{Assessment Validation Tools concerning Vocational Schools in the Australian landscape —
{Assessment Validation Tools concerning Vocational Schools in the Australian landscape —
Blog Article
Introduction
RTOs manage multiple responsibilities after becoming registered, which include annual declarations, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments is notably challenging. While we've discussed validation in many articles, a review of the basics is necessary. The Australian Skills Quality Authority describes validation of assessments as a quality review of the evaluation process.
In essence, validation of assessments 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, meet 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 primary type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed pre- and post-assessment. This article will focus on the primary type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the first part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Deals with the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Optimal Timing for Assessment Tool Validation
The goal of validating assessment tools is to verify that all elements, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you get new learning resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:
- Improve your resources
- Add new qualifications to scope
- Check your course against 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.
Training Products Needing Validation
Bear in mind that this validation ensures compliance of all educational resources before student use. All RTOs must validate resources for each course unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It shows which assessment tasks meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, logs, and forms created separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment task and meet course unit requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Appropriateness: 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: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities this site and motor skills for babies
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., knowledge-based 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 Baby and Toddler Care requires 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 Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment item must meet all criteria, or the student is not competent, and the assessment method is not compliant.
Be Specific!
Each assessment item 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 confuse students or trainers.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate 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 impacts your compliance record, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the principles of assessment and evidence rules, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.