{Assessment Validation Process pertaining to Vocational Training Bodies throughout the Australian landscape -

{Assessment Validation Process pertaining to Vocational Training Bodies throughout the Australian landscape -

Blog Article

Overview of Assessment Validation

Registered Training Organisations (RTOs) handle various tasks post-registration, such as yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments is notably challenging. While validation has been covered in many articles, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines validation of assessments as granular review of the assessment procedure.

Principally, assessment validation is concerned with identifying which parts of an RTO’s evaluation process are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the 2015 Standards for RTOs, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules require two types of validation. The first type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The other type guarantees that assessments adhere to the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out pre- and post-assessment. This article will discuss the first type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, deals with the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Concerns the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of assessment tool validation is to verify that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you get new educational resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources immediately to ensure they are suitable for student use.

Nevertheless, this isn't the only occasion to do this type of validation. Do validation of assessment tools also when you:

- Improve your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Identify your learning resources as a risk during your risk assessment

ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

What Training Products Require Validation

Note that this validation ensures compliance of all educational resources before being used. All RTOs must validate resources for each course unit.

Resources Needed to Start Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your training materials:

- Mapping Resource: The first document to review. It shows which assessment items meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and comply with unit requirements.

Panel for Validation

Regulation 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including sector experts.

Collectively, your panel must have:

- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles of Assessment

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

Common Pitfalls

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be performing the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care requires the students to complete the tasks at least once on two these guys different babies under 12 months of age. Having students complete the tasks listed twice on just one baby won’t cut it.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment item must address all specifications, or the student is not yet competent, and the assessment method is not compliant.

Be Specific!

Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or trainers.

Steer Clear of Double-Barrelled Questions

Avoiding double-barrelled questions makes it easier for students to respond and for assessors to accurately assess student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.

By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.