{Validation of Assessment regarding Vocational Training Establishments within the Australian context -
Intro to Validating Assessments for RTOsRTOs have multiple obligations post-registration, which include annual statements, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation often stands out. While we've discussed validation in multiple articles, let's return to the basics. ASQA identifies assessment review as granular review of the assessment process.
Fundamentally, assessment review is aimed at 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 SRTOs 2015, 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 mandate two types of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The second validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will discuss the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Relates to the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Validate Assessment Tools
The goal of validating assessment tools is to ensure that all components, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you purchase new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new tools as soon as possible to verify they are fit for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Incorporate new training products on scope
- Evaluate your course with training product updates
- Flag 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.
What Training Products Need Validation?
Bear in mind that this validation guarantees adherence of all educational resources before student use. All RTOs must validate training products for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It identifies which assessment tasks meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, logs, and templates developed separately from the learner workbook and assessor guide. Validate these to ensure they fit the evaluation task and meet unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
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?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 requirement is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 does not fulfill the requirement.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must cover all criteria, or the student is not yet competent, and the evaluation tool is non-compliant.
Provide Specific Details
Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This these guys influences your compliance status, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.