Intro to Assessment Validation
Registered Training Organisations (RTOs) have multiple tasks upon registration, including annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in many discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes validation of assessments as a quality review of the assessment process.
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 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 regulations specify two forms of validation. The first type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The other type guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the initial part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to ensure that all aspects, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Review new materials right away to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Do assessment tool validation also when you:
- Modify your resources
- Integrate new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources during your risk assessment
The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
Training Products Requiring Validation
Note that this validation guarantees adherence of all training materials before being used. All RTOs must validate resources for each subject unit.
Necessary Resources for 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 tasks meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for evaluators are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, logs, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they match the assessment task and meet subject requirements.
Panel for Validation
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 industry experts.
Collectively, your panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: 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?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and get more info 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 assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the frequency. 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 is not sufficient.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must meet all specifications, or the student is not yet competent, and the evaluation tool is out of compliance.
Be Specific!
Each assessment item must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or trainers.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it easier for students to respond and for assessors to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, you must wait for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the principles of assessment and evidence rules, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.