Overview of Assessment Validation
Registered Training Organisations (RTOs) are responsible for various responsibilities after becoming registered, which include yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been covered in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies validation of assessments as granular review of the evaluation process.
In essence, assessment review is focused on 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards require two types of validation. The primary type of assessment review guarantees adherence to the training package assessment requirements within your organisation's scope. The second validation guarantees that assessments are conducted according 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.
Understanding Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, relates to the primary part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Conduct Assessment Tool Validation
The aim of assessment tool validation is to verify that all aspects, performance standards, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you obtain new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Review new materials as soon as possible to ensure they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Do assessment tool validation also when you:
- Amend your resources
- Expand with new training products on scope
- Audit your course with training product updates
- Identify 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.
Training Products Requiring Validation
Remember that this validation ensures compliance of all training materials before use. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which assessment tasks meet unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also verify if instructions for assessors are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, logs, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment activity and meet unit requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- 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: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key find it here 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 nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (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 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 enumerated tasks. 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 competent, and the assessment tool is out of compliance.
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 instructions do not baffle students or assessors.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for evaluators to accurately evaluate 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 principles of assessment and rules of evidence, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.