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Assessment Validation – Why and How Tony Auciello
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Assessment Validation – Why and How Tony Auciello
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Assessment Validation – Why and How Tony Auciello. Session objective. Gain a common understanding with regard to validation requirements for the VET sector and Sydney Institute. What is assessment validation?. - PowerPoint PPT Presentation
Transcript of Assessment Validation – Why and How Tony Auciello
Assessment Validation –
Why and HowTony Auciello
Ambition in Action
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Session objective
/ Gain a common understanding with regard to validation requirements for the VET sector and Sydney Institute
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What is assessment validation?
Process of comparison and evaluation of assessment tools/processes against competency standard/s and bench marks to ensure that assessment tools meet the Principles of Assessment and the Rules of Evidence.
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NVR Standards for RTOs
/ 15.5 Assessment including Recognition of Prior Learning (RPL):
(a) meets the requirements of the relevant Training Package or VET accredited course; and
(b) is conducted in accordance with the principles of assessment and the rules of evidence; and
(c) meets workplace and, where relevant, regulatory requirements; and
(d) is systematically validated.
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NVR Standards for RTOs
/ 15.3 Staff, facilities, equipment and training and assessment materials used by the NVR registered training organisation are consistent with the requirements of the Training Package or VET accredited course and the NVR registered training organisation’s own training and assessment strategies and are developed through effective consultation with industry.
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What are the advantages of validation?
/ Consistency of interpretation of competency standards and benchmarks
/ Continuous improvement/ Builds confidence in VET products/ Customer service/ Compliance
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What do we validate?
/ assessment methods / assessment tools / assessment procedures / assessment decisions
High Risk Units first
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Underpinning Knowledge When Validating
/ Principles of Assessment / Rules of Evidence/ Employability skills/ AQF standards/ Training Package/units competence
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Principles of Assessment/ Validity - The process assesses what it claims to assess. Validity requires that:
/ assessment against the units of competency / assessment of knowledge and skills must be integrated with their practical application/ judgement of competence must be based on sufficient evidence.
/ Flexibility – To be flexible, assessment should: reflect the candidate’s needs, provide for recognition of competencies no matter how, where or when they have been acquired, draw on a range of methods appropriate to the context, competency and the candidate.
/ Fairness - Fairness in assessment requires: consideration of the individual candidate’s needs and characteristics and any reasonable adjustments that should be applied.
/ Reliability - Refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes. Reliability requires a standard benchmark of assessor competence and relevant vocational competence.
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Rules of Evidence/ Validity - The process assesses what it claims to assess. Validity requires that:
/ assessment against the units of competency / assessment of knowledge and skills must be integrated with their practical application/ judgement of competence must be based on sufficient evidence.
/ Currency - Relates to the age of collected evidence. Competency requires demonstration of current performance.
/ Sufficiency - Relates to the amount of evidence collected.
/ Authenticity - Relates to ensuring the evidence is from or of the candidate and not another person.
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Employability skills
/ Employability skills are the non-technical skills and knowledge necessary for effective participation in the workforce, and can include skills such as communication, self-management, problem solving and teamwork. They are also sometimes referred to as generic skills, capabilities, enabling skills or key competencies.
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AQF Qualifications
/ The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework.
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AQF Qualifications
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The future of assessment
/ all new training packages assessments work-based or simulated environment
/ COAG directions external validation
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Clustering
/ Clustering units that combine to form an integrated work activity/task.
/ Clustering generic elements across units / Clustering common themes across units
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Assessment Design
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Tips - designing quality assessments
Visualise a competent person in the workplace
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Dimensions of competency/ Task skills
Performing the task/job to the required standard./ Task management skills (variables)
Able to do more than one thing at a time and managing the tasks correctly.
/ Contingency management skillsResponding appropriately to irregularities and breakdowns in routine within a job or workplace.
/ Job/role environment skills (outcomes)Able to deal with the responsibilities and expectations of the work environment.
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Examples Assessment methods
/ Observation/ Questioning/ Portfolios/ Work samples/ Third party feedback/ Simulations, role plays/ Presentations/ Self assessment
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Mapping
What is mapping?
Why do you need to do this?
