Assessment Validation Overview
RTOs handle multiple responsibilities after becoming registered, such as yearly declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validating assessments frequently stands out. While validation has been covered in several discussions, let's return to the basics. The Australian Skills Quality Authority describes validation of assessments as quality assurance of the assessment process.
In essence, assessment validation is focused on identifying which parts of an RTO's assessment 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 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 regulations mandate two forms of validation. The primary type of assessment validation ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This suggests that we perform validation both before and after the assessment. This article will focus on the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, concerns the first part of the rule, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of validating assessment tools is to make sure that all elements, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you acquire new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Do assessment tool validation also when you:
- Enhance your resources
- Include new training products on scope
- Check your course against training product updates
- Recognise your learning resources as a risk 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.
Training Products to Validate
Bear in mind that this validation guarantees adherence of all educational resources before being used. All RTOs must validate resources for each subject unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It identifies which evaluation items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and forms developed separately from the workbook and assessor guide. Validate these to ensure they match the evaluation task and meet unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment 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?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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 do not complete all the tasks listed, it’s out of compliance. Each assessment item must address all requirements, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment 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 instructions do not baffle students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait check here 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 evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.