VOCATIONAL EDUCATION & TRAINING
ASSESSMENT VALIDATION KIT
2012
CONTENTS
Introduction ....................................................................................................... 3
Assessment Validation and the Role of the VET Coordinator ........................... 4
Assessment Validation and the Role of the VET Teacher .................................. 5
Instructions for the use of Validation Templates and Checklists ...................... 6
VET Course Assessment Plan ............................................................................. 8
Assessment Task Cover Sheet ............................................................................ 9
Assessment Design Checklist for Teachers ...................................................... 10
Assessment Validation Cover Sheet................................................................. 11
Validation Meeting Participation Record ......................................................... 12
Pre-Assessment Validation Checklist ............................................................... 13
Post-Assessment Validation Checklist ............................................................. 14
Competency Assessment Event Checklist ........................................................ 15
Assessment Validation Checklist ...................................................................... 16
Validation of Assessment Tools ....................................................................... 17
Assessment Validation Kit
Assessment Schedule Validation Checklist ...................................................... 19
2
VET Assessment Validation Kit
Introduction
The purpose of this Assessment Validation Kit is to equip VET Coordinators and VET
Teachers with the tools required to implement a process for the validation of
assessments conducted by VET teachers.
The Kit is designed to be used by VET Coordinators and VET teachers.
This Kit provides procedures for:



Development of validation action plans
Guidance for VET teachers in the design and presentation of assessments
Checklists and Record-keeping templates for use in the conduct of validation
meetings and activities
All the checklists and templates have been designed using Microsoft Word and can
therefore be modified to include school logos etc.
Assessment Validation Kit
An electronic version of the kit can be downloaded from the CEO website.
3
Assessment Validation and the Role of the VET Coordinator
The VET Coordinator has a vital role to play in ensuring that effective assessment
validation practices are implemented and documented in each school. Validation of
assessment at faculty meetings should take place at least twice per year: once in
Term 1, where VET teachers can validate their Assessment Plans for the year; and
once during Term 4, where specific completed assessment tasks may be validated.
It is not feasible that all assessment tasks be validated each year. VET Coordinators
should ensure that all teachers are involved in validation of a representative sample
of tasks.
All assessment validation activities should be documented.
The VET Coordinator is responsible for:
Assessment Validation Kit
 The Development of a Validation Action Plan for all VET courses and for all
VET teachers at his or her school
 Facilitating VET faculty meetings where the VET teachers:
o are provided with information regarding assessment validation
requirements
o to conduct validation activities
 Being the first point of reference for VET teachers requiring information and
guidance with assessment validation
 Ensuring new VET teachers have a suitable “mentor” to provide support with
all aspects of VET delivery and assessment. “Mentors” may be another
experienced VET teacher from within the school or from another school.
 Maintaining records of all assessment validation activities and documenting
any action taken to improve the quality and consistency of assessment
including samples.
 Providing assessment validation records to the CEO as required to meet NVR
Standards for Registered Training Organisations
4
Assessment Validation and the Role of the VET Teacher
VET Teachers are responsible for:







Conducting assessments of their students that meet the requirements of the
various Training Packages for each of the Industry Curriculum Frameworks.
Generally, these requirements can be found in the relevant BOS Syllabus
documents.
Designing an Assessment Plan for each VET course using the template included
in this kit
Participating in assessment validation activities facilitated as part of VET faculty
meetings at schools. Validation of assessment at faculty meetings should take
place at least twice per year: once in Term 1, where VET teachers can validate
their Assessment Plans for the year; and once during Term 4, where specific
completed assessment tasks may be validated.
Ensuring that a representative sample of assessment tasks is validated each
year.
Participating in assessment validation activities facilitated by the CEO as part of
VET Teacher Network Meetings
Documenting any other assessment validation activities undertaken with the
aim of improving the quality and consistency of assessments
Cooperate with VET Coordinators in maintaining records of all assessment
validation activities and documenting any action taken to improve the quality
and consistency of assessment
Providing assessment validation records to the CEO as required to meet NVR
Standards for Registered Training Organisations.
Assessment Validation Kit

