{Process of Assessment Validation for VET Providers in the context of Australia —

{Process of Assessment Validation for VET Providers in the context of Australia —

Blog Article

Overview of Assessment Validation

Registered Training Organisations (RTOs) handle multiple tasks after becoming registered, like yearly reports, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation frequently stands out. While we've discussed validation in many publications, a review of the basics is necessary. ASQA identifies validation of assessments as a quality review of the evaluation process.

In essence, assessment validation 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, 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 forms of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments follow the principles of assessment and rules of evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will focus on the initial type—validation of assessment tools.

Exploring the Types of Assessment Validation

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

Conducting Validation of Assessment Tools

Optimal Timing for Assessment Tool Validation

The aim of validating assessment tools is to verify that all aspects, criteria for performance, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you get new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Check new materials immediately to confirm they are fit for student use.

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

- Revise your resources
- Introduce new training products on scope
- Review your course against training product updates
- Identify 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.

Selecting Training Products for Validation

Bear in mind that this validation guarantees adherence of all training materials before use. All RTOs must validate resources for each course unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It identifies which assessment items meet course unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include checklists, registers, and templates created separately from the learner workbook and assessor guide. Validate these to ensure they suit the evaluation task and meet subject requirements.

Panel for Validation

Clause 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 assessors to participate, sometimes including sector experts.

Collectively, your assessment validation panel must have:

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

Principles Guiding Assessment

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will the assessment produce consistent results every time?

Rules of Evidence

- Appropriateness: 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?
- Currency: Is the evidence up-to-date with current industry practices?

Important Factors in 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 Nurture babies and toddlers, one performance criteria asks students to:

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

Typical Mistakes

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

Mind 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 enumerated tasks. 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 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

Steering clear of double-barrelled questions makes it simpler for students to respond and for evaluators to accurately evaluate 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 preventative and compliant approach.

By following these recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are compliant with the requirements set by ASQA and the SRTOs 2015.