Assessment Validation Overview
RTOs manage numerous tasks after becoming registered, which include annual declarations, AVETMISS compliance, and marketing compliance. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in several publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as granular review of the assessment process.
At its core, assessment review is aimed at identifying which parts of an RTO’s assessment methods 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 mandate two types of validation. The first type of validation of assessments guarantees adherence to the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere 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 discuss the first type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is related to the initial part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Timing for Assessment Tool Validation
The aim of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you obtain new learning resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new resources immediately to verify they are fit for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Do assessment tool validation also when you:
- Revise your resources
- Introduce new training products on scope
- Evaluate your course with training product updates
- Spot 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 Requiring Validation
Remember that this validation guarantees adherence of all educational resources before student use. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which assessment tasks meet subject requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if directions for assessors are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, logs, and evaluation templates created separately from the learner workbook Assessment validation training and assessor guide. Validate these to ensure they match the evaluation task and meet unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: 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?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- 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
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must meet all requirements, or the student is not competent, and the evaluation tool is out of compliance.
Be Specific!
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 directions do not mislead students or assessors.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately assess 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 assist with noncompliance. This impacts your compliance record, 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 evaluation tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.