Overview of Assessment Validation
Registered Training Organisations (RTOs) handle many obligations following registration, which include yearly declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is notably challenging. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. ASQA identifies validation of assessments as granular review of the assessment procedure.
At its core, assessment review 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 guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that validation is carried out pre- and post-assessment. This article will focus on the first type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the primary part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of assessment tool validation is to verify that all components, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new educational resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials right away to verify they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Conduct validation of assessment tools also when you:
- Improve your resources
- Include new training products on scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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
Note that this validation ensures compliance of all learning resources before use. All RTOs must validate resources for each unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for assessors are sufficient and if clear standards for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include lists, evaluation registers, and forms designed separately from the learner workbook and assessor guide. Validate these to ensure they fit the assessment activity and address course unit requirements.
Panel for Validation
Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Adaptability: 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: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Is the evidence awesome site up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
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 performing 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 does not fulfill the requirement.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must cover all requirements, or the student is incompetent, and the assessment method is non-compliant.
Be 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 instructions do not confuse students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate 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 for an audit before they assist with 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 regulations mandated by ASQA and the SRTOs 2015.