Assessment Validation Overview
Training Organisations manage numerous obligations post-registration, which include annual declarations, AVETMISS data submission, and advertising compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in multiple posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes validation of assessments as quality assurance of the assessment procedure.
At its core, assessment validation is aimed at 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, meet 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 initial type of assessment validation ensures compliance with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the primary type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new educational resources, you must conduct 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 verify 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
- Include new training products on scope
- Audit your course with training product updates
- Spot 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 educational resources before being used. All RTOs must validate resources for each unit.
Resources Required for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It shows which evaluation items meet course unit requirements, this site aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if directions for trainers are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include lists, logs, and forms developed separately from the workbook and assessor guide. Validate these to ensure they match the assessment task and address course unit requirements.
Validation Panel
Clause 1.11 specifies the requirements for validation panel members. It states 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 panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: 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: Does the evidence confirm the originality of the candidate's work?
- 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 specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
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 specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. 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.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment item must address all criteria, or the student is not competent, and the assessment method is non-compliant.
Be Specific!
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Steering clear of 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 recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.