Assessment Validation Overview
Registered Training Organisations have numerous tasks upon registration, like yearly declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in several posts, let's return to the basics. ASQA defines assessment review as quality assurance of the evaluation process.
Primarily, validation of assessments is aimed at identifying which parts of an RTO's assessment 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 rules require two types of validation. The first type of assessment validation guarantees adherence to the training package assessment requirements within your RTO's scope. The other type guarantees that assessments follow the principles of assessment and rules of evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the primary type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the initial part of the clause, aimed at 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.
Methods for Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of assessment tool validation is to ensure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you purchase new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new tools immediately to ensure they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Add new qualifications to scope
- Audit your course with training product updates
- Spot 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.
Identifying Training Products for Validation
Note that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each subject unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It indicates which assessment items meet course unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include lists, logs, and templates designed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Education.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: 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
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- 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 task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare babies for these guys sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
Frequent Errors
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to 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 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.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must cover all criteria, or the student is not yet competent, and the assessment tool is out of compliance.
Be Specific!
Each evaluation 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 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 evaluate student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.