{Assessment Validation for the Learning Institutions in Australia's training sector A Professional Guide

{Assessment Validation for the Learning Institutions in Australia's training sector A Professional Guide

Blog Article

Introduction

Registered Training Organisations (RTOs) are responsible for numerous tasks following registration, which include annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments often stands out. While validation has been reviewed in multiple publications, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment review as quality assurance of the evaluation process.

Principally, validation of assessments is focused on 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 regulations, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations specify two types of validation. The initial type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and Rules of Evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will focus on the primary type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is concerned with the first part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The purpose of validating assessment tools is to verify that all aspects, performance criteria, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials as soon as possible to verify they are suitable for student use.

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

- Improve your resources
- Add new training products on scope
- Audit your course with training product updates
- Note 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.

What Training Products Require Validation

Keep in mind that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each subject unit.

Resources Required for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Document: The first document to review. It indicates which evaluation items meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if guidelines for trainers are sufficient and if clear criteria for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, evaluation registers, and forms developed separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and comply with course unit requirements.

Assessment Validation Panel

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

Collectively, your validation panel must have:

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

Principles Guiding Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: 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?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?

Specific 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 Nurture babies and toddlers, one performance evidence requirement asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.

Be Careful with Plurals!

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

All or Nothing Competence

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

Can You Be More Specific?

Each assessment task must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier 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 guarantees, you must wait until an audit to address 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 evidence rules, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.