{Tools for Assessment Validation for Vocational Education Bodies in the context of Australia —

{Tools for Assessment Validation for Vocational Education Bodies in the context of Australia —

Blog Article

Intro to Assessment Validation

Registered Training Organisations have many tasks following registration, such as annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in many posts, let's return to the basics. ASQA describes assessment review as quality assurance of the assessment procedure.

Basically, assessment review 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, adhere to 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 validation checks conformity with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the initial type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, concerns the initial part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The goal of validating assessment tools is to verify that all components, performance criteria, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new training materials, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new tools as soon as possible to verify they are suitable for student use.

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

- Amend your resources
- Incorporate new training products on scope
- Audit your course with training product updates
- Note 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.

What Training Products Need Validation?

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

Resources Needed to Start Assessment Tool Validation

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

- Mapping Document: The first document to review. It shows which assessment items meet unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, registers, and forms designed separately from the learner workbook and assessor guide. Validate these to ensure they suit the evaluation task and address subject requirements.

Assessment Validation Panel

Regulation 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 educators and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

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

Assessment Principles

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: 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: Will different assessors make the same decision on skill competence?

Evidence Rules

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Are the assessment check here tools based on current units of competency and up-to-date industry practices?

Specific Considerations for Assessment Validation

Pay attention to the verbs 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 nappies
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be doing the tasks.

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 calls for 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 itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each evaluation task must address all criteria, or the student is incompetent, and the assessment method is out of compliance.

Can You Be More 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 more straightforward for students to respond and for evaluators to accurately evaluate student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.

By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.