{Validation of Assessment concerning VET Organizations across the Australian landscape -
OverviewRegistered Training Organisations (RTOs) have numerous tasks after becoming registered, including annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is notably challenging. While we've discussed validation in multiple discussions, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment procedure.
Essentially, assessment validation 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 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 regulations require two types of validation. The first type of validation of assessments checks conformity with the requirements of the training package within your organisation's scope. The subsequent validation ensures that assessments follow the principles of assessment and rules of evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will concentrate on the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the initial part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to ensure that all elements, criteria for performance, and performance and knowledge evidence are covered 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. Check new resources as soon as possible to verify 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:
- Upgrade your resources
- Expand with new training products on scope
- Review your course against training product updates
- Recognise 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.
Identifying Training Products for Validation
Keep in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which assessment items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for assessors 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 evaluation checklists, logs, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they fit the evaluation task and comply with subject requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: 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?
- Currency: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment item. 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
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 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 non-compliant. Each assessment item must cover all requirements, or the student is not yet competent, and the assessment method is not compliant.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or assessors.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
Considering these check here 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 evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.