{Tools for Assessment Validation concerning Vocational Education and Training across the Australian landscape -

{Tools for Assessment Validation concerning Vocational Education and Training across the Australian landscape -

Blog Article

Introduction

RTOs have many duties following registration, which include yearly declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in many articles, let's return to the basics. ASQA identifies validation of assessments as a quality review of the assessment process.

Fundamentally, validation of assessments is focused on identifying which parts of an RTO's assessment 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules require two forms of validation. The primary type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is performed pre- and post-assessment. This article will discuss the primary type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the primary part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Deals with the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Best Time for Conducting Assessment

The aim of validating assessment tools is to verify that all components, performance criteria, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you get new learning resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new tools immediately to verify they are suitable for student use.

Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:

- Enhance your resources
- Include new training products on scope
- Review your course against training product updates
- Flag 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 Need Validation?

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

Resources Required for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your learning resources:

- Mapping Resource: The first document to review. It identifies which assessment items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and templates developed separately from the learner workbook and assessor guide. Validate these to ensure they match the evaluation task and address course unit requirements.

Validation Panel

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

Collectively, your assessment validation panel must have:

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

Assessment Principles

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Rules of Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine this site and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 requires the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby is not sufficient.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must meet all criteria, or the student is incompetent, and the evaluation tool is out of compliance.

Provide Specific Details

Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.

Avoid Double-Barrelled Questions

Avoiding double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately evaluate student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.

By following these guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.