{Assessment Validation Process pertaining to Vocational Education and Training within the Australian landscape -
{Assessment Validation Process pertaining to Vocational Education and Training within the Australian landscape -
Blog Article
Overview of Assessment Validation
Registered Training Organisations (RTOs) have multiple tasks after becoming registered, like yearly declarations, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many publications, let's return to the basics. ASQA identifies validation of assessments as quality assurance of the assessment process.
Basically, validation of assessments is designed 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 Standards for RTOs 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 specify two types of validation. The first type of validation of assessments guarantees adherence to the training package assessment requirements within your RTO's scope. The second validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, pertains to the initial part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Concerns the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Validate Assessment Tools
The purpose of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Check new materials immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Perform assessment tool validation also when you:
- Enhance your resources
- Add new training products on scope
- Review your course against training product updates
- Recognise 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.
Training Products to Validate
Keep in mind that this validation guarantees adherence of all training materials before use. All RTOs must validate training products for each unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It indicates which evaluation items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear Assessment validation consultant and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if directions 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 evaluation templates designed separately from the student workbook and assessor guide. Validate these to ensure they fit the assessment task and address subject requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Expertise in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- 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?
Rules of Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Frequent Errors
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., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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 enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.
Steer Clear of Double-Barrelled Questions
Not using 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, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This affects your compliance history, 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 reliable with the requirements set by ASQA and the SRTOs 2015.