{Assessment Validation Guide for the VET Providers throughout the Australian landscape -
{Assessment Validation Guide for the VET Providers throughout the Australian landscape -
Blog Article
Intro to Assessment Validation
Registered Training Organisations (RTOs) are responsible for multiple responsibilities post-registration, like annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in multiple discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment validation as granular review of the assessment process.
Fundamentally, validation of assessments is dedicated to 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 2015 Standards for RTOs, 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 primary type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The other type verifies that assessments follow the Principles of Assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the first type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, deals with the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, guaranteeing that RTO assessments adhere to 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 aspects, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Review new resources immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Upgrade your resources
- Expand with new training products on scope
- Review your course against 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.
What Training Products Require Validation
Note that this validation ensures compliance of all learning resources before use. All RTOs must validate materials for each subject unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It indicates which assessment items meet unit requirements, assisting in faster validation.
- Learner 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.
- Assessor Guide/Marking Guide: Also check if instructions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, logs, and templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment activity and address unit requirements.
Panel for Validation
Regulation 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Appropriateness: 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 the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: 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 diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
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., knowledge evidence), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the more info tasks listed twice on just one baby does not fulfill the requirement.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must meet all requirements, or the student is not competent, and the evaluation tool is out of compliance.
Be Specific!
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 instructions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, 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 compliant with the regulations mandated by ASQA and the SRTOs 2015.