When it comes to effective assessment writing, focusing on observable behaviour is key to ensuring clarity, accuracy, and fairness. Assessments based on observable actions allow trainers and assessors to evaluate real-world skills, providing measurable evidence of a learner’s competence. In this ultimate guide, we’ll show you how to create assessments that focus on observable behaviour, making them easier to administer and more reliable in measuring learner outcomes. Whether you’re in VET or another training environment, mastering this technique will boost the quality of your assessments, streamline evaluation, and help you meet compliance standards. Get ready to create actionable, performance-based assessments that deliver results!
Observable behaviours are events or actions that are performed by an individual.
In simple words, observable behaviour includes anything a person can see someone else doing, for example, walking, picking up the box or changing a nappy. The observable behaviour has end goals that a person performing a task aims to achieve.
Clearly defining the observable behaviour enable the assessor to better understand the expected end goals of the task. It also enables to bring consistency when different assessors are observing students.
When the observable behaviour is not clearly defined, it may be open to interpretation, and when different assessors observe the students, they may come up with different answers. For example, The assessor who has just started in the role might not have in-depth experience and knowledge as compared to the one who is already working in the field for more than twenty years, and when they might be observing the class to check the student competency, they both might end up with a different set of observable behaviour which will not bring consistency between the assessment methods and will lead to a breach of the:
Clause 1.8-1: Principles of assessment-Reliability-that clearly defines that the “Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.”
When:
Where the assessor needs to watch the students perform the actual task and then make their judgment of competence
Where:
Observable behaviours will generally be evidenced and recorded by using a tool such as an observation checklist that enables the assessor to:
There are two types of observable behaviour that the assessor needs to keep in mind while observing the students:
Soft skills:
Soft skills are the skills that describe how an individual work or interact with others. These are also known as non-technical skills.
For example:
Technical skills
Technical skills are the specialised knowledge and expertise required to perform a specific task
For example:
Observations need to be broken down into what the assessor is expected to ‘see’.
For instance, what are you looking for if you need to see a student ‘follow WHS requirements?
What examples of communication are you looking for if you need to see them ‘communicate effectively?
The below-provided table shows an example of the observable behaviour:
Observable behaviour refers to actions or responses that you can see, measure, and document during an assessment. It ensures assessments are clear, objective, and based on real performance.
Focusing on observable behaviour makes assessments more measurable, objective, and fair. It provides clear evidence of learner competence, ensuring compliance and improving assessment reliability.
Break down learning outcomes into specific actions or skills that you can directly observe and measure. Use clear, concise language and measurable criteria, ensuring that each behaviour aligns with the learning objectives.
Identify the key skills and knowledge to assess, then create specific, measurable actions that you can observe during the assessment. Use action verbs like “demonstrate,” “perform,” or “apply” to describe the expected behaviour.
It improves clarity and transparency, making it easier to assess learners consistently. It also enhances fairness by judging every learner based on observable actions, which reduces subjectivity in the evaluation process.
By focusing on observable behaviour, learners are clear on the expectations and what they need to demonstrate. This leads to more focused learning, better preparation, and more accurate assessment of their skills.
Yes, it can be used for both. In practical assessments, it involves physical actions or skills, while in theoretical assessments, it could be the way learners explain concepts or apply knowledge in context.
Common mistakes include being too vague, using abstract language, or failing to link behaviours to clear learning outcomes. Ensure the assessment criteria are specific, measurable, and aligned with the training objectives.
For remote assessments, use video recordings, live observations, or practical exercises that you can document digitally. Ensure you clearly record all observable actions and assess them against set criteria.
Ensure your assessments align with relevant training package requirements and national standards. Regularly review your assessments for clarity, consistency, and compliance with industry best practices.
Disclaimer:
The information presented on the VET Resources blog is for general guidance only. While we strive for accuracy, we cannot guarantee the completeness or timeliness of the information. VET Resources is not responsible for any errors or omissions, or for the results obtained from the use of this information. Always consult a professional for advice tailored to your circumstances.
Ben Thakkar is a Compliance, Training, and Business specialist in the education industry. He has held senior management roles, including General Manager, with leading Registered Training Organisations (RTOs) and Universities. With over 15 years of experience, Ben brings extensive expertise across audits, funding contracts, VET Student Loans, CRICOS, and the Standards for RTOs 2025.
By submitting this form, you agree to the VET Resources Privacy Policy.
