{Process of Assessment Validation concerning Training Organizations throughout the Australian context -

{Process of Assessment Validation concerning Training Organizations throughout the Australian context -

Blog Article

Intro to Validating Assessments for RTOs

RTOs have various tasks post-registration, including yearly reports, AVETMISS compliance, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in multiple publications, a review of the basics is necessary. ASQA describes assessment validation as a quality review of the assessment process.

At its core, validation of assessments is aimed at identifying 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 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 standards require two types of validation. The primary type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type verifies that assessments are conducted according to the principles of assessment and rules of evidence. This implies that we perform validation both before and after the assessment. This article will concentrate on the first type—assessment tool validation.

Two Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the first part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The purpose of assessment tool validation is to ensure that all components, performance standards, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you acquire new learning resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to verify they are appropriate for students.

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

- Improve your resources
- Include new training products on scope
- Assess your course with training product updates
- Spot 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 Require Validation

Bear in mind that this validation ensures conformity of all educational resources before use. All RTOs must validate resources for each course unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It indicates which assessment tasks meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if guidelines for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include checklists, evaluation registers, and evaluation templates designed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with subject requirements.

Assessment Validation Panel

Standard 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 field experts.

Collectively, your panel must have:

- Vocational Skills 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:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles Guiding Assessment

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

Guidelines for Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment 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 assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle website them
- Observe and promote suitable physical activities and motor skills for babies

Common Pitfalls

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be performing the tasks.

Be Careful with Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must cover all criteria, or the student is not competent, and the assessment tool is non-compliant.

Can You Be More Specific?

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

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address 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 methods are compliant with the standards established by ASQA and the SRTOs 2015.