Assessment Validation Overview
Registered Training Organisations (RTOs) handle multiple tasks after becoming registered, such as annual declarations, AVETMISS compliance, and advertising compliance. Among these tasks, validating assessments is particularly challenging. While validation has been covered in many posts, a review of the basics is necessary. ASQA defines assessment review as a quality review of the evaluation process.
Primarily, assessment validation is dedicated to 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards require two forms of validation. The initial type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The second validation guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will discuss the primary type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, involves the first part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to verify that all elements, performance standards, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you purchase new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new materials as soon as possible to confirm they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct assessment tool validation also when you:
- Revise your resources
- Add new qualifications to scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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.
What Training Products Require Validation
Keep in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate training products for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It shows which assessment items meet unit requirements, assisting in faster validation.
- Learner/Student 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.
- Marking Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and address course unit requirements.
Assessment Validation Panel
Regulation 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 assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- click here Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- 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 specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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 not compliant. Each assessment task must meet all specifications, or the student is not yet competent, and the assessment tool is not compliant.
Be Specific!
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 instructions do not baffle students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess 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 for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.