The Steps in Mapping.1. Analyse the Unit of competency
2. Select the assessment tool
3. Map the components of the UOC to the assessment tools chosen
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Analyse the Unit of CompetenceThe following diagram shows the range of information taken into account at this stage of the development process:
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How to identify assessment methods or evidence gathering techniques
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Sample Mapping Document
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Assessment Task
Parts of Unit Assessed
E=element, PC = perf criteria
Part of Unit Assessed
S =Skills and K=knowledge
Evidence Guide
CA=
Critical Aspects
Simulated case study and written or verbal questions.
E1 PC 1.2, 1.3, 1.4, 1.5E2 PC 2.1, 2.2, 2.3E3 PC 3.1, 3.2, 3.3, 3.4, 3.5, 3.6E4 PC 4.3, 4.4E5 PC 5.1, 5.2
K1-K4
K5-K6
CA2
CA1
Workplace observation or simulated observation
E2 PC 2.1, 2.2, 2.3E3 PC 3.1, 3.2, 3.3, 3.4E4 PC 4.1, 4.2, 4.4, 4.5
K1-K6
S1-s4
CA1
CA2
Questioning E1 PC 1.2, 1.3, 1.4, 1.5 K1-K4
K5-K6
CA2
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Streamlining
/ Streamlining / Refining Assessment Validation/ less forms
Assessment Validation Checklist
This checklist is to be used as a guide when validating assessments. This checklist should be used as part of the assessment validation meeting. This document should be kept as part of the record of evidence of assessment validation.
Faculty name: Section name:
Qualification name and number: Course No:
Training package name and number:
Unit name and number:
Pre Assessment Use this checklist as part of an assessment validation meeting to evaluate assessment tools, tasks or strategies that you have developed
Principles of assessment are required to ensure quality outcomes. Assessments should be fair, flexible, valid and reliable as follows:
Validity means that the evidence relates to the unit competency, addresses essential skills and knowledge, dimensions of competency and employability skills.
Reliability means that the assessment tool and process will produce consistent outcomes when applied by a range of assessors in a range of contexts.
Fairness means that the assessment will not disadvantage any person and will take into account the characteristics of the person being assessed.
Flexibility means that the assessment tool and process allows for assessment in a range of assessment contexts.
Assessment Activity Yes Comments The evidence requested is benchmarked against the current Training Package or Curriculum Document
The assessment task is based on current workplace activities and contexts (industry/ legislative currency)
The assessments is fair, flexible, valid and reliable
The level of difficulty is appropriate to the outcomes (performance criteria) being assessed and sufficient time is allocated
The instructions to the assessors are clear, concise and accurate to ensure consistent, reliable and fair results for all candidates
The instructions to the candidates are clear and sufficient, including task requirements, time allowed and additional aids allowed
The assessment tool is suitable for use in other assessment contexts eg, recognition, trainees, workplace
Reasonable adjustment can be made to the assessment strategy to allow for candidates with special needs
The assessment tool documentation includes a cover page with Sydney Institute logo, section name, course name/no, unit/module names/numbers and assessment event name
The assessment is written in plain English
Version control policy has been followed
Comments:
Assessment Validation Record
This form is used for validating assessments. This coversheet is to be attached to each validated assessment and stored in appropriate faculty/section team share folder or dedicated local storage location. Where modification is required a revised assessment tool is also to be attached.
Faculty name: Section name:
Qualification name and number: Course No:
Training package name and number:
Units (List below individual Units or Clusters of Units to be validated both core & elective )
Units (name and number)
Learning outcomes /elements
(from Training package)
Category of
Validation
Assessment validation outcome
Modification required
Completion
date
Location of documentation
1 Select
2
3
Comments: Faculty Assessment Validation Team: LTV (Lead Team validator) name:
Position: Validator category and organisation name: Select Signature: Date
TVM 1 (Team Validation Member) name:
Position: Validator category and organisation name: Select Signature: Date
TVM 2 (Team Validation Member) name:
Position: Validator category and organisation name: Select Signature: Date
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Under Review
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For more information follow the links
/ Competency Based Assessment Publications/ Training Packages @ Work/ Training.gov.au
