Assessment Validation Overview
Training Organisations handle multiple responsibilities post-registration, which include annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validating assessments is particularly challenging. While validation has been covered in multiple posts, let's return to the basics. The Australian Skills Quality Authority defines assessment validation as quality assurance of the assessment procedure.
Essentially, validation of assessments is aimed at 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 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 rules mandate 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 second validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This implies that validation is performed both before and after the assessment. This article will focus on the first type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the first part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The aim of assessment tool validation is to make sure that all elements, performance criteria, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you purchase new learning resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new resources immediately to confirm they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Do validation of assessment tools also when you:
- Modify your resources
- Introduce new training products on scope
- Examine 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
Keep in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It indicates which assessment items meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include checklists, evaluation registers, and forms developed separately from the workbook and evaluation guide. Validate these to ensure they match the assessment activity and address course unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Current Professional 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.
Principles Guiding Assessment
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Does the assessment evaluate what it find it here is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- 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 action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- 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
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge-based 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 is not sufficient.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment tool is non-compliant.
Provide Specific Details
Each assessment task must have clear and specific benchmark 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
Avoiding double-barrelled questions makes it easier for students to respond and for assessors to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the principles of assessment and evidence rules, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.