Process of Validation - Essay Example

TAEASS403B - Participate in assessment validation. Section One. Activity 2. Response to question The tools and instruments of assessment would meet the required benchmarks when the assessor develops an inside process of validation that satisfies the needs of the assessor and match the registration scope and the availability of resources. After establishing the internal process of validation and schedules that are appropriate, the assessor would ensure that an RTO ensures quality through the development of links to other assessors in the same industrial area. The key reason, in this case, it would be a manner of ensuring that the different applications of the criteria of industrial performance remain inside the limits that are acceptable. This would also ensure that the assessment that are in relation to the standards of the industry are consistent with the learning outcomes that are relevant and the specific criteria of performance for the qualifications, training fields, units of competency and the levels of qualification. In addition to this, this action would give the assessor knowledge concerning the effectiveness and appropriateness of the system of assessment in their work. It would also help in evaluating the assessment objectives process that would be used, and in confirming the decisions that they would make in relation to the assessment competency. Response to question 2. The information regarding the assessment benchmarks could be gathered from a number of sources. This includes other RTOs, industrial associations, professional associations, networks, and the relevant ITABS. Activity 3. Response to question 3. In order to prepare, Jeremy and other assessor would need to identify the person to be involved in validation; agree and determine the focus and purpose of validation; identify the particular tools, instruments, methods, situations of assessment, and results of assessment that may come under scrutiny; identify the required standards and benchmarks; identifying the head of the process of validation; finding out the functions and activities of other individuals that would be involved in the process of validation, and agreeing on the approach and method of validation. Section Two Activity 5. Response to question 1. The rule of evidence shows out that all the evidence must be sufficient, authentic, and current. The assessor needs to gather enough evidence so as to ensure that the assessment candidate would be competent in all the elements of the criteria of performance. The collected evidence needs to be recent to ensure the assessment of current competency thus validity. Additionally the assessors should also make sure that the gathered evidence belonged to the candidate. On the other hand, the rules of evidence (according to the AQTF standards) insist that the assessment should be valid, fair and flexible. A flexible assessment would allow the assessment to be done at times that are mutually convenient. Flexibility would help in establishing equity during the assessment. An assessment that is valid would always assess whatever it has been meant to assess. In this regard, the collected evidence would be relevant to the competency units, the specific activity of assessment, and show out that the criteria of performance has been satisfied. The evidence in this case would cover the range of knowledge that is required and skills plus giving a demonstration of relevant competence to the skills of employment. An assessment that is fair would not make an individual to be disadvantaged. Such an assessment does not hold on candidates’ characteristics. Response to question 2. Other assessment aspects that require some consideration during the validation process include review of the tools of assessment, methods, instruments, and processes so as to make sure that the assessment principles and evidence rules are gathered in each instance of assessment. Apart from this, the other aspect of assessment that should also be considered is the dimension of competency, and checking of the validation documents to ensure version control and accuracy. Response to question 3. An assessment may be considered to be invalid or not valid in different circumstances. Firstly, when the assessment does not assess whatever it should assess such an assessment is not valid. In this respect the collected evidence is not relevant to the competency of units and the specific activity of assessment the assessment may not show out that the necessary criteria of performance has been satisfied. Additionally the competency evidence may not cover the varied skills and knowledge and may fail to show out the employability skills relevant competency. Secondly, when the documents that should be used in the validation are not checked hence not relevant and fail to have the required information of version control, the assessment would be considered as not valid. Thirdly, an assessment may not be valid when it does not make use of multiple assessment approaches. Fourthly, the assessment may not be valid if the tasks of assessment fail to resemble those within the work place and does not sample a range of performance and skills. Section Three. Activity 7 The collective validation discussion findings would help individual assessors to expand their level of understanding concerning the standards in which they would be assessing, and assess their personal, developmental needs in respect to increasing their competency and