Intro to Assessment Validation
Registered Training Organisations are responsible for multiple duties post-registration, like yearly reports, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment validation as granular review of the evaluation process.
Principally, validation of assessments is about identifying which parts of an RTO’s evaluation process 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules specify two forms of validation. The first type of validation of assessments guarantees adherence to the training package assessment requirements within your RTO's scope. The other type guarantees that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will focus on the first type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the first part of the rule, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you purchase new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:
- Improve your resources
- Add new qualifications to scope
- Assess your course with training product updates
- Identify your learning resources as a risk 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
Keep in mind that this validation guarantees adherence of all educational resources before use. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It indicates which evaluation items meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear standards are crucial for reliable assessment check here results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and address subject requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Rules of Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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 won’t cut it.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must meet all specifications, or the student is not yet competent, and the assessment tool is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward 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 assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative 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 reliable with the requirements set by ASQA and the SRTOs 2015.