standards under the STCW Convention. In essence, the rationale for this manual is to promote valid and reliable assessments of competencies, uphold the integrity of the certification process, and ensure that every assessment contributes to the production of competent and safety-conscious seafarers in accordance with STCW objectives and Maritime Industry Authority policies.

This manual’s objectives are to:

• Document assessment policies and procedures that comply with all applicable MARINA-STCW regulations and international standards. By doing so, the manual helps the institution meet the requirements of the MARINA Memorandum Circulars, which mandate the establishment of an adequate assessment system. It also aligns with ISO guidelines on planning, implementing, and reviewing assessments of learning outcomes.
• Provide a uniform approach to designing and conducting assessments across all STCW-mandated courses and other courses offered by the institution. This ensures consistency in how knowledge, skills, and competence are evaluated, regardless of course or instructor. Standardization promotes fairness and reliability in results, as the same criteria and processes are applied to all trainees.
• Define measures to guarantee that assessments are conducted ethically and without bias. All candidates are assessed under equivalent conditions, scoring criteria are transparent, and anti-cheating safeguards are in place to protect the integrity of each exam. Adhering to these procedures supports the requirements of fairness and ethics.
• Serve as a reference for instructors, assessors, and administrators on their responsibilities in the assessment process. The manual clarifies who is responsible for what – from preparing question banks to invigilation and grading – so that staff can carry out assessments confidently and in compliance with approved procedures.
• Establish a system for reviewing and refining assessment tools and processes over time. By setting objectives for monitoring results and obtaining feedback, the manual ensures that the assessment system can be periodically evaluated and improved. Problems such as unclear questions or outdated content can thus be identified and corrected in subsequent revisions of the assessments.

This manual covers the assessment system for all STCW-mandated training courses delivered by the institution. It applies to the full range of mandatory courses listed by MARINA (as per the official list of STCW mandatory training courses), including any ancillary or refresher training that falls under STCW Convention requirements. The procedures herein govern both theoretical (written) assessments and practical assessments (including simulator-based assessments) conducted as part of course completion requirements.

The provisions of this manual apply to all personnel involved in training assessment processes, including but not limited to: course developers, instructors, designated assessors, proctors/invigilators, and training administrators. All MARINA-accredited instructors and assessors are expected to implement these policies in their respective roles. The manual is to be followed in both classroom-based (face-to-face) training and in technology-assisted learning environments. Suppose courses are delivered via distance learning or e-learning modes. In that case, the same assessment standards apply, with additional provisions to address remote assessment security in line with MARINA’s distance learning guidelines. This manual is therefore applicable to assessments conducted on-site at the training center, as well as LMS-based assessments used in blended or online course delivery.

It is the responsibility of the Training Manager (or equivalent academic head) to ensure that all assessments within scope are designed and conducted in accordance with this manual. Individual instructors and assessors are responsible for conducting assessments in accordance with the procedures, while the Quality Assurance (QA) department is responsible for monitoring the compliance and effectiveness of the assessment system. Trainees are also within the scope insofar as they must adhere to the examination rules and procedures defined herein.

For the purpose of this manual, the following key terms are defined operationally:

The following general provisions establish the foundational requirements and policies for implementing the assessment system:

Statutory Reference

The following general policies govern the implementation and maintenance of the assessment system manual itself, as well as overarching responsibilities and practices. These policies ensure that the manual is a living document effectively used by the organization:

6.1 Implementation of the Manual

This Assessment System Manual shall be implemented across all departments and personnel involved in training delivery and evaluation. The Training Manager is responsible for officially issuing the manual and ensuring that all instructors, assessors, and relevant staff have been oriented on its contents. A formal orientation or training session on the manual’s policies and procedures will be conducted whenever new staff are onboarded or when major updates to the manual occur.

All assessments for STCW courses must be conducted strictly in accordance with the procedures laid out in this manual – no ad hoc or informal assessment methods are permitted. Department heads and course supervisors shall monitor compliance by staff. Any deviation from the manual’s procedures (if necessary in exceptional cases) must be approved by the Quality Assurance (QA) Manager in advance and documented with justification. The principle is that this manual’s procedures are mandatory instructions to be followed to ensure standardization and regulatory compliance.

