{Tools for Assessment Validation for Vocational Training Bodies across the Australian landscape -

{Tools for Assessment Validation for Vocational Training Bodies across the Australian landscape -

Blog Article

Intro to Assessment Validation

Registered Training Organisations (RTOs) are responsible for various responsibilities upon registration, such as annual statements, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in multiple publications, let's revisit the fundamental principles. The Australian Skills Quality Authority defines assessment review as granular review of the evaluation process.

Basically, assessment review 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards require two forms of validation. The primary type of validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The other type verifies that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the primary type—assessment tool validation.

Overview of Assessment Validation Types

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the initial part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The aim of validating assessment tools is to verify that all elements, criteria for performance, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you purchase new educational resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new materials right away to confirm they are appropriate for students.

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

- Modify your resources
- Incorporate new training products on scope
- Evaluate your course with training product updates
- Note 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.

Training Products Requiring Validation

Note that this validation guarantees adherence of all training materials before student use. All RTOs must validate training products for each unit.

Necessary Resources for 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 assessment tasks meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for evaluators are click here sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, evaluation registers, and evaluation templates created separately from the learner workbook and marking guide. Validate these to ensure they suit the evaluation task and meet unit requirements.

Validation Panel

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

Collectively, your validation panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles Guiding Assessment

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: 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?

Evidence Rules

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- 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 verbs in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- 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 assess underpinning knowledge (i.e., evidence of knowledge), students should be performing the tasks.

Watch Out for the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 does not fulfill the requirement.

All or Nothing Competence

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

Can You Be More Specific?

Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.

Steer Clear of Double-Barrelled Questions

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

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.

By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.