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AUSTRALIAN BREASTFEEDING ASSOCIATIONABN 64 005 081 523

P.O. Box 33221 Melbourne, Victoria 3004

Telephone: (03) 9690 4620

Email: [email protected]

Assessment validation report

10280NAT Certificate IV in Breastfeeding Education

15 August 2017

Independent Assessment Validation Panel August 2017

Australian Breastfeeding AssociationRegistered Training Organisation

Independent Assessment Validation PanelIndependent Assessment Validation Panel

1



Telephone: (03) 9690 4620


1. INTRODUCTIONThe Independent Assessment Validation Panel was set up in 2015 to comply with ASQA’s new Standards to be implemented from 1 April 2015. Clauses 1.8 – 1.12 in the Users’ Guide to the Standards for Registered Training Organisations (RTOs) 2015 detail the requirements for assessment, including independent validation of assessment processes, tools, evidence and judgements.

In March 2015, the National Training Manager began the process of setting up the Independent Assessment Validation Panel. This process began with the writing of terms of reference and three year plan (see appendix 5.1 – the three year plan includes the terms of reference).

Recruitment of members of the Panel began in April 2015 and in that year two meetings were held:

15 – 16 August 2015 to validate the units in the 10006NAT Certificate IV in Breastfeeding Education (Counselling)

26 – 27 September 2015 to validate the units in the TAE40110 Certificate IV in Training and Assessment

In July 2016 three courses were validated, rather than spacing them out according to the three year plan:

10007NAT Certificate IV in Breastfeeding Education (Community) 22168VIC Diploma of Breastfeeding Management 10170NAT Course in Community Breastfeeding Mentoring

This was due to the new ‘Standards for Registered Training Organisations 2015’ requirement necessitating the validation of all courses on scope prior to applying for addition to scope of the TAE40116.

In August 2017, two courses were validated. This was because these courses had been reaccredited in 2016. They are:

10280NAT Certificate IV in Breastfeeding Education (combining the previous separate counselling and community courses)

10243NAT Diploma of Breastfeeding Management

1.1 OBJECTIVES

The purpose of this assessment validation was to examine all aspects of assessment in the 10280NAT Certificate IV in Breastfeeding Education course. This included the areas of:

Assessment processes Assessment tools Assessment evidence

Independent Assessment Validation Panel August 2017 2



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Assessment judgements

1.2 SCOPE

The Australian Breastfeeding Association (ABA) is a large national organisation with unique training and assessment procedures. Its trainers and assessors are trained volunteers who work with learners in their local area, whether urban or rural, or online.

Workshops and other learning events may take place in local venues or individuals’ homes. There is no central college or formal institution where learning and assessment takes place. Administration of courses takes place at head office in Melbourne, and completed assessments are received and stored at head office, either digitally or in hard copy.

ABA head office processed approximately 150 – 200 assessments in each of the 10006NAT and 10007NAT Certificate IV in Breastfeeding Education courses annually. In 2017 there were a large number of RPLs in the new 10280NAT Certificate IV in Breastfeeding Education course as current ABA counsellors, community educators, trainers and assessors converted to the newly accredited course.

The scope of this panel was to examine a random sample of assessments from the period 1 January – 30 June 2017. This included assessments from both urban and regional areas in all states and territories of Australia where possible, as well as RPL assessments. Apart from RPL assessments, there were fewer samples of completed assessment kits for the new course as it was only implemented in full from March 2017.

1.3 EXCLUSIONS

Only assessments judged ‘competent’ are processed at ABA head office. It is out of the scope of this Panel to forensically examine assessments judged as ‘not yet competent’ in the random sample forming this assessment validation. It might be useful in future validations to include samples of completed assessments that show resubmitted work as an indication of what assessors deem ‘not yet satisfactory’ tasks.

2. ASSESSMENT VALIDATION

2.1 General

The Independent Assessment Validation Panel met face to face on 12 August 2017 to validate the following four units:

BFEPRO401 Promote breastfeeding as a representative of the organisation

BFELEG402 Observe legal and ethical requirements when providing breastfeeding support

BFEINF403 Provide breastfeeding information and support

BFEFAM404 Guide mothers on use of lactation aids family foods and weaning




Telephone: (03) 9690 4620


For each unit, the Panel validated:

Assessment processes Assessment tools and materials Assessment evidence Assessment judgements

As specified in the Standards, a random sample of completed assessments was selected for each unit (or integrated units) of competency. The selection of the four units was made because there were sufficient samples available for them. The Panel will validate other units over the next cycle of validations.

