Intro to Assessment Validation
Registered Training Organisations are responsible for many tasks post-registration, including yearly reports, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been covered in many publications, let's return to the basics. ASQA identifies assessment validation as a quality review of the evaluation process.
Basically, assessment review is designed to identify 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, 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 regulations specify two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation verifies that assessments are conducted according to the principles of assessment and rules of evidence. This implies that we perform validation both before and after the assessment. This article will focus on the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the first part of the regulation, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of assessment tool validation is to verify that all elements, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new training materials, you must carry out validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform validation of assessment tools also when you:
- Update your resources
- Introduce new training products on scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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.
Selecting Training Products for Validation
Note that this validation ensures conformity of all learning resources before being used. All RTOs must validate training products for each subject unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for trainers are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, registers, and evaluation templates developed separately from the workbook and assessor guide. Validate these to ensure they match the assessment activity and comply with unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 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?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Relevance: 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?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?
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 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must meet all requirements, or the student is not yet competent, and the assessment tool is non-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 guidelines do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Not get more info using double-barrelled questions makes it easier for students to respond and for trainers to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify 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 tools are reliable with the standards established by ASQA and the SRTOs 2015.