Assessment Validation Overview
Registered Training Organisations (RTOs) handle multiple duties upon registration, like annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation is particularly challenging. While validation has been reviewed in several articles, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment procedure.
Essentially, assessment validation 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, 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 specify two types of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will discuss the first type—assessment tool validation.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of assessment tool validation is to make sure that all aspects, criteria for performance, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you purchase new training materials, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new tools right away to ensure they are fit for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct validation of assessment tools also when you:
- Upgrade your resources
- Incorporate new training products on 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.
What Training Products Need Validation?
Keep in mind that this validation ensures compliance of all educational resources before student 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 Resource: The first document to review. It identifies which assessment items meet subject 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 verify if directions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, evaluation registers, and forms created separately from the learner workbook and marking guide. Validate these to ensure they fit the assessment activity and comply with subject requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 perform only half the tasks listed, it’s non-compliant. Each assessment task must cover all requirements, or find it here the student is not yet competent, and the assessment method is not compliant.
Be Specific!
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 instructions do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.