Overview of Assessment Validation
Registered Training Organisations (RTOs) manage many duties post-registration, which include annual statements, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments is notably challenging. While validation has been reviewed in several publications, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines validation of assessments as a quality review of the evaluation process.
At its core, assessment validation is concerned with 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 specify two forms of validation. The first type of assessment validation checks conformity with the requirements of the training package within your organisation's scope. The other type ensures that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will concentrate on the initial type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the first part of the regulation, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of validating assessment tools is to ensure that all components, performance criteria, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you acquire new training materials, you must perform validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Validate new materials as soon as possible to verify they are fit for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Improve your resources
- Add new training products on scope
- Compare your course with training product updates
- Recognise 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 Require Validation
Note that this validation guarantees adherence of all learning resources before student use. 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 training materials:
- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, helping with 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 benchmarks for each check it out evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, logs, and templates created separately from the learner workbook and marking guide. Validate these to ensure they fit the assessment activity and comply with unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Timeliness: 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 requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
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 criteria is meant to assess underpinning knowledge (i.e., knowledge-based 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 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 does not fulfill the requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must cover all criteria, or the student is not yet competent, and the evaluation tool is out of compliance.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors 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 help rectify 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 evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.