Know where every learner stands, before training starts.

It isn’t a pass/fail gate, there’s no automatic rejection on a score. The check gives you a per-skill reading against the course’s expected ACSF level, so a below-level result becomes a support action your team owns: put the right support in place, or, where a learner genuinely can’t be supported to succeed in that course, make an informed decision with them. That’s the balance the Standards expect: identify the need and respond to it, rather than excluding on a number or enrolling regardless.

No AI in the LLND check. The question bank is validated, centrally maintained by RTObase, and mapped to ACSF performance indicators. Item selection follows fixed rules, and answers are marked against a fixed answer key, not by a model. For integrity, each concept can carry several validated variants that are rotated per student, so two learners rarely see the identical paper while every item is still keyed and auditable. RTObase uses AI elsewhere by deliberate choice, the course builder and the admin assistant, but never inside the LLND screen, where validity and defensibility come first.

Because everything is static and traceable: a versioned, ACSF-indicator-mapped item bank, fixed answer-key marking, an evidence snapshot recorded against each enrolment, and a recorded support follow-up whenever a result is below level. That maps directly to the Standards for RTOs 2025 obligation to identify and respond to a learner’s support needs, without the validity and variability concerns that come with AI-generated or AI-marked assessment.

Writing is screened through recognition-proxy items, such as choosing the correctly spelled or punctuated option, clearly labelled INDICATIVE and confirmed by trainer observation. Oral Communication is screened with real speech: the student completes a short recorded speaking task in the portal, answering spoken prompts in their own words, and your staff listen and rate the recording against the ACSF. The rating is always made by a person, with no AI transcription and no automated scoring, so the judgement stays with your RTO.

Recordings are stored securely and are visible only to your organisation’s staff, never to other students, other RTOs, or any AI model. They’re kept as the evidence behind the rated Oral Communication level, so an auditor can trace a level back to the actual speech and the staff member who rated it. If a recording is unclear, staff can request a new one, and the earlier takes are retained as part of the record. Disposal follows your organisation’s request, in line with our retention policy.

Digital Literacy is screened as a first-class skill, important now that so much delivery is online and the 2025 Standards expect digital capability to be considered. Its items are aligned to the Digital Literacy Skills Framework and sit alongside the ACSF core skills in the same check.

No. A prior screening is reused automatically when it already covers a new course’s expected skills and levels. If a new course expects a higher level on a particular skill, only that skill is topped up, the student isn’t re-screened on everything. Reuse is recorded as evidence on the new enrolment.

Yes. Staff can set a student’s measured ACSF level per skill directly, for example after a phone or paper assessment, with a required reason and a full audit trail. This records a legitimate out-of-band assessment and clears any active LLND gate.

Inline, in the same authenticated session straight after payment, no separate portal login or chase email required. It also works for backoffice-created and imported enrolments, where the student completes it from the portal, or staff record it manually.