{Guide to Assessment Validation for Vocational Education Bodies across the Australian landscape —

{Guide to Assessment Validation for Vocational Education Bodies across the Australian landscape —

Blog Article

Overview

Training Organisations are responsible for various duties after becoming registered, which include annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in multiple publications, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment validation as quality assurance of the assessment procedure.

Fundamentally, validation of assessments 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 SRTOs 2015, 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 regulations mandate two forms of validation. The first type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is performed pre- and post-assessment. This article will focus on the initial type—assessment tool validation.

Overview of Assessment Validation Types

- Assessment Tool Validation: Also called pre-assessment validation or verification, pertains to the initial part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The aim of assessment tool validation is to verify that all elements, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you acquire new educational resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new tools immediately to ensure they are appropriate for students.

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

- Enhance your resources
- Introduce new training products on scope
- Audit 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.

What Training Products Require Validation

Bear in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each course unit.

Necessary Resources for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Document: The first document to review. It indicates which assessment items meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and templates created separately from the student workbook and evaluation guide. Validate these to ensure they fit the assessment activity and comply with unit requirements.

Panel for Validation

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

Collectively, your validation panel must have:

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

Principles of Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?

Specific Considerations for Assessment Validation

Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change diapers
- 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

Common Pitfalls

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), 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 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 itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must cover all specifications, or the student is incompetent, and the assessment tool is non-compliant.

Be Specific!

Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.

Double-Barrelled Questions: Avoid Them

Not using 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, “Do resource developers offer guarantees for audits?” However, with these assurances, 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 evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.