Intro to Assessment Validation
Registered Training Organisations manage numerous responsibilities post-registration, which include yearly reports, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in many publications, let's return to the basics. The Australian Skills Quality Authority identifies validation of assessments as quality assurance of the assessment procedure.
Fundamentally, validation of assessments is dedicated to identifying which parts of an RTO's assessment 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards mandate two forms of validation. The first type of validation of assessments checks conformity with the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, pertains to the primary part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, making sure 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 aim of assessment tool validation is to verify that all components, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you get new educational resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new resources right away to verify they are appropriate for students.
Nevertheless, this isn't the only occasion to do this type of validation. Do assessment tool validation also when you:
- Modify your resources
- Add new qualifications to scope
- Review your course against training product updates
- Detect 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 Require Validation
Remember that this validation guarantees adherence of all training materials before use. All RTOs must validate resources for each subject unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It shows which assessment items meet subject requirements, helping with faster validation.
- Learner 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 verify if guidelines for trainers are sufficient and if clear benchmarks for each assessment task are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task check it out and address unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the validated unit.
- 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.
Principles Guiding Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 is not sufficient.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment task must address all requirements, or the student is not competent, and the assessment method is non-compliant.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students 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 promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.