{Assessment Validation Tools for the Training Establishments in the Australian context —

{Assessment Validation Tools for the Training Establishments in the Australian context —

Blog Article

Overview

Training Organisations have various responsibilities following registration, including annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several articles, let's return to the basics. ASQA defines validation of assessments as granular review of the assessment process.

Essentially, validation of assessments is focused on 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 standards specify two types of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and rules of evidence. This suggests that validation is performed pre- and post-assessment. This article will concentrate on the primary type—validation of assessment tools.

Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the first part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of assessment tool validation is to verify that all components, performance standards, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you purchase new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Check new resources right away to ensure they are suitable for student use.

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

- Update your resources
- Add new qualifications to scope
- Check your course against 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.

Training Products Needing Validation

Remember that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Document: The first document to review. It identifies which assessment tasks meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if instructions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and forms developed separately from the workbook and evaluation guide. Validate these to ensure they fit the assessment activity and meet unit requirements.

Assessment Validation Panel

Clause 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 educators and assessors to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

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

Assessment Principles

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Evidence Rules

- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit specifications 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:

- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

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 assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.

Be Careful with 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 won’t cut it.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all criteria, or the student is not competent, and the assessment tool is not compliant.

Provide Specific Details

Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.

Audit Guarantees

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 proactive RTO assessment tool validation and compliant approach.

By following these instructions and understanding the Principles of Assessment and rules of evidence, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.