The details of the random sampling are as follows:

Unit of competency Total assessments

Number of samples Percentage of samples


14 7 50%

BFELEG402 Observe legal and ethical requirements when providing breastfeeding support

16 7 43.75%

BFEINF403 Provide breastfeeding information and support

6 3 50%

BFEFAM404 Guide mothers on use of lactation aids family foods and weaning

6 3 50%

RPL (all units) by those with previous qualification

4 10 40%

TOTALS 46 30 65%

2.2 Documentation

For each unit, the Panel reviewed against the unit of competency:

Assessment Kit Assessors’ Guidelines (including the Mapping document) Samples of completed assessment kits

The Panel used the Validation of Assessment Tools & Judgements forms, copyright VELG Training, March 2015 (see Appendix 5.2).

3. RESULTS




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3.1 Assessment processes

Assessment processes include the procedures learners must follow to be assessed against performance criteria. The Panel reviewed these processes as they were laid out in the Assessment Kits and the Assessors’ Guidelines.

Assessment Kits

The Panel was very pleased to see that the instructions had been modified according to the recommendations of the Panel in July 2016. We considered that these were now very easy to read and understand.

The Panel recommends the following changes.

Important instructions for learners

Page 10:

Dot point ‘If required, have or print out a black and white hard copy of the current Assessment Kit and take with you to the assessment. You do not need to print the Assessment Kit in colour.’Recommend changing this to:

‘If required, take a hard copy of the current Assessment Kit with you to the assessment. You do not need to print the Assessment Kit in colour.’Page 11: (page 9 in RPL Assessment Kit)

‘If you submit Assessment Kits in both hard copy and electronic files, you must submit the electronic files on a CDROM or USB stick together with the hard copy. If you submit a hard copy with evidence in an electronic form, including Word files on CDROM, DVDs, PowerPoint files etc, please check that your assessor will be able to view them.’ Recommend changing this to:

‘If your submitted Assessment Kit includes both hard copy and electronic files, you must submit the electronic files together with the hard copy on a portable storage device in a form that the assessor will be able to view.’RPL Assessment Kit

Page 12:

The text for parts h and i are in the wrong rows in the table.Assessment kit for integrated units BFEINF403 Provide b r e a s t f ee d i ng information and support and BFEFAM404 Guide mothers on use of lactation aids family foods and weaning

Instructions to learners and assessors need to be changed slightly to acknowledge that this is an integrated assessment kit.




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Page 9: After heading “Read all of this …’ 1st sentence change ‘unit’ to ‘units’After dot points change ‘this unit’ to ‘these units’, ‘a copy’ to ‘copies’ and ‘unit’ to ‘units’.Page 10: Change ‘unit’ to ‘units’ in:1st sentenceUnder heading ‘Requirements for …’ before 1st dot points and last sentenceUnder heading ‘Working through …’ 1st sentencePage 11: Change ‘unit’ to ‘units’ in sentence below dot points.Change ‘unit code’ to ‘unit codes’ twiceRecommend a sentence somewhere in the instructions that the 4 tasks in the kit include both units in an integrated way.

Page 23: Change ‘Task 4’ to ‘Task 3’.

Assessors’ Guidelines

The assessors’ instructions in the Assessors’ Guidelines are comprehensive and clearly written.

Page 3: First sentence under the heading Getting learners organised for assessment, change ‘trainers’ to ‘trainer’.

The marking guides in all units are very clear and the sample responses thorough and offering many choices. The Panel felt that assessors are given enough information to assess tasks consistently and with confidence. This is very important in a registered Training Organisation where delivery and assessment occurs nationally in urban and rural areas, as well as online.

The Panel noted that the Assessors’ Guidelines also make reference to USBs and CDROMs. Since technology is changing rapidly, the Panel recommends a more generic approach e.g. referring to these devices as portable storage devices or similar.

Assessors’ Guidelines for integrated units BFEINF403 Provide b r e a s t f ee d i ng information and support and BFEFAM404 Guide mothers on use of lactation aids family foods and weaning

The same recommendations apply as for the Assessment Kit for these two units. Where applicable, ‘unit’ needs to be changed to ‘units’ in the instructions.

Page 9:

In the table under Task 5 change ‘Task 4’ to ‘Task 5’.




