{Assessment Validation Tools regarding Vocational Education Centres in Australia —

{Assessment Validation Tools regarding Vocational Education Centres in Australia —

Blog Article

Intro to Assessment Validation

Training Organisations manage numerous responsibilities upon registration, like yearly reports, AVETMISS compliance, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in many posts, let's return to the basics. The Australian Skills Quality Authority identifies assessment review as a quality review of the assessment process.

Basically, 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 Standards for RTOs 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 initial type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will focus on the first type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the initial part of the clause, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of assessment tool validation is to verify that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new learning resources, you must conduct validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Review new materials as soon as possible to confirm they are suitable for student use.

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

- Update your resources
- Incorporate new training products on scope
- Compare your course with training product updates
- Spot 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.

Which Training Products Should You Validate?

Keep in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each subject unit.

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows 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 guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, evaluation registers, and evaluation templates created separately from the workbook and marking guide. Validate these to ensure they match the assessment task and meet course unit requirements.

Panel for Validation

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

Collectively, your validation panel must have:

- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles of Assessment

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?

Evidence Rules

- Validity: 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?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle this site 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 requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must address all requirements, or the student is incompetent, and the assessment method is non-compliant.

Be Specific!

Each evaluation 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 mislead students or assessors.

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.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with 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 assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.