{Tools for Assessment Validation for Vocational Training Bodies throughout the Australian context -
OverviewRTOs are responsible for multiple obligations post-registration, including yearly declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While validation has been covered in multiple articles, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the evaluation process.
Basically, assessment review is concerned with 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 SRTOs 2015, 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 rules mandate two types 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 implies that validation is performed in both pre- and post-assessment stages. This article will concentrate on the primary type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, deals with the first part of the rule, 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.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of validating assessment tools is to make sure that all aspects, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you obtain new educational resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform validation of assessment tools also when you:
- Update your resources
- Incorporate new training products on scope
- Compare your course with training product updates
- Identify 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.
Identifying Training Products for Validation
Note that this validation ensures compliance of all learning resources before use. 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 your learning resources:
- Mapping Tool: The first document to review. It indicates which assessment items meet unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields 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 standards are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, evaluation registers, and forms developed separately from the student workbook and evaluation guide. Validate these to ensure they suit the evaluation task and comply with unit requirements.
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 mandate all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- 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?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- 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 appropriate to the requirements of the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture 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
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 demands the students to complete the tasks at least once on two different babies find it here 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 enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all criteria, or the student is not competent, and the assessment tool is out of compliance.
Provide Specific Details
Each evaluation task must have clear and specific standard 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.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Audit Guarantees
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 help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.