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The panel recommends that the Mapping is more explicitly split up into the two separate units. This would be easily achieved by omitting reference to BFEFAM404 Guide mothers on use of lactation aids family foods and weaning in the blue part of the table on pages 11 – 13 and omitting reference to BFEINF403 Provide breastfeeding information and support in the blue part of the table on pages 14 – 17.

Assessment processes at ABA head office

The chairman of the Panel had extensive discussions with training staff at head office about assessment processes and procedures including record keeping and confidentiality.

Since ABA relies on volunteer trainers and assessors, head office staff rely on these volunteers to forward relevant paperwork to head office. An online system allows learners to check that all assessed units of competency have been recorded at head office.

Head office staff work closely with the National Training Manager to ensure that all records are kept according to ASQA requirements.

3.2 Assessment tools

Evidence of a candidate’s competence at meeting the performance criteria can be obtained using a combination of the following assessment tools. In all units of competency validated by the Panel, these included:

Written questions Case studies Observations Role plays Projects Demonstrations

In addition, the units assessed by RPL included:

Written questions Oral questions Portfolios

The Panel found that the variety of assessment tasks for each unit allowed a broad measure of evidence. In particular the Panel noted the high level of evidence submitted in the RPL assessment kits.

Assessment tools used to gather evidence of competence should meet the following assessment criteria:

Validity:

Assessment tools and strategies are deemed valid if they: Are based on realistic workplace activities and contexts Directly relate to competency units, elements and performance criteria




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Assess the learner’s ability to meet the performance level required by units Allow holistic and integrated assessment of performance criteria Use more than one tool to demonstrate competence Are appropriate to the industry in which the performance will be undertaken Have been validated by others who possess the expertise in the unit being

assessed

Reliability:

Assessment tools and strategies are deemed reliable if they: Clearly identify and assess the performance criteria within each element Provide assessment examples or guidelines for use by assessors Provide clear guidelines to ensure assessors make consistent decisions over time Ensure that where more than one assessor is used for multiple parallel

assessments, the assessment strategy is consistent Provide consistent assessment instructions and procedures for all learners

Flexibility:

Assessment tools and strategies are considered flexible if they:

Allow learners to negotiate the assessment approach with the assessor Provide an assessment approach that can be adapted to meet the needs of

learners

Allow for the recognition of learners’ previous experience

Fairness:

Assessment tools and strategies are considered fair if they:

Ensure that learners are provided witho criteria against which they will be assessedo methods of assessmento when assessment will occuro when and how they will receive feedback

Provide learners with clear and timely information about assessments Allow learners to be included in discussions on the timing and methods of

assessment Clearly document the assessment responsibilities of the learner. Ensure that the language, literacy and numeracy needs of learners are met Provide reasonable adjustments to assessment strategies to ensure equity for all

learners without compromising the integrity of assessment outcomes Provide learners with feedback and review of the assessment undertaken by the

learner Clearly document the mechanism learners can follow for appeals against the

assessment processes and assessment decisions before an assessment is conducted

The Panel used the Mapping documents for the 10280NAT Certificate IV in Breastfeeding Education, Assessment Kits and units of competency to validate assessment tools.




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The Panel noted that it was useful having the assessment mapping document within the Assessors’ Guidelines. This reminds assessors how tasks map with the unit and gives them additional information that may assist them to evaluate assessment evidence.

Generally, the Panel found that the assessment tools mapped very well to the units of competency. It was obvious that assessment tools thoroughly covered all aspects of the units. This is not surprising since it is a requirement that every ABA trainer and assessor must undertake two assessment validations annually, and the training team regularly follows up on the results of these validations.

The Panel found that generally all assessment tools were valid, reliable, flexible and fair. The Panel had some recommendations in some specific units.

Assessors’ Guidelines for integrated units BFEINF403 Provide b r e a s t f ee d i ng information and support and BFEFAM404 Guide mothers on use of lactation aids family foods and weaning

The Panel felt that the performance criteria 4.3 and 5.4 were not well represented in the Assessment Kit since there was not a requirement to demonstrate optimal positioning and attachment. Also 5.5 seeking feedback was not covered, although some of the assessment material may include this.

Since Task 4 included giving a talk, the Panel felt that the task title could be changed to reflect this e.g. change ‘Prepare’ to ‘Present’ or ‘Prepare and give…’

The Panel recommends changing the instructions to Task 5 in line with instructions for role plays in other units as we felt that the instructions as they stand may not be enough for the task to be reliable.

