Assessment Validation Overview
Registered Training Organisations (RTOs) have various tasks following registration, such as annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, validation of assessments often stands out. While validation has been covered in multiple publications, let's return to the basics. ASQA (Australian Skills Quality Authority) defines validation of assessments as a quality review of the evaluation process.
Basically, assessment validation is about 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 2015 Standards for RTOs, 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 standards specify two types of validation. The primary type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere 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—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, concerns the first part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Best Time for Conducting Assessment
The purpose of validating assessment tools is to make sure that all elements, performance criteria, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you obtain new learning 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 resources right away to confirm they are fit for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct validation of assessment tools also when you:
- Revise your resources
- Include new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources 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.
Selecting Training Products for Validation
Bear in mind that this validation ensures compliance of all training materials before student use. All RTOs must validate resources for each unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, 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 directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also verify if guidelines for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the workbook and assessor guide. Validate these to ensure they match the assessment activity and comply with unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- 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 requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical more info understanding (i.e., knowledge-based evidence), students should be doing the tasks.
Be Careful with 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 won’t cut it.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all specifications, or the student is not yet 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 guidelines do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for assessors to accurately assess student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a preventative 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 reliable with the standards established by ASQA and the SRTOs 2015.