{Guide to Assessment Validation pertaining to Vocational Training Establishments across the Australian context -

{Guide to Assessment Validation pertaining to Vocational Training Establishments across the Australian context -

Blog Article

Intro to Validating Assessments for RTOs

Training Organisations handle various tasks post-registration, such as annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While validation has been covered in many discussions, a review of the basics is necessary. The Australian Skills Quality Authority describes assessment review as granular review of the assessment procedure.

Principally, assessment validation is aimed at identifying which parts of an RTO’s assessment procedures 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 2015 Standards for RTOs, 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 require two forms of validation. The initial type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The other type verifies that assessments follow the principles of assessment and Rules of Evidence. This implies that we perform validation both before and after the assessment. This article will focus on the initial type—assessment tool validation.

The Two Types of Assessment Validation

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, relates to the primary part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When to Validate Assessment Tools

The aim of validating assessment tools is to verify that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you get new training materials, you must perform validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Review new tools as soon as possible to ensure they are suitable for student use.

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

- Upgrade your resources
- Include new training products on scope
- Review your course against training product updates
- Flag 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 guarantees adherence of all educational resources before student use. All RTOs must validate training products for each subject unit.

Resources Required for Assessment Tool Validation

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

- Mapping Resource: The first document to review. It indicates which assessment items meet unit requirements, assisting in faster validation.
- Student 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: Also ensure if directions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, registers, and templates designed separately from the student workbook and marking guide. Validate these to ensure they suit the assessment activity and comply with subject requirements.

Assessment Validation Panel

Clause 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Vocational Skills and Current Professional Skills relevant to the validated unit.
- Current Expertise in Vocational Training.
- 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?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will the assessment produce consistent results every time?

Evidence Rules

- 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?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:

- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- 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 specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

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

Provide Specific Details

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 mislead students or evaluators.

Steer Clear of Double-Barrelled Questions

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

Audit Guarantees

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 guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.