Intro to Assessment Validation
Training Organisations handle various tasks post-registration, like annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation frequently stands out. While we've discussed validation in many publications, let's return to the basics. ASQA describes assessment review as a quality review of the assessment process.
In essence, assessment review is designed to identify 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 regulations, 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 standards specify two forms of validation. The primary type of assessment review guarantees adherence to the training package assessment requirements within your organisation's scope. The other type ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will focus on the initial type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Often termed pre-assessment validation or verification, deals with the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains 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 purpose of validating assessment tools is to verify that all elements, performance criteria, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to ensure they are fit for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Perform validation of assessment tools also when you:
- Enhance your resources
- Introduce new training products on scope
- Audit your course with training product updates
- Identify potential risks in your learning resources 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 Needing Validation
Keep in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate training products for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for assessors are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Additional Resources: These may include lists, registers, and forms designed separately from the workbook and assessor guide. Validate these to ensure they match the assessment activity and address course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- 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: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- 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 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 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 is not sufficient.
All or Nothing Competence
Pay attention to lists. As mentioned more info earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment method is non-compliant.
Be Specific!
Each evaluation 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.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are compliant with the requirements set by ASQA and the SRTOs 2015.