Intro to Assessment Validation
Registered Training Organisations are responsible for numerous responsibilities following registration, which include yearly reports, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments often stands out. While we've discussed validation in multiple articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes assessment review as quality assurance of the evaluation process.
At its core, assessment validation is focused on identifying which parts of an RTO’s assessment procedures 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 2015 Standards for RTOs, 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 regulations require two forms of validation. The initial type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments follow the principles of assessment and rules of evidence. This indicates that validation is carried out pre- and post-assessment. This article will discuss the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, involves the initial part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Relates to the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of assessment tool validation is to make sure that all aspects, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you acquire new training materials, you must perform validation of assessment tools before allowing students to use them. There's no need to wait for your next scheduled validation. Review new materials right away to ensure they are appropriate for students.
Nevertheless, this isn't the only reason to do this type of validation. Do validation of assessment tools also when you:
- Modify your resources
- Add new qualifications to scope
- Audit 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 Requiring Validation
Remember that this validation ensures conformity of all learning resources before being used. All RTOs must validate training products for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It indicates which evaluation items meet unit requirements, helping with faster validation.
- Learner/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.
- Marking Guide: Also ensure if guidelines for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, logs, and evaluation templates created separately from the student workbook and evaluation guide. Validate these to ensure they match the evaluation task and address subject requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the numbers. 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 won’t cut it.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each evaluation task must cover all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students check it out or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
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 guidelines and understanding the assessment principles and rules of evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.