Overview
Training Organisations have many tasks following registration, which include annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While validation has been reviewed in multiple posts, let's revisit the fundamental principles. ASQA defines validation of assessments as quality assurance of the assessment procedure.
Principally, assessment validation is focused on identifying 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, comply with 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 training package assessment requirements within your organisation's scope. The other type guarantees that assessments follow the Principles of Assessment and Rules of Evidence. This implies that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is related to the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is related to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The goal of validating assessment tools is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you acquire new training materials, you must carry out assessment tool validation prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Check new materials as soon as possible to verify they are fit for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Integrate new training products on scope
- Compare your course with training product updates
- Flag 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.
What Training Products Require Validation
Note that this validation ensures compliance of all learning resources before use. All RTOs must validate materials for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It shows which evaluation items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and click here response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if guidelines 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 evaluation checklists, registers, and forms designed separately from the workbook and marking guide. Validate these to ensure they match the assessment task and meet subject requirements.
Assessment 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 ask all educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: 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?
- 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 verbs in the unit criteria 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
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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.
Full Competence or Not Competent
Pay attention to lists. 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 assessment method is out of compliance.
Provide Specific Details
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 baffle students or assessors.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
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 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 reliable with the regulations mandated by ASQA and the SRTOs 2015.