Intro to Assessment Validation
RTOs are responsible for multiple duties upon registration, which include yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in several publications, a review of the basics is necessary. ASQA describes assessment review as granular review of the assessment process.
Fundamentally, validation of assessments is aimed at 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, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards specify two forms of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and rules of evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the initial part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the implementation, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to make sure that all elements, criteria for performance, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new tools right away to confirm they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Perform validation of assessment tools also when you:
- Update your resources
- Add new qualifications to scope
- Check your course against training product updates
- Spot 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.
Which Training Products Should You Validate?
Bear in mind that this validation ensures conformity of all educational resources before use. All RTOs must validate training products for each unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- 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 evaluation tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if guidelines for trainers 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 developed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment activity and meet unit requirements.
Assessment 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 mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed get more info babies
- 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
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 does not fulfill the requirement.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Provide Specific Details
Each evaluation task must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or assessors.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for evaluators to accurately evaluate student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a safe 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.