3.3 Assessment evidence

The Assessment Kits for each unit or groups of integrated units have a variety of tasks that enable learners to give direct or indirect evidence. These include written tasks, case studies, role plays, practical tasks and evidence gained while undertaking ABA roles or projects.

Valid evidence

Evidence is considered valid if it demonstrates performance criteria of a unit of competency.

Sufficient evidence

Evidence is deemed sufficient when it meets all the performance criteria of a unit of competence, is gathered over a period of time and is demonstrated via different direct and indirect methods.

Current evidence




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Evidence provided must demonstrate that the learner can currently perform the most recent version of the performance criteria of a unit of competency.

Authentic evidence

For evidence to be considered authentic it must proven that it is solely that of the candidate.

In the process of this validation, the Panel found that evidence in all units reviewed was valid, sufficient and current. Authenticity is harder to validate when learners are assessed in many different ways and in many different regions all around Australia. However, the Panel was satisfied that generally learners’ evidence was authentic:

Learners sign a statement in each Assessment Kit that the work is their own At least one assessment in each Assessment Kit is of a practical nature and can be

substantiated by an observer

This is not a problem with assessments done in a workshop situation where facilitators can supervise the assessments.

3.4 Assessment judgements

Where an RTO assesses across multi-campuses, it should ensure that all learners are assessed using agreed assessment strategies, policies and procedures that are applied consistently across the campuses

Evidence provided by learners undertaking assessment on multi-campuses should be continually moderated to:

ensure that agreed assessment strategies are being administered ensure that agreed marking schemes are being applied review the judgements made by assessors ensure that acceptable standards are being met by learners provide a review of the assessment policy

ABA is an example of an RTO that assesses across multi-campuses, with both learners and assessors living in many different regions of Australia, urban, rural and remote. The multi-campuses are often learners’ or trainers’ homes, or a local school or church hall.

Because of this unique situation, ABA requires its trainers and assessors to participate in assessment moderation discussions. These can take place at:

annual conferences local training or other regional meetings by teleconference or Skype by online forums and discussion groups

For practical tasks such as role plays, the only evidence the Panel had available was the forms and checklists completed by the assessor. It was useful when assessors wrote comments as part of these forms to gain a good picture of the assessors’ judgements.




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However, there was a good variety of tasks for each unit so the Panel was able to build up a good picture of the assessors’ judgements.

Some RPL evidence was available to the Panel as written portfolios, but most consisted of assessor forms and checklists, so it was difficult to check assessors’ judgements for RPL.

The Panel found the exemplars and marking guidelines in the Assessors’ Guidelines very thorough and clearly laid out, with good instructions to assessors. It was our opinion that these were helpful to assessors in making good and consistent judgements.

While samples came from major cities, smaller towns and rural areas, the Panel found assessor judgements to be consistent and thorough. The assessor comments were comprehensive and encouraging, and included well worded and relevant questions to elicit more information from learners. The Panel was very impressed with the standard of the assessor judgements.

4. CONCLUSIONSThe Panel validated ABA’s assessment processes, tools, evidence and judgements and found that apart from some small exceptions, all these aspects of assessment were thorough, consistent and appropriate. The documents that the Panel reviewed were:

Assessment Kits Assessors’ Guidelines Mapping document Samples of completed assessments

Four units of competency were validated for the 10280NAT Certificate IV course in Breastfeeding Education. Appendix 3 sets out the provisions for validating the other units in this course over the next 3 years.

Overall, the Panel was extremely impressed with ABA’s assessment processes, evidence, tools and judgements of the 10280NAT Certificate IV course in Breastfeeding Education. We conclude that the unique situation of having volunteer trainers and assessors creates a learning environment in which all strive to create consistency across a wide variety of situations. We congratulate these volunteers for their commitment to delivering and assessing such a well-regarded course.




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5. APPENDICES

5.1 Three year plan

Australian Breastfeeding AssociationIndependent Assessment Validation

Plan3 year plan (2017 – 2019)

OVERVIEWThe Australian Breastfeeding Association (ABA) currently has the following courses on its scope:

10280NAT Certificate IV in Breastfeeding Education 10243NAT Diploma of Breastfeeding Management 10170NAT Course in Community Breastfeeding Mentoring TAE40116 Certificate IV in Training and Assessment

SCHEDULEDate Course/activity Action

July – Sept

2017

10243NAT Diploma of Breastfeeding Management (at least 4 units)

10280NAT Certificate IV in Breastfeeding Education (at least 4 units)

Margaret Grove

July – Sept

2018

10170NAT Course in Community Breastfeeding Mentoring

TAE40116 Certificate IV in Training and Assessment (at least 4 units)

Margaret Grove

July – Sept

2019

10243NAT Diploma of Breastfeeding Management (at least 4 units)


Margaret Grove

MANAGEMENTThe organisation and management of this process will be undertaken by the Independent Assessment Validation Panel. Its terms and conditions are set out in Appendix 1.




