{Assessment Validation Process concerning Vocational Education and Training within Australia -
Intro to Validating Assessments for RTOsTraining Organisations have numerous responsibilities after becoming registered, like annual statements, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation is notably challenging. While validation has been covered in multiple publications, a review of the basics is necessary. The Australian Skills Quality Authority defines validation of assessments as granular review of the evaluation process.
Principally, assessment validation is about 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 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 require two forms of validation. The initial type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The other type ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the primary part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Is related to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you acquire new educational resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new tools immediately to verify they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct assessment tool validation also when you:
- Revise your resources
- Incorporate new training products on scope
- Audit your course with training product updates
- Detect 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.
Training Products to Validate
Remember that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It shows which assessment tasks meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, registers, and evaluation templates created separately from the student workbook and assessor guide. Validate these to ensure they match the assessment task and meet unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: 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?
- 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?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Asking students to describe the nappy-changing process check here for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based 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 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 is not sufficient.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must meet all requirements, or the student is not competent, and the assessment method is non-compliant.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier 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 promises, 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 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.