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

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

Blog Article

Intro to Assessment Validation

Training Organisations are responsible for various obligations after becoming registered, like annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validating assessments is notably challenging. While we've discussed validation in several publications, let's revisit the fundamental principles. ASQA describes assessment review as a quality review of the assessment process.

In essence, assessment review is concerned with identifying which parts of an RTO’s assessment methods 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 rules specify two forms of validation. The initial type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The other type verifies 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 discuss the primary type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the primary part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Optimal Timing for Assessment Tool Validation

The purpose of validating assessment tools is to verify that all aspects, performance standards, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you acquire new learning resources, you must perform validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new resources right away to verify they are suitable for student use.

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

- Update your resources
- Add new training products on scope
- Compare your course with training product updates
- Recognise your learning resources as a risk 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.

Training Products Requiring Validation

Remember that this validation ensures compliance of all training materials before being used. All RTOs must validate materials for each subject unit.

Resources Required for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Tool: The first document to review. It indicates which evaluation items meet course unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions 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 standards are crucial for reliable evaluation results.
- Other Related Resources: These may include evaluation 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

Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask 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 Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Principles Guiding Assessment

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: 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?
- Dependability: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence 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 and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

Typical Mistakes

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be doing the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands 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.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must address all criteria, or the student is not competent, and the assessment method is out of compliance.

Provide Specific Details

Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.

Double-Barrelled Questions: Avoid Them

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

Assurance During Audits

Considering these requirements, you might wonder, “Don't resource these guys developers provide audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.

By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.