{PROCESS OF ASSESSMENT VALIDATION FOR LEARNING INSTITUTIONS WITHIN THE AUSTRALIAN CONTEXT -

{Process of Assessment Validation for Learning Institutions within the Australian context -

{Process of Assessment Validation for Learning Institutions within the Australian context -

Blog Article

Intro to RTO Assessment Validation

Training Organisations are responsible for many obligations upon registration, including annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments often stands out. While validation has been reviewed in multiple articles, let's return to the basics. ASQA identifies validation of assessments as a quality review of the assessment procedure.

Essentially, assessment review is focused on 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 SRTOs 2015 regulations, 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 require two types of validation. The initial type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The other type guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that we perform validation both before and after the assessment. This article will focus on the primary type—assessment tool validation.

Understanding Assessment Validation Types

- Assessment Tool Validation: Also known as pre-assessment validation or verification, is concerned with the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Conducting Validation of Assessment Tools

When to Conduct Assessment Tool Validation

The purpose of validating assessment tools is to ensure that all aspects, performance standards, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you acquire new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new tools immediately to verify they are fit for student use.

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

- Upgrade your resources
- Integrate new training products on scope
- Evaluate your course with training product updates
- Note 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.

Identifying Training Products for Validation

Bear in mind that this validation ensures conformity of all learning resources before being used. All RTOs must validate materials for each unit.

Necessary Resources for Assessment Tool Validation

To validate your evaluation tools, you will need the complete set of your educational resources:

- Mapping Document: The first document to review. It identifies which assessment items meet course unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and evaluation templates designed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with subject requirements.

Assessment Validation Panel

Standard 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 educators and assessors to participate, sometimes including sector experts.

Collectively, your validation panel must have:

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

Assessment Principles

- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Rules of Evidence

- Appropriateness: Is the evidence appropriate to the requirements of 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?
- Relevance: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development

Frequent Errors

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 assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. 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 is not sufficient.

All or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must cover all criteria, check it out or the student is not competent, and the assessment tool is non-compliant.

Can You Be More 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 guidelines do not confuse students or trainers.

Steer Clear of Double-Barrelled Questions

Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.

Ensuring Audit Compliance

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.

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

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