{Assessment Validation pertaining to VET Providers in the Australian landscape A Full Guide

{Assessment Validation pertaining to VET Providers in the Australian landscape A Full Guide

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Intro to RTO Assessment Validation

RTOs have various responsibilities following registration, which include yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation is notably challenging. While we've discussed validation in several publications, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment review as quality assurance of the assessment procedure.

Principally, assessment validation is dedicated to 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 2015 Standards for RTOs, 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 regulations require two types of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will focus on the initial type—validation of assessment tools.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Commonly called pre-assessment validation or verification, relates to the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

When to Conduct Assessment Tool Validation

The goal of assessment tool validation is to verify that all components, performance criteria, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you get 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 time to do this type of validation. Do assessment tool validation also when you:

- Enhance your resources
- Incorporate new training products on scope
- Compare your course with training product updates
- Identify 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.

Selecting Training Products for Validation

Keep in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate training products for each subject unit.

Resources Required for Assessment Tool Validation

To validate your assessment tools, you will need the complete set of your learning resources:

- Mapping Resource: The first document to review. It shows which assessment items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor 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 evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the student workbook and evaluation guide. Validate these to ensure they match the assessment task and address course unit requirements.

Panel for Validation

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

Collectively, your validation panel must have:

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

Principles Guiding Assessment

- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?

Evidence Rules

- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit specifications 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:

- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- 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

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 assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 Nothing Competence

Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment more info task must meet all specifications, or the student is not competent, and the assessment method is not compliant.

Provide Specific Details

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

Steer Clear of Double-Barrelled Questions

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

Audit Guarantees

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.

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