{Validation of Assessment for the Education Providers within the Australian context —

{Validation of Assessment for the Education Providers within the Australian context —

Blog Article

Intro to Assessment Validation

Training Organisations manage multiple tasks post-registration, including yearly declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several posts, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment validation as granular review of the assessment process.

Principally, validation of assessments is designed to identify 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 mandate two types of validation. The primary type of assessment review checks conformity with the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and rules of evidence. This implies that we perform validation both before and after the assessment. This article will discuss the primary type—assessment tool validation.

Exploring the Types of Assessment Validation

- Assessment Tool Validation: Often termed pre-assessment validation or verification, is concerned with the primary part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

When to Validate Assessment Tools

The goal of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you purchase new learning resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new tools immediately to verify they are suitable for student use.

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

- Upgrade your resources
- Add new qualifications to 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.

Identifying Training Products for Validation

Keep in mind that this validation ensures conformity of all educational resources before use. All RTOs must validate resources for each unit.

Necessary Resources for 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 indicates which assessment 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 response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include checklists, logs, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and address subject requirements.

Validation Panel

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

Collectively, your assessment validation panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Education.
- 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?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce RTO assessment validation checklist consistent results every time?

Evidence Rules

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- 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: 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 item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- 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 requirement is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 requires 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 requirements, or the student is not competent, and the assessment method is non-compliant.

Can You Be More Specific?

Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines 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 assessors to accurately assess student competence.

Ensuring Audit Compliance

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 help rectify 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 tools are reliable with the standards established by ASQA and the SRTOs 2015.