Intro to Assessment Validation
RTOs handle numerous duties upon registration, which include annual declarations, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation is notably challenging. While validation has been covered in several articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes assessment review as granular review of the assessment process.
Basically, validation of assessments is aimed at 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards mandate two types of validation. The primary type of assessment validation ensures compliance with the training package assessment requirements within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the primary type—assessment tool validation.
Understanding Assessment Validation Types
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, is related to the initial part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Conduct Assessment Tool Validation
The purpose of assessment tool validation is to make sure that all components, performance criteria, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you purchase new learning resources, you must conduct assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to confirm they are fit for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct validation of assessment tools also when you:
- Revise your resources
- Incorporate new training products on scope
- Evaluate your course with training product updates
- Flag 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.
Training Products Needing Validation
Note that this validation guarantees adherence of all training materials before being used. All RTOs must validate training products for each unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It identifies which assessment items meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- read more Marking Guide: Also ensure if instructions for assessors are sufficient and if clear criteria for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address unit requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Impartiality: 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?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Validity: 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?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 does not fulfill the requirement.
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 meet all specifications, or the student is incompetent, and the assessment tool is not compliant.
Provide Specific Details
Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.