Here are the key next steps after validating your pre-assessment tool: 1. Document the validation process and outcomes. Record how the tool was tested, what was evaluated, any issues identified, and actions taken. 2. Make any necessary changes or improvements to the tool based on the validation results. Modify the tool, assessment methods, guidelines, or training as needed. 3. Implement the validated tool for pre-assessing learners. Use the tool consistently as part of the enrolment process to identify learner support requirements. 4. Review learner pre-assessment results on an ongoing basis. Monitor outcomes for continual improvement opportunities. Look for inconsistencies or gaps to address through future validation. 5. Re

1. Pre- Course Assessments
& Validation
Ph: (07) 3283 7881
Fax: (07) 3283 1997
www.mwtrain.com.au
Training that Creates Change

2. Is it a pre-course assessment
or a pre-course indicator?
While a formal assessment process is not required, you must be able to
demonstrate how your RTO identifies support needs (for example, by requiring
learners to complete a self-assessment as part of the enrolment process).
………………… learners undertake a short assessment ……….(case study)
http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-
one/clauses/clause-1.7.html

3. www.pininterest.com.au

4. Assessment
means the process of collecting
evidence and making judgements on
whether competency has been
achieved, to confirm that an individual
can perform to the standard required in
the workplace, as specified in a
Training Package or VET accredited
course.. SRTO 2015 Part 1 Definitions
Principles of
assessment
 Flexibility
Assessment is flexible to the individual learner
 Validity
Any assessment decision of the RTO is justified, based on
the evidence of performance of the individual learner
 Reliability
Evidence presented for assessment is consistently
interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment

5. And validation means .. What?
 http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/assessment_validation.htm#whatis
Assessment validation refers to a process where assessors compare and evaluate against the relevant
competency standard/s to ensure, validity, reliability, fairness, flexibility and effectiveness of their:
• assessment methods
• assessment tools
• assessment procedures
• assessment decisions
 http://vetcommunity.ibsa.org.au/blogs/kerrie-anne-sommerfeld/2013/11/27/why-all-the-fuss-about-assessment-validation
In a nutshell, we validate assessments to check that the instructions to students and assessors are
clear (the latter are often overlooked and not provided). That assessment fairly assesses what it is
meant to assess and reflects current workplace practice. And that marking guides exist that ensure
the reliability of assessment decisions across assessors and at different times/contexts.

6. What do the
regulations
say?
SRTO 2015
1.9 The RTO implements a plan for
ongoing systematic validation of
assessment practices and
judgements that includes for each
training product on the RTO’s scope
of registration:
 when assessment validation will
occur;
 which training products will be the
focus of the validation;
 who will lead and participate in
validation activities; and
 how the outcomes of these
activities will be documented and
acted upon.
Validation is the quality review of the assessment process.
Validation involves checking that the assessment tool/s
produced valid, reliable, sufficient, current and authentic
evidence to enable reasonable judgements to be made
as to whether the requirements of the training package
or VET accredited courses are met. It includes reviewing
and making recommendations for future improvements
to the assessment tool, process and/or outcomes and
acting upon such recommendations

8. ASQA and the SRTO
2015
Standard 1: Clause 9
The RTO implements a plan for ongoing
systematic validation of assessment
practices and judgements that includes
for each training product on the RTO’s
scope of registration:
when which who how

9. The Plan
A validation schedule is a five year plan; each training product must be
reviewed at least once in that five-year period. At least 50 per cent of the
training products must be validated in the first three years of the schedule. Your
RTO might choose to validate its training products more often, for example, if risk
indicators demonstrate that more frequent validation is required.
Indicators of risk might include:
• the use of new assessment tools
… So have you chosen which type of Pre- Course Assessment you will develop?

10. Pre- Course assessments options
One for all
Enrolment
form
One for each
AQF
 Certificate I
 Certificate II
 Certificate III
 Certificate IV
 Diploma
 Advanced
Diploma
 Graduate
Certificate
 Graduate Diploma
One for each
qualification/skills set
 Cert II in Business
 Cert III in Children's
Services
 Graduate Diploma in
LLN Practice
 …………………….

