Overview of Assessment Validation
Registered Training Organisations (RTOs) have numerous duties post-registration, which include annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation often stands out. While validation has been covered in multiple publications, let's return to the basics. ASQA describes validation of assessments as granular review of the assessment process.
Basically, assessment validation is designed 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 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 regulations specify two forms of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will discuss the first type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, pertains to the initial part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new resources right away to verify 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:
- Amend your resources
- Add new training products on scope
- Audit your course with training product updates
- Identify potential risks in your learning resources 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.
Training Products Requiring Validation
Bear in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It shows which evaluation items meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if guidelines for assessors are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and evaluation templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment activity and comply with subject requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Skills 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:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- 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?
- Reliability: get more info Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit specifications 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:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. 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 is not sufficient.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must address 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 standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.
Assurance During Audits
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 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 evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.