{Assessment Validation Process for Vocational Education and Training in the Australian context —

{Assessment Validation Process for Vocational Education and Training in the Australian context —

Blog Article

Intro to Validating Assessments for RTOs

Registered Training Organisations are responsible for many tasks after becoming registered, which include annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in many discussions, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as quality assurance of the assessment process.

At its core, assessment review is focused on 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules specify two forms of validation. The primary type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The other type guarantees that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that we perform validation pre- and post-assessment. This article will discuss the first type—validation of assessment tools.

Understanding Assessment Validation Types

- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the first part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of validating assessment tools is to make sure that all elements, performance criteria, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you get new educational resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new resources as soon as possible to verify they are fit for student use.

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

- Enhance your resources
- Incorporate new training products on scope
- Compare your course with training product updates
- Spot 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 Requiring Validation

Bear in mind that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources for each subject 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 indicates which evaluation items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, registers, and evaluation templates created separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and address unit requirements.

Assessment Validation Panel

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

Collectively, your panel must have:

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

Principles of Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Guidelines for Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment task. 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
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Typical Mistakes

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.

Mind 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 Assessment validation training baby won’t cut it.

Full Competence or Not Competent

Pay attention to lists. 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 not yet competent, and the evaluation tool is not compliant.

Provide Specific Details

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

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.

Ensuring Audit Compliance

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

By following these guidelines and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.