{Assessment Validation Guide for Vocational Education Bodies throughout the Australian landscape A Thorough Guide

{Assessment Validation Guide for Vocational Education Bodies throughout the Australian landscape A Thorough Guide

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Introduction

RTOs manage numerous tasks post-registration, which include annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in several discussions, let's return to the basics. ASQA defines assessment validation as a quality review of the assessment procedure.

In essence, validation of assessments is about identifying which parts of an RTO’s assessment methods 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The regulations specify two types of validation. The initial type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will focus on the primary type—validation of assessment tools.

The Two Types of Assessment Validation

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, is related to the initial part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, ensuring Registered Training Organisations conduct assessments in line with 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 make sure that all aspects, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you obtain new educational resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new resources right away to confirm they are suitable for student use.

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

- Modify your resources
- Include 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.

Which Training Products Should You Validate?

Keep in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each subject unit.

Necessary Resources for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your training materials:

- Mapping Document: The first document to review. It identifies which assessment tasks meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, logs, and templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment activity and meet unit requirements.

Panel for Validation

Standard 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 require all trainers and evaluators to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Principles of Assessment

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?

Rules of Evidence

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Relevance: 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 criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Change nappies
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

Common Pitfalls

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 assess theoretical understanding (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 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 won’t cut it.

Full Competence or Not Competent

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each evaluation task must address all specifications, or the student is not competent, and the assessment tool is out of compliance.

Provide Specific Details

Each evaluation task must have clear and specific reference answers to guide the assessor’s evaluation 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 trainers to accurately evaluate student competence.

Ensuring Audit Compliance

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 these guys better to take a preventative and compliant approach.

By following these guidelines and understanding the principles of assessment and rules of evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.