Intro to Assessment Validation
RTOs have multiple responsibilities post-registration, such as annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments frequently stands out. While validation has been reviewed in several articles, a review of the basics is necessary. The Australian Skills Quality Authority describes assessment validation as granular review of the assessment procedure.
In essence, assessment review is concerned with 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, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules require two types of validation. The primary type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments follow the Principles of Assessment and rules of evidence. This implies that validation is performed both before and after the assessment. This article will focus on the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, involves the first part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of validating assessment tools is to make sure that all components, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Validate new tools as soon as possible to confirm they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Perform validation of assessment tools also when you:
- Modify 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.
Selecting Training Products for Validation
Note that this validation guarantees adherence of all learning resources before use. All RTOs must validate resources for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It identifies which evaluation items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, logs, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment activity and meet unit requirements.
Validation Panel
Regulation 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 assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce Assessment validation training consistent results every time?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: 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?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements 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
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge 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 is not sufficient.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each evaluation task must address all specifications, or the student is not competent, and the evaluation tool is non-compliant.
Provide Specific Details
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, 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 valid with the standards established by ASQA and the SRTOs 2015.