{Tools for Assessment Validation pertaining to Vocational Training Establishments within the Australian context —

{Tools for Assessment Validation pertaining to Vocational Training Establishments within the Australian context —

Blog Article

Intro to Validating Assessments for RTOs

Registered Training Organisations have numerous obligations post-registration, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments often stands out. While validation has been reviewed in several posts, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes assessment validation as granular review of the evaluation process.

Essentially, assessment review is focused on identifying which parts of an RTO’s evaluation process 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, 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 regulations require two types of validation. The initial type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that validation is carried out both before and after the assessment. This article will focus on the first type—validation of assessment tools.

Two Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the first part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When to Validate Assessment Tools

The purpose of assessment tool validation is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you purchase new training materials, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to ensure they are suitable for student use.

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

- Update your resources
- Introduce new training products on scope
- Check your course against training product updates
- Flag 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.

Selecting Training Products for Validation

Remember that this validation ensures compliance of all educational resources before use. All RTOs must validate resources for each course unit.

Resources Required for Assessment Tool Validation

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

- Mapping Document: The first document to review. It identifies which assessment items meet course unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the learner workbook and marking guide. Validate these to ensure they match the assessment activity and address unit 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 require all trainers and evaluators to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: 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?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- 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?
- Timeliness: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out Assessment validation training for the Plurals!

Pay attention to the quantities. 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 not compliant. Each assessment task must meet all specifications, or the student is not yet competent, and the assessment tool is non-compliant.

Provide Specific Details

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

Avoid Double-Barrelled Questions

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

Assurance During Audits

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 affects your compliance history, so it's better to take a proactive 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 requirements set by ASQA and the SRTOs 2015.