1. 9-1 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e C HAPTER 9 TAEASS503A Lead assessment validation processes

2. 9-2 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Monitor assessment practices Working with colleagues to effectively monitor current assessment practices requires effective communication: Figure 9.2 Barriers to effective communication

3. 9-3 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Monitor assessment practices (cont.) Actively engage with and support other assessors as they work to improve their practice –Look for opportunities or create new opportunities –Engage in questioning during validation sessions Analyse records for: –legal compliance –ethical compliance –compliance with organisational policy Can you improve the current record-keeping procedures?

4. 9-4 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Coordinate assessment validation activities Initiate a validation session (or series of sessions) Undertake risk assessment of systems, tools, purpose, context etc. Determine your approach to validation –analysing and reviewing evidence –analysing and reviewing assessment tools –examining assessment records/systems

5. 9-5 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Organise the validation activity Who is required? –RTO manager –Faculty head –Lead assessor –Training and development officer –Internal or contracted assessment writer –Partner organisation—note that industry input is highly regarded and may become a requirement in the future for RTOs engaging in industry-specific training

6. 9-6 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Organise the validation activity (cont.) Time, place, availability? –Easily accessible –Timely (both organisationally and individually)

7. 9-7 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Organise the validation activity (cont.) Copies of relevant documentation –Units of competency –Assessment plan –Client and candidate feedback –Copies of other tools and instruments –Marking guides or rubrics –Audit feedback

8. 9-8 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Organise the validation activity (cont.) Agenda Figure 9.3 Validation agenda

9. 9-9 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Organise the validation activity (cont.) Meeting parameters –boundaries –behaviours Facilitation rules –open communication –encourage detail and focus on the process

10. 9-10 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Finalise documentation Validation records Validation summary Copies of tools and notes Figure 9.4 Validation summary

11. 9-11 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Finalise documentation (cont.) Forward recommendations to the appropriate authority, for example: –learning and development managers –RTO manager –client liaison –assessment coordinator