{Assessment Validation Guide for the Vocational Education Centres in the Australian landscape -

{Assessment Validation Guide for the Vocational Education Centres in the Australian landscape -

Blog Article

Intro to RTO Assessment Validation

RTOs are responsible for multiple obligations following registration, which include annual statements, AVETMISS compliance, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in many discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.

Principally, assessment validation 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 2015 Standards for RTOs, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules mandate two forms of validation. The primary type of validation of assessments checks conformity with the training package assessment requirements within your organisation's scope. The other type ensures that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that validation is carried out pre- and post-assessment. This article will focus on the primary type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is concerned with the primary part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Deals with the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Scheduling Assessment Tool Validation

The goal of assessment tool validation is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new educational resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Validate new tools right away to verify they are suitable for student use.

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

- Upgrade 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

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.

Training Products Needing Validation

Bear in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate training products for each unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Tool: The first document to review. It shows which assessment items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas 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 criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, registers, and evaluation templates designed separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment task and address course unit requirements.

Panel for Validation

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 mandate all trainers and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

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

Assessment Principles

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

Guidelines for Evidence

- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine here and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:

- Change diapers
- Feed babies with bottles and clean 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

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

Be Careful with Plurals!

Pay attention to the numbers. 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 lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must meet all requirements, or the student is incompetent, and the evaluation tool is not compliant.

Provide Specific Details

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

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately judge student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, 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 instructions and understanding the assessment principles and evidence rules, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.