5
Instructions for the use of Validation Templates and Checklists
The following templates and checklists are provided for VET Coordinators and VET
Teachers to use to conduct and record Assessment Validation strategies:
1.
2.
3.
4.
5.
6.
7.
1.
Assessment Plan Template
VET Assessment Task Cover Sheet
Assessment Design Checklist for Teachers
Assessment Validation Materials Cover Sheet
Assessment Validation Participant Record
Pre-assessment Validation Checklist
Post-Assessment Validation Checklist
Assessment Plan Template
The VET Course Assessment Plan is designed for use by VET Teachers to list all
assessment tasks/events to be used to assess students in each course. Each VET
Teacher should have a VET Assessment Plan for each VET course delivered. VET
Coordinators should also keep copies of the VET Assessment Plans. Copies may also
be given to VET students.
Assessment Dates may be exact or cover a period of time to indicate a starting or
completion date for particular assessment tasks.
The Validation Activity column can be used to record particular validation strategies
undertaken by teachers. Examples of Validation Activities include:
 Pre-assessment & Post-assessment Validation (at faculty or VET Teacher
network meetings)
 Collaboration with colleagues in setting tasks
 Use of commercially developed/ network developed assessment materials
 Mentor Meetings
 Joint marking of assessment tasks
2.
VET Assessment Task Cover Sheet
The VET Assessment Task Cover Sheet is designed for the use of VET teachers in the
design and presentation of VET Assessment tasks to students. The use of this cover
sheet should ensure consistency in the way students are informed of assessment
requirements.
Assessment Validation Kit
It is not necessary to validate every assessment task. It is the responsibility of the
VET Teacher & VET Coordinator to determine what sampling of assessment tasks
should be validated. It would seem reasonable to suggest that each year, each VET
Teacher present at least two assessment tasks for validation at either VET faculty
meetings held at the school or VET teacher network meetings.
6
3.
Assessment Design Checklist for Teachers
This checklist is for VET teachers to use for self-assessment when planning and
designing assessment tasks. VET teachers should keep records of their use of this
checklist as evidence of any action taken to improve the quality and consistency of
assessment.
4.
Assessment Validation Materials Cover Sheet
This sheet is for use by VET teachers presenting assessment tasks for validation at
VET faculty and network meetings. The cover sheet should be completed and
attached to tasks. Please note that it may be necessary to provide multiple copies
of tasks presented for validation at meetings.
5.
Assessment Validation Participant Record
This sheet is for the use of those facilitating assessment validation meetings
(usually VET Coordinators). VET Coordinators should keep records of Assessment
Validation Participation.
6.
Pre-assessment Validation Checklist
This checklist is for use as part of an assessment validation meeting. Participants
should use the checklist to discuss an assessment task. The Comments column can
be used to affirm “good practice” and also to make suggestions for improvements
to the design and presentation of tasks. Completed Pre-assessment Validation
Checklists should be kept by VET Coordinators with a copy returned to the relevant
VET teacher.
Post-assessment Validation Checklist
This checklist is for use as part of an assessment validation meeting where
teachers meet to discuss an assessment task that has been completed by a
student. Examples might include completed and marked examinations,
assignments and projects as well as evidence collected from practical tests. As for
the Pre-assessment Validation Checklist, the Comments column can be used to
affirm “good practice” and also to make suggestions for improvements to the
design, presentation and marking standard of tasks. Completed Post-assessment
Validation Checklists should be kept by VET Coordinators with a copy returned to
the relevant VET teacher.
8.
Appendix: Optional Checklists and Templates
Assessment Validation Kit
7.
7
VET Course Assessment Plan
School:
Year:
Unit/s of Competency
Training
Package:
Qualification
Title:
Teacher:
Assessment Event
Assessment
Date
Validation Activity
Validation
Date
Assessment Validation Kit
Course:
Qualification
Code:
8
Assessment Task Cover Sheet
Course:
Qualification Code:
Qualification Title:
Training Package:
Student Name:
Teacher/Assessor:
Assessment Task Name:
Assessment Type:
Date Issued:
Date Due:
Date Handed in:
Unit/s of Competency being assessed in this task
Unit Code:
Unit Name:
Will you need additional help to complete this task?
Yes
No
Will you be seeking RPL for this Assessment Task
Yes
No
If you have answered yes to either of these questions speak to your teacher.
Employability Skills 
Self-management
Initiative and
enterprise
Learning
Communication
Teamwork
Planning and
organising
Problem solving
Technology
Cross Cultural
Understanding
Task description and instructions to student (requirements, procedures, diagrams)
Assessment Validation Kit
(Attach extra documents)
9
Assessment Design Checklist for Teachers

Use this checklist to assist you to design your assessment tools and strategies.

