{Assessment Validation Process pertaining to Vocational Training Bodies in the Australian context —

{Assessment Validation Process pertaining to Vocational Training Bodies in the Australian context —

Blog Article

Introduction

Registered Training Organisations (RTOs) handle various tasks after becoming registered, such as yearly reports, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation often stands out. While we've discussed validation in several discussions, let's return to the basics. The Australian Skills Quality Authority describes assessment validation as a quality review of the assessment process.

Basically, assessment review is designed to identify 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules mandate two types of validation. The initial type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The other type guarantees that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will concentrate on the first type—assessment tool validation.

Two Types of Assessment Validation

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, concerns the initial part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The aim of assessment tool validation is to verify that all components, performance standards, and performance and knowledge evidence are covered by your evaluation 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 5-year cycle validation schedule. Check new resources right away to ensure they are appropriate for students.

Nevertheless, this isn't the only time to conduct this type of validation. Conduct validation of assessment tools also when you:

- Improve your resources
- Expand with new training products on scope
- Audit your course with training product updates
- Identify 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.

Selecting Training Products for Validation

Remember that this validation ensures conformity of all learning resources before being used. All RTOs must validate training products for each unit.

Resources Required for Assessment Tool Validation

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

- Mapping Resource: The first document to review. It identifies which evaluation 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 input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for assessors are sufficient and if clear criteria for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and forms designed separately from the learner workbook and marking guide. Validate these to ensure they match the assessment activity and meet unit 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 ask all educators and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Workplace Competencies and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- 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?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will the assessment produce consistent results every time?

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?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

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

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- 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 requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be carrying out the tasks.

Be Careful with Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 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 cover all criteria, or the student is not competent, and the assessment tool is out of compliance.

Can You Be More 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 evaluators.

Steer Clear of Double-Barrelled Questions

Avoiding double-barrelled questions makes it easier for students to respond and for assessors to accurately assess student competence.

Audit Guarantees

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 impacts your compliance record, so it's better to here take a safe and compliant approach.

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