Intro to Assessment Validation
RTOs are responsible for numerous obligations after becoming registered, such as yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in many discussions, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment validation as quality assurance of the evaluation process.
In essence, assessment review is dedicated to identifying which parts of an RTO’s assessment procedures 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two forms of validation. The first type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The other type guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is carried out both before and after the assessment. This article will focus on the primary type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of assessment tool validation is to make sure that all aspects, performance standards, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you purchase new learning resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new tools immediately to verify they are appropriate for students.
Nevertheless, this isn't the only reason to do this type of validation. Conduct validation of assessment tools also when you:
- Upgrade your resources
- Integrate new training products on scope
- Evaluate 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.
Identifying Training Products for Validation
Keep in mind that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It identifies which assessment tasks meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for trainers are sufficient and if clear standards for these guys each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, logs, and templates designed separately from the learner workbook and marking guide. Validate these to ensure they fit the assessment task and address subject requirements.
Panel for Validation
Regulation 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including industry experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: 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?
- Currency: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be doing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must meet all specifications, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.