To support implementation, controlled copies of the manual (printed or digital) will be distributed (see distribution policy below), and easy access will be provided. The QA department may conduct spot checks or observe assessments to verify that the practice aligns with the manual. Where issues are found, corrective training or disciplinary measures will be taken to enforce adherence. Ultimately, the successful implementation of the manual is measured by smooth, uniform assessment operations and positive audit/inspection results from external bodies like MARINA or Accreditation Bodies.

6.2 Manual Review and Revision

The assessment manual is a controlled document that is subject to periodic review and revision to ensure it remains current with the latest requirements and best practices. At a minimum, the manual should be reviewed annually. In addition, specific triggers will prompt immediate review and possible revision, such as:

• Regulatory Changes: Any new MARINA STCW circulars or advisories affecting training assessments, or amendments to the STCW Code or IMO model courses, will be reviewed as soon as issued. The manual will be amended accordingly to incorporate new rules. Recent circulars have been included in this edition, and future changes will be similarly captured.
• Internal Process Changes: If the institution adopts new technologies or modifies its internal processes, the manual will be updated to reflect those changes. Likewise, improvements identified through internal audits or after-action reviews of course deliveries will be documented. For instance, if analysis shows that the time allowed for a particular exam is consistently insufficient, the procedure may be revised.
• Feedback and Continuous Improvement: Feedback from instructors, assessors, or trainees regarding the assessment process is encouraged and will be considered during reviews. Any recurrent issues, such as particular exam questions causing confusion or difficulties in the appeals process, will be evaluated. The Design and Development Team (which may include curriculum developers and subject matter experts) may suggest changes to assessment design procedures based on validation studies or new pedagogical insights.

The QA Manager will coordinate the review process, assembling a review team that may include instructors, the Training Manager, and a curriculum specialist. Proposed revisions are documented and presented to top management for approval. Once approved, a new revision number is assigned, and the manual is reissued. All manual revisions are logged in a Document Control table at the front of the manual, noting the changes made and the effective date. Obsolete versions (physical copies) are retrieved and archived to avoid confusion. The QA Manager ensures that MARINA is informed, if required, of substantive changes (for example, MARINA might require resubmission of portions of the manual if significant changes occur in assessment policy).

Version control is strictly maintained; the current version and revision date are indicated on every page or the cover of the manual. During review, attention is also given to ensure alignment with the latest versions of standards for learning services, so that best practices continue to be integrated.

In summary, this policy guarantees that the manual is not static – it evolves through a formal review cycle to remain relevant, effective, and compliant with all applicable requirements.

6.3 Responsibilities

Clear roles and responsibilities are defined to implement and uphold the assessment system:

