Intro to Assessment Validation
RTOs have numerous obligations post-registration, such as yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several publications, let's revisit the fundamental principles. ASQA describes validation of assessments as a quality review of the evaluation process.
Basically, assessment validation is focused on 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, 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 forms of validation. The first type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments adhere 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 initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, deals with the initial part of the clause, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Deals with the implementation, 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 validating assessment tools is to make sure that all elements, criteria for performance, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you get new educational resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Review new materials right away to confirm they are fit for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform validation of assessment tools also when you:
- Revise your resources
- Integrate new training products on scope
- Check your course against training product updates
- Recognise your learning resources as a risk 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 to Validate
Bear in mind that this validation ensures compliance of all learning resources before being used. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include checklists, logs, and evaluation templates designed separately from the student workbook and evaluation guide. Validate these to ensure they match the evaluation task and comply with unit requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the frequency. 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 is not sufficient.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment item must address all specifications, or the student is not yet competent, and the assessment tool is not 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 instructions do not confuse students or evaluators.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it easier for students to respond and for check it out assessors to accurately evaluate 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 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 Principles of Assessment and evidence rules, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.