{Guide to Assessment Validation concerning VET Providers in the Australian context -
{Guide to Assessment Validation concerning VET Providers in the Australian context -
Blog Article
Assessment Validation Overview
Registered Training Organisations (RTOs) are responsible for multiple tasks upon registration, such as annual declarations, AVETMISS compliance, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies validation of assessments as quality assurance of the assessment procedure.
Fundamentally, assessment review is about 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 SRTOs 2015, 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 standards specify two types of validation. The primary type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation ensures that assessments adhere to the principles of assessment and rules of evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, concerns the primary part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Deals with the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to ensure that all elements, performance criteria, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new resources immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Incorporate new training products on scope
- Evaluate your course with training product updates
- Identify 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.
What Training Products Require Validation
Keep in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate materials 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 evaluation items meet course unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include evaluation checklists, registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment activity and address unit requirements.
Panel for Validation
Clause 1.11 specifies the requirements for members of the validation panel. It states assessment 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:
- Workplace Competencies and Up-to-date Industry 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 equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence check it out based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- 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: 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 specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed 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
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 evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 won’t cut it.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must cover all criteria, or the student is incompetent, and the assessment tool 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.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.