Overview of Assessment Validation
RTOs have many tasks following registration, like yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple articles, let's return to the basics. ASQA (Australian Skills Quality Authority) defines validation of assessments as a quality review of the assessment process.
In essence, assessment review 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 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 requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that we perform validation pre- and post-assessment. This article will discuss the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the first part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of validating assessment tools is to verify that all components, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Check new materials as soon as possible to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Conduct assessment tool validation also when you:
- Modify your resources
- Introduce new training products on scope
- Evaluate your course with 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
Keep in mind that this validation ensures compliance of all training materials before use. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It identifies which evaluation items meet subject requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers 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 evaluation checklists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and address unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. It states assessment 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:
- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Current Expertise 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
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will the assessment produce consistent results every time?
Evidence Rules
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation 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
- Feed babies with solid food
- Respond to baby signs these guys and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must address all requirements, 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 reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.