{Tools for Assessment Validation for the VET Providers in the context of Australia A Full Guide

{Tools for Assessment Validation for the VET Providers in the context of Australia A Full Guide

Blog Article

Overview

Training Organisations manage many tasks post-registration, including yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in several discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.

Basically, validation of assessments is about identifying which parts of an RTO’s assessment procedures 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The standards specify two forms of validation. The primary type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments follow the principles of assessment and Rules of Evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will discuss the initial type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Often termed pre-assessment validation or verification, is related to the first part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Involves the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Timing for Assessment Tool Validation

The purpose of validating assessment tools is to ensure that all components, performance standards, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you get new training materials, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new tools immediately to ensure they are fit for student use.

Nevertheless, this isn't the only time to do this type of validation. Do validation of assessment tools also when you:

- Revise your resources
- Integrate new training products on scope
- Assess 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.

Training Products to Validate

Keep in mind that this validation ensures conformity of all educational resources before use. All RTOs must validate training products for each course unit.

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Resource: The first document to review. It indicates 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 guidelines are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also ensure if directions for check here trainers are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include lists, logs, and templates created separately from the student workbook and assessor guide. Validate these to ensure they match the assessment task and address unit requirements.

Panel for Validation

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

Collectively, your validation panel must have:

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

Assessment Principles

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: 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?
- Consistency: Will the assessment produce consistent results every time?

Rules of Evidence

- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, 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

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

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 calls for 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 enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all specifications, or the student is incompetent, and the assessment tool is non-compliant.

Can You Be More 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 mislead students or evaluators.

Avoid Double-Barrelled Questions

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

Assurance During Audits

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 help rectify noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.

By following these recommendations 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.