Overview of Assessment Validation
Registered Training Organisations (RTOs) have various responsibilities post-registration, like annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in multiple discussions, a review of the basics is necessary. ASQA defines assessment review as granular review of the evaluation process.
In essence, assessment review is aimed at 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 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 mandate two forms of validation. The primary type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the first type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, concerns the initial part of the regulation, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Involves the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all elements, performance criteria, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Check new materials immediately to confirm they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Perform validation of assessment tools also when you:
- Amend your resources
- Add new qualifications to scope
- Evaluate 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.
Selecting Training Products for Validation
Keep in mind that this validation guarantees adherence of all learning resources before student use. All RTOs must validate resources for each unit.
Necessary Resources for Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It identifies which assessment tasks meet unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Additional Resources: These may include checklists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment activity and comply with unit requirements.
Panel for Validation
Standard 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 assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: 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: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: this site Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies 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
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 criteria is meant to assess underpinning knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 does not fulfill the requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment task must cover all criteria, or the student is not competent, and the evaluation tool is not compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward 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 assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.