{Assessment Validation Process for the Vocational Education Bodies across the Australian context —

{Assessment Validation Process for the Vocational Education Bodies across the Australian context —

Blog Article

Assessment Validation Overview

Registered Training Organisations have numerous responsibilities following registration, like annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation often stands out. While we've discussed validation in multiple discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines validation of assessments as granular review of the assessment process.

Essentially, validation of assessments is intended to identify which parts of an RTO’s assessment methods 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations specify two types of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type verifies that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, relates to the primary part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The purpose of validating assessment tools is to ensure that all elements, performance criteria, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new tools right away to ensure they are fit for student use.

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

- Upgrade your resources
- Expand with new training products on scope
- Audit your course with training product updates
- Note 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.

Selecting Training Products for Validation

Remember that this validation ensures compliance of all educational resources before student use. All RTOs must validate resources for each course unit.

Resources Required for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your learning resources:

- Mapping Resource: The first document to review. It identifies which assessment items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with course unit requirements.

Panel for Validation

Clause 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including sector experts.

Collectively, your assessment validation panel must have:

- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles of Assessment

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: 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 here evaluation task. 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
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), 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 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 not compliant. Each assessment task must meet all requirements, or the student is not yet competent, and the evaluation tool is not compliant.

Provide Specific Details

Each assessment task 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 evaluators.

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate 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 for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.

By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.