Overview of Assessment Validation
RTOs have many obligations following registration, such as yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, validating assessments is notably challenging. While validation has been reviewed in multiple discussions, a review of the basics is necessary. The Australian Skills Quality Authority defines validation of assessments as a quality review of the assessment procedure.
At its core, assessment review is focused on 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 SRTOs 2015, 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 mandate two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The other type ensures that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is performed pre- and post-assessment. This article will focus on the initial type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, deals with the primary part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Concerns the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of validating assessment tools is to verify that all aspects, performance standards, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you get 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. Check new resources immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only time to conduct this type of validation. Do validation of assessment tools also when you:
- Improve your resources
- Introduce new training products on scope
- Compare your course with training product updates
- Recognise 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.
Training Products Requiring Validation
Bear in mind that this validation ensures compliance of all educational resources before being used. All RTOs must validate materials for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It shows which evaluation items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include lists, evaluation registers, and evaluation templates created separately from the learner workbook and assessor guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for validation 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 industry experts.
Collectively, your panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: 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?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- 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 criteria is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 won’t cut it.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment task must cover all specifications, or the student is not yet competent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for evaluators to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the principles ASQA assessment validation guidelines of assessment and Rules of Evidence, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.