{Assessment Validation for Vocational Education and Training across the Australian landscape -
{Assessment Validation for Vocational Education and Training across the Australian landscape -
Blog Article
Intro to Assessment Validation
Registered Training Organisations (RTOs) manage many responsibilities upon registration, which include annual declarations, AVETMISS compliance, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in multiple publications, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment process.
In essence, assessment review is aimed at 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations specify two forms of validation. The first type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The other type guarantees that assessments follow the Principles of Assessment and rules of evidence. This indicates that we perform validation pre- and post-assessment. This article will concentrate on the first type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is concerned with the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Validate new tools immediately to verify they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Perform assessment tool validation also when you:
- Modify your resources
- Add new training products on scope
- Assess your course with training product updates
- Flag 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 Requiring Validation
Note that this validation guarantees adherence of all educational resources before student use. All RTOs must validate training products for each course unit.
Resources Required for Assessment Tool Validation
To validate your assessment Assessment validation tools, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It identifies which assessment tasks meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if instructions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include checklists, registers, and templates created separately from the learner workbook and assessor guide. Validate these to ensure they fit the assessment task and address unit requirements.
Validation Panel
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of 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?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements 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:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
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 requirement is meant to assess underpinning knowledge (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 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 is not sufficient.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment tool is non-compliant.
Be Specific!
Each assessment task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or trainers.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your assessment tools are reliable with the requirements set by ASQA and the SRTOs 2015.