Intro to Assessment Validation
Training Organisations handle various responsibilities after becoming registered, which include yearly declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in many posts, a review of the basics is necessary. ASQA describes validation of assessments as a quality review of the assessment procedure.
At its core, validation of assessments is intended to identify 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 2015 Standards for RTOs, 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 require two forms of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is related to the primary part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Relates to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Conduct Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you purchase new training materials, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Review new resources right away to verify they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct validation of assessment tools also when you:
- Upgrade your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Identify 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
Bear in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate training products for each subject unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, logs, and evaluation templates created separately from the learner workbook and evaluation guide. Validate these to ensure they suit the evaluation task and address subject requirements.
Validation Panel
Clause 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 evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its get more info successor.
Principles of Assessment
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: 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?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must address all requirements, or the student is not competent, and the evaluation tool is not compliant.
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 guidelines do not baffle students or evaluators.
Steer Clear of 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 affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your assessment methods are reliable with the regulations mandated by ASQA and the SRTOs 2015.