Assessment Validation Overview
RTOs handle numerous obligations following registration, which include annual declarations, AVETMISS reporting, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in several publications, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the assessment procedure.
In essence, validation of assessments is about identifying which parts of an RTO’s evaluation process 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 regulations 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 are conducted according to the principles of assessment and Rules of Evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will discuss the primary type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Sometimes called pre-assessment validation or verification, pertains to the primary part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Relates to the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you get new training materials, you must perform validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources right away 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:
- Amend your resources
- Incorporate new training products on scope
- Assess your course with training product updates
- Flag 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.
What Training Products Require Validation
Keep in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It shows which assessment tasks meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, logs, and evaluation templates developed separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment activity and comply with 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 trainers and evaluators to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- 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 criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess underpinning knowledge (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 Nurture babies and toddlers demands 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 more info is not sufficient.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment item must cover all criteria, or the student is incompetent, and the assessment method is non-compliant.
Can You Be More Specific?
Each evaluation task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or evaluators.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait for an audit before they assist with 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 evidence rules, you can ensure that your evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.