{Assessment Validation Process concerning VET Organizations in the context of Australia —

{Assessment Validation Process concerning VET Organizations in the context of Australia —

Blog Article

Introduction

RTOs are responsible for various obligations upon registration, like annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation is notably challenging. While validation has been covered in several publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as granular review of the assessment procedure.

In essence, assessment review is concerned with identifying which parts of an RTO’s assessment procedures 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 regulations, 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 rules require two forms of validation. The first type of assessment validation guarantees adherence to the requirements of the training package within your organisation's scope. The second validation guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that validation is performed pre- and post-assessment. This article will focus on the first type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Deals with the implementation, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Scheduling Assessment Tool Validation

The purpose of validating assessment tools is to make sure that all elements, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you acquire new educational resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new resources as soon as possible to ensure they are fit for student use.

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

- Upgrade your resources
- Incorporate new training products on scope
- Check your course against training product updates
- Flag 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.

What Training Products Require Validation

Remember that this validation ensures compliance of all educational resources before use. All RTOs must validate materials for each subject unit.

Necessary Resources 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 unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include evaluation checklists, registers, and forms created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment activity and address course unit requirements.

Assessment Validation Panel

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

Collectively, your assessment 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 certifications for training check it out and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Assessment Principles

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?

Important Factors in Assessment Validation

Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development

Typical Mistakes

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 performing the tasks.

Watch Out for the Plurals!

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

All or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must address all criteria, or the student is incompetent, and the assessment tool is not compliant.

Be Specific!

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

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer 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 safe and compliant approach.

By following these recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.