Assessment Validation Overview
Registered Training Organisations manage many duties after becoming registered, like annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While validation has been covered in many posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment validation as quality assurance of the assessment process.
At its core, assessment review is designed to identify 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 2015 Standards for RTOs, 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 assessment review checks conformity with the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will concentrate on the initial type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you obtain new educational resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Review new resources right away to confirm they are appropriate for students.
Nevertheless, this isn't the only time to do this type of validation. Perform validation of assessment tools also when you:
- Update your resources
- Add new training products on scope
- Audit your course with training product updates
- Identify 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 to Validate
Note that this validation ensures compliance of all training materials before student use. All RTOs must validate resources for each subject 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 unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, registers, and forms designed separately from the workbook and assessor guide. Validate these to ensure they match the assessment task and address subject requirements.
Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators 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 certifications 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?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: 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?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill 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 numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 one baby won’t cut it.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must cover all specifications, or the student is not competent, and the assessment method is non-compliant.
Be this site Specific!
Each assessment item must have clear and specific reference 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.
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 help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these recommendations 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.