Overview of Assessment Validation
Registered Training Organisations handle multiple obligations post-registration, including yearly reports, AVETMISS data submission, and advertising compliance. Among these tasks, validating assessments often stands out. While validation has been covered in multiple discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes validation of assessments as granular review of the assessment procedure.
Principally, assessment review is intended to identify 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 Standards for RTOs 2015, 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 specify two forms of validation. The first type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type verifies that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that we perform validation pre- and post-assessment. This article will concentrate on the initial type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the first part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Validate Assessment Tools
The goal of validating assessment tools 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 learning resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Check new materials as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Enhance your resources
- Add new training products on scope
- Evaluate 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.
What Training Products Need Validation?
Remember that this validation ensures conformity of all training materials 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 educational resources:
- Mapping Document: 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 answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, registers, and forms designed separately from the workbook and assessor guide. Validate these to ensure they match the evaluation task and comply with subject requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: 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?
- Dependability: Are the these guys assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: 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 verbs 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 appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
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 criteria is meant to assess theoretical understanding (i.e., knowledge evidence), 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 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 won’t cut it.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment task must address all criteria, or the student is not competent, and the assessment method is out of compliance.
Can You Be More Specific?
Each assessment item 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 trainers.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the Principles of Assessment and rules of evidence, you can ensure that your evaluation tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.