{Assessment Validation Tools for Vocational Schools across Australia's training sector -
{Assessment Validation Tools for Vocational Schools across Australia's training sector -
Blog Article
Assessment Validation Overview
RTOs handle multiple tasks after becoming registered, such as yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, validation of assessments often stands out. While we've discussed validation in multiple discussions, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment review as granular review of the assessment process.
Essentially, assessment validation is focused on identifying which parts of an RTO's assessment 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules specify two types of validation. The first type of assessment review guarantees adherence to the requirements of the training package within your organisation's scope. The second validation ensures that assessments follow the principles of assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, pertains to the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Deals with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The aim of validating assessment tools is to ensure that all components, performance criteria, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you purchase new learning resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Expand with new training products on scope
- Review your course against training product updates
- Note 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.
Training Products to Validate
Keep in mind 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 Validate assessment tools for RTO your training materials:
- Mapping Tool: The first document to review. It identifies which evaluation items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment activity and comply with unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of 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?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: 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 evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria 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
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Frequent Errors
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 performing the tasks.
Mind the Plurals!
Pay attention to the numbers. 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must meet all specifications, or the student is not yet competent, and the assessment tool is non-compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or trainers.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it simpler for students to respond and for assessors 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 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 recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.