Overview of Assessment Validation
Registered Training Organisations manage multiple duties after becoming registered, such as annual declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in multiple publications, a review of the basics is necessary. ASQA defines assessment validation as granular review of the assessment process.
Essentially, validation of assessments is aimed at identifying which parts of an RTO’s evaluation 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations specify two forms of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your RTO's scope. The subsequent 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 focus on the initial type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, pertains to the primary part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Best Time for Conducting Assessment
The goal of assessment tool validation is to verify that all components, performance standards, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Validate new materials right away to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Conduct assessment tool validation also when you:
- Improve your resources
- Integrate new training products on scope
- Audit your course with training product updates
- Note 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.
What Training Products Need Validation?
Bear in mind that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It indicates which assessment items meet subject requirements, aiding 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.
- Assessor Guide/Marking Guide: Also check if guidelines for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and evaluation templates developed separately from the workbook and marking guide. Validate these to ensure they suit the assessment activity and address course unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and assessors 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:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- 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 criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate this site physical activities and motor development
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 theoretical understanding (i.e., knowledge-based evidence), 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 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 is not sufficient.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment task must meet all specifications, or the student is incompetent, and the evaluation tool is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific benchmark 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.
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 guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.