Industry Assessment Validation Checklist
A separate checklist must be completed for each assessment item that is to be validated. This needs to be attached to a ‘clean’
assessment instrument and marking solution. A copy should be kept by the RTO. This checklist is broken into Sections A, B and C. As a
minimum, sections A and B must be completed as part of any industry validation process. Section C is included as an optional checklist, if
required, to add more depth to the industry validation process and for use by the teacher/trainer when developing the assessment
instrument/item prior to industry validation.
A – Validation Details
Details of Validator
Name:
Organisation:
Position:
Address of Organisation:
Telephone Contact:
Date of Validation:
Signature of Validator:
Training Package Name:
______________________________________________
Course Code and Name:
______________________________________________
Unit/s of competency/modules covered by assessment item (add more rows, as required):
Code
Name
Document Name
Industry Assessment Validation Checklist
Issued
2009
Version
Authorised
Version 1, 2009
VEC
B – Industry Validation Checklist
Assessment activity
Y/N
Comment
Assessment tool instructions and assessment
conditions are clearly identified.
Written information is worded appropriately.
The assessment activity addresses the evidence
requirements for the competency/ies or learning
outcomes being assessed, and is therefore
relevant to industry.
Sample responses/assessment checklists are
available to facilitate consistency in making
assessment decisions.
C – Assessment tools, processes and evidence checklist
This checklist is based on the four assessment principles of validity, reliability, fairness and flexibility, with which
all VET assessment items must comply under Standard 8.1 (iii) of the AQTF. It can be used by assessors when
developing assessment instruments as a checklist and may also be used as part of the industry validation
process, to provide greater depth.
VALIDITY
Y/N
COMMENT
1. The assessment tasks are based on realistic
workplace activities and contexts.
2. The evidence relates directly to the units of
competence/learning outcomes being assessed.
3. The instrument will assess the student’s ability
to meet the level of performance required by the
unit(s) of competency.
4. The assessment tasks have been designed to
allow holistic and integrated assessment of
knowledge, skills and attitudes.
5. More than one task and source of evidence
will be used as the basis for judgement, with
evidence drawn from a variety of performances
over time where practical.
6. Different sources of evidence of knowledge
and skills that underpin the unit of competency
will be considered in the assessment.
7. The methods and instruments selected are
appropriate for the assessment system specified
by the industry (where applicable).
Document Name
Industry Assessment Validation Checklist
Issued
2009
Version
Authorised
Version 1, 2009
VEC
RELIABILITY
Y/N
COMMENT
Y/N
COMMENTS
Y/N
COMMENTS
1. Clear guidelines are available to ensure that
assessors make consistent decisions over time
and with different students (eg assessment
checklists and sample responses have been
provided)
2. Where more than one assessor is involved,
the strategies have been agreed to.
3. Where a unit/s of competency/learning
outcomes are to be assessed in different
situations, the situations are generally
comparable.
4. Consistent written information is available to
students on requirements.
FLEXIBILITY
1. The assessment approach can be adapted to
meet the needs of all students.
2. Where practical and appropriate, assessment
will be negotiated and agreed between the
assessor and the student.
3. Students will be able to have their previous
experience/expertise recognised.
4. The assessment strategy, where applicable,
covers both the on- and off-the-job components
of training.
FAIRNESS
1. Students will be given clear and timely
information on assessment.
2. Information for students will cover: assessment
methods, procedures, the criteria against which
they will be assessed, when and how they will
receive feedback and the mechanism for appeal.
3. Students will be included in discussions on the
choice of assessment methods and timing.
4. Students will be made aware of their
responsibilities with regard to assessment.
5. The assessment approach chosen caters for
the language, literacy and numeracy needs of all
students.
6. The special geographic financial or social
needs of students have been considered in the
development and conduct of the assessment.
7. Reasonable adjustment can be made to the
assessment strategy to ensure equity for all
students, while maintaining the integrity of the
assessment outcomes.
8. Opportunities for feedback and review of all
aspects of assessment will be provided to
students.
9. There are clearly documented mechanisms for
appeal against assessment processes and
decisions and these will be provided to students
prior to assessment.
Source: Adapted from ‘ A guide to developing Training Package assessment materials, Book 10 Quality Assurance Guide for
Assessment’, pg. 71-74. DETYA / ANTA 2001.
Document Name
Industry Assessment Validation Checklist
Issued
2009
Version
Authorised
Version 1, 2009
VEC