• Training Manager: Has overall responsibility for the assessment system. Approves the assessment procedures and any changes to them. Ensures that all courses have appropriate assessment packages and that assessors are assigned. The Training Manager also signs off the TCROA reports to certify that assessments were done per approved plans, and oversees the result approval process before certificates are issued. They handle escalated issues, such as appeals that require managerial decision, and liaise with regulatory bodies (MARINA) on matters of assessments (e.g., reporting course completions or any incidents during evaluations).
• Quality Assurance (QA) Manager: Ensures that the assessment process complies with the Quality Management System (QMS) and relevant regulatory standards. The QA Manager organizes internal audits of assessment activities, checks documentation (assessment packages, records), and verifies that assessors are qualified. They also coordinate the regular review of the manual as described above. In cases of non-conformity (e.g. an assessment not carried out per procedure), the QA Manager facilitates root cause analysis and corrective actions. The QA Manager may also deploy QA personnel to monitor examinations (e.g. doing unannounced classroom visits during exams as observers) to ensure that invigilation and conduct are proper.
• Instructional Designers: An Instructional Designer is a qualified education and training professional or a group of individuals responsible for the systematic design, development, and evaluation of instructional materials, using instructional systems design (ISD) models and digital authoring tools. The Instructional Designer ensures that training programs meet prescribed standards of competence as defined in the STCW Code and MARINA Circulars. This role includes defining learning outcomes, mapping content to performance criteria, selecting delivery modalities (e.g., e-learning, blended, classroom), and developing interactive content using authoring tools. Such as SCORM-compatible platforms. The Instructional Designer collaborates with subject matter experts, instructors, and assessors to ensure pedagogical soundness, technical accuracy, and regulatory compliance throughout the course lifecycle.
• Instructors: Instructors deliver the training and also contribute to the assessment process, especially formative assessments. Their responsibilities include administering formative quizzes on the LMS, providing feedback to trainees on their performance, and ensuring that trainees have completed required formative assessments before moving on. They are also expected to ensure academic integrity during any on-going assessments (even formative ones) by advising trainees of rules and reporting any suspected dishonesty.
• Assessors: The designated Assessors carry out the summative assessments. Their primary responsibilities include: preparing the examination room or simulator for the test, verifying the identity of each candidate, explaining exam instructions, and conducting the assessment strictly as per procedure. They ensure that only authorized materials are used and that no cheating occurs. After the exam, Assessors grade the answer sheets or evaluate the practical performance using the provided answer keys or scoring rubrics. They fill out the results on the TCROA and any internal scoring sheets. Assessors then recommend the results for approval and are available to participate in any result review or appeals process. Notably, all Assessors must be duly accredited by MARINA for the specific training program they assess, as required by regulation. The institution will not assign any person to be an Assessor unless they have the appropriate background (e.g. they themselves hold at least the level of certificate being trained, have completed a Train-the-Assessor or equivalent course, etc.) and have current MARINA approval.
• IT Support Staff: Since many assessments rely on the LMS and possibly computer labs or simulators, IT personnel are responsible for ensuring the technical readiness and security of these systems. Before an online quiz or computer-based test, IT staff verify that the network, servers, and devices are functioning and that any exam security settings (like lockdown browser or access restrictions) are correctly configured. They remain on standby during online exams in case of technical issues. They also manage user accounts and permissions on the LMS, including creating exam accounts for trainees and a MARINA monitoring account as required. After assessments, IT may assist in retrieving data (e.g. quiz logs) if needed for review of incidents or analysis.
• Trainees/Candidates: They must familiarize themselves with and adhere to the Assessment Guidelines provided (usually an excerpt or summary of key rules from this manual is given to trainees at course start). Trainees are responsible for completing all formative assessments by the deadlines, preparing adequately for summative assessments, and upholding academic integrity. They are required to present necessary identification and documentation (e.g. assessment permit or official receipt of fees, if applicable) during exams. If a trainee does not abide by the assessment rules (cheating, misconduct), consequences are enforced as per the institution’s policies (which could include failing the assessment or other disciplinary action). Trainees also have the right to appeal or file a complaint about assessment results or processes if they believe an injustice has occurred; the procedure for appeals is provided to them (and detailed later in this manual).

By clearly delineating these responsibilities, the manual ensures that everyone knows their role in the assessment system, which promotes accountability and smooth operation. A RACI (Responsible, Accountable, Consulted, Informed) chart may be included in an appendix to summarize these roles for each major process step (design, approval, conduct, etc.).

6.4 Manual Distribution

This manual is distributed as a controlled document. The QA department will maintain a distribution list to ensure all relevant personnel have access to the current version. Distribution is done in the following manner:

• Digital Copies: The master approved version of the manual is stored in the institution’s document management system or shared network drive accessible to staff. All instructors, assessors, and academic managers are given read access to this digital copy. A PDF version may also be available for easy viewing. The digital document is protected from unauthorized editing. If printed, the cover page will indicate that it is an uncontrolled copy unless it is stamped by QA as controlled.
• Printed Copies: A limited number of printed copies of the manual are produced for use in key locations, one in the Faculty/Instructor common area, one in the Training Manager’s office, one in the QA office, and one at the reception/registry (for reference by regulatory visitors or others). Each printed controlled copy is numbered and marked with the revision number and date. Holders of controlled hard copies will be issued new pages or completely new versions when the manual is revised, and are instructed to replace and destroy old pages. Any uncontrolled prints (e.g. a personal reference copy made by an instructor) should be checked against the current version to avoid outdated guidance.
• Availability to Regulators: A copy of this manual (or relevant excerpts) will be made available to MARINA auditors/inspectors upon request. We ensure that, during MARINA inspections or accreditation visits, the assessors and instructors can demonstrate familiarity with these procedures. The manual may also be shared with other auditors, such as ISO evaluators, to maintain certification.
• Trainee Access: While the complete manual is an internal document, the portions that concern examinee conduct (exam rules, grading system, appeal process) are communicated to trainees. This might be via a summarized “Assessment Policy for Trainees” document or in the course orientation briefing. In particular, trainees are informed of passing criteria, re-sit opportunities, and the no-cheating rules. By distributing this information, we ensure transparency and that trainees know what to expect. However, detailed internal procedures (like how we design exams) are not distributed externally to avoid compromising assessment security.
• Confidentiality: Certain parts of the assessment system – such as specific test content, question banks, or answers – are confidential and are not broadly distributed. Access to the assessment instruments is restricted to the curriculum developers, assigned assessors, and necessary approvers. The manual references these instruments but does not contain the questions themselves. For example, the TOS and sample forms may be included in appendices, but the actual question bank is stored securely in the LMS question bank or locked files. This distribution policy ensures that sensitive information is only in the hands of those who need it, mitigating the risk of leaks.

