{Assessment Validation Guide for Registered Training Organizations throughout Australia's training sector A Reliable Guide

{Assessment Validation Guide for Registered Training Organizations throughout Australia's training sector A Reliable Guide

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Overview

Training Organisations handle multiple responsibilities following registration, like annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is notably challenging. While validation has been covered in many publications, a review of the basics is necessary. ASQA defines validation of assessments as quality assurance of the assessment procedure.

Principally, assessment validation is concerned with 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 Standards for RTOs 2015, 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 specify two types of validation. The first type of assessment validation guarantees adherence to the requirements of the training package within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the first type—assessment tool validation.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Often termed pre-assessment validation or verification, deals with the first part of the clause, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The purpose of assessment tool validation is to verify that all elements, performance standards, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new tools right away to ensure they are suitable for student use.

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

- Upgrade your resources
- Add new qualifications to scope
- Review your course against 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 to Validate

Note that this validation ensures compliance of all learning resources before being used. All RTOs must validate resources for each subject 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 shows which evaluation items meet subject requirements, aiding in faster validation.
- 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 get more info Guide: Also ensure if guidelines for trainers are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, logs, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they fit the assessment task and comply with course unit requirements.

Panel for Validation

Regulation 1.11 specifies the requirements for 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 field experts.

Collectively, your panel must have:

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

Principles Guiding Assessment

- Fairness: 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?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?

Guidelines for Evidence

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

Pay attention to the action words 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 required performance evidence asks students to:

- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development

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 specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.

Be Careful with Plurals!

Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care requires 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 lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each evaluation task must address all specifications, or the student is incompetent, and the evaluation tool is non-compliant.

Can You Be More Specific?

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

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it simpler for students to respond and for evaluators to accurately evaluate student competence.

Assurance During Audits

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 help rectify noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.

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