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EXCLUSIONSSince the courses 10243NAT Diploma of Breastfeeding Management and 10280NAT Certificate IV in Breastfeeding Education were newly accredited in 2017, the first validation of these would be limited to those units where samples were available.

There are some common electives in the above courses and the TAE40116 Certificate IV in Training and Assessment. This means that when validating units from each course, care will be taken to only validate these units once rather than validating them in each course.

APPENDIX 1

UPDATED TERMS OF REFERENCE 2017

Panel title: Independent Assessment Validation Panel

Purpose: The Independent Assessment Validation Panel is responsible for:

1. checking Australian Breastfeeding Association (ABA) assessment systems comply with 2015 Standards for Registered Training Organisations

2. making recommendations for improvements and or adjustments to ABA assessment systems

The Independent Assessment Validation Panel will achieve this by undertaking a 3 Year cycle of review of all qualifications on ABA’s scope. These currently are:

10280NAT Certificate IV in Breastfeeding Education 10243NAT Diploma of Breastfeeding Management 10170NAT Course in Community Breastfeeding

Mentoring TAE40116 Certificate IV in Training and Assessment

For each qualification or Statement of Attainment the review process will include: Validation of ABA assessment processes Validation of ABA assessment tools and methods




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Validation of ABA assessment evidence Validation of ABA assessment judgementsThe planned timeline for the review and validation of qualifications is:

Year Timeframe Qualification/s

2017 July – September 10243NAT Diploma of Breastfeeding Management (at least 4 units)


2018 July – September 10170NAT Course in Community Breastfeeding Mentoring

TAE40116 Certificate IV in Training and Assessment (at least 4 units)

2019 July – September 10243NAT Diploma of Breastfeeding Management (at least 4 units)


Independent assessment validation panel composition and appointment:

Composition: The panel will consist of a pool of individuals who: are independent of the delivery and assessment of the

qualification being validated have the appropriate vocational competencies have current industry (breastfeeding education) skills

and knowledgeThe panel will include at least 2 members who:

have appropriate training and assessment qualifications or assessor skill set

have current knowledge and skills in vocational teaching and learning

The panel will be supported by an ABA training administration officer (non-voting).An Independent Chair will be appointed to convene validation




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panels appropriate for the qualifications being reviewed from the panel pool.While it is desirable for all panel members to have all these skills, it is possible to work in a group where all these skill sets are covered collectively.

Appointment: Initial appointments to the panel pool are for three years.

Criteria for appointment:

Expertise in breastfeeding and/or delivery and assessment of health and community education programs and/or VET

Commitment to improving educational programs within the Australian Breastfeeding Association

Willingness to attend teleconference and face to face meetings of the Independent Assessment Validation Panel

Willingness to read and comment on written material relevant to panel members

Willingness to respond, develop and implement actions assigned to them in a timely manner

Representative Industry/Organisation and role Voting/non voting

Margaret Grove Independent chair Voting

Penny Vervoorst Member Voting

Marilla Cooper Member Voting

Quorum: Half members plus one

Meeting Dates/Times/Venue:

There will be no less than two meetings per year (this could be two separate one day meetings or one two day meeting).Additional meetings will be held on an ‘as required’ basis. Meetings will be held face to face or via teleconference. Other communication can be by email, text or other electronic means as required.Meeting duration face to face: 1 – 2 daysMeeting duration teleconference: 1½ – 2 hours




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Catering and Housekeeping:

The meeting Agenda will be forwarded at least one week prior to the meeting. Material to be reviewed at the meeting will be uploaded into Dropbox at least one week in advance.

Reporting Mechanisms:

Reports will be published within 2 weeks of each meeting including Panel recommendations and forwarded to the National Training Manager.

Agenda, Minutes & Distribution:

Agenda items are to be forwarded to the National Training Manager or Assistant Manager – Assessment at least 14 days prior to each meeting. Reports will be forwarded for distribution to each Panel member following approval by the Panel Chair.

