{Process of Assessment Validation for the Vocational Training Establishments across the Australian context —

{Process of Assessment Validation for the Vocational Training Establishments across the Australian context —

Blog Article

Intro to RTO Assessment Validation

RTOs handle many duties following registration, including annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in many posts, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies validation of assessments as quality assurance of the assessment procedure.

At its core, assessment review is aimed at identifying which parts of an RTO's assessment 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards specify two types of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The subsequent validation 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—assessment tool validation.

Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the primary part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When to Validate Assessment Tools

The aim of validating assessment tools is to make sure that all aspects, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new tools immediately to verify they are suitable for student use.

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

- Revise your resources
- Integrate new training products on scope
- Review your course against training product updates
- Recognise 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.

Training Products Requiring Validation

Bear in mind that this validation ensures compliance of all training materials before use. All RTOs must validate training products for each unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Document: The first document to review. It identifies which evaluation items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include lists, registers, and click here forms developed separately from the workbook and assessor guide. Validate these to ensure they match the evaluation task and comply with course unit requirements.

Assessment Validation Panel

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 ask all trainers and evaluators to participate, sometimes including sector experts.

Collectively, your panel must have:

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

Principles of Assessment

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit requirements and ensure they are addressed by the evaluation 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 solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- 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 evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.

Mind the Plurals!

Pay attention to the quantities. 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 is not sufficient.

All or Nothing Competence

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment tool is non-compliant.

Provide Specific Details

Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.

Assurance During Audits

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 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 assessment tools are valid with the standards established by ASQA and the SRTOs 2015.