{Assessment Validation Process for Education Providers in the Australian landscape :
{Assessment Validation Process for Education Providers in the Australian landscape :
Blog Article
Overview
Registered Training Organisations (RTOs) handle many responsibilities following registration, such as yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments frequently stands out. While validation has been reviewed in multiple articles, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment review as quality assurance of the assessment procedure.
Principally, validation of assessments is aimed at 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules require two forms of validation. The primary type of assessment review guarantees adherence to the requirements of the training package within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This indicates that validation is carried out in both pre- and post-assessment stages. This article will discuss the first type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, is concerned with the first part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Relates to the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of assessment tool validation is to make sure that all components, performance standards, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you purchase new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new materials right away to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Do validation of assessment tools also when you:
- Modify your resources
- Incorporate new training products on scope
- Evaluate your course with training product updates
- Note 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.
Training Products Needing Validation
Bear in mind that this validation ensures compliance of all learning resources before being used. All RTOs must validate resources for each course 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 evaluation items meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, registers, and evaluation templates designed separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment activity and address unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Validity: 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?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the frequency. 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 not compliant. Each assessment item must cover all specifications, or the student is not competent, and the assessment method is non-compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your website directions do not mislead students or evaluators.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.