{Validation of Assessment concerning Vocational Schools in the Australian landscape -
Intro to Assessment ValidationRegistered Training Organisations (RTOs) have many responsibilities following registration, including annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in many posts, a review of the basics is necessary. ASQA defines assessment review as a quality review of the evaluation process.
Fundamentally, validation of assessments is dedicated to identifying which parts of an RTO's assessment 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 2015 Standards for RTOs, 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 standards require two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will concentrate 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, relates to the first part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is related to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of validating assessment tools is to make sure that all elements, criteria for performance, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you purchase new educational resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Validate new tools right away to confirm they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:
- Update your resources
- Integrate new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources 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?
Note that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources for each course unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which assessment tasks meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, logs, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address subject requirements.
Assessment Validation read more Panel
Regulation 1.11 specifies the requirements for 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 industry experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: 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?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 does not fulfill the requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must address all requirements, or the student is incompetent, and the evaluation tool is not compliant.
Can You Be More Specific?
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 baffle students or assessors.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your assessment tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.