Facilitator: Sheila Douglas. Envision Training

WHY do we moderate/validate?

Scary stuff……..

ASQA website –

Because ASQA and VRQA say you have to!!

VRQA GUIDELINES. 2. Quality Assurance, Review and Evaluation Processes These measures have been designed to ensure that students are receiving appropriate & continuously improving education &training 2.1 The provider must demonstrate that it is able to monitor course quality, externally moderate student performance and drive continuous improvement in course delivery. Required evidence for registration of all RTOs Details of mechanisms to ensure that moderation/validation of student performance is undertaken with parties external to the operation of the RTO moderation/validation parties including schedule/plan of moderation/validation activities.

VRQA GUIDELINES: 5.1 The provider must demonstrate that they have the capacity to deliver and assess ALL the courses requested/on the scope of registration. Required evidence for registration of all RTOs Assessment material must include but is not limited to: a documented assessment validation approach

ASQA STANDARDS: 15.5 Assessment including Recognition of Prior Learning (RPL): d) is systematically validated

√ Training and assessment strategies don’t reflect actual practice ? Assessors don’t have industry currency/competency at the unit level √ Assessments don’t adequately cover the unit of competency Assessment not being validatedLack of industry validation Most common issues found at audit: √ √

√ Assessments are not appropriate for the AQF level √ Third party evidence is put forward as primary evidence √ Not enough evidence has been provided to make competency judgements Assessment not being validated √ Lack of clear instructions to assessors and students, Most common issues found at audit: √

Principles of Assessment Professional Development Quality Assurance

Consider past history of vocational training…… “Tafe turns out people who are perfectly equipped for a world that no longer exists.”

What should be the main aim of all trainers/assessors? Ensure students are WORK READY when they complete your course Work ready at entry level How do you know that your assessment tools adequately ensure students are competent?

Validation Confidence Compliance Moderation

Validation Moderation (ASQA) What is the difference?

Agreeing that the tools do what they are supposed to Agreeing with other tutors call of competent or NYC

Validation is a quality review process. It involves checking that the assessment tool2 produced valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the relevant aspects of the Training Package or accredited course had been met. It includes reviewing and making recommendations for future improvements to the assessment tools, processes and/or outcomes _Implementation_Guide.pdf

Moderation is the process of bringing assessment judgements and standards into alignment. It is a process that ensures the same standards are applied to all assessment results within the same Unit(s) of Competency. It is an active process in the sense that adjustments to assessor judgements are made to overcome differences in the difficulty of the tool and/or the severity of judgements. _Implementation_Guide.pdf

WHAT do we moderate/validate?

Model answersAssignmentsThird Party ReportsWorkplace observation toolsWork Placement Verbal Questions What do we validate? RPL (ASQA)

HOW do we moderate/validate

In house validation External validation (VRQA) Industry validation

What do your assessment tools need to address?

Any “musts” in range statementPC’sEssential SkillsEssential KnowledgeCritical Aspects of evidenceAny “musts” in range statement What do your assessment tools need to address? Employability skills Are all these covered in your assessment mapping docs?

WHEN do you moderate/validate

Prior to using a new tool Risk assessment Organisational Policy and Procedure

Validation needs to be SYSTEMIC. How would you chose which units to validate?

Ones that have high student numbers Risk assessment (someone might get hurt) Ones that have had high student complaints Ones that link to industry licencing requirements Ones that have assessment requirements that are difficult to adhere to Validation needs to be SYSTEMIC. How would you chose which units to validate?

Ones that have high student numbers Risk assessment (someone might get hurt) Ones that have had high student complaints Ones that link to industry licencing requirements Ones that have assessment requirements that are difficult to adhere to Ones where a new assessor is involved. Moderation needs to be SYSTEMIC. How would you chose which units to Moderate?

WHAT paperwork to you need?

? Validation/moderation schedule (future based) Industry Validation toolRecord of attendance Do you currently have all these documents?

? Validation/moderation policy and procedure Validation/moderation tools CI log Do you currently have all these documents?

Instead of “scary stuff” – HAPPY STUFF!!

Instead of “scary stuff” – HAPPY STUFF!! (it’s really not that hard) Validation/moderation schedule Policy/procedure outlining the who, how when of validation/moderation Three types of validationTwo types of moderation Validation/moderation paperwork Inclusion of outcomes in organisation’s CI process Organising, inviting and attending the sessions

Sources, Further reading or useful links: VELG offer a suit of validation support material. This is free to members, or $66.00 to non members. Kerrie-Anne Sommerfeld from Rubric Training Solutions ( has developed Information and support for validation. Her site may be of interest to you. University of Ballarat ( have an example of validation policy and procedure that you may wish to view to gain some ideas for creating your own Policy and Procedure, along with validation/assessment templates. A link to a recent presentation may be of interest to you: _2013.pdf ASQA Website: ASQA website – All images used in this presentation are from Microsoft Clip-Art.