Intro to Assessment Validation
RTOs have numerous tasks after becoming registered, such as yearly reports, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many articles, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) describes validation of assessments as a quality review of the assessment process.
Basically, validation of assessments is focused on 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 2015 Standards for RTOs, RTOs must ensure their assessment systems, including RPL, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards mandate two types of validation. The initial type of assessment validation guarantees adherence to the requirements of the training package within your RTO's scope. The second validation guarantees that assessments follow the principles of assessment and rules of evidence. This suggests that validation is performed pre- and post-assessment. This article will focus on the first type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, involves the primary part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of validating assessment tools is to make sure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you obtain new educational resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review new resources immediately to confirm they are fit for student use.
Nevertheless, this isn't the only time to perform this type of validation. Do assessment tool validation also when you:
- Revise your resources
- Introduce new training products on scope
- Examine your course with training product updates
- Note 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.
Training Products to Validate
Keep in mind that this validation ensures compliance of all educational resources before use. All RTOs must validate materials for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It indicates which assessment items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for evaluators are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, registers, and forms designed separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s website own?
- Currency: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
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., evidence of knowledge), students should be performing the tasks.
Mind 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 lists. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all criteria, or the student is not yet competent, and the assessment method is not compliant.
Can You Be More Specific?
Each assessment task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or evaluators.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, 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 guidelines and understanding the principles of assessment and evidence rules, you can ensure that your assessment methods are reliable with the standards established by ASQA and the SRTOs 2015.