Assessment Validation Overview
Training Organisations handle various duties following registration, such as annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in multiple articles, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as quality assurance of the evaluation process.
Principally, assessment review is aimed at identifying which parts of an RTO’s assessment methods are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the SRTOs 2015 regulations, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations require two types of validation. The first type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The second validation verifies that assessments adhere to the Principles of Assessment and rules of evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will focus on the first type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is related to the primary part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all components, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials right away to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Identify potential risks in your learning resources during your risk assessment
ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
Training Products to Validate
Remember that this validation guarantees adherence of all educational resources before being used. All RTOs must validate training products for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include lists, evaluation registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit read more requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care calls for the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby does not fulfill the requirement.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must address all requirements, or the student is not competent, and the assessment method is out of compliance.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the Principles of Assessment and rules of evidence, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.