Assessment Validation Overview
Training Organisations are responsible for numerous tasks post-registration, like annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation often stands out. While we've discussed validation in several publications, let's revisit the fundamental principles. ASQA describes assessment validation as quality assurance of the assessment procedure.
Primarily, assessment validation is focused on identifying which parts of an RTO's assessment process 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 regulations, 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 rules mandate 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 subsequent validation verifies that assessments follow the Principles of Assessment and rules of evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will focus on the first type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the primary part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The goal of validating assessment tools is to make sure that all components, performance standards, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials immediately to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct validation of assessment tools also when you:
- Amend your resources
- Integrate new training products on scope
- Audit your course with 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.
Selecting Training Products for Validation
Keep in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate materials 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 Document: The first document to review. It shows which assessment tasks meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include checklists, evaluation registers, and forms created separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and comply with subject requirements.
Panel for Validation
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 trainers and assessors to participate, sometimes including field get more info experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: 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?
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?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the action words 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:
- Change diapers
- 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
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 does not fulfill the requirement.
All or Nothing Competence
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 requirements, or the student is not yet competent, and the assessment method is non-compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with 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 Rules of Evidence, you can ensure that your evaluation tools are valid with the regulations mandated by ASQA and the SRTOs 2015.