{Assessment Validation Guide for the Vocational Training Bodies within Australia -
{Assessment Validation Guide for the Vocational Training Bodies within Australia -
Blog Article
Introduction
Registered Training Organisations are responsible for numerous tasks post-registration, which include yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been covered in multiple articles, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the evaluation process.
In essence, 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards require two types of validation. The first type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The other type verifies that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that we perform validation both before and after the assessment. This article will concentrate on the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the primary part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to make sure that all aspects, performance standards, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new tools immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only time to do this type of validation. Perform validation of assessment tools also when you:
- Enhance your resources
- Add new training products on scope
- Examine your course with training product updates
- Note 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 Needing Validation
Remember that this validation guarantees adherence of all educational resources before being used. All RTOs must validate training products for each course unit.
Resources Required 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 identifies which evaluation items meet unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable here as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, registers, and forms designed separately from the workbook and marking guide. Validate these to ensure they fit the evaluation task and comply with subject requirements.
Validation Panel
Regulation 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 evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Relevance: Does the evidence reflect current skills and knowledge?
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 performance evidence requirement asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must address all specifications, or the student is not competent, and the assessment method is out of compliance.
Provide Specific Details
Each evaluation task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Ensuring Audit Compliance
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 affects your compliance history, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are reliable with the regulations mandated by ASQA and the SRTOs 2015.