{Process of Assessment Validation for the Vocational Centres across Australia —

{Process of Assessment Validation for the Vocational Centres across Australia —

Blog Article

Overview of Assessment Validation

Registered Training Organisations manage multiple obligations after becoming registered, which include annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation is particularly challenging. While validation has been reviewed in several articles, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment review as quality assurance of the assessment process.

In essence, assessment validation is about 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules specify two forms of validation. The primary type of assessment review ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments are conducted according to the principles of assessment and Rules of Evidence. This suggests that validation is carried out both before and after the assessment. This article will focus on the primary type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the first part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The goal of validating assessment tools is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you get new training materials, you must conduct 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 resources as soon as possible to ensure they are suitable for student use.

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

- Revise your resources
- Add new training products on scope
- Assess your course with training product updates
- Note 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 to Validate

Keep in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate materials for each subject unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It indicates which evaluation items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor 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 checklists, registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they match the evaluation task and address subject requirements.

Assessment Validation Panel

Standard 1.11 specifies the requirements for validation panel members. It states assessment 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 assessment 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

- Fairness: 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: 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?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the this site evidence genuine and truly representative of the candidate's abilities?
- Relevance: 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 tasks in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

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 specification is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the frequency. 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 is not sufficient.

Full Competence or Not Competent

Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each evaluation task must address all specifications, or the student is incompetent, and the evaluation tool is not compliant.

Can You Be More Specific?

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 instructions do not baffle students or assessors.

Avoid Double-Barrelled Questions

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

Ensuring Audit Compliance

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 evidence rules, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.