{Assessment Validation for Learning Institutions in the Australian landscape —

{Assessment Validation for Learning Institutions in the Australian landscape —

Blog Article

Intro to Validating Assessments for RTOs

RTOs manage multiple tasks following registration, like annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment validation as quality assurance of the assessment process.

Basically, assessment validation 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules mandate two types of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation verifies that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is performed both before and after the assessment. This article will discuss the primary type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, involves the first part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Concerns the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Guide to Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The aim of validating assessment tools is to make sure that all elements, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you get new learning resources, you must perform assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new resources right away to verify they are fit for student use.

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

- Improve your resources
- Add new training products on scope
- Review your course against 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 Need Validation?

Bear in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate materials for each course unit.

Necessary Resources for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Document: The first document to review. It indicates which evaluation items meet unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for evaluators 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 templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment activity and address unit requirements.

Assessment Validation Panel

Regulation 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 sector experts.

Collectively, your panel must have:

- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Principles of Assessment

- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: 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?

Guidelines for Evidence

- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?

Key Considerations for Assessment Validation

Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:

- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

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 evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.

Mind the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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.

All or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment method is non-compliant.

Can You Be More Specific?

Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or evaluators.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for check it out trainers to accurately judge student competence.

Audit Guarantees

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, 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.