{Process of Assessment Validation for Vocational Training Bodies in Australia —
{Process of Assessment Validation for Vocational Training Bodies in Australia —
Blog Article
Intro to Assessment Validation
RTOs handle numerous tasks upon registration, such as annual declarations, AVETMISS compliance, and marketing compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several articles, a review of the basics is necessary. ASQA describes assessment validation as quality assurance of the assessment process.
Principally, assessment validation is designed to identify 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 Standards for RTOs 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 standards require two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments adhere to the principles of assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will discuss the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, deals with the first part of the regulation, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of validating assessment tools is to ensure that all aspects, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you obtain new training materials, you must conduct validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new materials as soon as possible to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct assessment tool validation also when you:
- Upgrade your resources
- Add new qualifications to scope
- Audit your course with training product updates
- Recognise 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.
Identifying Training Products for Validation
Keep in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It identifies which evaluation items meet course unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, registers, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they match the assessment activity and meet subject requirements.
Assessment Validation Panel
Regulation 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 sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Appropriateness: 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?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
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 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 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment item must meet all criteria, or the student is not yet competent, and the assessment tool is out of compliance.
Provide Specific Details
Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or assessors.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately judge student competence.
Assurance During check it out Audits
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 impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the assessment principles and rules of evidence, you can ensure that your assessment tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.