Gauge your assessment against the following statements, and where you are unable to answer YES, re-work your approach.
Course:
School:
Qualification Code:
Qualification Title
Assessment Task:
Training Package:
Year 9
Year 10
Year 11
Year 12
Teacher:
Validity
Yes/No
Comment:
The assessment tasks are based on realistic workplace activities
Yes
No
The assessment tasks have been designed to allow for holistic and integrated assessment
Yes
No
Reliability
Yes/No
Exemplars and checklists have been designed for the collection of evidence
Yes
No
Instructions for students are clear and consistent
Yes
No
Students are provided with guidelines on requirements when work samples are used as evidence of competency
Yes
No
Flexibility
Yes/No
The assessment approach can be adapted to meet the needs of all candidates
Yes
Fairness
Yes/No
Info for students covers methods, procedures, the criteria against which they will be assessed, when and how they
will receive feedback and the mechanism for appeal
Yes
Comment:
Comment:
No
Comment:
No
Assessment Validation Kit
Year:
10
Assessment Validation Cover Sheet
Course:
Qualification Code:
Qualification Title:
Training Package:
Unit(s) of Competency:
Assessment Writers:
School:
Validation Date:
Validation Panel:
Documents provided for validation process
Assessment Tools
& Marking Guides
Assessment
Writer
  N/A
Comments if applicable by
the Validation Panel
Practical observation checklist
Quiz / Test / Oral question list
Tool for collecting third party evidence
Assignment or case study
Portfolio / journal
Other - please specify
Answer guide / Sample of expected outcome/s, project,
Expected outcomes checklist etc
Course Training &
Optional: May include timeline, topics, activities, units of
Assessment Plan /
competency and assessment events
Program
Syllabus Document - Highlighting unit/s covered by the assessment tool/s
Information to
students about the
assessment task/s
and/or event/s.
Written
instructions for
students must
include points in
next column
* indicates
provided within the
student guide
Assessment
Writer
  N/A
Validation Panel
  N/A
Instructions clearly explain the task/s:
- procedure
- equipment required
- resources provided
- evidence to be collected
Conditions: - timing
- location
- timing and mechanism for feedback
- allowable adjustment *
- right of appeal *
Do the tools clearly identify:
- the candidate, assessor and date
- unit/s of competency being assessed
- training package and national code
- how the tool will be used, eg 1 of 3 tasks
Are the instructions in plain language and appropriate to
the intended audience?
Comments by the Validation Panel: _____________________________________________________________________________________
__________________________________________________________________________________________________________________
Assessment Validation Kit
The following checklists can be used when designing assessment tools as well as
in the assessment validation process.
11
Validation Meeting Participation Record
Date:
Venue:
Name of participating Assessors/Teachers
Task to be Assessed / Competency
Delivery Site / School
Proposed Assessment Dates
Description of Activities Undertaken during Validation Meeting:
Validation Coordinator: ________________________________________________
Date: _______________________
Assessment Validation Kit
Follow up Action required:
12
Pre-Assessment Validation Checklist

Use this checklist as part of an assessment validation meeting to evaluate assessment tools, tasks
or strategies.
Course:
Qualification Code:
Qualification Title:
Training Package:
Assessment Task:
School:
Year:
Yr 11
Yr 12
Teacher(s):
Assessment Activity
Yes/No
Action - Clearly describe the adjustment needed
Assessment task instructions and
assessment conditions are clearly
identified.
Yes
No
Written information is worded
appropriately.
Yes
No
The assessment activity addresses the
evidence requirements for the competency
or competencies being assessed
Yes
No
The level of difficulty of the activity is
appropriate to the competency or
competencies being assessed.
Yes
No
Evidence guides or assessment checklists
are available for use in making an
assessment decision.
Yes
No
If NO modification required (as identified under actions):
Date:
Changes made to assessment items:
Yes
No
Date:
Assessment task is ready for use:
Yes
No
Date:
Names of Validators (print name, school & sign)
Print School Name:
Signature:
Date:
Assessment Validation Kit
Print Name:
13
Post-Assessment Validation Checklist