All staff must ensure they reference the current version of the manual when performing their duties. The QA department will notify all users (e.g. via email or memo) whenever a new revision is released, summarizing the changes. Each recipient is responsible for updating their controlled copy or replacing it with the new version. During annual staff training, a short refresher on key manual points and any recent changes will be given.

In conclusion, through controlled distribution, we maintain consistency in understanding and applying the assessment policies and avoid the scenario of someone inadvertently following outdated procedures. This supports the integrity and uniformity of our assessment system across the entire institution.

This section provides an overview of the end-to-end process for managing assessments, from initial design through administration and up to the validation of results and continuous improvement. The assessment system process is structured to ensure a systematic approach covering planning, development, implementation, and review, consistent with the framework ISO standards. The key stages in the assessment process are:

1. Design and Development of Assessments – Determining how each learning outcome will be assessed and creating the assessment instruments (written exams, practical test scenarios, etc.) and associated documentation (TOS, answer keys, rubrics). This includes both formative assessments (embedded in the course) and summative assessments (final evaluations).
2. Review, Verification, and Validation – A quality check of the designed assessment instruments before they are used. This involves reviewing the content for accuracy and alignment with course objectives, verifying that the difficulty level and coverage are appropriate (often via peer review or SME input), and validating the instruments through pilot-testing or statistical analysis to ensure they are fair and reliable. Approval by the Training Manager/QA of the assessment package occurs at this stage.
3. Implementation (Conduct of Assessment) – The actual administration of assessments to trainees. This includes scheduling the exams, preparing the venue or online platform, invigilating the exam, grading the responses, and recording the results. Implementation covers both written examinations (which might be on paper or computer) and practical assessments (including simulator-based assessments), and also covers how formative assessments are deployed during training. The grading system (pass marks, scoring weightages, etc.) is applied in this stage to derive each trainee’s results.
4. Monitoring and Evaluation – Oversight of the assessment conduct in real-time (monitoring) and post-exam review activities. Monitoring may include having QA personnel or supervisors observe exam sessions to ensure compliance. Post-assessment evaluation includes analyzing results for any patterns (e.g. a question that many failed might indicate an issue), getting feedback from assessors or even trainees, and checking that the assessors followed procedures. It also includes formal internal verification of results – e.g. second-marking a sample of papers or cross-checking practical assessment scores – as an added measure of quality control before finalizing results.
5. Continual Improvement – Using the insights from the evaluation stage to make improvements to future assessments or to the system itself. This can involve updating questions, refining the scoring rubric, adjusting the time allowed, retraining assessors, or even revising certain training content if it was found that learning outcomes were not adequately assessed. Audits and management reviews formally ensure that at least annually, the assessment system is audited and any changes needed are implemented to enhance the system. This closes the loop, feeding back into the next cycle of design and development.

Throughout these stages, administrative requirements such as documentation, record-keeping, and reporting are handled (details on those in subsequent sections). For instance, during implementation and monitoring we ensure that attendance sheets, identity checks, and log records are kept; and after completion, we ensure results are reported to MARINA via the TCROA as required.

This holistic process ensures that assessments are not one-off events but part of a managed system. Each step is governed by procedures in this manual, which will be detailed in the following sections. By following this structured process, the institution can demonstrate that its assessment system is planned, systematic, and quality-assured end-to-end, which is expected by both ISO standards and MARINA. In the next sections, we delve deeper into specific procedures for key parts of this process: designing written and practical assessments, the grading system, conducting assessments, maintaining security, and validating results.

