Intro to Assessment Validation
Registered Training Organisations handle various duties post-registration, such as annual statements, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in many discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority defines validation of assessments as a quality review of the assessment procedure.
Principally, validation of assessments is dedicated to identifying which parts of an RTO’s assessment methods 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, meet 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 primary type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and rules of evidence. This indicates that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you get 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. Check new tools right away to confirm they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:
- Update your resources
- Add new qualifications to scope
- Review 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.
Selecting Training Products for Validation
Remember that this validation guarantees adherence of all training materials before being used. 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 educational resources:
- Mapping Tool: The first document to review. It shows which evaluation items meet subject requirements, aiding in faster validation.
- Learner/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 check if directions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, logs, and templates designed separately from the learner workbook and assessor guide. Validate these to ensure they match the evaluation task and address subject requirements.
Assessment 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 mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your 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 the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment get more info 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 Considerations for Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 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.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment task must address all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Provide Specific Details
Each evaluation task must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.