VALIDATION AND
INDUSTRY ENGAGEMENT
Ruth Walker
In this workshop…..
•  What’s changing and why
•  How and why do we do validation
•  Your responsibilities as a VET professional
(WIIFM)
•  How to engage industry (WIIFT)
•  Effective strategies for validation and industry
engagement
outcomes
Explain the requirements of the new standards in relation to:
•  validation
•  industry engagement
•  Industry currency
•  Describe your responsibilities as a VET practitioner in relation to
validation, industry engagement, industry currency
•  A deeper understanding of validation, moderation and industry
engagement
•  Some new strategies and approaches to engaging industry
Ensuring the quality and consistency of
credentials issued in the VET sector
Ref: Revised RTO Standards for Consultation 2014
Principles
of Assessment
Rules
of Evidence
Valid
Valid
Reliable
Sufficient
Flexible
Authentic
Fair
Current
Principles of assessment
Fairness
The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take into account the
individual learner’s needs.
The RTO informs the learner about the assessment process, and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility
Assessment is flexible to the individual learner by:
• • reflecting the learner’s needs;
• • recognising competencies held by the Learner no matter how or where they have been acquired;
and
• • drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the individual.
Validity
Any assessment decision of the RTO is justified, based on the evidence of performance of the
individual learner.
Validity requires:
• • Assessment against the unit(s) of competency and the associated assessment requirements
covers the broad range of skills and knowledge that are essential to competent performance;
• • assessment of knowledge and skills is integrated with their practical application;
• • assessment to be based on evidence that demonstrates that a learner could
• demonstrate these skills and knowledge in other similar situations
• • judgement of competence is based on evidence of learner performance that is aligned to the
unit(s) of competency and associated assessment requirements.
Reliability
Evidence presented for assessment is consistently interpreted and assessment results are
comparable irrespective ot the assessor conducting the assessment
Ref: Revised RTO Standards for Consultation 2014
Rules of evidence
Validity
The assessor must be assured that the learner has the skills,
knowledge and attributes as described in the unit of competency
and associated assessment requirements
Sufficiency
The assessor must be assured that the quality, quantity and
relevance of the assessment evidence enables a judgement to
be made of a learner’s competency.
Authenticity
The assessor must be assured that the evidence presented for
assessment is the learner’s own work.
Currency
The assessor must be assured that the assessment evidence
demonstrates current competency. This requires the assessment
evidence to be from the present or the very recent past.
Ref: Revised RTO Standards for Consultation 2014
Validation
A quality review process involving:
•  Checking that the assessment
tools and processes produce valid,
reliable, sufficient, current and
authentic evidence to enable
judgements to be made as to
whether the requirements of the
Training Package or accredited
course have been met.
•  Outcome may include making
recommendations for
improvements to the assessment
tool / process.
Moderation
A quality control process involving:
•  The process of bringing
assessment judgements and
standards into alignment
•  Adjustments to assessor
judgements to overcome
differences in the difficulty of the
tool and/or the severity of
judgements
•  Aims to ensure assessors have a
common understanding of the unit
requirements
•  Outcome may include making
adjustments to assessor
judgements
Ref: Adapted from “A Code of Professional Practice for Validation and Moderation”, 2009, NQC
Ref: Adapted from “A Code of Professional Practice for Validation and Moderation”, 2009, NQC
Continuous / Continual Improvement
2.2. The RTO:
a)
systematically monitors the RTO’s training and assessment
strategies and practices to ensure ongoing compliance with
Standard 1;
b)
systematically evaluates and takes action to continually improve
the RTO’s training and assessment strategies and practices;
c)
uses the outcomes of the evaluation, supplemented by quality/
performance indicator data collected under Clause 4.2, and
information gathered from client feedback, complaints and
appeals, to continually improve its delivery of training and
assessment; and
d)
provides an annual declaration on compliance with these
Standards to the VET Regulator as required by Clause 8.4;
Ref: Revised RTO Standards for Consultation 2014
•  Practitioners believe rigorous up-front
If you have
well designed
and validated
tools,
do you need
moderation?
validation approaches minimises the need for
moderation
•  Practitioners lack confidence in making
assessment decisions, especially NYC
decisions
•  Challenges in keeping tools up to date with
changing legislation and standards
•  Practitioners understand the requirement for
gathering sufficient evidence against Training
Package requirements but in practice this is
challenging
Ref: Adapted from “Quality assessments: practice and perspective” Misko et.al. 2014, NCVER
Principles underpinning validation / moderation
•  Transparent
•  Representative
•  Confidential
•  Educative
•  Equitable
•  Tolerable
Ref: Adapted from “A Code of Professional Practice for Validation and Moderation”, 2009, NQC
?
Risk
management
approach to
validation
Ideas?
•  Likelihood and consequence of poor
assessment
•  RPL
•  New / updated qualifications
•  Industry regulation driving demand for
qualifications
•  Contextualised programs
•  In-house assessment materials
•  Inexperienced assessors
•  Implication of false judgement - Industry
risk if “C” when NYC or “NYC when C
•  Risks specific to your industry?
