{Assessment Validation Guide for Training Providers across Australia's training sector —
{Assessment Validation Guide for Training Providers across Australia's training sector —
Blog Article
Assessment Validation Overview
RTOs handle various duties post-registration, such as annual statements, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While validation has been covered in many posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as granular review of the assessment process.
In essence, assessment review is focused on 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 rules require two types of validation. The primary type of assessment review guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will discuss the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is concerned with the primary part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to ensure that all aspects, performance standards, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new learning resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Review new resources as soon as possible to ensure they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform assessment tool validation also when you:
- Revise your resources
- Add new training products on scope
- Audit your course with training product updates
- Spot 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.
Training Products to Validate
Note that this validation ensures conformity of all educational resources before use. All RTOs must validate training products for each unit.
Resources Needed to Start 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 shows which assessment tasks meet unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for evaluators are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they fit the assessment task and comply with course unit requirements.
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 mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Appropriateness: 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?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in 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
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 is get more info not sufficient.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s not 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 benchmark answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
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 help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.