Assessment Validation Overview
Training Organisations manage multiple duties after becoming registered, including yearly reports, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments frequently stands out. While validation has been covered in multiple posts, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment review as granular review of the evaluation process.
Basically, assessment review is focused on identifying which parts of an RTO’s assessment procedures 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 rules mandate two forms of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The second validation verifies that assessments adhere to the principles of assessment and rules of evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will concentrate on the primary type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the first part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Validate Assessment Tools
The goal of assessment tool validation is to verify that all elements, performance standards, 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 before allowing students to use them. There's no need to wait for your next scheduled validation. Review new resources immediately to ensure they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Enhance your resources
- Incorporate new training products on scope
- Compare 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 learning resources before use. All RTOs must validate materials for each course unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. read more It shows which evaluation items meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, registers, and forms developed separately from the workbook and assessor guide. Validate these to ensure they match the assessment task and address unit requirements.
Panel for Validation
Standard 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 require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
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., evidence of knowledge), students should be doing the tasks.
Mind 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each evaluation task must cover all requirements, or the student is not competent, and the assessment method is non-compliant.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or trainers.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, 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 assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.