Internal / External
Independent validation
Validation carried out by a validator or validators who:
a) Are not employed or subcontracted by the RTO to
provide training and assessment; and
b) Have no other involvement or interest in the operations
of the RTO.
Ref: Revised RTO Standards for Consultation 2014
Who should be involved in validation?
•  …systematic validation of assessment is to be undertaken by person/s,
who are not directly involved in the training or assessment delivery of
that qualification and have :
a)
vocational competencies and current industry skills relevant to the
assessment being validated
b)
current knowledge and skills in vocational teaching and learning
and
c)
TAE40104 / TAEASS00001 Assessor skill set / Diploma or higher
in adult education
•  Industry experts may be involved in validation to ensure there is the
combination of expertise set out in (a) to (c) above
Ref: Revised RTO Standards for Consultation 2014
Industry v Employers
Industry is the bodies that have a stake in the services provided
by RTOs. These can include, but are not limited to:
a) Enterprise/industry clients, e.g. employers;
b) Group training organisations
c) Industry organisations;
d) Industry skills councils;
e) Industry training advisory bodies;
f) Industry regulators; and
g) Unions.
Ref: Revised RTO Standards for Consultation 2014
Industry engagement/ Industry consultation
May include, but is not limited to strategies such as:
a) partnering with local employers, regional/national businesses, relevant Industry
bodies and/or enterprise RTOs;
b) involving employer nominees in industry advisory committees and/or reference
groups;
c) embedding staff within enterprises;
d) networking in an ongoing way with industry networks, peak bodies and/or
employers;
e) developing networks of relevant employers and industry representatives to
participate in assessment validation; and
f) exchanging knowledge, staff, and/or resources with employers, networks and
industry bodies.
Ref: Revised RTO Standards for Consultation 2014
Industry relevance
1.4. The RTO’s training and assessment practices are relevant
to the needs of industry and informed by industry engagement.
1.5. The RTO implements a range of strategies for industry
engagement and systematically uses the outcome of that
industry engagement to ensure the industry relevance of:
a) its training and assessment strategies, practices and resources;
and
b) the current industry skills of its trainers and assessors.
1.6. The RTO documents and maintains current evidence of its
industry engagement activities.
Ref: Revised RTO Standards for Consultation 2014
•  Easier in some industries than in others – eg
How easy is it
to engage
with industry
and
employers?
What do we
mean by
involving them
in validation?
aged care/child care culture
•  Trades / apprenticeships may feel it is the
RTOs business
•  Employers have time constraints
•  Employers may not feel confident of their
knowledge in some units, particularly theory
units
•  Easier for large RTOs to establish industry
advisory boards etc
•  Easier for small RTOs to have close connection
with employers
•  WIIFT?
Ref: Adapted from Misko et.al. 2014 “Quality assessments: practice and perspective”, NCVER &
Clayton et al, 2012, Industry Currency and Professional Obsolescence – What can industry tell
us?, NCVER
Industry currency / current industry skills
•  The knowledge, skills and experience required by VET trainers and
assessors … to ensure that their training and assessment is based on
current industry practices and meets the needs of industry
•  Current industry skills may be informed by consultations with Industry
and may include, but is not limited to:
a) having knowledge of latest techniques and processes;
b) possessing a high level of product knowledge;
c) understanding and knowledge of legislation relevant to the industry and to
employment and workplaces;
d) being customer/client-oriented;
e) possessing formal industry and training qualifications; and
f) training content that reflects current industry practice.
Ref: Revised RTO Standards for Consultation 2014
?
How do you
maintain
your
industry
currency?
•  One size fits all will not work
•  Shared responsibility
•  What would currency look like if you still
worked in industry?
•  Think in work teams
•  Employers not supportive of work
placements
•  Employers and industry happy to share
their knowledge
•  Think about WIIFM
Ref: Clayton et al, 2012, Industry Currency and Professional Obsolescence – What can industry tell us?,
NCVER
IBSA VET
Practitioner
Capability
Framework
Take home messages
•  Independent validation is coming
•  Effective strategies for industry engagement are critical to
ensuring the relevance of assessment practice.
•  Be innovative in approaches to industry engagement.
Think about WIIFT
•  Remaining current in your industry is critical and can be
achieved in many ways. (WIIFM)
References
•  Clayton B. et al, 2013 Industry Currency and Professional
Obsolescence – What can industry tell us?, NCVER
•  Department of Industry, 2013, Employer’s Sue & views of the VET
System, NCVER
•  Halliday- Wynes, S. & Misko, J. 2012, Assessment issues in VET:
minimising the level of risk, NCVER
•  IBSA, 2014, VET Capability Framework Implementation Guide
•  Misko J. et al, 2014, Quality assessments: practice and perspectives,
NCVER Research Report
•  NQC, 2009, “A Code of Professional Practice for Validation and
Moderation”
•  NSSC, 2014, Revised RTO Standards for Consultation 2014
•  NSW DEC, 2014, Independent Validation of Assessment NSW Pilots
Report, State Training Services
•  NSW Public Sector ITAB, 2013, Guide to Planning and Implementing
Independent Validation and Moderation of Assessment
•  Shreeve R., 2013, External validation of assessment, IBSA
Discussion Paper