{Assessment Validation Tools for the Vocational Training Institutes within the Australian context —

{Assessment Validation Tools for the Vocational Training Institutes within the Australian context —

Blog Article

Intro to RTO Assessment Validation

Registered Training Organisations are responsible for various tasks post-registration, such as annual statements, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation is notably challenging. While validation has been reviewed in several posts, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes validation of assessments as quality assurance of the evaluation process.

In essence, assessment validation is dedicated to 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 SRTOs 2015, RTOs must ensure their assessment systems, including RPL, adhere to 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 first type of assessment review ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments follow the principles of assessment and Rules of Evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will focus on the first type—validation of assessment tools.

Types of Assessment Validation

- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the primary part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When to Conduct Assessment Tool Validation

The purpose of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Review new resources as soon as possible to verify they are appropriate for students.

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

- Update your resources
- Expand with new training products on scope
- Evaluate 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.

Training Products to Validate

Remember that this validation guarantees adherence of all learning resources before use. All RTOs must validate resources for each course unit.

Resources Needed to Start Assessment Tool Validation

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

- Mapping Resource: The first document to review. It shows which evaluation items meet unit requirements, aiding in faster validation.
- Learner/Student 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/Marking Guide: Also check if guidelines for assessors are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include checklists, logs, and evaluation templates developed separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment activity and address subject requirements.

Validation Panel

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

Collectively, your panel must have:

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

Principles Guiding Assessment

- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: 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?
- Reliability: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Appropriateness: 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?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

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

- Perform diaper changes
- Feed babies with bottles 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

Frequent Errors

Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be performing 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.

All or Not Competent

Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment item must address all specifications, or the student is not yet competent, and the assessment method is not compliant.

Provide Specific Details

Each evaluation task must have clear and specific benchmark answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or trainers.

Steer Clear of Double-Barrelled Questions

Steering clear of double-barrelled questions makes it easier for students to respond and for assessors to accurately evaluate student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” this site 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 safe and compliant approach.

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