{Process of Assessment Validation for Vocational Schools across the Australian context -
{Process of Assessment Validation for Vocational Schools across the Australian context -
Blog Article
Assessment Validation Overview
RTOs have many tasks post-registration, such as annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in many publications, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies validation of assessments as a quality review of the assessment process.
Primarily, assessment validation is aimed at 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 SRTOs 2015 regulations, 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 mandate two types of validation. The primary type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The other type verifies that assessments adhere to the principles of assessment and rules of evidence. This indicates that validation is carried out pre- and post-assessment. This article will discuss the first type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the primary part of the rule, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is related to the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you purchase new learning resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct validation of assessment tools also when you:
- Update your resources
- Integrate new training products on scope
- Audit your course with training product updates
- Flag 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.
What Training Products Require Validation
Bear in mind that this validation ensures conformity of all learning resources before use. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Document: 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 tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include lists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with unit requirements.
Assessment Validation Panel
Standard 1.11 specifies here the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit being validated.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: 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 action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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.
All 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 out of compliance.
Provide Specific Details
Each assessment item must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.