{Tools for Assessment Validation pertaining to Training Providers across Australia's training sector :

{Tools for Assessment Validation pertaining to Training Providers across Australia's training sector :

Blog Article

Introduction

Registered Training Organisations (RTOs) manage numerous obligations upon registration, such as yearly reports, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation often stands out. While we've discussed validation in several articles, let's return to the basics. ASQA (Australian Skills Quality Authority) defines validation of assessments as a quality review of the assessment process.

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

The regulations mandate 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 guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will concentrate on the first type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, is concerned with the initial part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

Timing for Assessment Tool Validation

The goal of validating assessment tools is to verify that all elements, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new training materials, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new materials as soon as possible to ensure they are fit for student use.

Nevertheless, this isn't the only reason to perform this type of validation. Conduct validation of assessment tools also when you:

- Enhance your resources
- Expand with new training products on scope
- Check your course against training product updates
- Flag 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.

Identifying Training Products for Validation

Bear in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate materials for each course unit.

Necessary Resources for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your learning resources:

- Mapping Tool: The first document to review. It indicates which assessment items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, logs, and templates developed separately from the workbook and assessor guide. Validate these to ensure they suit the assessment activity and comply with course unit requirements.

Assessment 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 require all educators and assessors to participate, sometimes including field experts.

Collectively, your validation panel must have:

- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

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

Evidence Rules

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Does the evidence reflect current skills and knowledge?

Key Considerations for 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 here 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
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies

Frequent Errors

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., evidence of knowledge), 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 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.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must cover all specifications, or the student is not yet competent, and the assessment tool is not compliant.

Can You Be More Specific?

Each assessment item 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 baffle students or trainers.

Double-Barrelled Questions: Avoid Them

Avoiding 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 guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.

By following these guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.