Assessment Validation Overview
RTOs handle many duties post-registration, such as annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation is notably challenging. While we've discussed validation in multiple articles, let's return to the basics. ASQA (Australian Skills Quality Authority) defines validation of assessments as quality assurance of the evaluation process.
Principally, validation of assessments 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 regulations, RTOs must ensure their assessment systems, including RPL, adhere to 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 primary type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will discuss the first type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is related to the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all components, criteria for performance, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new resources immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct assessment tool validation also when you:
- Improve your resources
- Add new qualifications to scope
- Review your course against training product updates
- Detect 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.
Which Training Products Should You Validate?
Remember that this validation ensures conformity of all training materials before use. All RTOs must validate materials for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which assessment items meet unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, logs, and forms created separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment activity and meet course unit requirements.
Panel for Validation
Clause 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed website babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment task must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are reliable with the regulations mandated by ASQA and the SRTOs 2015.