{Assessment Validation Tools for the Vocational Training Bodies within the Australian context A Professional Guide

{Assessment Validation Tools for the Vocational Training Bodies within the Australian context A Professional Guide

Blog Article

Introduction

Registered Training Organisations have numerous duties upon registration, which include yearly declarations, AVETMISS compliance, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple posts, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment validation as quality assurance of the assessment process.

Fundamentally, validation of assessments is dedicated to 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 require two types of validation. The primary type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.

Understanding Assessment Validation Types

- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the primary part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Relates to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

When to Conduct Assessment Tool Validation

The aim of assessment tool validation is to make sure that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you get new training materials, you must carry out assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Review new tools immediately to confirm they are appropriate for students.

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

- Modify your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Detect 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.

Which Training Products Should You Validate?

Remember that this validation ensures compliance of all learning resources before use. All RTOs must validate training products for each subject unit.

Resources Required for Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your learning resources:

- Mapping Resource: The first document to review. It shows which evaluation items meet unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, logs, and evaluation check it out templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with unit requirements.

Panel for Validation

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

Collectively, your assessment validation panel must have:

- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?

Specific Considerations for Assessment Validation

Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

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 assess theoretical understanding (i.e., knowledge evidence), students should be performing the tasks.

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must cover all specifications, or the student is not yet competent, and the assessment method is non-compliant.

Be Specific!

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

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.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, 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 assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.