{Assessment Validation Guide pertaining to Vocational Schools across the context of Australia A Step-by-Step Guide
{Assessment Validation Guide pertaining to Vocational Schools across the context of Australia A Step-by-Step Guide
Blog Article
Overview
Training Organisations are responsible for multiple duties post-registration, including yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in many posts, let's revisit the fundamental principles. ASQA describes validation of assessments as a quality review of the assessment procedure.
Basically, assessment validation is focused on identifying which parts of an RTO’s evaluation 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 mandate two forms of validation. The first type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and rules of evidence. This indicates 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 called pre-assessment validation or verification, involves the first part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The goal of validating assessment tools is to make sure that all elements, criteria for performance, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Validate new tools right away to confirm they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:
- Update your resources
- Add new training products on scope
- Assess your course with training product updates
- Identify potential risks in your learning resources 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 conformity of all learning resources before student use. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which assessment check here items meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if directions for evaluators are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address subject requirements.
Assessment Validation Panel
Standard 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 educators and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the numbers. 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 non-compliant. Each assessment item must cover all criteria, or the student is not yet competent, and the assessment method is not compliant.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or trainers.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for evaluators to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the assessment principles and rules of evidence, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.