{Assessment Validation Process concerning Vocational Training Bodies in the Australian landscape —

{Assessment Validation Process concerning Vocational Training Bodies in the Australian landscape —

Blog Article

Introduction

Registered Training Organisations (RTOs) handle many tasks after becoming registered, like annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, assessment validation is particularly challenging. While validation has been reviewed in multiple publications, let's return to the basics. ASQA defines validation of assessments as granular review of the assessment process.

Fundamentally, assessment validation is designed to identify 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, 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 regulations mandate two forms of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your RTO's scope. The other type verifies that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will discuss the primary type—validation of assessment tools.

Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, involves the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

When to Validate Assessment Tools

The aim of assessment tool validation is to verify that all aspects, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new tools as soon as possible to confirm they are suitable for student use.

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

- Modify your resources
- Include new training products on scope
- Examine your course with training product updates
- Recognise your learning resources as a risk during your risk assessment

The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects 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 educational resources before student use. 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 indicates which evaluation items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for evaluators are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, logs, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment activity and meet unit requirements.

Assessment Validation Panel

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 mandate all trainers and evaluators to participate, sometimes including field experts.

Collectively, your panel must have:

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

Principles Guiding Assessment

- Fairness: 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?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?

Guidelines for Evidence

- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- 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 criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs 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., knowledge-based 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 Baby and Toddler Care calls for 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 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 requirements, or the student is not yet competent, and the evaluation tool is out of compliance.

Can You Be More Specific?

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 guidelines do not mislead students or assessors.

Steer Clear of Double-Barrelled Questions

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

Audit Guarantees

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

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