{Assessment Validation Tools for Vocational Centres in the context of Australia -
OverviewRTOs manage various obligations after becoming registered, like yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments often stands out. While validation has been reviewed in several discussions, let's revisit the fundamental principles. ASQA describes validation of assessments as a quality review of the assessment procedure.
Essentially, assessment review is aimed at 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 2015 Standards for RTOs, 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 standards mandate two types of validation. The first type of validation of assessments checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation verifies that assessments adhere to the Principles of Assessment and rules of evidence. This implies that we perform validation pre- and post-assessment. This article will concentrate on the initial type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the initial part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Deals with the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of validating assessment tools is to verify that all aspects, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you get new educational resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to confirm they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:
- Revise your resources
- Include new training products on scope
- Check your course against 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.
What Training Products Need Validation?
Keep in mind that this validation ensures compliance of all training materials before use. All RTOs must validate training products for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It identifies which assessment items meet course unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool 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 trainers are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and forms created separately from the workbook and marking guide. Validate these to ensure they fit the evaluation task and address course unit requirements.
Panel for Validation
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: 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?
Evidence Rules
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: 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?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria 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
- Get babies ready for sleep and settle them
- 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 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 is not sufficient.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment task must cover all specifications, or the student is not yet 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 guidelines do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Ensuring Audit Compliance
Considering read more 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 safe and compliant approach.
By following these recommendations 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.