Use this checklist as part of an assessment validation meeting to evaluate assessment evidence
provided to meet particular performance criteria.
Course:
Qualification Code:
Qualification Title:
Training Package:
Assessment Task:
School:
Year:
Yr 11
Yr 12
Teacher(s):
Describe briefly the items of evidence provided by students to meet the performance criteria of the task
(eg. powerpoint, report, product, plated food)
Evidence criteria
Yes/No
Valid
Is the evidence provided relevant to what is being
assessed?
Have a variety of assessment strategies been used?
Are skills and knowledge assessed in an integrated
way?
Sufficient
Is the evidence provided by this assessment
sufficient for a judgment of competence?
If NO, What additional evidence is required?
Consistent
Is the evidence consistent with industry
benchmarks?
Can any inconsistencies between this evidence and
that expected in industry be identified?
Authentic
Can you verify the evidence provided is the work of
the candidate?
Does the evidence provided demonstrate real work
in relation to the performance criteria?
Action - Clearly describe the adjustment needed
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
If NO modification required (as identified under actions):
Date:
Changes made to assessment items:
Yes
No
Date:
Assessment task is ready for use:
Yes
No
Date:
Names of Validators (print name, school & sign)
Print School Name:
Signature:
Date:
Assessment Validation Kit
Print Name:
14
Appendix: Optional Support Documents
Competency Assessment Event Checklist
In designing competency assessment events for VET courses, it is important to ensure that
assessment events include:
Industry Curriculum Framework and VET Board Endorsed Courses
Training Package code and name
Qualification code and name
Competency assessment event title
An indication of suitability for HSC or Preliminary course
Competency assessment date (proposed)
Units of competency being assessed
Elements being assessed
Performance criteria (statements) being assessed
Task description and instructions to student
Additional material or attachments if required
Student feedback, areas for improvement and appeals option
Employability skills checkbox
AND for the teacher to include:
Checklist for assessment - the list of holistic criteria that integrates the task description
with the elements and performance criteria being assessed
Further questions to consider:
How well does the event/task address the elements and performance criteria selected?
Have the BOS key terms been selected to provide clear directions to students, where
appropriate?
Who is validating the task?
Assessment Validation Kit
Has spelling and formatting been checked?
15
Appendix: Optional Support Documents
Assessment Validation Checklist
Description
Does the task/s assess the requirements of the
unit/s of competency
Assessment task/s and tool/s cover criteria within the evidence guide. Is the task/s
sufficient to cover the performance criteria, critical aspects, essential knowledge
and skills, and range of variables within the element/s and unit?
Is the task assessing what it should be assessing
Is the task assessing exactly what the syllabus and the evidence guidelines indicate.
No additional outcomes that are beyond the unit of competency requirements. Eg
No HSC components or higher level skills assessed.
Is the task/s based on realistic workplace activities
and contexts
Task/s based on realistic workplace activities and contexts, for example conditions,
volume, use of appropriate equipment, machinery and /or methods.
Does the task/s reflect the AQF level of
performance required by the unit/s of competency.
Task/s meet the AQF level of performance required by the performance criteria.
Explanations of performance level of each AQF certificate levels is outlined in Part A
of the syllabus document headed AQF VET Qualifications.
Does the task/s allow for integrated assessment of
underpinning knowledge, skills and attitudes.
Is the task able to assess the underpinning knowledge and skills that is required to
apply the skill in another location or with different equipment etc? Is the attitude
appropriate to a work place situation? Are OH&S procedures being followed for
example.
Does the task/s allow for holistic and integrated
assessment of the key competencies /
employability skills
Key competencies are generic employment related competencies that are essential
for effective participation in the workplace, for example, teamwork,
communication, use of technology etc. See explanation at the end of each unit in
most syllabus documents for specific information. (Some exceptions)
Is the timeframe appropriate for assessment
event/s
Is there enough time to realistically complete the task to the required workplace
standard? Or is there too much time?
Are a variety and appropriate assessment
strategies used
Are a range of assessment strategies being used? Do assessment tools provide more
than one opportunity and more than one way of gathering evidence for the unit of
competency?
Does the task/s collect sufficient evidence for
judgment of competence
Does the task/s collect sufficient evidence for judgment of competence? Has
evidence been collected from more than one source and/or more than one
occasion to make a judgment?
Can authenticity be verified
Are you certain that it is the students own work?
Does the task/s ensure evidence collected is
current.
Competency requires demonstration of current performance, Will the evidence
collected prove that a person can competently complete the task to workplace
standards today. Currency is important particularly when using work samples or
third party evidence.
Can the assessment approach be adapted to meet
the needs of all candidates (allowable adjustment)
Is there flexibility in the task and tools? Can it be adapted for students with a special
need, or a different workplace or using different machinery? Does it provide for
allowable adjustment?
Does the task/s ensure that evidence is collected in
a timely and cost effective way
It is important to consider if an assessment method, task or tool is appropriate to a
particular context. In some cases a valid task and tool might be an effective way of
gathering evidence with a small group of students but could not be efficiently
applied to a larger group of students.
Is the assessment activity suitable for use in other
contexts?
Can the task and tools be used in other situations?
Eg recognition, trainees, workplace
Eg recognition, trainees, workplace. This is not essential in a valid task.
Assessment Validation Kit
Evidence Criteria
16
Appendix: Optional Support Documents
Validation of Assessment Tools
 This checklist can be used when designing assessment tools as well as in a post assessment
validation activity.

