Assessment Validation Overview
Training Organisations are responsible for many responsibilities after becoming registered, including annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments often stands out. While we've discussed validation in many posts, let's revisit the fundamental principles. ASQA identifies validation of assessments as a quality review of the evaluation process.
At its core, assessment validation is concerned with 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 SRTOs 2015, 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 rules specify two forms of validation. The first type of assessment review ensures compliance with 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 suggests that we perform validation in both pre- and post-assessment stages. This article will concentrate on the first type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, pertains to the initial part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of validating assessment tools is to ensure that all elements, performance standards, and evidence of performance and knowledge 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 scheduled validation. Review new materials right away to confirm they are appropriate for students.
Nevertheless, this isn't the only time to do this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Add new training products on scope
- Review your course against training product updates
- Detect your learning resources as a risk 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.
Selecting Training Products for Validation
Remember that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It identifies which assessment tasks meet unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, registers, and forms developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment task and address subject requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of 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?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
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 theoretical understanding (i.e., knowledge-based 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 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 these guys one baby does not fulfill the requirement.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each evaluation task must meet all requirements, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each evaluation task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or evaluators.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these instructions 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.