1. Assessment Validation – Why and How
Tony Auciello 18th October 2012

2. Session objective
Gain a common understanding with regard to validation requirements for the VET sector and Sydney Institute
Assessment validation
Assessment Design
Competency Mapping

3. 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.

4. Assessment Validation Activities
Assessment Validation activities involve teachers developing a shared interpretation of competency standards and comparing assessment methods and tools. This process is to encourage dialogue between teachers and with industry about assessment practice.

5. Teachers Role in Assessment Validation
Teachers are required to participate in assessment validation activities and record the changes that they make to assessment tools and activities.

6. Assessment Validation Procedure
Assessment Validation involves planning assessment validation activities on an annual basis, conducting assessment validation and improving assessment strategies, processes, tools and practices in a continuous improvement cycle using a risk management approach

7. NVR Standards for the operation of RTOs
The new Standards for nationally regulated RTOs (the SNRs), formerly the AQTF standards, require RTOs to systematically validate assessments.
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.

8. Industry Engagement about Assessment
The Australian Vocational Education and Training system is “industry-led”. Industry engagement is built into the VET system at a number of levels.
For example:
Training Package Development: Industry Skills Councils establish industry led committees to ensure that Training Packages are developed and amended to reflect the needs of industry.

9. NVR Standards for the operation of RTOs
The new Standards for nationally regulated RTOs (the SNRs), formerly the AQTF standards, require RTOs to engage effectively with industry in the preparation of their delivery and assessment strategies, and the development and validation of assessment tools.
Standard 15.3 states:
Staff, facilities, equipment and training and assessment materials .... are consistent with the requirements of the Training Package or VET accredited course and ... training and assessment strategies and are developed through effective consultation with industry.
Standard 16.4 states:
Employers and other parties who contribute to each learner’s training and assessment are engaged in the development, delivery and monitoring of training and assessment.

10. So who is “Industry”?
The former National Quality Council (now known as National Skills Standards Council - NSSC) describes industry as “including, but not limited to, business owners and employers and their representative bodies, employees and unions, and their representative bodies”. (NQC Training Package Glossary, 2009). In our context, industry also includes community organisations, government departments and other RTOs.

11. What are the advantages of validation?
Consistency of interpretation of competency standards and benchmarks
Continuous improvement
Builds confidence in VET products
Customer service
Compliance

12. What do we validate? assessment methods assessment tools
assessment procedures
assessment decisions
High Risk Units first

13. Underpinning Knowledge When Validating
Principles of Assessment
Rules of Evidence
Employability skills
AQF standards
Training Package/units competence

14. 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.

15. 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.

16. 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.

17. 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.

18. AQF Qualifications

19. The future of assessment
all new training packages assessments work-based or simulated environment
COAG directions external validation

20. Clustering
Clustering units that combine to form an integrated work activity/task.
Clustering generic elements across units
Clustering common themes across units

21. Assessment Design
Visualise the competency being performed in the workplace
Locate Benchmarks
Identify Evidence Requirements
Identify Assessment Methods
Design Tools (instrument +instruction) and map

22. Tips - designing quality assessments
Visualise a competent person in the workplace

23. 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 skills Responding 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.

24. Examples Assessment methods
Observation
Questioning
Portfolios
Work samples
Third party feedback
Simulations, role plays
Presentations
Self assessment

25. Mapping What is mapping? Why do you need to do this?
The Steps in Mapping.
Analyse the Unit of competency
Select the assessment tool
Map the components of the UOC to the assessment tools chosen

26. Analyse the Unit of Competence The following diagram shows the range of information taken into account at this stage of the development process:

27. How to identify assessment methods or evidence gathering techniques

28. Sample Mapping Document

30. Simulated case study and written or verbal questions.
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, 1.5 E2 PC 2.1, 2.2, 2.3 E3 PC 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 E4 PC 4.3, 4.4 E5 PC 5.1, 5.2
K1-K4
K5-K6
CA2
CA1
Workplace observation or simulated observation
E2 PC 2.1, 2.2, 2.3 E3 PC 3.1, 3.2, 3.3, 3.4 E4 PC 4.1, 4.2, 4.4, 4.5
K1-K6
S1-s4
Questioning
E1 PC 1.2, 1.3, 1.4, 1.5

31. X X Streamlining Streamlining / Refining Assessment Validation
less forms X X
Too many forms
Not enough explaination

32. Under Review
Under review
Under review

33. For more information follow the links
Competency Based Assessment Publications
Training Work
Training.gov.au