.
Pre-Assessment Activity
Please tick 
Post-Assessment Activity
Course:
Training Package:
Qualification Title:
Qualification Code:
Training Package:
Assessment Task:
School:
Year:
Yr 11
Yr 12
Student Name:
Teacher/Assessor:
Evidence Gathering Tools:
Folio Work
Oral Questioning
Role Play
Practical Assessment
Observation
Oral Presentation
Scenarios
Diary Journal
Work Placement
Written Test
Other (please specify)
Case Study
Unit Code:
Elements of Competency to be Assessed:
Performance Criteria:
Clearly describe in the action column adjustments that are required to the tools.
Yes/No
Action to be taken
 Clearly identify the candidate, the assessor and the date
Yes
No
 Clearly identify unit(s) of competence being assessed
Yes
No
 Clearly identify the training package
Yes
No
 Clearly identify national codes
Yes
No
 Are user friendly
Yes
No
 Use ‘Plain English’
Yes
No
 Use language appropriate for the intended audience
Yes
No
Assessment Validation Kit
Do the tools?
17
Appendix: Optional Support Documents
 Include instructions on how the tool is used
Yes
No
 Reflect the assessment environment
Yes
No
 Reflect the AQF level requirements
Yes
No
 Contain activities that are holistic
Yes
No
 Ensure assessment of the relevant competence(s)
Yes
No
 Contribute to validity and reliability of assessment
Yes
No
 Clearly identify skills, knowledge and understanding relating to
competence(s) being assessed
Yes
No
 Ensure evidence collected is current
Yes
No
 Ensure evidence collected is authentic
Yes
No
 Ensure evidence collected is sufficient
Yes
No
 Provide guidance on reasonable adjustment(where relevant)
Yes
No
 Use methods that can be adjusted to suit special needs
Yes
No
 Ensure evidence is collected in a timely and cost effective way
Yes
No
 Include assessment of the dimensions of competence
Yes
No
 Contain version control
Yes
No
Assessment tools are ready for use:
Yes
No
Date:
Validated and authorised by:
Print School Name:
Signature:
Date:
Assessment Validation Kit
Print Name:
18
Appendix: Optional Support Documents
Assessment Schedule Validation Checklist

Use this checklist to ensure that participant validation schedules/plans are valid.
Course:
Qualification Code:
Qualification Title:
Training Package:
School:
Yr 11
Year:
Evidence Criteria
Action
Yes/ No
Does the assessment schedule?
Yr 12
Clearly describe the adjustment needed
Address the units of competency being assessed during
the Preliminary or HSC course
Yes
No
Supports the holistic assessment of units of competency
Yes
No
Have written information worded appropriately
Yes
No
Make clear how and when assessment will take place
Yes
No
Indicate timelines and assessment activities
Yes
No
Allow for practical evidence gathering activities
Yes
No
Provide opportunity to gather sufficient evidence over a
period of time
Yes
No
Show version control
Yes
No
Allow for cost effective assessments
Yes
No
Allow for fair, non discriminatory and inclusive
assessment
Yes
No
If NO modification required (as identified under actions):
Date:
Changes made to assessment schedule:
Yes
No
Date:
Assessment Schedule is ready for use:
Yes
No
Date:
Names of Validators (print name, school & sign)
Print School Name:
Signature:
Date:
Assessment Validation Kit
Print Name:
19