{Assessment Validation for Learning Institutions in the Australian context -
{Assessment Validation for Learning Institutions in the Australian context -
Blog Article
Intro to Assessment Validation
Registered Training Organisations are responsible for many duties following registration, including yearly reports, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in many posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as a quality review of the evaluation process.
Primarily, assessment validation is about 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, 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 standards specify two forms of validation. The first type of validation of assessments ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will discuss the first type—validation of assessment tools.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is related to the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Validate Assessment Tools
The goal of assessment tool validation is to make sure that all elements, performance standards, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you get new educational resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate 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:
- Update your resources
- Expand with new training products on scope
- Audit your course with training product updates
- Recognise 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.
Which Training Products Should You Validate?
Remember that this validation ensures conformity of all educational resources before student use. All RTOs must validate training products 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 assessment tasks meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions 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 lists, registers, and evaluation templates designed separately from the workbook and assessor guide. Validate these to ensure they match the assessment task and address course unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Equity: Is the assessment process fair and equitable for all website candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will the assessment produce consistent results every time?
Rules of 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 evidence confirm the originality of the candidate's work?
- Timeliness: 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 Baby and Toddler Care, one required performance evidence asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must meet all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
Be Specific!
Each assessment 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 guidelines do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding 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, “Don’t learning resource developers offer audit guarantees?” However, with these promises, 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 assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.