{Assessment Validation Guide regarding Learning Institutions in the Australian context —

{Assessment Validation Guide regarding Learning Institutions in the Australian context —

Blog Article

Intro to Assessment Validation

Registered Training Organisations (RTOs) are responsible for many tasks following registration, including annual statements, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in several posts, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as quality assurance of the assessment process.

Essentially, validation of assessments is focused on 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, adhere to 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 validation of assessments guarantees adherence to the requirements of the training package within your organisation's scope. The second validation verifies that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will focus on the primary type—assessment tool validation.

Two Types of Assessment Validation

- Assessment Tool Validation: Also 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: Is related to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The aim of assessment tool validation is to verify that all components, performance standards, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you get new educational resources, 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 materials immediately to verify they are suitable for student use.

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

- Modify your resources
- Introduce new training products on scope
- Examine 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.

Which Training Products Should You Validate?

Remember that this validation guarantees adherence of all educational resources before 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 learning resources:

- Mapping Tool: The first document to review. It identifies which evaluation items meet subject requirements, helping with 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 evaluators are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, registers, and forms developed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and address course unit requirements.

Panel for Validation

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 trainers and evaluators to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

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

Principles of Assessment

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- 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: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Validity: 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 assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?

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 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Assessment validation requirements 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 theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands 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 itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must cover all specifications, or the student is not competent, and the assessment method is non-compliant.

Be Specific!

Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse 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 resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.

By following these instructions and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.