Assessment Validation Overview
RTOs handle multiple duties upon registration, which include yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in many articles, let's return to the basics. The Australian Skills Quality Authority describes assessment review as granular review of the assessment procedure.
At its core, validation of assessments 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 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 standards mandate two forms of validation. The first type of validation of assessments ensures compliance with the training package assessment requirements within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that we perform validation both before and after the assessment. This article will concentrate on the initial type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the first part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of assessment tool validation is to verify that all elements, performance criteria, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you get new educational resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Review new tools as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only time to conduct this type of validation. Do validation of assessment tools also when you:
- Amend your resources
- Include new training products on scope
- Check your course against 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.
What Training Products Require Validation
Bear in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate training products for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It indicates which assessment items meet subject requirements, aiding in faster validation.
- Learner 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.
- Marking Guide: Also ensure if directions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and forms created separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment task and address course unit requirements.
Assessment Validation Panel
Regulation 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 sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (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 requires 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 enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must meet all specifications, or the student is incompetent, and the assessment method is out of compliance.
Provide Specific Details
Each assessment 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 trainers.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately evaluate student competence.
Audit Guarantees
Considering these requirements, you click here might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.