{Tools for Assessment Validation for Registered Training Organisations across the Australian context A Detailed Manual

{Tools for Assessment Validation for Registered Training Organisations across the Australian context A Detailed Manual

Blog Article

Assessment Validation Overview

Training Organisations manage multiple tasks upon registration, such as annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, validating assessments often stands out. While validation has been covered in multiple posts, let's return to the basics. ASQA describes assessment validation as a quality review of the assessment procedure.

In essence, assessment review is designed to identify 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 Standards for RTOs 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 types of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments follow the Principles of Assessment and rules of evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will focus on the initial type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the initial part of the rule, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of validating assessment tools is to verify that all elements, criteria for performance, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new materials immediately to confirm they are suitable for student use.

Nevertheless, this isn't the only time to do this type of validation. Perform validation of assessment tools also when you:

- Update your resources
- Include new training products on scope
- Evaluate 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 guarantees adherence of all training materials before student use. All RTOs must validate materials for each unit.

Resources Needed to Start Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Tool: The first document to review. It indicates which evaluation items meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if instructions for trainers are sufficient check it out and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, registers, and templates designed separately from the student workbook and assessor guide. Validate these to ensure they fit the assessment task and address course unit requirements.

Assessment Validation Panel

Regulation 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 sector experts.

Collectively, your 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 credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.

Principles Guiding Assessment

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Relevance: 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 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: Is the evidence up-to-date with current industry practices?

Specific Considerations for Assessment Validation

Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Typical Mistakes

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.

Mind the Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care calls for 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.

Full Competence or Not Competent

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment task must address all specifications, or the student is incompetent, and the assessment tool is not 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 instructions do not baffle students or evaluators.

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.

By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.