confidence as assessors. It would also enable individual assessors to contribute ideas, information, suggestions, and their experiences in the validation process. This would make the validation findings be discussed collectively so as to establish the most appropriate strategy of improvement. Additionally, it would enable individual assessors to take part in external validation, which would give, them a chance to exchange information concerning the methods of assessment that are used hence reach a consensus about their approach validity. This would also make an individual assessor work across the industry in applying standards that are consistent and come up with judgements that are consistent. This would provide individual assessors an access to information that is up-to-date regarding whatever is happening within the industry. Activity 8. Response to question 1. It is necessary to record the results of a negotiation and the agreement concerning the improvements because this information would be put in use by the assessor in improving the methods, instruments, and tools of assessment. The records would also be used in increasing the assessment performance. Written / Oral Questions. Response to question 1. Assessment validation is a way of making sure that the many industrial applications of the criteria of performance remain in the limits that are acceptable and all the assessment that relate to this industry remain consistent to the relevant outcomes of learning and criteria of performance for specific fields of training, qualification levels, competency units, and qualifications. The assessment/ training organization needs to access different trainers who could take part in internal validation. Organizations that are smaller would find it vital to collaborate with different organizations or rather take part in validation assessment that is done by organizations that are considered to be large. Response to question 2. Part a. Proposed improvements can be communicated to other assessors within the organization through a network of contacts that are experienced with whom communication can be done and who could assist with issues and problems. The communication could also be done through a forum or outlet of discussion. In this respect, the concerns would be articulated in a manner that is positive. Part b. Appropriate version controls would be put in place when the assessor ensures that each adaptation, change, and improvement done to the tools, documentations, and instruments of assessment are recorded as a version number document. Response to question 3. The key focus of validation is always on the assessment process and the manner in which an assessment activity is carried out, how an assessment event is carried out, how assessment tools are administered, the candidates’ needs and the manner of communication given to candidates. Additionally, after the assessment the focus of validation would be on the extent of effectiveness of the assessment, if the assessment was equitable and fair, whether the collected evidence was fit, enough, and of quality that is required by the evidence principles, whether the judgement was consistent and accurate, and whether there was an improvement need in the skill, resources, materials, and processes. Response to question 4. The validation process can take a number of approaches. This include making sure that the assessment concentrates on necessary areas of skills and competency, making a sample of performance and skills that are sufficient, making sure that the tasks of assessment take after those identified in the place of work, and making use of a number of assessment approaches. Response to question 5. In an assessment, practice, validation may have taken part in changes in the assessment by highlighting the evidences, findings, recommendations, areas that have been agreed to be in need of changes and the proposed suggestions of an assessment. This information would be of considerable use in bettering the methods, instruments, and tools of assessment thus making the performance of assessment to improve. Response to question 6. The actions that might be taken in preparation of a validation include identification of the individuals that would take part in the process of validation; agreeing and determining the validation focus and purpose, establishing the specific tools, methods, situations of assessment, instruments, and results of assessment to be put under scrutiny; identification of required benchmarks and standards, finding out the validation head, and establishing the roles of the individuals involved in the process of validation. Project 1 PLANNING AND CONDUCTING AN ASSESSMENT VALIDATION. Project 2 FIRST ASSESSMENT VALIDATION PROCESS 1. VALIDATION ACTION PLAN. RTO’s name: Qualification: UCU 100: Communication skills. Period of plan: One month. Competency unit Activity Date Timeline & Follow up Oral communication Reading 1st September 2012 Written communication Writing 15th September 2012 Signed___________________________ Date __________________ 2. ASSESSMENT PARTICIPATION VALIDATION RECORD. RTO’s Name: Course qualification: UCU 100: Communication skills. Assessment Activity of Validation Date: 2nd September 2012. Applicant’s Name Expertise area Delivery site Erick Musal Oral communication Safaricom Ltd Julie Okot Written communication Alcan Ltd Maya Moreen Oral communication Airtel Company Racheal Sharon Oral communication Orange Company Brain Bubo Written communication