{Assessment Validation Tools for Vocational Training Bodies in the Australian context A Detailed Guide

{Assessment Validation Tools for Vocational Training Bodies in the Australian context A Detailed Guide

Blog Article

Intro to Validating Assessments for RTOs

Training Organisations handle many tasks after becoming registered, which include yearly reports, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments often stands out. While validation has been covered in multiple posts, let's return to the basics. The Australian Skills Quality Authority defines assessment review as quality assurance of the assessment process.

At its core, assessment validation is designed to identify 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, 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 first type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The second validation ensures that assessments adhere to the Principles of Assessment and rules of evidence. This implies that validation is carried out both before and after the assessment. This article will discuss the initial type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the first part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of validating assessment tools is to ensure that all aspects, performance criteria, and evidence of performance and knowledge are included by your assessment methods. 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 right away to ensure they are suitable for student use.

Nevertheless, this isn't the only occasion to conduct this type of validation. Do assessment tool validation also when you:

- Improve your resources
- Add new qualifications to scope
- Audit your course with training product updates
- Identify 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 Require Validation

Keep in mind that this validation ensures conformity of all educational resources before student use. All RTOs must validate materials for each subject unit.

Resources Required for 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 indicates which assessment items meet unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if guidelines for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, logs, and forms designed separately from the workbook and assessor guide. Validate these to ensure they fit the evaluation task and comply with unit requirements.

Panel for Validation

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

Collectively, your panel must have:

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

Principles Guiding Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended 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?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment item. 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
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development

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-based evidence), students should be carrying out the tasks.

Be Careful with Plurals!

Pay attention to the frequency. 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 get more info on just one baby won’t cut it.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must meet all specifications, or the student is not yet competent, and the assessment tool is non-compliant.

Be Specific!

Each assessment task 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 mislead students or assessors.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately evaluate student competence.

Assurance During Audits

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 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 assessment principles and Rules of Evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.