{Assessment Validation Guide regarding Vocational Education Bodies across the Australian landscape A Comprehensive Guide

{Assessment Validation Guide regarding Vocational Education Bodies across the Australian landscape A Comprehensive Guide

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Assessment Validation Overview

Training Organisations manage multiple obligations after becoming registered, which include annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While validation has been covered in many discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority defines assessment review as a quality review of the assessment procedure.

Principally, validation of assessments is concerned with 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 initial type of assessment review ensures compliance with the requirements of the training package within your RTO'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 both before and after the assessment. This article will focus on the primary type—assessment tool validation.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is concerned with the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The goal of validating assessment tools is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Validate new tools right away to confirm they are appropriate for students.

Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:

- Enhance your resources
- Introduce new training products on scope
- Audit 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 guarantees adherence of all learning resources before use. All RTOs must validate training products for each subject unit.

Resources Required for Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your learning resources:

- Mapping Tool: The first document to review. It identifies which evaluation items meet course unit 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: Also verify if directions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and forms developed separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment task and comply with unit requirements.

Panel for Validation

Standard 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including industry experts.

Collectively, your validation panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Assessment Principles

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?

Evidence Rules

- 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 there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies

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 specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.

Watch Out for the 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.

Full check it out Competence or Not Competent

Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all specifications, or the student is not competent, and the evaluation tool is non-compliant.

Be Specific!

Each assessment item 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 confuse students or assessors.

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 these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.

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