{Process of Assessment Validation regarding Training Providers across the Australian context :

{Process of Assessment Validation regarding Training Providers across the Australian context :

Blog Article

Overview of Assessment Validation

RTOs handle multiple responsibilities post-registration, which include annual declarations, AVETMISS compliance, and marketing compliance. Among these tasks, validation of assessments often stands out. While validation has been covered in many posts, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the evaluation process.

Basically, assessment review is focused on identifying 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 Standards for RTOs 2015, RTOs must ensure their assessment systems, including RPL, meet 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 first type of assessment validation ensures compliance with the training package assessment requirements 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 validation is performed pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.

Understanding Assessment Validation Types

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, involves the first part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

Timing for Assessment Tool Validation

The aim of validating assessment tools is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you get new educational resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Check new materials right away to confirm they are suitable for student use.

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

- Revise your resources
- Incorporate new training products on scope
- Check your course against training product updates
- Recognise 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.

Selecting Training Products for Validation

Keep in mind that this validation guarantees adherence of all educational resources before use. All RTOs must validate materials for each course unit.

Resources Needed to Start 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 identifies which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, evaluation registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they suit the assessment activity and comply with subject requirements.

Panel for Validation

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

Collectively, your panel must have:

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

Principles of Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: 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?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- 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 assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Change nappies
- 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

Typical Mistakes

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing 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 perform only half the tasks listed, it’s out of compliance. Each assessment item must address all criteria, or the student is not competent, and the evaluation tool is out of compliance.

Be Specific!

Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or trainers.

Steer Clear of Double-Barrelled Questions

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

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they assist with 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 methods are valid with the requirements set by ASQA and the SRTOs 2015.