HIA Validation Report

Title Page

Validation Title Page

Training and Assessment Strategy

Are you checking the TAS?
Has the TAS been reviewed as a part of another UOC validation within the previous 3 months and/or since it was most recently updated?
Reason for NOT reviewing the TAS with this validation
What UOC was it validated with (Provide UOC, Date & Document #)
Accurately details the unit codes, titles & training package
Identifies the target group & characteristics: Previous experience Special needs Motivation for learning LLN requirements Formal education level Age Cultural
Outlines the delivery strategy to meet the needs of the target audience (including any reasonable adjustment considerations)
Outlines strategies and provides evidence of industry involvement and consultation
All assessment instruments listed in the TAS are validated and current
Details volume of learning including sample learning/assessment plan
Provides details of how learning and assessment resources will be provided
Provides details of delivery and assessment staff
Details validation processess and compliance requirements
Outlines entry and exit pathways
Provides details of RPL and Credit transfer arrangements
Provides an ACSF Skills assessment
Is this TAS for a full qualification?
Have the packaging rules been confirmed and met with the proposed packaging

Moderation

Moderation of assessment judgements

Are you checking moderating completed assessment judgements?
Based on a 95% confidence level, with a 15% margin of error - what is the sample size to be moderated?
List the student identifiers of the random sample that is to be moderated
What evidence is being moderated?
- Knowledge questions
- Written questions
- Verbal questions
- Practical / Observations
The marking criteria (benchmark & instructions) were followed:
The assessment judgements were consistent over time
The assessment judgements were consistent across all assessors
Where students were marked NYC - the assessor provided clear, sufficient feedback
Comments

Validity

Are you checking the Validity?
Validity is when an instrument assesses what it says it is supposed to be assessing, that is, the performance criteria match the assessment marking sheets (marking guides).
All assessment items have been provided.
All assessment benchmarks (marking guides) have been provided
Assessment tools only assess the Unit requirements (nothing beyond the Training Package).
The assessment task/s addresses all the evidence requirements for the competency.
Assessment of practical activities are set tasks and realistic as they would be in the workplace or the intended environment.
Language, literacy and numeracy of the assessment instruments have been written to the appropriate level for the client group.
Employer Third Party Reports are not listed as standalone assessment tools unless supervisors have the appropriate TAE and vocational qualifications and is an approved assessor.
There is no reference to ‘marks’ or ‘%’ to determine competence in any assessment tools.
Is there more than one task/source of evidence used as the basis for judgement?

Reliability

Are you checking the Reliability?
An instrument is reliable if it will achieve the same result if repeated.
Instructions to Trainers/Assessors include: Assessment duration Clear information about assessment requirements is provided Instructions for reasonable adjustment
Assessment Benchmarks exist for all assessment activities (aligned to Training Package unit outline) to ensure a common interpretation of the unit/s being assessed and consistency in making assessment decisions or judgements.
The assessment tool will work in the same way for different candidates, assessors, sites, modes and contexts - assessors would make the same decision at different points in time.
Where multiple assessors are involved in conducting parallel assessment events, the strategies and approach are consistent.
Where work samples are to be used as evidence, assessors have specific guidelines on requirements including information about ensuring authenticity and currency of the evidence.

Fairness

Are you checking the Fairness?
Candidates are given clear and timely information on assessment and what is required.
Instructions to Trainers/Assessors include: Assessment duration Clear information about assessment requirements is provided Instructions for reasonable adjustment
Information provided to the candidate/s covers: The assessment method/s Assessment procedure/s The criteria against which they are being assessed When and how they will receive feedback The appeal process
The candidate/s is made aware of the responsibilities with regard to assessment.
Special needs (e.g. geographical, financial, social) of the candidate/s have been considered in the development and conduct of the assessment strategy
Opportunities for feedback and review of all aspects will be provided to candidates.
A clearly documented appeals process that is provided to the candidate/s prior to assessment.

Flexibility

Are you checking the Flexibility ?
The assessment tools can be used in different contexts, allowing competencies to be assessed in various ways and situations, on or off the job, at mutually convenient times.
Alternative tasks or activities can be used with students who need to demonstrate competence in specific elements (e.g. RPL or resubmissions).
Dates / times of assessment can be varied.
The assessment process allows for candidates to have their existing skills, knowledge and abilities recognized towards demonstration of competency.
The assessment strategy adequately covers both on and off the job components of the training.
The assessment strategy is able to be modified for use in a range of delivery contexts
The assessor/s provides appropriate and relevant information to the candidate/s to assist him/her with the assessment process.

Validation Close