{Assessment Validation Process pertaining to Vocational Training Bodies in the context of Australia :

{Assessment Validation Process pertaining to Vocational Training Bodies in the context of Australia :

Blog Article

Overview of Assessment Validation

RTOs have multiple tasks post-registration, like yearly reports, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in multiple articles, let's return to the basics. ASQA describes validation of assessments as a quality review of the assessment procedure.

Essentially, assessment review 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 Standards for RTOs 2015, 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 standards specify two types of validation. The first type of assessment review ensures compliance with the requirements of the training package within your organisation's scope. The other type ensures that assessments adhere to the principles of assessment and rules of evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will discuss the initial type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the first part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Involves the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When to Validate Assessment Tools

The goal of validating assessment tools is to verify that all components, performance standards, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you acquire new learning resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new tools immediately to confirm they are fit for student use.

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

- Revise your resources
- Expand with new training products on scope
- Evaluate 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.

Training Products to Validate

Remember that this validation ensures compliance of all learning resources before being used. All RTOs must validate resources for each unit.

Resources Required for Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your learning resources:

- Mapping Resource: The first document to review. It indicates which assessment items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include evaluation checklists, evaluation registers, and templates developed separately from the student workbook and marking guide. Validate these to ensure they fit the evaluation task and address subject requirements.

Validation Panel

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

Collectively, your panel must have:

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

Principles Guiding Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?

Evidence Rules

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

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

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

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 evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.

Watch Out for the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands 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 itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all specifications, or the student is incompetent, and the assessment tool is non-compliant.

Be Specific!

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

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe 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 standards established by ASQA and the SRTOs 2015.