Meeting Process Review:

An evaluation of the meeting process will be held each year.

5.2 Completed forms




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Assessment validation report for 10280NAT Certificate IV in Breastfeeding Education

Training Product Details

Training Product Code & Title

10280NAT Certificate IV in Breastfeeding Education

Unit/s of CompetencyCode & Title


BFELEG402 Observe legal and ethical requirements when providing breastfeeding supportBFEINF403 Provide breastfeeding information and supportBFE404 Guide mothers in use of lactation aids family foods and weaning

Assessment Tool/s See report

Date of Validation 12/08/2017

Lead Validators (qualifications held on file)

Name Position Organisation Signature Independent*

Margaret Grove

Chair ABA ☐

Validation Participants

Name Position Organisation Signature Independent*




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Penny Vervoost Member ABA ☐

*Independent means the individual is not involved in the delivery or assessment in this instance of the Training Product

Overall Validation Action Plan (as agreed during validation session)Recommendation Responsibility Due date

See report Melanie Carter 31/12/2017




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Validation of Assessment ToolsResources Reviewed/Provided

Assessment Instrument/s

See report

Marking Guide/s See report

Unit Mapping See report

Other See report

Principles of Assessment - to ensure quality outcomes, assessment should be valid, reliable, fair and flexible

Comments

Valid assessment☐ Elements and Performance Criteria are addressed☐ Assesses the Required Knowledge / Knowledge Evidence☐ Assesses the Required Skills / Performance Evidence☐ Addresses the Critical Aspects of assessment (where applicable)☐ Covers the Range Statement (where applicable)☐ Context and (where relevant) consistency of assessment☐ Assessment methods are appropriate for the AQF level☐ Practical application☐ Ensures transferability of skills☐ Dimensions of competency are incorporated☐ Evidence is gathered over time where required by the unit of competency☐ The assessment tasks are based on realistic workplace activities

See report for details

Reliable assessment☐ Supported by consistent marking solutions for acceptable performance☐ Is supported by clear information for assessors about assessment requirements☐ Consistent instructions and guidelines are available for students including

information about ensuring authenticity and currency of the evidence they provide


Flexible assessment☐ Allows for reasonable adjustment to meet student needs☐ Adjustments can be made to meet the needs of the workplace (where required)☐ Timing of the assessment can be negotiated (where required)☐ Allows for recognition of existing competencies☐ Draws from a range of assessment methods


Fair assessment☐ Students are provided with clear information about what is expected of them See report for details




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☐ Reasonable adjustments, including Language, Literacy and Numeracy, can be made while ensuring the integrity of the assessment

☐ Ensures students are provided with objective assessment feedback☐ Allows for appeals against assessment decisions

Overall comments and recommendations from lead validator on assessment tools

Comments Overall, we agreed that the assessment tools were comprehensive in most cases. The report details some recommendations for some assessment tools.

Recommendations for action

See report

Lead Validator Signature





Telephone: (03) 9690 4620


Validation of Evidence – Assessment JudgementsAssessment judgements are validated according to the selection of a statistically valid sample, as outlined in the Standards for RTOs 2015. Refer to the RTO’s procedures on selecting a statistically valid sample to be used for these validation activities.

Statistically Valid Sample

Total population 46 (including 4 RPL)

Number of judgements required for validation

30 (including 10 RPL)

Selection identified 65% random sample

Evidence to be validated

65% sample of competed units.

Rules of Evidence – to ensure the collection of evidence is valid, authentic, current and sufficient

Comments

Valid evidence☐ Assessment evidence relates directly to the unit of competency☐ Assessment evidence is based on realistic workplace activities☐ Assessment evidence is appropriate to the AQF level☐ Assessment evidence addresses the Dimensions of Competency


Authentic evidence☐ Assessment evidence submitted by the student is their own work See report for details

Current evidence☐ Assessment evidence demonstrates current knowledge and skills of the

learner (from the present or recent past)☐ Assessment evidence reflects current industry practice


Sufficient evidence☐ Sufficient assessment evidence is gathered before competency is

determined (quantity)☐ Sufficient assessment evidence is gathered on the consistency of

performance (quality)☐ Sufficient relevant evidence is gathered


Overall comments and recommendations from lead validator on assessment judgements

Comments Assessment judgements were comprehensive and consistent.




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Comments and feedback were overwhelmingly positive and encouraging.

Recommendations for action

See report

Lead Validator Signature



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