{Validation of Assessment for the Educational Institutions in the Australian context An Authoritative Guide
{Validation of Assessment for the Educational Institutions in the Australian context An Authoritative Guide
Blog Article
Assessment Validation Overview
Training Organisations are responsible for many obligations following registration, like yearly declarations, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation frequently stands out. While we've discussed validation in several posts, let's return to the basics. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the assessment procedure.
Basically, assessment validation is about 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 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 guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments follow the principles of assessment and rules of evidence. This implies that validation is performed both before and after the assessment. This article will focus on the primary type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new training materials, 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 resources as soon as possible to ensure they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:
- Improve your resources
- Incorporate new training products on scope
- Review your course against training product updates
- Detect 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 guarantees adherence of all training materials before being used. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which assessment tasks meet unit requirements, aiding in faster validation.
- website 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.
- Marking Guide: Also check if directions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, registers, and evaluation templates designed separately from the workbook and evaluation guide. Validate these to ensure they fit the assessment activity and address subject 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 ask all trainers and evaluators to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Validity: 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 there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 is not sufficient.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or trainers.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.
Audit Guarantees
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 impacts your compliance record, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.