Intro to Assessment Validation
Registered Training Organisations manage multiple responsibilities after becoming registered, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation often stands out. While validation has been covered in many discussions, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as granular review of the assessment process.
At its core, assessment review is dedicated to 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations specify two forms of validation. The initial type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will focus on the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the first part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of assessment tool validation is to verify that all components, performance standards, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you get new learning resources, you must carry out assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Validate new tools right away to ensure they are suitable for student use.
Nevertheless, this isn't the only time to perform this type of validation. Do assessment tool validation also when you:
- Update your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Note 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
Remember that this validation guarantees adherence of all training materials before being used. All RTOs must validate materials for each course unit.
Resources Required for 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 identifies which assessment items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if directions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, registers, and evaluation templates designed separately from the learner workbook and evaluation guide. Validate these to ensure they fit the assessment activity and meet unit requirements.
Validation Panel
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 evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the these guys evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Relevance: 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 tasks in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare solid food and feed 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
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 requires 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 won’t cut it.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment item must meet all specifications, or the student is not competent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment 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 guidelines do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding 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 learning resource developers offer audit guarantees?” However, with these promises, 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 Principles of Assessment and evidence rules, you can ensure that your assessment tools are reliable with the standards established by ASQA and the SRTOs 2015.