Overview of Assessment Validation
RTOs handle multiple duties after becoming registered, such as annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is notably challenging. While validation has been covered in several posts, a review of the basics is necessary. The Australian Skills Quality Authority defines validation of assessments as granular review of the assessment process.
In essence, assessment review is intended to identify 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 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 rules require two types of validation. The first type of assessment validation guarantees adherence to the training package assessment requirements within your RTO's scope. The other type ensures that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that validation is performed in both pre- and post-assessment stages. This article will focus on the initial type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the primary part of the rule, ensuring meeting all unit requirements.
- Post-Assessment Validation: Deals with the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of assessment tool validation is to verify that all aspects, performance standards, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you get new educational resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new tools immediately to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do assessment tool validation also when you:
- Amend your resources
- Incorporate new training products on scope
- Review your course against training product updates
- Spot 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 Requiring Validation
Keep in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Required 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 evaluation items meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation 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 trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, registers, and forms developed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and address course unit requirements.
Assessment Validation Panel
Regulation 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 educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Appropriateness: 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?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Change diapers
- 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
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 evaluate underlying knowledge (i.e., knowledge 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 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 Not Competent
Pay attention to lists. As mentioned 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 out of compliance.
Can You Be More Specific?
Each evaluation task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess 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 until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive this site and compliant approach.
By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.