{Tools for Assessment Validation pertaining to Vocational Education and Training in the Australian landscape A Step-by-Step Guide

{Tools for Assessment Validation pertaining to Vocational Education and Training in the Australian landscape A Step-by-Step Guide

Blog Article

Intro to RTO Assessment Validation

Registered Training Organisations manage multiple responsibilities following registration, which include yearly declarations, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in many posts, let's return to the basics. The Australian Skills Quality Authority describes validation of assessments as quality assurance of the assessment procedure.

Fundamentally, assessment validation 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 SRTOs 2015 regulations, 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 forms of validation. The initial type of assessment review checks conformity with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This implies that validation is carried out both before and after the assessment. This article will focus on the first type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, pertains to the initial part of the clause, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Scheduling Assessment Tool Validation

The purpose of assessment tool validation is to ensure that all aspects, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you purchase new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new materials as soon as possible to ensure they are fit for student use.

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

- Modify your resources
- Include new training products on scope
- Check 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 Require Validation

Bear in mind that this validation ensures conformity of all educational resources before student use. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your educational resources:

- Mapping Tool: The first document to review. It indicates which assessment items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, registers, and templates created separately from the student workbook and evaluation guide. Validate these to ensure they match the evaluation task and address subject requirements.

Panel for Validation

Standard 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 educators and assessors to participate, sometimes including industry experts.

Collectively, your assessment validation panel must have:

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

Principles Guiding Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Evidence Rules

- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit criteria 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:

- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- 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 requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.

Mind the Plurals!

Pay attention to the frequency. 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.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all requirements, or the student is incompetent, and the assessment tool is non-compliant.

Provide Specific Details

Each assessment task must have clear and specific standard answers here to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or assessors.

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers 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 preventative and compliant approach.

By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.