{Tools for Assessment Validation for the VET Providers throughout the Australian context A Definitive Guide

{Tools for Assessment Validation for the VET Providers throughout the Australian context A Definitive Guide

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Overview

Registered Training Organisations (RTOs) are responsible for various duties post-registration, including yearly reports, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in several posts, let's revisit the fundamental principles. ASQA defines assessment review as granular review of the assessment process.

Basically, validation of assessments is concerned with 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 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 rules specify two types of validation. The primary type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the first type—validation of assessment tools.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Often termed pre-assessment validation or verification, is related to the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Guide to 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 evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials right away to ensure they are fit for student use.

Nevertheless, this isn't the only occasion to perform this type of validation. Perform assessment tool validation also when you:

- Improve your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Spot 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.

What Training Products Require Validation

Bear in mind that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources 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 evaluation items meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Supplementary 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 comply with unit requirements.

Panel for Validation

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

Collectively, your panel must have:

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

Assessment Principles

- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?

Evidence Rules

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?

Important Factors in Assessment Validation

Pay attention to the action words in the unit criteria 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:

- Change nappies
- Prepare bottles, bottle feed click here babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- 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 specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Mind 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.

All or Not Competent

Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must cover all requirements, or the student is not yet 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 judgment on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.

Avoid Double-Barrelled Questions

Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.

Audit Guarantees

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 assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.

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