{Assessment Validation for the Education Providers in the Australian context —

{Assessment Validation for the Education Providers in the Australian context —

Blog Article

Assessment Validation Overview

RTOs handle numerous obligations post-registration, such as yearly declarations, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in several articles, let's return to the basics. The Australian Skills Quality Authority identifies validation of assessments as granular review of the assessment process.

In essence, assessment validation is intended to identify 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 regulations specify two forms of validation. The initial type of assessment validation checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the first type—validation of assessment tools.

Overview of Assessment Validation Types

- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the first part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of assessment tool validation is to ensure that all aspects, performance standards, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Check new tools as soon as possible to confirm they are suitable for student use.

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

- Upgrade your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources during your risk assessment

ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

Which Training Products Should You Validate?

Bear in mind that this validation ensures compliance of all educational resources before 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 Document: The first document to review. It shows which assessment tasks meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they fit the assessment task and address subject requirements.

Validation Panel

Clause 1.11 specifies the requirements for members of the validation panel. 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 validation panel must have:

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

Principles of Assessment

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?

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:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

Common Pitfalls

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 underpinning knowledge (i.e., evidence of knowledge), students should be doing the tasks.

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 requires the students to complete the tasks at here 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 do not complete all the tasks listed, it’s out of compliance. Each evaluation task must address all specifications, or the student is not competent, and the assessment tool is out of compliance.

Be 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 instructions do not mislead students or trainers.

Steer Clear of Double-Barrelled Questions

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

Audit Guarantees

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, 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 recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.