Presentation on theme: "Assessment Validation – Why and How"— Presentation transcript:
1Assessment Validation – Why and How Tony Auciello 18th October 2012
2Session objectiveGain a common understanding with regard to validation requirements for the VET sector and Sydney InstituteAssessment validationAssessment DesignCompetency Mapping
3What 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.
4Assessment 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.
5Teachers 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.
6Assessment 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
7NVR 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.
8Industry 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.
9NVR 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.
10So 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.
11What are the advantages of validation? Consistency of interpretation of competency standards and benchmarksContinuous improvementBuilds confidence in VET productsCustomer serviceCompliance
12What do we validate? assessment methods assessment tools assessment proceduresassessment decisionsHigh Risk Units first
13Underpinning Knowledge When Validating Principles of AssessmentRules of EvidenceEmployability skillsAQF standardsTraining Package/units competence
14Principles of Assessment Validity - The process assesses what it claims to assess. Validity requires that:assessment against the units of competencyassessment of knowledge and skills must be integrated with their practical applicationjudgement 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.
15Rules of EvidenceValidity - The process assesses what it claims to assess. Validity requires that:assessment against the units of competencyassessment of knowledge and skills must be integrated with their practical applicationjudgement 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.
16Employability skillsEmployability 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.
17AQF QualificationsThe 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.
19The future of assessment all new training packages assessments work-based or simulated environmentCOAG directions external validation
20ClusteringClustering units that combine to form an integrated work activity/task.Clustering generic elements across unitsClustering common themes across units
21Assessment DesignVisualise the competency being performed in the workplaceLocate BenchmarksIdentify Evidence RequirementsIdentify Assessment MethodsDesign Tools (instrument +instruction) and map
22Tips - designing quality assessments Visualise a competent person in the workplace
23Dimensions 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.
24Examples Assessment methods ObservationQuestioningPortfoliosWork samplesThird party feedbackSimulations, role playsPresentationsSelf assessment
25Mapping What is mapping? Why do you need to do this? The Steps in Mapping.Analyse the Unit of competencySelect the assessment toolMap the components of the UOC to the assessment tools chosen
26Analyse the Unit of Competence The following diagram shows the range of information taken into account at this stage of the development process:
27How to identify assessment methods or evidence gathering techniques
30Simulated case study and written or verbal questions. Assessment TaskParts of Unit AssessedE=element, PC = perf criteriaPart of Unit AssessedS =Skills and K=knowledgeEvidence GuideCA=Critical AspectsSimulated 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, 5.2K1-K4K5-K6CA2CA1Workplace observation or simulated observationE2 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, 4.5K1-K6S1-s4QuestioningE1 PC 1.2, 1.3, 1.4, 1.5
31X X Streamlining Streamlining / Refining Assessment Validation less formsXXToo many formsNot enough explaination