Facilitator: Sheila Douglas. Envision Training envisiontrain@optusnet.com.au 0414 310 941

Facilitator: Sheila Douglas. Envision Training

envisiontrain@optusnet.com.au0414 310 941

WHY do we moderate/validate?

Scary stuff……..

ASQA website – www.asqa.gov.au

ASQA website – www.asqa.gov.au

Because ASQA and VRQA say you have

to!!

VRQA GUIDELINES.

2. Quality Assurance, Review and Evaluation ProcessesThese 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 drivecontinuous 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 validated

•Lack of industry validation

Most common issues found at audit:

√

√

åAssessments are not appropriate for the AQF level

åThird party evidence is put forward as primary evidence

åNot 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

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

ConfidenceCompliance

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 tool2produced 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

http://www.nssc.natese.gov.au/__data/assets/pdf_file/0012/51024/Validation_and_Moderation_-_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.

http://www.nssc.natese.gov.au/__data/assets/pdf_file/0012/51024/Validation_and_Moderation_-_Implementation_Guide.pdf

WHAT do we moderate/validate?

Model answers

Assignments

Third Party Reports

Workplace observation tools

Work 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 statement

PC’s

Essential Skills

Essential Knowledge

Critical Aspects of evidence

Any “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 tool

Record 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 validation

Two 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. http://www.velgtraining.com/product-details?id=13  Kerrie-Anne Sommerfeld from Rubric Training Solutions (www.rubric.com.au) has developed Information and support for validation. Her site may be of interest to you. University of Ballarat (http://policy.ballarat.edu.au/learning_and_teaching/assessment/assessment/ch02.php) 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: http://www.asqa.gov.au/verve/_resources/ASQA_Presentation_to_Skills_Tasmania_September_2013.pdf

ASQA Website: ASQA website – www.asqa.gov.au  All images used in this presentation are from Microsoft Clip-Art.