12. When?
 http://www.asqa.gov.au/media-
and-publications/conducting-
validation1.htmlValidation activities are
generally conducted after
assessment is complete—
so that an RTO can
consider the validity of
both assessment practices
and judgements.
Moderation is a quality control process aimed at bringing
assessment judgements into alignment.
Moderation is generally conducted before the
finalisation of student results as it ensures the same
decisions are applied to all assessment results within the
same unit of competency.
.

13. When assessment
validation will occur
 Hazard Analysis and Critical Control
Point (HACCP) system
 Critical Control Point (CCP): A step at
which control can be applied and is
essential to prevent or eliminate a
hazard or reduce it to an acceptable
level.
Therefore, gentle reader, if you really
want to beat the validation thing, you
must have a validation strategy and
procedures that start from the beginning.
One could even develop a HACCP for it
as a test and measure). There is no more
powerful evidence to put before an
auditor than proof that one has
addressed the CCP along the way and
made continuous quality improvements
resulting in very few variances in after
market testing.
Amy Bolezny Instructional
Designer/Managing Partner at Sea Eagle
Publications, LINKEDIN comment
http://www.linkedin.com/grp/post/36746
87-6035521286933856260

14. So you plan a review of your pre-
assessment …..
As part of addressing Standard 1: 1.7,1.9,1.11 & 1.25
and Standard 2: 2.2

16. which training products will
be the focus of the validation;
 The process for determining the ACSF
and CSfW of that qualification
 The justification for the levels
 The credibility of the personnel who
determined the levels or participated
in the process
 The documentation
 The next step in the process – impact
on training and assessment

20. Task 3
This task requires you to interpret numerical information. Review the scenario below and respond to the questions that follow.
Scenario: Evaluate success of training program
Six months ago, your organisation conducted a training program on
customer service skills for 186 employees. You recently conducted a
survey of employees who participated in this program to find out
how many completed the work-based assessment tasks. The survey
results are displayed in the chart below.
Assessment Progress
Total %
Employees who
completed work-
based tasks
130
Too busy at work 6
On break or
extended leave
2
Awaiting sign-off by
Manager
2
Has not made it a
priority
22
Did not respond to
survey
24
Total 1861. What percentage of employees completed the work-based tasks?
2. How many employees have not completed the work-based tasks?
3. What is the main reason these employees did not complete the
work-based tasks?
4. Explain two (2) strategies that could be used to help employees
complete the work-based assessment tasks? *

22. Who can do the validation?
1.11 For the purposes of Clause 1.9,
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) the training and assessment qualification or
assessment skill set referred to in Item 1 or 3 of Schedule 1
(whichever applies).
Industry experts may be involved in validation to ensure
there is the combination of expertise set out in (a) to (c)
above
Independent consultants or
Industry personnel with:
a) current experience, employment
or consultation to/in that industry
b) experience in current
delivery/assessment practices in VET
c) Certificate IV in TAE or Diploma in
adult education qualification

23. Validation can be undertaken by one person or by a team of people. Your
RTO must ensure the review process is completed by people who
collectively hold:
•vocational competencies and current industry skills relevant to the
assessment being validated
•current knowledge and skills in vocational teaching and learning, and
•the TAE40110 Certificate IV in Training and Assessment (or its
successor) or the TAESS00001 Assessor Skills Set (or its successor).
Validators can be employees of your RTO, or you can seek external
validators.
who will lead and participate in validation activities

24. who will lead and participate
in validation activities
Industry
engagement
for the purposes of Clauses 1.5 & 1.6, 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.

25. who will lead and participate
in validation activities
Professional development means activities
that develop and/or maintain an
individual’s skills, knowledge, expertise
and other characteristics as a trainer or
assessor.
This includes both formal and informal
activities that encompass vocational
competencies, currency of industry skills
and knowledge and practice of
vocational training, learning and
assessment, including competency based
training and assessment.
Examples of professional development activities include:
a) participation in courses, workshops, seminars,
conferences, or formal learning programs;
b) participation in mentoring, professional
associations or other learning networks;
c) personal development through individual
research or reading of publications or other relevant
information;
d) participation in moderation or validation
activities; and
e) participation in industry release schemes.