The design and development process of training programs and assessment instruments is a systematic and standards-driven activity that ensures alignment with the Maritime Industry Authority (MARINA) regulations, particularly those mandated under the STCW Convention, 1978, as amended.

At the core of the development phase is mapping each learning outcome to the appropriate assessment methods, ensuring that both knowledge and skills are evaluated in accordance with the STCW Code, Section A-I/6. The process involves:

• Defining Assessment Strategies: Each learning outcome is mapped to a specific assessment type — whether written, practical, or oral — depending on its complexity and cognitive domain (knowledge, skills, or attitude).
• Creating Assessment Instruments: Tools include written examinations, practical test scenarios, and oral questioning guides. These are constructed to ensure fairness, validity, reliability, and alignment to learning objectives and competency standards.
• Development of Supporting Documentation:
  • Table of Specifications (TOS): Ensures comprehensive coverage of the course content and appropriate weight per topic area.
  • Answer Keys: For objective assessments to ensure consistency in marking.
  • Scoring Rubrics: For performance and practical tasks, ensuring transparency and uniform evaluation.
• Formative Assessments: Embedded within each module or lesson, these are required at the end of each topic. They are accessible through the LMS and must be completed before progression.
• Summative Assessments: Conducted onsite or online under controlled conditions, these final evaluations verify that the learner has achieved the required competency. Summative assessments include comprehensive written exams and practical demonstrations of skill.
• Practical Assessments: These are conducted using real or simulated environments (e.g., simulators, practical sites) to verify competence in applying theoretical knowledge. Assessment is performed by MARINA-accredited assessors, supported by validated rubrics and observation checklists in line with the STCW Code and MARINA Circulars.

All assessment activities are documented and traceable, with results recorded in the Training Completion and Record of Assessment (TCROA), as required under MARINA Circular SC-2021-09.

This structured approach ensures that each element of the training program — from content delivery to performance evaluation — upholds the quality and integrity expected in maritime education and training.

8.1 Design and Development of Formative Assessments

8.2 Procedure for the Conduct of Summative Theoretical Assessment

8.3 Design Principles for MCQ Construction (Note: Document has 9.2 in original, seems like a typo, corrected to 8.3 to follow sequence)

8.4 Design and Development of Summative Practical Assessments

The implementation phase refers to the actual conduct and administration of assessments, ensuring alignment with approved training standards and MARINA requirements. This includes scheduling assessments, preparing examination venues or LMS platforms, deploying invigilation procedures, and applying the established grading system.

9.1 Procedure — Conduct of Formative Assessments (End-of-Lesson LMS Quiz)

9.2 Procedure — Conduct of Summative Theoretical Assessment (Note: Document has 9.1 again, corrected to 9.2)

9.3 Conduct of Practical Assessment

This section outlines the grading criteria for assessments, how final course grades or outcomes are determined, and the policies for re-examination (re-sits) and appeals of assessment results. Consistent and transparent grading practices are critical for fairness and for compliance with standards that require clear pass/fail criteria to be defined in the assessment procedures.

¹ Formative assessments carry no percentage weight but are compulsory gateways.
² The 75 % minimum pass mark is fixed.
³ “Critical tasks” correspond to mandatory MARINA/STCW competence elements and must all be passed in one session or during the allowed reassessment.

The institution recognizes the right of a trainee to appeal an assessment result if they believe it was unjust or in error. An appeal is a formal request by a candidate to review and reconsider their assessment outcome.

Applies to all summative assessment components (theoretical and practical) conducted by Maritime Training Institution. Covers grievances about grading errors, out‑of‑scope questions, assessor/proctor conduct, or significant procedural irregularities.

The following constitute acceptable grounds for lodging a formal appeal. Appeals that do not fall within these categories may be dismissed unless exceptional circumstances are demonstrated.

Procedures for Handling of Appeals

To safeguard the integrity of all assessments by preventing, detecting, and addressing cheating in a consistent, fair, and traceable manner.

Applies to every formative and summative assessment—onsite, distance-learning, or practical—administered under the Learning Management System.

Onsite Geo-Fencing LMS Assessments

To ensure that all on-site LMS assessments are taken only from approved computer laboratories or classrooms, using IP-range locking and invigilator oversight to match in-person security.

Applies to every formative or summative exam delivered through the Learning Management System.

Offsite Remote Geo-Fencing LMS Assessments