KQ Ltd. 3. VALIDATION CHECKLISTS Validation Panel: Mahammad Mohammad, James Brooke, Alice Lucky, and Bryson Mungo. Competench units: UCU 100 (Communication skills) Elements to be assessed: Good communication skills. Description of evidence to be given out in order to satisfy the performance criteria: For a candidate to be considered to be competent, he needs pass all the tasks. This candidate should be able to utilize both oral and written communication in his operation. PART A: ASSESSMENT PRINCIPLES Yes/No Comment Valid All the criteria of performance are covered. yes The candidates covered all the performance criteria. Takes care of the necessary knowledge and skills yes The knowledge and skills for the qualification were covered. Takes care of all aspects of critical assessment yes The assessment covered all the aspects of oral and written communication Covering the OH & S requirements Yes The necessary OH & S were covered. Reliable Correct interpretation of the range statement Yes The interpretation for the assessor was compared to that of other assessors to ensure the correct interpretation. Meeting the resource requirements yes The resource requirements were met. Fair Fails to meet more than whatever is expected Yes The assessment was directly related to the level of qualification Gives room for competency demonstration at necessary AQF level Yes The candidates were allowed to display their competency through oral interview, and filling of the questionnaire. Flexible Diverse groups adaptation Disability Cultural diversity yes The assessment room was strategically located for easy accessibility. English language was used in the assessment so as not to discriminate a candidate’s language or culture. Gives room for flexibility in assessment and delivery strategies. Yes There was a separate assessment sheet written in Braille letters for the visually impaired candidates. There was a sign language interpreter for candidates having a hearing impairment. The assessment period was as per the individual candidate’s needs. Comments that are general concerning the tools of assessment or assessment plan: The tools of assessment, and the assessment plan were average. A little adjustment is needed first in the assessment room so as to accommodate many candidates. The existing room could only accommodate five candidates per assessment. There is also a need for increasing the tools of assessment for quality purposes. PART B EVIDENCE RULES. Yes/No Comment Valid Is the provided evidence relevant to whatever is being assessed? yes The collected evidence was relevant to communication skills. Does the collected evidence satisfy all competency requirements? yes The collected evidence fulfilled the requirements of the UCU 100 unit. Sufficient Is the collected evidence enough for a competency judgement? No There were only two tools of evidence collection. (Questionnaire & oral interview). Was there any required additional evidence? yes There was need for evidence concerning verbal communication, and non verbal cues. Current Does the collected evidence display that the assessment candidate can meet the criteria currently? No There is need for more evidence before a decision is arrived at. Authentic Can the collected evidence be proved to be the candidate’s own wok? yes The evidence collection activity was done by individual candidates. General comments concerning the presented evidence: The evidence was clearly presented. However, there is need for more evidence collection. This can be done by diversifying on the types of evidence collection tools. PART C FEEDBACK AND RECOMMENDATIONS Warm feedback: The assessment activity was well done. Cool feedback: Evidence collection was relatively good though some crucial part of the evidence collection was not covered. For instance, this assessment used only two tools of assessment, yet the minimum number of tools required for sufficient evidence collection is at least three tools of assessment. Opportunities of improvements: The assessment should increase the tools of assessment. The assessment should also take care of verbal and non verbal cues since this are aspects that play a big role in communication skills. 4. ASSESSMENT OUTCOME VALIDATION. Action & outcome needed for a continuous improvement Action/s When & who Assessment requirement Performance criteria clarity Key evidence aspects Key integration of competency Communication skills. Written and non written communication, verbal and non verbal cues. Evidence on written, non written, verbal, and non verbal cues. 3rd September 2012 by Mahammad Mohammad, 5th September 2012 by James Brooke, 10th September 2012 by Alice Lucky, 14th September 2012 by Bryson Mungo. Assessment tool Questionnaire and Oral interview. Candidate information Name: Jackson Briton. Sex: Male DOB: 15th January 1984 Assessors information: Name: Mahammad Mohammad Name: James Brooke Name: Alice Lucky Name: Bryson Mungo Evidence collection Reporting and recording Feedback from candidates Assessment process: Informative Timely OH & S compliant Flexible & Fair Yes Yes None Yes Assessment judgement Compliance Reflects the unit requirements of competency Reflects the consistent standards of industry Yes Yes Name: Mohammad Mohammad Position: Chief Assessor Signed: Date: 1st October 2012. SECOND ASSESSMENT VALIDATION PROCESS 5. VALIDATION ACTION PLAN. RTO’s name: Qualification: EAP 401: Education planning. Period of plan: One month. Competency unit Activity Date Timeline & Follow up