Intro to Assessment Validation
Training Organisations are responsible for multiple duties after becoming registered, including yearly declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in several publications, let's revisit the fundamental principles. ASQA describes assessment review as a quality review of the assessment process.
Fundamentally, validation of assessments is intended to identify which parts of an RTO’s assessment methods 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules specify two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package 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 we perform validation both before and after the assessment. This article will concentrate on the primary type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, involves the initial part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of assessment tool validation is to verify that all elements, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you acquire new educational 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. Validate new materials right away to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform validation of assessment tools also when you:
- Enhance your resources
- Introduce new training products on scope
- Review your course against 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
Keep in mind that this validation ensures compliance 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 educational resources:
- Mapping Document: The first document to review. It indicates which evaluation items 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 input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and templates designed separately from the student workbook and marking guide. Validate these to ensure they fit the assessment activity and meet course unit requirements.
Panel for Validation
Regulation 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: 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 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to 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
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to find it here assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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.
All or Not Competent
Pay attention to lists. 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 not yet competent, and the assessment method is not compliant.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it simpler for students to respond and for trainers to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This impacts your compliance record, so it's better to take a preventative 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 requirements set by ASQA and the SRTOs 2015.