{Tools for Assessment Validation for the VET Providers within the Australian landscape -

{Tools for Assessment Validation for the VET Providers within the Australian landscape -

Blog Article

Assessment Validation Overview

RTOs have various responsibilities post-registration, including annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in several publications, a review of the basics is necessary. ASQA describes assessment review as quality assurance of the assessment procedure.

Primarily, assessment review is about 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 standards mandate two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation verifies 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 first type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the first part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The aim of assessment tool validation is to make sure that all elements, performance standards, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you obtain new educational resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Validate new resources as soon as possible to verify they are appropriate for students.

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

- Enhance your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources 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.

Selecting Training Products for Validation

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

Necessary Resources for Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows which assessment items meet unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for trainers are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include checklists, logs, and evaluation templates designed separately from the student workbook and marking guide. Validate these to ensure they suit more info the evaluation task and meet subject requirements.

Panel for Validation

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 educators and assessors to participate, sometimes including industry experts.

Collectively, your assessment validation panel must have:

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

Principles Guiding Assessment

- 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?
- Consistency: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks 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 and give solid food to 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

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 evaluation task must cover all specifications, 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 directions do not mislead students or evaluators.

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, “Do resource developers offer guarantees for audits?” 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 proactive and compliant approach.

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