Intro to Assessment Validation
Registered Training Organisations are responsible for numerous tasks post-registration, including yearly reports, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While we've discussed validation in many discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes assessment validation as quality assurance of the assessment procedure.
Principally, 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 rules require two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The other type verifies that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that we perform validation pre- and post-assessment. This article will focus on the first type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the primary part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Best Time for Conducting Assessment
The goal of assessment tool validation is to verify that all elements, performance standards, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new resources as soon as possible to confirm they are appropriate for students.
Nevertheless, this isn't the only time to do this type of validation. Do validation of assessment tools also when you:
- Revise your resources
- Include new training products on scope
- Check your course against 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.
Which Training Products Should You Validate?
Bear in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need here the complete set of your learning resources:
- Mapping Tool: The first document to review. It indicates which assessment items 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 answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, registers, and templates designed separately from the workbook and assessor guide. Validate these to ensure they fit the evaluation task and meet unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for validation 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 field experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- 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 the evidence sufficient to cover all the required skills and knowledge?
- 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 tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Change diapers
- 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
- Supervise and support age-appropriate physical activities and motor development
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 requirement is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 won’t cut it.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must address all requirements, or the student is not yet competent, and the assessment method is out of compliance.
Provide Specific Details
Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.