astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131NCVER has just released a paper by Francesca Beddie. It focuses on the views RTOs have about independent validation of assessment, and the practices they use.<\/p>\n
It points out that while independent validation of assessment is driven by regulatory requirements and a compliance mentality, it can play a constructive role in RTO governance and continuous improvement.<\/p>\n
In an assessment driven and competency-based system like VET, the quality of assessment is really important, but getting it \u2018right\u2019 isn\u2019t easy. This latest paper from NCVER, entitled \u201cBegin with the end: RTO practices and views on independent validation of assessment<\/a>\u201d and authored by Francesca Beddie reminds us of ASQA\u2019s definition of assessment moderation and validation (so have a look at that).<\/p>\n NCVER\u2019s press release<\/a> about the paper points out that:<\/p>\n \u201c\u2026 independent validation or moderation of assessment is not a driver of quality but rather a mechanism for identifying recommendations for improvements to the assessment tool, assessment process or assessment outcome. It can also build stronger relationships between RTOs and employers and serve to improve the industry relevance of training.\u201d<\/p>\n However, the interviews Francesca conducted in the course of the project revealed that independent moderation and validation also: \u201centail consideration of the diverse clients and business models of the various types of providers, and that a one-size-fits-all approach is not a workable solution.\u201d<\/p>\n NCVER\u2019s press release<\/a> about this paper also noted that there is \u201ccurrently an appetite among RTOs for change that values excellence and professionalism in training outcomes.\u201d One big message is moving away from a compliance mentality, which \u201ccan lead to over-assessment, for example, the repeated assessment of elements common to more than one unit of competency.\u201d Indeed, the paper suggests that \u201csome [are] arguing for centrally produced and regulated assessment tools.\u201d<\/p>\n The paper also maintains that the value of validation \u201cwould be much enhanced if less paperwork were involved.\u201d Providers see the evidence-collecting and reporting burden as onerous, it points out. And maybe professional judgement is not as valued as it should be, nor is there clarity and flexibility about the use of technologies to assist the training and assessment processes.<\/p>\n Training packages don\u2019t help either as they are voluminous, and many don\u2019t understand how to unpack and use them. In addition, approaches to training and assessment are \u201coften determined with an eye on the auditor not the trainer or student.\u201d<\/p>\n The good news is that the paper concludes:<\/p>\n \u201cThere is a mood for a change that values excellence and professionalism while preserving the national system of defining occupational standards.\u201d<\/p>\n However, Craig Robertson, writing in a recent TAFE Directors Australia newsletter<\/a>, points to the need for trade-offs to enable providers to validate and improve practice more readily. This, he suggests, requires de-cluttering training specifications and freeing up delivery modes and options.<\/p>\n The real answer, he suggests, is greater trust, but in particular that needs to go to those that deserve it. That becomes more feasible when trusted RTOs can self-assure.<\/p>\n Francesca\u2019s paper<\/a> has two support documents. These are a literature review<\/a> containing an annotated timeline, spanning 2001 to 2020, and a desktop investigation<\/a> of international approaches used to foster employer engagement in quality vocational education and training validation and moderation approaches. This latter paper draws on information from the United Kingdom, Europe and New Zealand.<\/p>\n Validating assessments: Beginning at the end?<\/a> | VDC<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" NCVER has just released a paper by Francesca Beddie. It focuses on the views RTOs have about independent validation of assessment, and the practices they use. It points out that while independent validation of assessment is driven by regulatory requirements and a compliance mentality, it can play a constructive role in RTO governance and continuous […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"close","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[22],"tags":[],"class_list":["post-4758","post","type-post","status-publish","format-standard","hentry","category-workplace-development"],"_links":{"self":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/4758","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/comments?post=4758"}],"version-history":[{"count":1,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/4758\/revisions"}],"predecessor-version":[{"id":4759,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/4758\/revisions\/4759"}],"wp:attachment":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/media?parent=4758"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/categories?post=4758"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/tags?post=4758"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nThese views were accompanied by the desire for more professional development for RTO staff and more opportunities for them to share experiences about assessment, and its moderation and validation. Another article in this issue<\/a> expands on this theme.<\/p>\nMaking things better.<\/h2>\n
There\u2019s more if you want it!<\/h2>\n