Education management Reading 1st August 2012 Finance management Writing 15th August 2012 Signed___________________________ Date __________________ 6. ASSESSMENT PARTICIPATION VALIDATION RECORD. RTO’s Name: Course qualification: EAP 401: Education planning. Assessment Activity of Validation Date: 2nd September 2012. Applicant’s Name Expertise area Delivery site Erick Musal Education management Safaricom Ltd Julie Okot Finance management Alcan Ltd Maya Moreen Finance management Airtel Company Racheal Sharon Education management Orange Company Brain Bubo Education management KQ Ltd. 7. VALIDATION CHECKLISTS Validation Panel: Mahammad Mohammad, James Brooke, Alice Lucky, and Bryson Mungo. Competench units: EAP 401 (Education planning) Elements to be assessed: Education planning skills. Description of evidence to be given out in order to satisfy the performance criteria: For a candidate to be considered to be competent, he needs pass all the tasks. This candidate should be able to display competence in education management and finance management. PART A: ASSESSMENT PRINCIPLES Yes/No Comment Valid All the criteria of performance are covered. yes The candidates covered all the performance criteria. Takes care of the necessary knowledge and skills yes The knowledge and skills for the qualification were covered. Takes care of all aspects of critical assessment yes The assessment covered all the aspects of education planning. Covering the OH & S requirements Yes The necessary OH & S were covered. Reliable Correct interpretation of the range statement Yes The interpretation for the assessor was compared to that of other assessors to ensure the correct interpretation. Meeting the resource requirements yes The resource requirements were met. Fair Fails to meet more than whatever is expected Yes The assessment was directly related to the level of qualification Gives room for competency demonstration at necessary AQF level Yes The candidates were allowed to display their competency through oral interview, filling of the questionnaire, and filling of portfolio. Flexible Diverse groups adaptation Disability Cultural diversity yes The assessment room was strategically located for easy accessibility. English language was used in the assessment so as not to discriminate a candidate’s language or culture. Gives room for flexibility in assessment and delivery strategies. Yes There was a separate assessment sheet written in Braille letters for the visually impaired candidates. There was a sign language interpreter for candidates having a hearing impairment. The assessment period was as per the individual candidate’s needs. Comments that are general concerning the tools of assessment or assessment plan: The tools of assessment, and the assessment plan were average. A little adjustment is needed in the assessment room so as to accommodate many candidates. The existing room could only accommodate five candidates per assessment. PART B EVIDENCE RULES Yes/No Comment Valid Is the provided evidence relevant to whatever is being assessed? yes The collected evidence was relevant to communication skills. Does the collected evidence satisfy all competency requirements? yes The collected evidence fulfilled the requirements of the EAP 401 unit. Sufficient Is the collected evidence enough for a competency judgement? Yes About three tools were used to collect evidence Was there any required additional evidence? No All the required evidence was collected. Current Does the collected evidence display that the assessment candidate can meet the criteria currently? Yes The evidence collected was enough to lead to an appropriate assessment decision. Authentic Can the collected evidence be proved to be the candidate’s own wok? Yes The evidence collection activity was done by individual candidates. General comments concerning the presented evidence: The evidence was clearly presented. However, there is need for more evidence collection. This can be done by diversifying on the types of evidence collection tools. PART C FEEDBACK AND RECOMMENDATIONS Warm feedback: The assessment activity was well done. Cool feedback: Evidence collection was relatively good Opportunities of improvements: The assessment should increase the size of the room of assessment. 8. ASSESSMENT OUTCOME VALIDATION. Action & outcome needed for a continuous improvement Action/s When & who Assessment requirement Performance criteria clarity Key evidence aspects Key integration of competency Education planning. Finance management, and education management. Evidence on Finance management, and education management. 3rd August 2012 by Mahammad Mohammad, 5th August 2012 by James Brooke, 10th August 2012 by Alice Lucky, 14th August 2012 by Bryson Mungo. Assessment tool Questionnaire, portfolio, and Oral interview. Candidate information Name: Erick Bantul. Sex: Male DOB: 15th December 1983 Assessors information: Name: Mahammad Mohammad Name: James Brooke Name: Alice Lucky Name: Bryson Mungo Evidence collection Reporting and recording Feedback from candidates Assessment process: Informative Timely OH & S compliant Flexible & Fair Yes Yes None Yes Assessment judgement Compliance Reflects the unit requirements of competency Reflects the consistent standards of industry Yes Yes Name: Mohammad Mohammad Position: Chief Assessor Signed: Date: 1st October 2012. References TAEASS403B. (2012). Participate in assessment validation. Retrieved on 21st September 2012 from http://firstchoice.elearninglogin.com/ Read More