Trial Validation Process Template - V2021

Trial Validation Process Template (example shown is BSBCMM401)
1) Copy all the unit content from the Training.gov.au documents into Table 1. Ensure that you have all of them. Note any special assessment
conditions such as a requirement to have a specific number of examples.
2) Most knowledge evidence is assessed through the use of Theory Questions. Locate the first knowledge (theory/ professional conversation)
question. Call this the current question.
3) Find the knowledge evidence item that the current question is intended to test.
a. Record the question number and the part of question (if applicable) in Table 1 against the knowledge item.
b. If it is not possible to associate the question with a knowledge item then search the other evidence for a match.
c. If found then record the question number and part against the evidence item.
d. If a match cannot be found record the question number (and part if applicable) in Table 2. Note that evidence may be tested by more than
one question and it is also possible that one question covers more than one evidence item.
4) Examine the current question in detail

a. Is the question clear and unambiguous and written at the appropriate AQF level?
b. You can test this by asking more than one person to read and paraphrase the question. Such paraphrasing should be close in content
c. If doubt remains ask one or more people to outline how they would answer the question
d. If some problem exists then flag the question as not satisfactory and it will be returned to the assessment development team for review as
per the comment
5) Return to Step 3 and repeat the above process for each knowledge question.
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© TAFE, Queensland.
6) Move onto the Performance Evidence and Criteria. Most likely performance evidence is assessed from direct observation and to some extent
through portfolios of documents.
a. Locate the Direct Observation Checklist
b. Next select the first direct observation item from the observation checklist and this will be the current item.
c. Match the current observation item to a performance evidence or a performance criteria item and record it in Table 1 against the
appropriate performance evidence or performance criteria.
d. Ensure that the item is clear and unambiguous.
e. Where a match cannot be found record the item in Table 2.
7) Return to Step 6c and repeat the above process for each direct observation criteria item on the Direct Observation Checklist until you have mapped
them all
8) The Portfolio section is used to supplement areas not assessed in either the knowledge questions or items related to performance but may impact
those areas. Move to the Portfolio Document Register.
a. For the current portfolio select the first item, which will be the current item.
b. Match the current item to a knowledge, performance or world of work item and record in Table 1.
c. Ensure that the item is clear and unambiguous.
d. Where a match cannot be found record the item in Table 2.
9) Return to Step 8 and repeat the above process for each item in the portfolio.
10) The 3rd Party Report section is used to gather evidence of the application of knowledge and skills in the workplace.
a. Choose the first item on the list within the Report, which will be the current item.
b. Match the current item to knowledge, performance criteria, foundation skills in Table 1.
c. Check that the criteria for both the knowledge, skills and work tasks sections are written are observable. That is tasks or behaviours that a
supervisor would see the candidate demonstrate at work.

d. Ensure that the each criteria statement is clear and unambiguous.
e. Where a match cannot be found record the item in Table 2.
11) Return to Step 10b and repeat the process for each item on the Third Party Report.
12) At this point all assessment items have been validated. Check that:
a. All evidence items have at least one entry against them. Should an item not have an entry that the item is not addressed by the assessment
instrument and modification is required by the development team.
b. Please leave adequate comments to allow them to amend the documentation appropriately.
c. Should table 2 have entries it is likely that assessment not required by the unit is being undertaken. Please leave adequate comments to
allow them to amend the documentation appropriately.
13) If ambiguous or otherwise problematic items have appeared then refer the instrument back to the developers for amendment.
14) Once you have completed your validation of the tool you can record your findings in the Assessment Tool Validation Record.
Table 1 –Evidence Cross Reference to Assessment Tools

Assessment Item Knowledge/Prof Is the question Question is Direct Portfolio 3rd Party Report Comment
Conversation clear and satisfactory Observation number and
question unambiguous Item Item
number(s) and and written at (if applicable
part(s) appropriate
(if applicable) AQF level
Knowledge Evidence Item
 identify information
collection methods that will
support review and
feedback of presentations
 identify regulatory and
organisational obligations
and requirements relevant to
presentations
 describe the principles of

part(s) appropriate
effective communication
 describe the range of
presentation aids and
materials available to
support presentations.
Performance Evidence
Assessment
 prepare and deliver
presentations related to
occupation or area of
interest which demonstrate
the use of:
 effective presentation
strategies and
communication
principles
 aids and materials to
support the presentation
 select and implement

methods to review the
effectiveness of own
presentation and document
any changes which would
improve future
presentations.
Performance Criteria Item

part(s) appropriate
1.1 Plan and document

presentation approach and
intended outcomes
1.2 Choose presentation
strategies, format and delivery
methods that match the
characteristics of the target
audience, location, resources
and personnel needed
1.3 Select presentation aids,
materials and techniques that suit
the format and purpose of the
presentation, and will enhance
audience understanding of key
concepts and central ideas
1.4 Brief others involved in the
presentation on their
roles/responsibilities within the
presentation
1.5 Select techniques to evaluate
presentation effectiveness
2.1 Explain and discuss desired
outcomes of the presentation
with the target audience
2.2 Use presentation aids,
materials and examples to
support target audience
understanding of key concepts

part(s) appropriate
and central ideas

2.3 Monitor non-verbal and
verbal communication of
participants to promote
attainment of presentation
outcomes
2.4 Use persuasive
communication techniques to
secure audience interest
2.5 Provide opportunities for
participants to seek clarification
on central ideas and concepts,
and adjust the presentation to
meet participant needs and
preferences
2.6 Summarise key concepts and
ideas at strategic points to
facilitate participant
understanding
3.1 Implement techniques to
review the effectiveness of the
presentation
3.2 Seek and discuss reactions
to the presentation from
participants or from key
personnel involved in the
presentation

part(s) appropriate
3.3 Utilise feedback from the
audience or from key personnel
involved in the presentation to
make changes to central ideas
presented
Assessment Conditions
Assessment must be conducted

in a safe environment where
evidence gathered demonstrates
consistent performance of typical
activities experienced by
individuals using interpersonal
communication skills in the
workplace and include access to:
 equipment, materials and
business software packages
for making a presentation
 business technology
 interaction with others.
Foundation Skills/Work of Work
Reviews and analyses

documents to identify information
relevant to a specific presentation
Develops material to convey
ideas and information to target
audience in an engaging way
Presents information using words
and non-verbal features

part(s) appropriate
appropriate to the audience and
context
Uses listening and questioning
techniques to gather information
required to develop or modify
presentations
Interprets audience reactions and
changes words or non-verbal
features accordingly
Selects and uses appropriate
conventions and protocols to
encourage interaction or to
present information
Demonstrates sophisticated
control over oral, visual and
written formats, drawing on a
range of communication
practices to achieve goals
Recognises the need to alter
personal communication style in
response to the needs or
expectations of others
Takes responsibility for planning,
sequencing and prioritising tasks
and own workload to achieve
outcomes
Uses feedback from others,
analytical and lateral thinking to
review current practices and
develop new ideas
Uses the main features and

part(s) appropriate
functions of digital tools to
complete work tasks

Table 2 – Assessment items unreferenced by Evidence
Assessment items (questions/observation criteria/3 rd Party criteria) which do not associate with performance criteria, knowledge evidence, performance evidence,
Foundation Skills


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Trial Validation Process Template (example shown is BSBCMM401)

4) Examine the current question in detail

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Table 1 –Evidence Cross Reference to Assessment Tools

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 select and implement

Performance Criteria Item

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1.1 Plan and document

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and central ideas

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Assessment must be conducted

Reviews and analyses

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