{Tools for Assessment Validation regarding Vocational Education Bodies across the Australian context —

{Tools for Assessment Validation regarding Vocational Education Bodies across the Australian context —

Blog Article

Intro to Validating Assessments for RTOs

Registered Training Organisations are responsible for many duties post-registration, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments often stands out. While we've discussed validation in multiple discussions, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as a quality review of the assessment process.

In essence, validation of assessments is aimed at 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 SRTOs 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 forms of validation. The first type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This implies that we perform validation pre- and post-assessment. This article will discuss the initial type—validation of assessment tools.

Understanding Assessment Validation Types

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, pertains to the first part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of validating assessment tools is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new tools as soon as possible to ensure they are suitable for student use.

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

- Amend your resources
- Expand with new training products on scope
- Check your course against training product updates
- Identify potential risks in your learning resources 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 guarantees adherence of all educational resources before use. All RTOs must validate resources for each course unit.

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your training materials:

- Mapping Resource: The first document to review. It indicates which evaluation items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if directions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they match the evaluation task and comply with course unit requirements.

Panel for Validation

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

Collectively, your validation panel must have:

- Vocational Skills and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications 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?
- Flexibility: 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?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Rules of Evidence

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills

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 requirement is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 won’t cut it.

All or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is not competent, and the evaluation tool is not compliant.

Provide Specific Details

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

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.

Assurance During Audits

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 influences your compliance status, 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 tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.