{Guide to Assessment Validation for Training Providers across the Australian context A Thorough Guide

{Guide to Assessment Validation for Training Providers across the Australian context A Thorough Guide

Blog Article

Overview

Registered Training Organisations have numerous duties following registration, like annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in several posts, a review of the basics is necessary. ASQA defines assessment review as granular review of the assessment procedure.

Principally, validation of assessments is focused on 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules mandate two forms of validation. The first type of assessment review checks conformity with the requirements of the training package within your organisation's scope. The second validation guarantees that assessments adhere to 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 discuss the first type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, deals with the initial part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of validating assessment tools is to ensure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you purchase new educational resources, you must carry out 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 appropriate for students.

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

- Improve your resources
- Introduce new training products on scope
- Assess 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 to Validate

Keep in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate training products for each subject 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 identifies which assessment tasks meet course unit requirements, helping with faster validation.
- 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.
- Assessor Guide: Also verify if directions for evaluators are sufficient and if clear benchmarks for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, logs, and evaluation templates created separately from the workbook and evaluation guide. Validate these to ensure they suit the assessment task and meet subject 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 mandate all trainers and assessors to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

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

Assessment Principles

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- 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 requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Change diapers
- Prepare and feed bottles, clean these guys feeding equipment
- Feed babies with solid food
- 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.

Mind the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 is not sufficient.

All or Nothing Competence

Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must meet all specifications, or the student is not competent, and the assessment method is out of compliance.

Be Specific!

Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision 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 simpler for students to respond and for assessors to accurately assess student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify 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 tools are valid with the regulations mandated by ASQA and the SRTOs 2015.