{Assessment Validation Process for Registered Training Organizations across the Australian landscape A Detailed Manual

{Assessment Validation Process for Registered Training Organizations across the Australian landscape A Detailed Manual

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Introduction

Training Organisations have numerous tasks post-registration, which include yearly reports, AVETMISS reporting, and promotional compliance. Among these tasks, validating assessments frequently stands out. While validation has been covered in multiple articles, a review of the basics is necessary. The Australian Skills Quality Authority describes assessment validation as quality assurance of the assessment procedure.

Principally, assessment validation is dedicated to identifying which parts of an RTO's assessment 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 2015 Standards for RTOs, 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 regulations mandate two forms of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates 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: Sometimes called pre-assessment validation or verification, is concerned with the initial part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Concerns the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.

Steps to Conduct Assessment Tool Validation

Optimal Timing for Assessment Tool Validation

The purpose of validating assessment tools is to verify that all elements, performance criteria, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you purchase new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Check new resources immediately to verify they are fit for student use.

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

- Amend your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Flag 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.

Which Training Products Should You Validate?

Remember that this validation ensures compliance of all educational resources before being used. All RTOs must validate training products for each subject unit.

Necessary Resources for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your learning resources:

- Mapping Tool: The first document to review. It identifies which assessment items meet unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as get more info an evaluation tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, logs, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the evaluation task and comply with unit requirements.

Panel for Validation

Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

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

Principles Guiding Assessment

- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?

Rules of Evidence

- Validity: 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?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?

Important Factors in Assessment Validation

Pay attention to the verbs in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:

- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills

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 criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 only complete half the tasks, it’s non-compliant. Each assessment item must address all criteria, or the student is not competent, and the assessment method is non-compliant.

Be Specific!

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

Double-Barrelled Questions: Avoid Them

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

Assurance During Audits

Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a proactive 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 valid with the regulations mandated by ASQA and the SRTOs 2015.