{Process of Assessment Validation pertaining to Vocational Schools across Australia's training sector -

Introduction

Training Organisations manage numerous duties following registration, which include annual declarations, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation is particularly challenging. While validation has been reviewed in multiple discussions, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as a quality review of the assessment procedure.

Principally, assessment validation is about identifying which parts of an RTO’s assessment methods 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 standards mandate two forms of validation. The initial type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The second validation verifies that assessments follow the principles of assessment and rules of evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will discuss the initial type—validation of assessment tools.

Differentiating Assessment Validation Types

- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, relates to the primary part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is related to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

How to Conduct Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The purpose of validating assessment tools is to make sure that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new educational resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new resources right away to ensure they are fit for student use.

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

- Amend your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Identify 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.

Training Products to Validate

Keep in mind that this validation ensures conformity of all educational resources before 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 training materials:

- Mapping Resource: The first document to review. It shows which evaluation items meet unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include lists, logs, and templates designed separately from the student workbook and evaluation guide. Validate these to ensure they fit the assessment task and meet 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 ask all educators and assessors to participate, sometimes including industry experts.

Collectively, your assessment validation panel must have:

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

Principles of Assessment

- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will the assessment produce consistent results every time?

Guidelines for find it here Evidence

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- 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 assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:

- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- 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 requirement is meant to evaluate underlying knowledge (i.e., evidence of knowledge), 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 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 enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment item must cover all criteria, or the student is not competent, and the evaluation tool is not compliant.

Be Specific!

Each evaluation 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 assessors.

Avoid Double-Barrelled Questions

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

Assurance During Audits

Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.

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