26. Compliance and TAE
Independent validation means, for the
purposes of Clause 1.25, that the
validation is carried out by a validator
or validators who:
 are not employed or subcontracted
by the RTO to provide training and
assessment; and
 have no other involvement or
interest in the operations of the RTO.
Independent validation of training and
assessment qualifications
 From 1 January 2016, to deliver any AQF
qualification or assessor skill set from the
Training and Education Training Package (or
its successor), the RTO must have
undergone an independent validation of its
assessment system, tools, processes and
outcomes in accordance with the
requirements contained in Schedule 2 (and
the definitions of independent validation
and validation).

27. Who has the currency, knowledge,
industry experience for the
Foundation Skills?

28. Foundation Skills in VET qualifications
TAEASS00009 Address Foundation Skills in
Vocational Practice
 TAELLN411 Address adult language, literacy and
numeracy skills (ACSF)
 TAELLN412 Access resources and support to address
foundation skills in vocational practice (CSfW & ACSF)
 TAELLN413 Integrate foundation skills into vocational
training delivery (CSfW & ACSF)
Diploma in VET/Design
 TAELLN501B Support the development of adult
language, literacy and numeracy skills (ACSF)
NOT an LLN/ Foundation Skills specialist
 TAE80113 Graduate Diploma of
Adult language, literacy and
numeracy practice
and
 TAE80213 Graduate Diploma of
Adult language, literacy and
numeracy leadership
A Foundation Skills specialist – no
degree required as entry

30. how the outcomes of these
activities will be documented
and acted upon.
 Validation involves checking that
your assessment tools have produced
valid, reliable, sufficient, current and
authentic evidence—evidence that
allows your RTO to make reasonable
judgements about whether training
product requirements have been
met. SRTO 2015 Part 1 Definitions

33. Self assessment or assessment?
http://www.transtegic.com/lln-self-assessment-tool-3/
SAFETY DATA SHEET
Note: This document has been prepared for
assessment purposes – it is not an approved SDS.
Product Name: MINERAL TURPENTINE
Emergency telephone number: 1300 237 6148
Task 1
Read the Safety Data Sheet provided and answer the questions that
follow.
http://mams.rmit.edu.au/9hq5407nbco9z.pdf
This self-assessment is suitable for students undertaking the following qualifications:
 Diploma of Vocational Education and Training
 Diploma of Training Design and Development
 Diploma of Work Health and Safety
 Diploma of Management
 Diploma of Business
 Diploma of Business Administration
 Diploma of Project Management
1. What product is this Safety Data Sheet (SDS) based on? *

34. What is being
measured?
The actual tool
– does it work?
Have you
tested it?
That the Pre-course
assessment actually has
comprehensively
demonstrated their LLN
and employability skills
that are requisite to enrol
in a specific
qualification/course/ UoC

35. Measuring Pre- Assessment
You pre-assess a learner and you ask
them to do this..
“How would you respond to a customer’s inquiry about a
product that your store has sold out of, in an email in a
professional and courteous tone”
And they respond with this..
“No their arnet any left”
They will need to be able to respond like this
if they are going to get through the course
…………………
Dear Customer
At this stage we have no stock left however if you are looking for
something similar perhaps we can provide you with an alternative
Kind regards
Learner

36. Does the tool have?
 Flexibility
Assessment is flexible to the individual learner
 Validity
Any assessment decision of the RTO is justified, based on
the evidence of performance of the individual learner
 Reliability
Evidence presented for assessment is consistently
interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment

37. What ACSF level might they be?
ACSF Level 1 Writing
“No their arnet any left”
ACSF Level 3 Writing
Dear Customer
At this stage we have no stock left however if you are looking for
something similar perhaps we can provide you with an alternative
Kind regards
Learner
1.05 Conveys a simple idea, opinion, factual
information or message in writing
1.06 Displays limited vocabulary, grammatical
accuracy and understanding of conventions of
written text
3.05 Communicates relationships between ideas and
information in a style appropriate to audience and
purpose
3.06 Selects vocabulary, grammatical structures and
conventions appropriate to the text

39. Where to now?
You know you have to create a tool,
trial it then validate that it works……
Then what?